Integrating the teaching of english with other subjects

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT YÊN ĐỊNH SÁNG KIẾN KINH NGHIỆM INTEGRATING THE TEACHING OF ENGLISH WITH OTHER SUBJECTS Người thực hiện: Đỗ Thị Thu Chức vụ: Giáo viên SKKN thuộc môn: Tiếng Anh THANH HOÁ NĂM 2021 CONTENTS CONTENTS PAGE Introduction 1.1 Reasons for choosing the topic 1.1.1 Basis of theory 1.1.2 Basis of practice 1.2 Aims of the research 1.3 Objects of the research 1.4 Methods of the research Contents 2.1 Theoretical background 2.1.1 The Multidisciplinary Integration 2.1.2 Interdisciplinary Integration 2.1.3 Transdisciplinary Integration 2.2 The practical background 2.2.1 Summary of the lessons in the English textbook 12 2.2.2 Detailed description of the nature and content of the solution 2.3 Applying the research to teaching 2.3.1.Integrated lesson plan with Physical Education 2.3.2 Integrated lesson plan with History and Geography 2.4 Results of the research 18 Conclusion 20 INTRODUCTION 1.1 Reasons for choosing the topic 1.1.1 Basis of theory : It is well-known that language is the means by which we share our thoughts and ideas with others: it is our primary source of communication.There are thousands of languages in the world, but it is impossible for a person to learn them all so if people who speak different languages want to speak to each other, they need a language they both know.Here is where learning English becomes a “must”, basically, because it has become the international language of education and business, not to mention science and technology Read on to discover other reasons why learning English is so important in today’s globalized world Over the past years, the Ministry of Education and Training has directed the compilation of many textbooks in the communication approach for students at secondary level However, not only new curriculum and textbooks have higher difficulties, many new or interesting topics such as Cultural Diversity, Nature in Danger, Water sports, International Organization, Life in the future…, but they also have a lot of knowledge related to other cultural subjects such as History, Geography, Civic Education, Physics, Physical Education and Literature If the teacher just only provides students with grammar and vocabulary related to the topic of the lessons without paying attention to the interdisciplinary integration between the subjects, the lectures will always become considerably boring and hard to absorb , students may always feel scared, bored and tired after foreign language lessons[4] From the above reasons, as an English teacher with over ten years’ experience, I have continuously been wondering and researching for the techniques to better the quality of teaching English and I am always anxious to find which method can make my students feel inspired and have fun with English lessons so as to improve the quality as well as the effectiveness of my English lectures Through my years’ time of teaching English 12 as well as exchanging, referring to related materials and drawing experiences after each lecture, I have got an experience initiative entitled " Integrating the teaching of English with other subjects " This experience is drawn from my research and my real experimental teaching for many years, especially in the academic years 2019 – 2020 and 2020 – 2021 school years With this initiative, I would like to help students to apply their knowledge of History, Geography, Literature, Arts and Science to learn English, which makes the lessons more exciting and realistic Besides, students are also able to use their knowledge of other subjects to broaden their vocabulary and knowledge of English Consequently , they find that learning English is always a process of continuous interaction among subjects 1.1.2 Basis of practice : As can be seen, English is a rather difficult subject to students particularly the rural ones In the high school English curriculum, there have existed a large number of inter - unitary lessons with different topics that students have studied in some other subjects such as Geography, History, Physical Education, Biology [5, 6,7,8,9,10, 12] Nevertheless, most of English teachers are usually only concerned about giving explanations to vocabulary, instructions to grammatical structures for students and asking them to the tasks in the textbook without focussing on the use of integrated methods to teach Hence, this results in low teaching quality and few students with flying colours To make it worse, students increasingly lose their interests in learning English and fail to upgrade their communicative abilities By talking and exchanging with colleagues as well as surveying 166 students in classes 12C1, 12C2, 12C3, 12C4 of Yen Đinh High school, I noticed that the status of teaching and learning foreign languages is as follows : In terms of teachers’ side, most of the teachers of the school are highly qualified, enthusiastic in work, eager to learn However, some of them are timid in innovated teaching methods, not dare to change or redesign textbooks, have not found many different methods to refresh the solution In particular, a small number of teachers also believe that foreign language teaching is only teaching vocabulary, structures and guiding students how to the tasks and exercises so that students will achieve high results in the exams In terms of students, Firstly, the 12 th grade students have accessed to three years of high school