Applying integrated teaching methods to some english lessons at high school

1 INTRODUCTION 1.1 Reason for choosing the research At present, English is not only the most popular language in the world but it is also a popular foreign language in Vietnam Therefore, proficiency in English will be a great advantage for applying for jobs as well as capture many opportunities to start business from the global integration today In order to keep up with this common process, teaching and learning English is given special attention by the Ministry of Education Especially, the introduction of the Foreign Language Project 2020 has further emphasized the teaching and learning of foreign languages along the way This requires each student to have a certain level of English to communicate at a very simple level Over the past years the Ministry of Education and Training has directed to compose many textbooks in the direction of communication for high school New courses and textbooks are more difficult, with many new themes (Cultural Diversity, Nature, People and Places), with a wide range of knowledge related to other cultures and skills If the teacher only provides students with grammars and vocabularies related to topic of the lesson but forgets the interdisciplinary knowledge between subjects, the lecture is always dull, students always feel frightened and tired after every hour of learning Moreover, if the teacher ignores the integration of moral education, environment, population, etc for the student, it is a mistake Because these provide students with the opportunity to use new materials in real-life situations to communicate in real-life situations, and to help them develop more basic skills such as problem solving, self -learning, collaboration and especially communication From the above reasons, I am always anxious to find out what methods can help students feel more interested in learning English so that the quality of lessons is better [4] The teaching initiative: "Applying integrated teaching methods to some English lessons at high school," is my experience drawn from the process of research and teaching in many years 1.2 Aims and objectives of the study With the initiative, I would like to make a small contribution to the change of teaching and learning foreign language by the methods of integrated teaching And by using these methods, teachers will help students form high abilities that meet social requirements In addition, I also want to help students use the knowledge of Geography, Literature, Arts, Science to learn English to make the lesson more various and more attractive Besides, students use their knowledge from other subjects to broaden their vocabularies, knowledge and skills in life and in real situations Therefore, they know that learning English is always a continuous process of interaction between subjects and has the opportunity to use English in real life 1.3 Scope of the study - Knowledge: using integrated knowledge - Student: Dang Thai Mai High School - School year: 2017 – 2018 1.4 Method of the study During this project I used the following measures: - Analyze the practical situation of teaching and learning foreign languages - Study integrated teaching methods - Study teaching methods according to the Foreign Language Project 2020 - Study interdisciplinary knowledge with other subjects according to each topic in the books 2 CONTENT 2.1 Theoretical background The concept of integrated teaching is given in many different ways The coordinated conference of the program of UNESCO, Paris 1972, defines: Integrated teaching of science is a way of presenting concepts and scientific principles that express the basic unity of thought Avoid shocks or too early differences between different scientific disciplines [1] With this in mind, integrated teaching aims to: (1) Make the learning process meaningful by linking learning to everyday life, in relation to specific situations in which the student will meet later, integrate the world of school with the world of life (2) Distinguish the essential to the less important Essential is the core competencies required for students to handle meaningful situations in their life, or to lay the foundation for the next learning process (3) Teach the use of knowledge in practical, specific situations, useful for later life (4) Establish a link between learned concepts The richer the information is, the more advanced the system is, so that students really master the knowledge and use knowledge when encountering an unexpected situation The viewpoint of the Steering Committee for Renovation of Textbooks and Texts after 2015 is that "Integrated teaching is understood as a teacher organization so that students can mobilize knowledge and skills in different fields at the same time to solve problems, assist students in learning tasks, through which new knowledge and skills are formed, and then develop the necessary competencies” [2] Integrated teaching can be understood as a teaching perspective to form and develop in students the necessary competencies including the ability to apply knowledge to effectively solve real situations It also means to ensure that each