Applying the interdisciplinary knowledge to teach the section: speak - Unit 1 English 8 for students in grade 8 at nga tan secondary school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ 
PHÒNG GD&ĐT NGA SƠN
SÁNG KIẾN KINH NGHIỆM
APPLYING THE INTERDISCIPLINARY KNOWLEDGE 
TO TEACH THE SECTION: SPEAK - UNIT 1
ENGLISH 8 FOR STUDENTS IN GRADE 8 
AT NGA TAN SECONDARY SCHOOL
Người thực hiện: Trịnh Thị Hà
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn
SKKN thuộc môn: Tiếng Anh
THANH HOÁ NĂM 2019
TABLE OF CONTENT
CONTENT
PAGE
I. INTRODUCTION
1
1. Reasons for choosing the study.
2. The purpose of the study
3. Scope of the study
4. Method of the study
1
1
2
2
II. CONTENT
1. Theoretical background	
2. Practical background.
3. The sollutions
3.1. The steps made in writing a paragraph or an essay writing.
3.2. Some steps of essay writing and the methods to practise them
3.2.1.Describing people
3.2..2.Descibing places/ Buildings
3.2.3.Descibing places/ Buildings
3.2.4.Narratives
3.2.5.Discursive Essays
4. The discussion
4.1. Results	
4.2. The discussion
2
2
3
3
3
4
4
5
7
7
8
11
11
19
III.CONCLUSION
 1. Limitations of the study. 
2. Recommendations for further research.
 3. Conclusion.
19
19
19
20
IV. REFERENCE
V. APPENDICES
 TABLE OF CONTENT
TABLE OF CONTENT
CONTENT
PAGE
I. INTRODUCTION
1
1. Reasons for choosing the study.
2. The purpose of the study
3. Scope of the study
4. Method of the study
1
1
2
2
II. CONTENT
1. Theoretical background	
2.Situation of the problem before applying the study
II.2.1. General reality of the school.	
II.2.2. To the student
II.2.3. To the student
II.2.4.The reality of interdisciplinary integrated teaching in English
3. The sollutions
3.1. Principles of integration
3.2. Methods of implementation when integrating interdisciplinary knowledge in the lesson.
3.2.1.The aims of the lesson
3.2.2. Overview of the layout of the lesson
3.2.3. Teaching activities and teaching process
II.4. Efficiency of the study
4.1.The result 
4. 2. The meaning of the research topic.
2
2
4
4
5
5
5
6
6
6
6
6
6
19
19
19
III. CONCLUSION AND RECOMMENDATION
1.Conclusion
2. Recommendations for further research
20
20
20
IV. REFERENCE
V. APPENDICES
I. INTRODUCTION
I.1. Reasons for chosing the study
 As we all know, today, English plays an important role in communication. It is widely used around the world and considered as the common language of communication, especially in the period of the current international integration. So English has an important position like other subjects in school. The teaching of English is required today as increasing not only the knowledge but also the concern of every teacher to teach this course in Vietnam. That is why all of the teachers of English have to try their best to find out the methods in order to help their students master the knowledge of this subject easily. I am also an English teacher. Through the experience I have got during my teaching, I have found out that using integrated teaching in teaching English is very effective. 
 Through many years of teaching, I have found that it is necessary to combine knowledge between the subjects to solve a problem in a subject. That not only requires the subject teacher not only to master the knowledge of the subject they are teaching but also to constantly improve the knowledge of other subjects to help them solve the situations, the issues raised in the subject in the fastest, most effective way.
 The textbook program in general, English in particular has been implemented as a program that is based on a theoretical perspective. Content of the new program The Ministry of Education is planning to reform in view of practicality, focusing on basic knowledge and skills, attaching importance to practical application, integrating many aspects and many contents education. The teaching process is mainly oriented for students to self-learn, self-study, self-discover and occupy new knowledge. The renewal of such views is indispensable if we do not want our education to lag behind the general trend of world education but according to UNESCO's orientation, there are 4 pillars: "Learning to know, study to do, learn to live, learn to assert themselves ”(1)
 Integrated teaching is one of the educational perspectives of interest. Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students. In fact in schools today, the teaching in the direction of English Tieengs is less concerned, most teachers are afraid to link, integrate with the relevant content from previous lessons or lessons of another subjects. In this situation, I have studied and launched the initiative: “Applying the interdisciplinary knowledge to teach the Section: Speak - unit 1- English 8 for students in grade 8 at Nga Tan secondary school”. I hope that, teachers, students and those who are interested in the issue of professional reference, supplement and comment to improve the topic.         
I. 2. Purposes of the study 
 Integrated teaching:  
- Helps students understand connections and how to connect
- Raw connections from the real world
- Makes connections through a common them
- Focuses the Learner on the Mastery of Objectives/Overall Goals
- Models for Students the Resources Used in Research
I. 3. Scope of the study
The study is focused on the students of class 8C at Nga Tan secondary school.
I. 4. Method of the study
- Methods of survey and experiment
- Methods of investigation
- Control method
- Observation method
- Methods of collecting information and statistics
- Conversation method
- Methods of summarizing experience
- Methods of research time ...