program education They are no wonder strange with the forms of examination and evaluation that the teachers set Secondy, they have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through such subjects as Geography, History…[5, 6,7,8,9,10, 12] Thirdly, in subjects such as Literature, History, Geography they have learned about many subjects integrated in the lessons As a result, when it is necessary to combine knowledge of a particular subject into Foreign Language to solve a problem in the unit, they will not feel surprised According to the survey at the beginning of the year, 65% of students said that English is a difficult subject, to study this subject well requires students to learn not only vocabulary and structures but they have also to master other subjects to integrate the knowledge into English From the basis of theory and practice , I find that applying Interdisciplinary Integration to teaching English will help students to develop their brainstorming, logical thinking and creativity in learning and practical application So for myself, in the past few years especially this school year 2017 – 2018, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interests as well as help students know how to use the knowledge of other subjects such as History, Geography, Physical Education… to learn English more effectively 1.2 Aims of the research Studying the theoretical issues of integrated teaching and teaching practice at secondary schools which will serve as a scientific basis for the application of integrative teaching in foreign language to students in Yen Đinh High school This teaching method has not only enabled me to lull most of students to take part in English lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for English and other subjects[2] This experience initiative has been applied in quite a long time of my teaching English 12 and I have got considerably hopeful result Therefore, I decisively exchange my experience initiative with my collagues 1.3 Objects of the research This subject is concerned with ways of applying Interdisciplinary Integration to teaching lessons of English 12 1.4 Methods of the research - Using the text - book English 12 to apply to each lesson - Reading reference books to improve - Referring related knowledge from other subjects such as: History, Geography, Civil Education, Physics, Physical Education and Literature - Using the soft ware POWERPOINT, pictures and other materials - Discussing with other teachers - Applying in teaching - Observing and drawing out experiences CONTENTS 2.1 Theoretical background Integrative teaching is one of the important principles in teaching This is considered a modern teaching concept to promote the positiveness of students, while improving the quality of education in the school [1] Interdisciplinary integrated learning is a form of exploration of content, intersperse between subjects, common concepts and thoughts between subjects which are related to each other [3] These parts maybe in different subjects but they support each other to solve situations, phenomena in life Integration is possibly understood in the following ways : - Multidisciplinary Integration - Interdisciplinary Integration - Transdisciplinary Integration.[11] 2.1.1 The Multidisciplinary Integration : Multi - disciplinary approaches focus primarily on subjects Related subjects share a content orientation and teaching technique, but each has its own curriculum Multidisciplinary integration is conducted in a way that organizes standards from the subject area centering a topic, a theme, a project, creating conditions for learners to synthesize the knowledge of the subjects concerned There are many different ways to create an integral program of multidisciplinary, and they differ in the degree of integration effort 2.1.2 Interdisciplinary Integration : According to the interdisciplinary integration approach, teachers organizes the learning activities around common learning content : topics, subjects, concepts and interdisciplinary skills / subjects They connect the cabinet in general academic content included in the courses to emphasize the concepts and interdisciplinary skills Subjects can be identified, but they give less importance than the multi-disciplinary approach Interdisciplinary integration is also understood as an option in which many subjects related learning is bundled into a new course with a system certain topics go through various grades For example, Geography, History, Biology, Society, Civic Education, Chemistry, Physics, are integrated into " Social and Environmental Studies " in the elementary education program in England, Australia, Singapore and Thailand 2.1.3 Transdisciplinary Integration : With an integrated, cross-curricular approach, teachers organize curriculum that addresses students’ issues and concerns Students develop living skills as they apply subjects and interdisciplinary skills to the real contexts of life The two paths lead to the integration of cross - disciplines: project - based learning and negotiating the curriculum From the above, we see integrated thinking rooted in the basis of science and life First of all, life is a great encyclopedia, a great collection of knowledge, experience and method Every situation in life is always an integrated situation It is not possible to solve a problem and task of theory and practice without using the combined and coordinated multi - disciplinary skills of many