student applies the knowledge learned in the school in new, difficult, unexpected situations To become a responsible citizen, a qualified worker, integrated education requires that high school learning be linked to the circumstances of the life that the student has Integrated teaching will maximize the individual growth and development of each student, help them succeed in the role of homeowners, citizens, and future workers [3] 2.2 The status of problem The informants for the study consists of 152 students from four classes 10A1, 12A1, 12A2 and 12A3, and teachers of English at Dang Thai Mai High School - To the teachers: Most of the school's teachers are highly qualified, enthusiastic, and eager to learn They have actively innovated teaching methods to suit with communicative way For example, in the past few years they held extra activities for students (Ringing the golden bell, Speaking contest), gave students more chances to communicate through oral tests However, some teachers are still shy, they not dare to change or redesign textbooks, have not found many different methods to refresh the lecture In addition, most of the teachers only focus on teaching vocabulary, grammar, reading comprehension for students, but spending time on speaking skills is limited - To the students: • Advantages: First: The students have studied English at least seven years so they are familiar with forms of examination and evaluation that the teacher set Second: They have widen knowledge of natural resources, environment, society, political and economic issues both domestically and internationally through subjects such as Geography , History, literature, Third: In subjects such as Literature, History, Geography they have learned the integrated knowledge with many subjects So whenever they combine knowledge of a particular subject into foreign language to solve a problem, they will not be surprised • Disadvantages: A large number of students are bad at English and English speaking According to statistics from the survey at the beginning of the year, most students said that English is a difficult subject; they have to learn a lot of vocabularies and structures to be good at English And they said: there is no need to integrate English with other subjects 2.3 Solution: From the theoretical and practical basis, I find that integration teaching helps students develop their thought, mind, creativity in learning and practical application Therefore, in the school year 2017-2018 I have bravely applied a number of interdisciplinary teaching to create excitement as well as help students apply knowledge of other subjects such as History, Geography, to English At the same time, through each topic, I have integrated many life skills such as education, population, vocational guidance, protection of local cultural heritage… 2.3.1 Teaching application There are two main ways of integrated teaching methods: 2.3.1.1 Problem solving teaching Concept: Problem-solving teaching is the way teachers apply in teaching to develop the student's ability to explore independently by presenting problematic situations and control student activities to solve problems Characteristics of problem-solving teaching (1) The basic characteristic of problem-solving teaching is that it comes from the problematic situation: - The problematic situation always contains the content to be identified, a task to be solved, a problem to be solved and consequently, the results of the study and resolution of the grassroots will be new knowledge or new mode of action for the subject - The problematic situation is characterized by a psychological state that occurs in the subject while solving a problem which need new knowledge, new ways of acting (2) The teaching process from the viewpoint problem solving is divided into stages with a specific purpose: - Make the problem-solving instruction in steps: Step 1: Understand the problem - Create situations to suggest problems - Explain and correct to understand the situation - Address the problem Step 2: Solve the problem - Analyze problems, clarify relationships between what is known and what to look for - Proposing and implementing solutions, adjustable, even remove and redirect when necessary This stage is often used the rules of cognitive and cognitive strategies as follows: strange about familiar; specialize and transfer to limited cases; see similar; generalization; consider relationships and dependencies; reflex and hypotenuse (this can be done many times until the right direction is found) - Show how to solve the problem Step 3: Check and study the solution - Check the correctness and suitability of the solution - Check the reasonableness or optimization of the solution - Learn the possibilities of application results Suggest new issues related to similar considerations, generalizations, overturned issues and resolved if possible * Make problem-solving instruction in steps: Step 1: Problem: Give the task, situation and purpose of the activity Step 2: Study the Problem: Gather student knowledge, study materials Step 3: Solve the problem: Give the solution, evaluate the optimal solution Step 4: Applying: Applying results to