different fields Integrating in the school will help students learn smartly and creatively apply knowledge, skills and methods of a comprehensive, harmonious and sensible amount of knowledge in solving various and new situations in modern life 2.2 The practical background 2.2.1.Summary of the lessons in the English textbook 12 : English textbook 12 has 16 units (currently reduced to units - Unit and Unit ) Corresponding to 16 lessons is 16 topics Different topics are quite familiar and close to other subjects ( eg : Unit - Home life, Unit - Culture diversity, Unit - School Education System, Unit - Higher Eduction, Unit 11 Books… contain knowledge content close to Literature and Civic Education, the theme of Unit 10 - Endangered species is related to Biology, the topics of Unit 12 - Water sports and Unit 13 - The 22 nd SEA Games have the same background with Physical Education, and the topic of Unit 14 - International Organizations shares the background knowledge with History and Geography[5] 2.2.2 Detailed description of the nature and content of the solution : • Differences : Teaching foreign languages through the integration of background knowledge of other subjects such as History, Geography and Physical Education… From the actual teaching, I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows - The integrated teaching lesson plan is not an outline of the ways to teach for teachers to lecture the classes, transmission imposed for students but a design of activities, steps to organize for students to perform during class time to acquire knowledge, develop capacity and personality for the purpose of educational purposes of the subjects - A good design should consist of two components First, the system of the teaching situation is set out from the objective content of the unit, appropriate with the nature and level of acceptance of the students Second, the system of activities animated, manipulated correspond to the above situations by the teachers’ logical arrangement so as to guide students step by step access and master the lessons in a positive and creative way - The integrated instructional design lesson must be embedded in the content of knowledge of related subjects - It is essential that teachers should ensure the specific content and structure but not squeeze into a rigid patterns that creates open horizons for creative exploration in the student's alternatives on the basis of ensuring the purposes and general requirements of the school - Integrated teaching should focus on designing scenarios integration and corresponding activities are complex ones for students to use coordinate the knowledge and skills of the different disciplines into the process available situations in which students not only gain knowledge and skills of each subject separately but also master the knowledge and develop the integrated capacity of the related subjects • The novelty of the solution versus the solution that has been implemented : Bringing concrete integrated activities to each of the following types The following integrated curriculum lessons are taught in 12th grade in Yen Đinh high school in the school years 2019 – 2020 and 2020 – 2021 2.3 Applying the research to teaching 2.3.1 Integrated lesson plan with Physical Education : Period 68: Unit 12 : WATER SPORTS A: READING I OBJECTIVES Knowledge: - Vocabulary on the topic: water sports - Information about water polo - Further skill development: communication skills, reading skills, skills of working in pairs and groups Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness - Applying the knowledge of Physical Education to learning English, especially comprehending the text through some types of exercises: interpreting video clip to answer questions and gap-filling - Being aware of the importance of the applying integrated knowledge of different subjects in learning English effectively Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance 12C1 11/3/2021 41 12C2 09/03/2021 42 12C3 11/03/2021 39 12C4 12/03/2021 44 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interes b) Content Look at pictures and answer all the questions (1) What kinds of sports are in the pictures? (2) Where can people play these sports? (3) Which sport you think is more popular? Look at these pictures and match with the suitable sport (Water polo or Football) c) Products - Answer the questions: * Expected answers : (1) (a) swimming (b) surfing (c) scuba diving (d) synchronized swimming (2) They are played in water (3) Swimming - Football : 1, 4, - Water polo : 2, 3, → Applying Physical Education knowledge to watch video clip and analyze the scences to give the Vietnamese names for the words d) Implementation - Explaining, guiding and checking ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives - To teach some lexical items related to the topic In danger of becoming extinct b) Content Look at pictures and guess meaning of new words c) Products * Reporting and discussing: Water polo (n) : mơn bóng nước - Tie (n) : trận hòa - Vertical post : cột dọc - Foul (n) : lỗi - Opponent (n) : đối phương - Penalty (n) : hình phạt d) Assign tasks; explain Implementation Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives - Guessing meaning in context, scanning for specific information and passage comprehension b) Content Task 1, 2, c) Products - Guessing meaning from context - Answer comprehension question - Reading for specific information Key Task 1: e c 3.a 4.b 