solve situations, similar problems (3) The process of teaching from a literacy perspective consists of a variety of organizational forms: the learning process can take place with diverse organizational forms that engage learners in the collective, brainstorming, and painting Under the guidance, suggestion, counselor of the teacher; for example: - Small group work (exchange ideas, encourage research ) - Implementing techniques to support arguments (sitting in circles, grouping small groups according to opinions of the same type ) - Brain storming, this is usually the first step to solve a problem (learners are often asked to think, to put their ideas or solutions - Reporting and presenting (doing a variety of ways, from personal writing, small group presentations, group reports to the whole class ) (4) There are different levels of student involvement: depending on the level of student autonomy in the problem-solving process depending on the level of student autonomy in the problem-solving process They refer to different levels, as well as different forms of problem-solving teaching 2.3.1.2 Teaching Oriented Activities The notion of innovating the quality of teaching in vocational training is to equip students with the skills to more than re-inventive knowledge In order to achieve this innovative orientation, it is necessary to have active and problemsolving training methods Learners should be equipped with a certain amount of basic knowledge while linking and orienting to the competencies One problem here is that the teaching and learning methods are effective in shaping students' abilities It has long been studied to approach operational theories to design teaching organizations that address these capabilities The nature of instructional orientation is to direct students to work on technical issues or occupational tasks, in order to prepare students for engaging in occupational tasks - An activity that involves a lot of action and is always aimed at the object to occupy it, the object that becomes the motive of the subject - Action is taken by a series of actions to solve certain tasks, to achieve the purpose of action - Manipulation associated with the use of tools, vehicles under specific conditions In any conscious act, psychological factors hold the function: - Action Oriented - Control of action taken - Check and adjust the action Applying the theory of activity to teaching activities means that students should be considered as subjects of all learning activities (learning theory, handson learning, production practice, learning about social and cultural activities), the teacher should develop the content of the activity to meet the requirements of the training objectives The focus of instruction-oriented instruction is to organize the instructional process in which students work to create a product Through this, the capacity for professional activity is developed - Activity-oriented instruction is a fully functioning student organization in which an independent student designs an activity plan, performs the activity as planned, and evaluates the performance - Organizes the teaching process, in which students learn through independent activity at least according to their methodology - Learn through specific activities where the outcome of the activity is not necessarily but rather open (results may vary) - Organize classroom instruction aimed at developing students' skills in solving professional tasks - Result-oriented instruction that creates products or ideas Aspects of teaching methods, study-oriented classes are organized in the following four stages: Stage 1: Addressing unit problem - demonstrating learning outcome (Product) At this stage, the teacher assigns the unit to the student to be aware of the product to be performed in the unit and the requirement to be achieved The presentation format is very rich and varied, depending on the condition and ability of the teacher If possible, organize the situation in the classroom If the situation is too complex, organize the class onsite (visit to the school), or record the scene and return to the classroom If there is no condition, it is simply a retelling, a teacher's description of words or pictures This is not just an introduction, but also a lot of impact throughout the unit The more complex the product is, the greater the difficulty is for the student Lessons are started with simple tasks During this period, the teacher not only assigns tasks but also unites them, grasps the students about the plan, groups them and provides information on the related materials so that they can actively take part in the process Stage 2: Organizational planning problem solving At this stage, the teacher organizes the student to collect information through the situation, what is observed, collected, and then reconciled with the current condition Then determine what to know what to use which is difficult to ask We see that situations play a very important role, so setting a situation is not simple Based on the analysis, the teacher organizes the student action plan to solve the problem appeared in the situation The product obtained during this period is the implementation plan, which is itself prepared by the teacher before the lecture It includes a list of skills that need to be formed, the process of implementing each skill, the amount of time spent working on each skill, and the amount of new theoretical knowledge that comes in when performing those procedures Particularly, teachers should pay attention to the time of theoretical interventions at the stage of operation so that when students need teachers to meet the new time effectively With the concept of professional skills formation, the formulation of situation analysis and planning skills not spend too much time to implement, teachers only need to present content and produce standard products This is done many times will gradually form the habit of students analysis and planning for the future, as well as students know why the teacher must have these products In special cases, teachers can focus on organizing activities, but this is not encouraged in integrated teaching Because, it may be possible for students to develop a process different from the one that the production line needs Stage 3: Organize the implementation according to the plan, the process has been established At this stage there are things to do: - Sample manipulation of teachers - General presentation of the process - Trial step of students - Evaluation trial step of students - Note the common mistakes, causes and remedies, prevention - Equipped with necessary theoretical knowledge Stage 4: Assessment organization The final step of the instructional orientation is the teacher evaluating the problem solving process Evaluation contents include: - Skills: The level of formation of the skills of the unit Through the process of monitoring the trainers, teachers have grasped the operation of each student, the product obtained by the children compared with the sample - Knowledge: The level of acquisition of new theoretical knowledge as well as the level of application of knowledge learned in the practice - Attitude: the teacher has observed the learning attitude of students from the first stage to the end, the psychological changes are not as expected The attitude of learning through expression of enthusiasm, active or passive, reluctant scientific curiosity, want to ask many things or just stop at the question in the head In addition, teachers can assess the progress of time, the difficulty of the problem on the spirit of encouraging students to learn better later Table of units applied integrated teaching methods in English books: When constructing the lessons of each lesson in English, teachers will easily find out what the content of the lesson is related to, so that they can build lessons in the direction of integration, exploitation and expansion The knowledge in other subjects, and the knowledge of life skills is also very easy to integrate The following are some specific articles and content that included in the article: Grade Unit Integration Unit 5: Technology and you Information technology, educate using facebook or computer Unit 6: An excursion 10 Geography, educate conservation consciousness and protection the cultural heritage Unit 10: Conservation History, Geography, educate conservation consciousness Unit 16: Historical places History, Literature, educate the awareness of conserve cultural heritage Unit 7: World population Geography, educate population Unit 11: Sources of energy Physics, Geography, educate the awareness of saving energy 11 Unit 12: The Asian Games Geography, Physical education, educate the consciousness of protecting health and the benefits of sports 12 Unit 6: Future jobs Geography, vocational education Unit 15: Women in society History, educate gender equality [5], [6], [7] Applying the research in teaching Compilation of integrated teaching methods (this unit was conducted in the school year 2017-2018 in class 10A1 – Dang Thai Mai High School - Pho Hien relics and education conservation awareness local cultural history) 4.1 Composition and implementation process Unit 16: Historical places (Grade 10) OBJECTIVES: By the end of this lesson, students will be able to: Integrating subjects: + integrate the following subjects: - Literature 10: Period 62: Methods of giving presentation - History 10: Unit 20: Building and developing cultural people between 10th and 15th century - Informatics 10 Applying Microsoft Office Word and Microsoft office powerpoint + apply knowledge from this lesson to learn the following subjects: - Geography 12: Unit 31: Developing tourism - Civic Education 11 Unit 13: Policies of Education and Training-ScienceTechnology-Culture - Literature, period 74: A story “A hanoian” Knowledge: + Know about the history, architecture and special features of The Temple of Literature +Use the vocabularies, structures and grammar relating to historical places Skill and competence: + Read a passage of 150-170 words for general and specific information + Give a presentation about historical places + Have 21st century skills self –study, problem-solving, time management, communication, collaboration, language and utilizing high tech tools + Experience a real life situation in students’ hometown to