5.d - Work in pairs and the task Key Task 2: 18 ; 30 metres; 20 metres white caps; blue caps; red caps with the number in white Their own goal lines Holding or punching the ball Five to eighty minutes - Do independently first then work in pairs - Present answers in front of the class and correct mistakes Key Task 2: People can play it in a pool It is in the centre of the pool 3.The ball can be advanced by passing with one hand or swimming with the head above the water and the balol between the arm so it rides on the wave create by the swimming’s head Only the goalie can hold/ is allowed to hold the ball with both hands The player is ejected after committing five personal fouls d) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) Implementation State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives Make a comparison between football and water polo, using the following suggestions b) Content Work in groups Make a comparison between football and water polo, using the following suggestions c) Products - Maybe asks students some questions: Would you like to try water polo? Why or why not? Do you think it’s more or less dangerous than football or other sports? Why? d) - Step 1- Transfer the tasks Implementation State the requirements for each activity for the students (Tổ chức thực Make sure the students have a clear understanding of the task hiện) for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next 2.3.2 Integrated lesson plans with History and Geography : Period 92 Unit 15: WOMEN IN SOCIETY D- WRITING I OBJECTIVES Knowledge: - Vocabulary and structures to write a report to describe the information in the column chat showing the hours women housework every week - Develop writing skill: report writing Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness - Applying the knowledge of Geography to learning English, especially analyzing the chart to answer questions and the write the report - Being aware of the importance of the applying integrated knowledge of different subjects in learning English effectively Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance 12C1 22/04/2021 41 12C2 21/04/2021 42 12C3 21/04/2021 39 12C4 22/04/2021 44 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content Question: Look at these pictures and tell me what they are c) Products d) Implementation Suggested answers They are charts (pie charts and bar charts) Elicit students’answers Givefeedback Lead into newlesson ACTIVITY 2: KNOWLEDGE ACQUISITION 10 a) Objectives b) Content c) Products d) Implementation a) Objectives b) Content c) Products Introduce new lexical and grammatical structures related to the lesson Task 1: Work in pairs The chart below shows the average hours of housework per week by people of different sexes and with different marital status in Fantasia Look at the chart then answer the questions that follow Suggested answers - Students understands the words related to the topic In general, married women more housework than men They have to more housework when they have more children Married men have to less housework when they have more children Married men and women without children spend 20 and 30 hours on their housework per week respectively It takes men and women with one or two children 15 and 50 hours respectively to their housework every week They are 10 and 55 Married men should spend more time sharing the housework with their wives Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE Describing the information shown in the column chart in Task Task 2: Write a report describing the information shown in the column chart in Task Begin your report with Suggested answers The column chart illustrates the average hours of housework per week done by married women in comparison with married men As seen in the chart, there is a distinctive difference in the average hours of housework in households In childless families, the gap of housework hours per week between men and women is not large.Women some 30 hours per week, meanwhile, men’s contribution to housework is about 20 hours In families of one or two children, however, the number of men’s housework hours decreases to 15 hours, but women’s number of housework rises even to 50 Undoubtedly the cause of this rise is due to childcare And amazingly in households with 11 d) Implementation a) Objectives b) Content c) Products d) Implementation three or more children, the inequality becomes more distinct Men work fewer hours than about 10 hours, but women’s housework hours rise to 55 per week The chart shows that the inequality in housework between husband and wife should be resolved It is important that women should be liberated from the unreasonable burden of familial responsiblities And to get the target, men should their share of homemaking - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION\ Making report Students come to the board and make a report about the description of the column chart in Task Suggested answers Know to use some expressions +the chart shows/presents/illustrates +As can be seen from the chart +According to the chart +In general/generally speaking - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 12 Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Period 93+ 94 Unit 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS - READING I OBJECTIVES Knowledge: - Vocabulary on the topic - Information about the ASEAN - Skimming the text to get the general ideas - Scanning the text to get some specific details Targted competences: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Qualifications : - Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching 12C1 04/05/2021 12C2 03/05/2021 12C3 03/05/2021 12C4 04/05/2021 Checking: During the lesson New lesson: a) Objectives b) Content Attendance 41 42 39 44 ACTIVITY 1: INTRODUCTION Introduce the topic of the lesson and to raise students' interest - Look at this logo and answer the questions : Which organization is this ? What does ASEAN stand for ? When did Vietnam join the association? 