get cross-cultural understanding Attitudes: + Realize the importance of historical places along with the development of economy-society, culture-tourism both nationally and locally + Raise students’ awareness of protecting and preserving historical places through which they show their patriotism PROCEDURES Step : A lecture in class: 1.1 Organization: 10A1: No one is absent 1.2 Warm up and lead-in: - Activity 1: + Students watch a video clip about Van Mieu Quoc Tu Giam + Asks students to tell what they know about this historical places (using what they learn in history) - students answer Today, to understand more about this, we are going to study Unit 16: Historical places - Part A: Reading 1.3 New lesson: Teacher follows PowerPoint lesson plan A Before you read - Activity 2: + teacher elicit some new words : Confucius (n) •memorialize (v) /mə'mɔ:riəlaiz/ •flourish (v) /'flʌri∫/ 10 • stele (n) /’sti:li/ • representative (a) /,repri'zentətiv/ • engrave (v) /in'greiv/ - Activity 3: students task B While you read -Activity 4: students work in groups to find information about Van MieuQuoc Tu Giam: + History: + Architecture: + Features: + Festivals: + Preservation: Students work in groups in 10 minutes then a leader of each group will give a presentation in front of the class Teacher gives comments and summarize the way of describe a historical places C After you read Teacher asks students to list some historical places in Hung Yen Students list some: Da Trach temple, Nom pagoda, Pho Hien,…… Teacher asks students to explore Pho Hien relic group and divide the class into three groups to collect the following information: History Architecture Features Festivals Preservation Chuong Pagoda Mau Temple Xich Dang Temple of literature Group 1: Study Chuong Pagoda + History: + Architecture: + Features: + Festivals: + Preservation: Group 2: Study Mau Temple + History: + Architecture: + Features: + Festivals: + Preservation 11 Group 3: Study Xich Dang temple of Literature + History: + Architecture: + Features: + Festivals: + Preservation: Requirements during developing the project: - Each group needs one leader to manage and make sure that every member is responsible for their task After that a leader will give an oral presentation about what they have learned -Time allowed: two weeks +Week 1: investigate the real - world, collect and synthesize information, a powerpoint and prepare a presentation + Week 2: Check before reporting in front of class Teacher gives out the criteria to students so that students can know what and how they should Step 2: students work in group to collect information about Pho Hien relic group Step 3: students give a report to class Step 4: Assessing the project - For members of each group: Follow the criteria (1) - For powerpoint and presentation: Use rubics for oral presentation (2) Teacher and the leader of group give their remarks 4.2 The outcome of the projects Each group has their own products: a presentation with a powerpoint to illustrate thier research Results: *For members: 80-100 points: 10 students 70-80 points: 20 students 50-70 points: 10 students * For the representative of each group: Group 1: 65 points; Group 2: 70; Group 3: 85 4.2.1 Product of group 1: Chuong Pagoda + Powerpoint + Presentation: Chuong Pagoda History Chuong pagoda is situated in Nhan Duc village, Hien Nam commune, Hung Yen province Kim Chung Tu is chuong pagoda’s name in Chinese scripts It was built in the Le dynasty (the 15th century) and was restored in 1707 After the 12 restoration, Chuong pagoda had a common architecture of Vietnamese pagodas built in the post - Le period In 1992 the pagoda is recognized as a national culture-history relic by the Ministry of Culture and Information and has become a destination that travelers must visit when coming to Hien street The name of Chuong pagoda derived from an ancient legend in history Architecture The layout is unique beauty of Chuong Pagoda’s architecture The pagoda has a well -proportioned and harmonious layout Next to the three-door entrance, which has two storeys and eight roofs, is a stone bridge and a yard, then the front anteroom, the sanctum and the house worshipping the ancestors and Mother’s house Before entering the pagoda, people going on a pilgrimage have to step over the three-door temple gate The main gate in the middle which is highest largest one is closed all the year, except some occasions like the first and fifteenth days of lunar months and Tet holidays By contrast the two other gates are opened frequently for pilgrims After the gates there are three spans of the green stone bridge crossing the “ Dragon’s eye” pond Following is the path called “the only right path” leading to the front anteroom house The front anteroom house has five compartments and two lean- tos, with lotus engraved joints in wooden architecture, linking with the premiere sanctum through a passage The premiere sanctum also has five compartments and two lean-tos, with a system of statues arranged unusually variously along with profound meanings of each line of statues and each individual statue including three Buddhas incarnating be the past, the present and the future; the Amida Nyorai; Manjusri and Visvabhadhra Bodhisattvas, a sculpture of nine dragons wateringa Buddha (Cuu Long), eight statues of Kim Cuong statues, 18 Arahats and four Bodhisattvas All the statues were carved with skillful features Sitting in laid-back positions Their faces feature different gestures In the west and the east, two rows of corridors which are simply designed link the front anteroom with the Mother’s house Chuong pagoda also has the “King of Hell’s Seven Court Halls” relieve that features the scene the King of Hell punishing evils There are also two Buddha caves depicting the Buddha’s process of successfully leading a religious life Festivals Every year, on the occasion of Buddha's birthday in Spring, Chuong pagoda festival have been celebrated, attracting a large number of local people and pilgrims Along with the development and expansion of the city of Hung Yen, Chuong pagoda will be invested, planned to become cultural attractions of Hung Yen Preservation 13 Nowadays, Chuong pagoda still preserved some architecture articles and displayed items with high value such as Fistly, there is a stone bridge and a stone shrine made in 1702 In additions, a big stone stele which is 1.65m high and 1.1m wide, was erected in 1717 under King Vinh Thinh’s reign, and has two sides: in front of side describes the beautiful scenery of Hien street (former name of Hung Yen) and the back side with the words “Nhan Duc’slegend imparted” records the names of people who restored and contributed for the pagoda, including some Chinese person And the last ones are long musical stone which is 1.46m long and 0.66m high and a brass bell with the heigh of 1.28m The younger generation need to preserve and promote the traditional beauty of the nation by encourage local people to keep the surrounding clean and advertise to friends both locally and nationally Hopefully, Chuong pagoda will be one of the first destination for visitors when coming to Hung Yen 4.2.2 Product of group 2: Mau Temple + Powerpoint: + Presentation: Mau Temple History Mau Temple is dedicated to Queen Duong Quy Phi of the Sung dynasty (China), who was praised as the Exemplary Mother of the country Due to the legend, in the 13th century, when the Yuan troops invaded the Sung country, the King and royal family sailed to run away to the South They jumped into the sea to express their resistance against the Yuan enemy’s oppression Queen Duong Quy Phi’s body was dripted to the estuary area of Pho Hien and was carefully buried by the local people A servant of the Sung’s imperial court – Eunuch Du – escaped from the disturbance and then went to Pho Hien With the help of the local people, the servant gathered Chinese expatriates in Pho Hien to build a temple worshipping Quy Phi and set up Hoa Duong village When the eunuch died, villagers raised him to the Tutelary God of the village His tomb has been in Hien Temple’s area until now Architecture According to History of the unification of Great Vietnam, Mau temple was built in King Tran Nhan Tong’s dynasty (1279) and restored many times after that In the 8th year of King Thanh Thai (1897), Mau temple has a fully worked including: Tam quan (Three- door entrance), Thien huong, Tien te (Ancestorworshipping house), Trung Tu and Hau Cung (Sanctuary) Feature There are also many precious relics in the temple, such as hammock palanquin, King’s bed and King’s chair, fifteen conferment panels, horizontal lacquered board, etc 14 Apart from these, Mau temple is well known for ancient sanh, banian and si trees, which are in front is the temple gate These trees are nearly 800 years old and their trucks get attached to each other, the trees’ roots create a firm tripod shape, creating the mysterious scenery for the temple Festivals Mau temple’s traditional festival is held from 10 th to 13rd March (in Lunar year) Firstly, there is a solemn sacrifice ceremony carried out by Mau Duong village officials The next day, the Muc Duc ceremony will be held right after water carrying procession from the Red River The Liem (Sickle) procession, taking place on March 12th, and the du (Elm) procession, organized the following day, are the most exciting activities during the festival Besides, many activities are carried out such as human chess, to tom contest (playing cards), cock fighting and Chau Van singing at night Preservation Mau Temple - a pure Vietnamese architecture, a historic and cultural monument closes to the local people It also expresses the solidarity of the people two countries Vietnam - China For this reason, Mau temple needs restoring, protecting and developing We must enhance our sense of protecting the relics Local authorities should prevent the fraudulence of the surrounding shops to conserve the blessing of the temple Altogether, it is expected that in the near future, Mau Temple will be Hung Yen ’s major tourist area, attracting domestic travellers and foreign travellers 4.2.3 Product of group 3: Xich Dang Temple of Literature + Powerpoint: + Presentation: Xich Dang Temple of Literature Xich Dang Temple of Literature, one of Pho Hien relic group, is always the great pride of Hung Yen people It is considered