13 c) Products d) Implementatio n a) Objectives b) Content Suggested answers It is ASEAN It stands for The Association of Southeast Asian Nations Vietnam joined this association in 1995 → Applying Geography and History knowledge to find out the Asian countries, the years they took part in ASEAN and the major economic branches in ASEAN Elicit students’answers, give feedback Lead into newlesson ACTIVITY 2: KNOWLEDGE ACQUISITION Introduce new lexical and grammatical structures related to the lesson Name the member countries and major economic branches in ASEAN countries ( based on the knowledge of Geopraphy , History and given pictures ) * Activity : - Show a map and ask Ss to find out the ASEAN countries - Encourage Ss to point at the map and call the names of ASEAN countries - Ask Ss to tell the participation years of ASEAN countries * Activity : - Ask Ss to name major economic branches in ASEAN contries ( based on the knowledge of Geopraphy ) 14 c) Products - T can give some suggested pictures ( Ss can speak English orVietnamese ) - T teaches some new words - Check the answer with the whole class - Feedback and give correct answers * Expected answers : 15 d)Implementation a) Objectives b) Content c) Products Activity 1 Laos (1997) Myanmar (1997) Thailand (1967) Vietnam (1995) Cambodia (1999) Philipines (1967) Brunei (1984) Malaysia (1967) Singapore (1967) 10 Indonesia (1967) Activity (1) finance (n) : tài (2) trade (n) : thương mại (3) agriculture (n) : nông nghiệp (4) forestry (n) : lâm nghiệp (5) tourism (n) : du lịch (6) transportation and communication (n): giao thông vận tải (7) energy (n) : lượng Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE Practice reading skills: - Information about the ASEAN - Skimming the text to get the general ideas - Scanning the text to get some specific details Task 1: The words in the box all appear in the passage Fill in each blank with a suitable word Task 2: Decide whether the following statements are true (T) or false (F) Task 3: Answer the following questions Suggested answers 1.Task1 justice GDP Diverse integration accelerate enterprises Task T F F T F F Task Five original countries, namely Indonesia, Malaysia, the Philippines, Singapore and Thailand, founded ASEAN The two main goals of the Association are to a federate the economic growth, social progress and cultural development and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in region It was US$ 1405 billion It was adopted in 1998 It includes many areas: trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small 16 d) Implementation a) Objectives b) Content and medium enterprises, and tourism - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 1.Work in groups Summarize the passage, based on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020 Look at these flags and name countries and their capital c) Products Suggested answers A: In 1967, ASEAN was founded in Bangkok, Thailand, by the five original countries B: In 1995, Vietnam became the seventh member of the Association 17 C: Laos and Myanmar were admitted to ASEAN in 1997 D: In 1999, Cambodia joined this Association A: In 1998, the Ha Noi Plan of Action was adopted, which aimed lo lead up to the realization of the ASEAN Vision B: According to the statistics in 2007, ASEAN had a combined GDP of about US $ 1.282 billion D: By 2020 a free trade area will have been established in the recion of ASEAN Singapore, Indonesia, Thailand, Malaysia, The Phylippines, Brunei, Vietnam, Laos Myanmar, Cambodia respectively d) Implementation - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks : Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next 2.4.Results of the research To check students’ learning outcomes by topics, after each lecture I usually give students a short " Test " on the content of the lessons they have just learned in class To test results, evaluate the most accurately, I carried out peoredical tests to check students’ understanding in four classes ( two classes are subjectively taught , the rests are not ) • Specific results : Classes follow project (12C3, 12C4) Talent Good Medium Weak Unit 12 Reading 30% 47% 23% 0% Classes not follow project (12C1, 12C2) Talent Good Medium Weak 14% 34% 25% 27% 18 Unit 15 Writing 39% 41% 20% 0% 12% 37% 30% 21% Unit 16 Reading 41% 39% 20% 0% 13% 36% 32% 19% From the above results, it can be seen that the application of teaching methods of integration to foreign language teaching has yielded higher results than traditional teaching methods That motivated me to constantly strive bad luck to always achieve higher results in teaching In addition, over the year -end survey over 62 students surveyed at the begginning of the school year gave me a surprising result At first 65% of students said that learning English does not need to integrate with other subjects, by the end of the year 100% of children all assert that integrating other