the gathered place of elite factors of intellect and education History In time of King Le Thanh Tong, to make Confucian religion prevail, the court established many schools outside Quoc Tu Giam in many provinces In Son Nam area (including Ha Nam, Nam Dinh, Ninh Binh, Thai Binh, a small area of Ha Noi and Hung Yen), the temple (also called Son Nam temple) was built to worship the best Confucians, also to be a place where the royal examination took place Xich Dang Temple of Literature is said to be one of the temples left in our countries It is the 2nd oldest, only after QuocTu Giam Temple in Ha Noi As a symbol to honor the land studious tradition” the first is Kinh Ky, the second is Pho Hien” Literature Temple was built in the later Le dynasty and experienced a great restoration in 1839 ( Minh Mang 20th) on the background of Nguyet Duong pagoda, located in Xich Dang village, Lam Son Ward, Hung Yen City Nowadays, Temple of Literature worships Confucius, who is named as a typical teacher, a founder of Nho religion Along with Khong Tu is Chu Van An, a teacher, the first headmaster of Quoc Tu Giam school Before August Revolution in 1945, Xich Dang Temple of Literature was the secret activities facility of Center, Bac Ky Committee, Hung Yen Province Architecture The Van Mieu’s campus is 6.000 m2 large, including buildings such as: three-door gate, steeple, Khanh flat, two rows, main area and worshiping building, all of which remain unspoiled ever since Van Mieu three-door-gate was constructed as the architecture “chồng diêm tầng mái” This is the unique architecture which is still preserved and considered as the symbol of Hung Yen Coming across the gate, a big yard can be seen It used to be the place where royal examination took place That’s why, it is also called the second Temple, only after Temple of Literature, Quoc Tu Giam or Hung Yen Temple Two sides yard are steeple and Khanh flat There is a bell made of cast bronze in 1804, inside the steeple And a stone Khanh in the Khanh flat made in 1803 Next are rows, 5-room-architecture, the place where palanquin was placed, or people prepared costume before seeing the Teacher, Confucius Today, they display pictures about education and travel of Hung Yen there Main building was inside, it was constructed following “Tam” letter style Inside, there is the place worshiping Khong Tu, Chu Van An teacher, Nho giao sages and held stele depicted graduates This is the altar worshiping Khong Tu- inventing Nho religion with his good students: Mạnh Tử, Tử Tư and Nhan Tử Feature The remaining of Van Mieu today are stele, of which were made in Dong Khanh 3rd (1888), one stele was made in Bao Dai 18 th (1943) depicting the names and birth places of graduates in Hung Yen 138 examinees passing royal exams were depicted on stele from Tran dynasty to 1919- the last royal exams, and there are 21 examinees were from Thai Binh Province( Tien Hung district in the past in Hung Yen province in the past, now in Thai Binh) Hung Yen Literature Temple becomes a symbol of studious tradition, which gathers the intellectual and expresses the respectful and veneration spirit of Hung Yen people in the past and now Festivals In the past, there were two festival seasons in Van Mieu, on October nd and October 8th in Lunar calendar every year On festival days, Nho Confucian and the highest provincial mandarin had to come to Van Mieu to show Nho tradition, 16 honored teacher and religion, made standard for juniors, hoped for education developing and developing Every year, people often hold many cultural and educational activities such as ceremony to reward good students, “ca tru” singing, recitation and calligraphy Xich Dang Temple of Literature has become the great symbol and here is also where the intellectual elite honor of people of Nhan fruit Preservation Because of the important role of the temple in history of Vietnamese education, Xich Dang Temple of literature has been preserved very well Every year, thousands of people come here to visit, recall the educational traditions of the home land, Xich Dang Temple of Literature was recognized as National “Historical cultural record” in 1992 by Ministry of Culture, Sports and Tourism As students at high school, we should try our best to study and one day can contribute to the development of the country We hope that our name will be depicted on the stele and honored by next generations Index : (1) For member of each group Full name:…………………… Group :…………………….… Contents Scores Leaders Taking part in group discussions 15 Always 15 Often 10 Sometimes Never 2.Contributions 15 Always 15 Often 10 Sometimes Never Meeting the deadline 15 Always 15 Often 10 Sometimes Never Creativity 15 Good 15 Good enough 10 Bad (2) Oral presentation rubics 17 Criteria Point Delivery Volume Pace, fluency Contents Accuracy Suitability Coherence Language Lexical resources Pronunciation Grammar Physicality Gestures Eye contact Posture Use of visual aids, layout of powerpoint Total Teacher’s Students’ assessment assessment 20 10 10 25 10 10 25 10 10 20 5 10 10 100 Result after applying the research in teaching The following data is the result of the second term – after applying the integrated teaching methods - of the school year 2017 – 2018 after applying the research (in comparison with the first term – before applying the integrated teaching methods - of the school year 2017 – 2018) Class 10A1 First term Second term Number of students 39 Excellentgood (%) 25% Average (%) 50% Weak (bad) (%) 25% 39 35% 60% 5% From the figure above, we can see that: applying the integrated teaching methods to teach English got higher results than the traditional teaching methods These force me to try harder and harder to get higher achievements Furthermore, at the beginning of the school year, there were 65% of students class 10A1 said: there is no need to integrate English with other subjects But, it is a big surprise according to the survey at the end of the school year that 100% of students class 10A1 insist that: integrated teaching methods help students remember 18 vocabularies better and feel the knowledge closer to them Moreover, students say that activities adapted by the teacher are more interesting so they often ling for the English lessons These show that applying integrated teaching methods is suitable, students are more eager to learn and more talkative in an English lesson They feel no fear when the English lesson is upcoming CONCLUSION AND PROPOSAL 3.1 Conclusion Many studies and educational realities around the world have shown that there are many different teaching methods to achieve educational goals in which integrated instruction is the only teaching method that can be achieved The educational goal is to develop the learner's capacity to serve the learning process 19 later or to integrate the student into a working life In order to successfully integrate teaching and learning, we have to apply the integrated perspective from the program development, the compilation of textbooks to the organization of teaching (especially the choice of method and form of teaching students take in real-life situations so that they can explore and find out, solve problems and then develop their ability to apply knowledge From the actual teaching I have drawn some experience on the application of interdisciplinary integration in teaching subjects in high school as follows: The integrated instructional timetable is not an outline of knowledge for teachers to lecture and transmit to students, but rather as a design of activities and activities to organize student work During class time to acquire knowledge, develop the capacity and personality for the purpose of education and education of the subject Design is always composed of two parts: First, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of students Secondly, the system of activities and operations corresponding to the above situations is arranged by the teacher and organized in a logical way to guide the students step by step, occupy the lesson in a positive and creative way Designing integrated teaching hours must be based on the knowledge of the relevant disciplines The lesson plan must ensure that the content and structure are unique but not constrained by a rigid pattern that creates open horizons For creative exploration in the student's alternative projects, on the basis of ensuring the purpose and general requirements of the school Integrated teaching hours should focus on the design of integrated situations and, accordingly, complex activities for students to combine the knowledge and skills of the various disciplines into dealing with situations This is where students acquire not only the individual knowledge and skills of each subject, but also acquire knowledge and develop the integrated capacity of the relevant subjects 3.2 Proposal The results show that this initiative is highly feasible and can be applied not only to students in the same class but also to students of upper secondary schools in Thanh Hoa province I sincerely thank! The confirmation of the headmaster Thanh Hoa, May 20th 2018 I assure this is my own experience initiative, not copying the contents of other people The writer 20 Pham Thi Hien REFERENCE BOOKS Unesdoc.unesco.org/images/0013/001366/136636eo.pdf http: //files.eric.ed.gov/fulltext/EJ756214.pdf https://en.wikipedia.org/wiki/Integrative_learning Ministry of Education and Training Intergrated teaching at secondary and high shool Education publisher: Hanoi university of education, 2015 21 Ministry of Education and Training English 10 Education publisher, 2008 Ministry of Education and Training English 11 Education publisher, 2008 Ministry of Education and Training English 12 Education publisher, 2008 22 ... we can see that: applying the integrated teaching methods to teach English got higher results than the traditional teaching methods These force me to try harder and harder to get higher achievements... shown that there are many different teaching methods to achieve educational goals in which integrated instruction is the only teaching method that can be achieved The educational goal is to develop... capacity to serve the learning process 19 later or to integrate the student into a working life In order to successfully integrate teaching and learning, we have to apply the integrated perspective