subjects into the English language helps them remember the words easily and get closer to the lesson's information Moreover, they have found that teacher transformed and designed the activities in the textbook make them more motivated and interested in learning, they often look forward to what they are going to experience through what activities It can be concluded from the results that the application of the teaching methodology above is appropriate, I realize that students are more eager and excited during English lessons The results show that this initiative is highly feasible and can be applied not only to students in the same class at Yen Đinh high school but also widely applied to high school students in the province CONCLUSION From the results of my study, I find that teaching English applying interdisciplinary integration has brought about great effect: - Teachers will have to add a lot of knowledge to complement the lively, easy - to - remember lessons, enhance their thinking skills and apply knowledge to solve real problems Interdisciplinary teaching is the identification of content 19 related to two or more subjects to teach, avoiding the repeated re - learning of the same content in different subjects That requires the teachers to constantly improve professional knowledge and fast update This program encourages teachers to create, deliver subject - based teaching, topics that cover a wide variety of subjects and are closely linked to practice In addition, it has contributed to the reform of teaching organization, innovation in teaching methods, renovation of teaching techniques, evaluation of learning outcomes, enhancement of the use of teaching equipment and exchanges and exchanging experiences among teachers - For students, the subject of interdisciplinary integration is practical, so lively, attractive to students, has the advantage of creating motivation, interests in learning for students Learning the subject of interdisciplinary integration, students are strengthened to use their knowledge integrated in solving practical situations, less memorized knowledge mechanically It is more important that interdisciplinary topics help students avoid repeating the same content multiple times in different subjects, both overloaded, boring, and without knowledge General as well as the ability of the application of knowledge integrated into practice Thus, through integrated teaching, I find that not only are students more interested in learning, but they are also more effectively, helping them become more confident in learning English, but they also gain more knowledge about other subjects I myself have drawn a productive technique of using Interdisciplinary Integration approach to teaching English Although working hard, but I'm glad that the quality of teaching is improved, students have the basic knowledge to learn better in each lesson Above is my experience initiative, although I have tried, I can not avoid the shortcomings and I am looking forward to be supported the contributions and suggestions from my colleagues to improve my project LEADER’S CONFIRMATIONS ( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ ) Thanh Hoa, May, 16 th 2021 I strongly ensure this is my own work without copying from any other’s Writer Đỗ Thị Thu REFERENCE BOOKS A course in language teaching - Practical and Theory ( written by Penny Ur - Cambrige University Press Bringing integrated curriculum into the elementary classroom Fogarty, R (1993) Palatine, IL: Skylight 20 Teaching and Learning in the Language Classroom ( written by Tricia Hedge - 2008 - Cambridge University Press ) English Language Teaching Methodology ( edited by Hanoi university ) Giáo dục công dân 12, Mai Văn Bình, (Tổng chủ biên), 2006, NXB Giáo dục Địa lí 10, Lê Thơng (Tổng chủ biên), 2006, NXB Giáo dục Địa lí 11, Lê Thơng (Tổng chủ biên), 2006, NXB Giáo dục Địa lí 12, Lê Thơng (Tổng chủ biên), 2006, NXB Giáo dục Lịch sử 10 , Phan Ngọc Liên (Tổng chủ biên), 2006, NXB Giáo dục 10 Phương pháp dạy tiếng Anh Trung học phổ thông , Nguyễn Hạnh Dung 11.The mindful school: How to integrate the curricula Fogarty, R (1991) Palatine, IL: Skylight 12 The webbing way: Integrating the curriculum through writing Hughes, S (1994) Winnipeg, Canada: Peguis Publishers 13 Thể dục 12, Vũ Đức Thu (Tổng chủ biên), 2006, NXB Giáo dục 14 Tiếng Anh 12, Hoàng Văn Vân (Tổng chủ biên), 2006, NXB Giáo dục DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ TỪNG ĐẠT GIẢI TT Tên đề tài SKKN Sử dụng hình vẽ Cấp đánh giá xếp loại Kết xếp loại Sở GD – C Năm học đánh giá xếp loại 2003 – Ghi Vào sổ số 21 phác họa việc giảng dạy môn Anh văn lớp 10 ĐT Thanh Hóa Hướng dẫn học sinh học từ môn Tiếng Anh trường THPT Sở GD – ĐT Thanh Hóa 2004 C 2011 – 2012 132/ QĐSGD&ĐT ngày 19 tháng 04 năm 2005 Quyết định số : 871/QĐSGD & ĐT ngày 18 tháng 12 năm 2012 22 ... integrate with other subjects, by the end of the year 100% of children all assert that integrating other subjects into the English language helps them remember the words easily and get closer to the. .. consist of two components First, the system of the teaching situation is set out from the objective content of the unit, appropriate with the nature and level of acceptance of the students Second, the. .. choosing the topic 1.1.1 Basis of theory 1.1.2 Basis of practice 1.2 Aims of the research 1.3 Objects of the research 1.4 Methods of the research Contents 2.1 Theoretical background 2.1.1 The Multidisciplinary