II. CONTENT
II.1. Theoretical background 
Currently, integrated teaching is one of the educational perspectives of interest. Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students.
    	Integration in the most general sense is understood as the integration of different components, components in a harmonious, compatible way in a whole. Integrated teaching is formed on the basis of positive notions about the learning process and the teaching process, implementing the integrated view in education will contribute to the development of general thinking and solving ability problems and make learning more meaningful for students than learning and implementing education aspects separately. Things, natural and social phenomena, which do not exist in a sporadic, single way, are synthesized, complete and closely related.
More importantly, integration is a process of thinking and awareness that is naturally evolving in people in all areas of activity when they want to work towards their effectiveness. The integrated view allows people to recognize the key things and the organic relationships between elements in the system and in the process of operating in a certain field. Reasonable and meaningful exploitation of these links leads both theoretical and practical activists to new innovations, avoiding duplications that waste time, finance and human resources. In particular, this view leads people to develop many types of activities, creating an environment to apply what they perceive into practice, thereby impacting and changing practices. Therefore, integration is a matter of human awareness and thinking, is the dominant philosophy / principle, orientation and decision of human activities.
The theory of integration is applied to education to become a point of view (a trend of thought) popular teaching theory in the world today. Integration trends are also called inter-association trends that are being implemented on many levels and levels in the development of educational programs. The program is built from an integrated perspective, primarily based on an educational perspective to develop learner capacity (Rogier, 1996).
The international conference welcomes the 21st century entitled "Connecting the knowledge system in a learning world" with the participation of nearly 400 educators from 18 countries held from December 6th to 8th, 2000 in Manila (Philippines). One of the main issues discussed actively in this workshop is the pathways and ways to connect learner-oriented knowledge systems in the information age. To meet the demand of connecting the knowledge system in a learning world, inter-branch thinking is designed right in the content, research facilities and teaching methods. Thus, when faced with the need to resolve knowledge conflicts of learning situations, learners not only solve them online or interpolation but can also be solved by flexible application of interconnection capabilities. 
The common purpose of learning is to understand the connection of all phenomena and things. Integration is a way of thinking in which links are sought, so integration makes true learning happen (Clark, 2002). Thus, with the definition of learning as a way of finding relationships and connecting knowledge, Clark affirmed the indispensable integration rule of the true learning process. Specifically, the exploratory penetration of students into the process of knowledge creation, meaningful learning, deep learning and deep learning are considered essential with effective teaching and learning. And this discovery-exploring approach encourages students through a positive search process, which will combine rather than expand discrete knowledge (Hamston & Murdoch, 1996). Many studies applying cognitive psychology to education have affirmed: the connection between concepts has been established to ensure that each student can effectively mobilize knowledge and capabilities. to solve the situation, and can face an unexpected difficulty, an unprecedented situation. As a result, students have the opportunity to develop cross-cutting skills, abilities that can move.
What is the correct integration program? In its simplest concept, the integration program involves creating connections, relationships. What types of connections? Connect through the subjects? Connect with real life? These connections are based on good knowledge / content based on skills / competencies. According to Drake and Burns (2004), the definition of an integrated program has been a subject of discussion since the beginning of the 20th century. For over a hundred years, theorists have come up with three basic types of integrated operations. These types of integrations are identical although their names are often different. Integration seems like the problem of the method and level. From this perspective, Drake and Burns (2004), propose their definitions of integrated orientations that, according to them, are compatible with the definitions set by educators over the past several decades. These three categories provide a starting point for understanding different integrated approaches:
-    Multidisciplinary Integration
-    Interdisciplinary Integration
-    Transdisciplinary Integration(2)
 	In this intative experience I will mention interdisciplinary integration According to the interdisciplinary approaching, teachers organize learning programs around common learning content: topics, concepts and interdisciplinary / disciplined skills. They connect common learning content within subjects to emphasize interdisciplinary concepts and skills. Subjects are identifiable, but they are less important than a multidisciplinary integrated approach.
Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a system of certain topics throughout many grades. For example, English, Geography, History, Biology, Society, Education, Chemistry, and Civil Education are integrated into the subject "Social and environmental studies”.
II.2.Situation of the problem before applying the study
    Actual situation of teaching subjects in general, grade 8 English in particular although the concept of integrated teaching has been applied to teaching, but the efficiency is not high. Therefore most of the current students have a normal attitude, have not promoted the positive in learning. Teachers in schools do not really understand the meaning, the importance of interdisciplinary teaching, especially the interdisciplinary teaching in English. The process of integrating interdisciplinary into the lesson still faces many confusion, so in the teaching process, it often focuses on the specific knowledge of the subject without the interest and contact with other subjects. On the students' side, there is a slight psychological and subjective mentality in the subject. They often think that knowledge of the subject is light, not much effective in learning, so they lack interest, even abandon the subject when they find that they have enough necessary points. Therefore, when asked, exploiting deeply in the problem, they are often embarrassed or unable to answer the question.
II.2.1. General reality of the school.	
 Nga Tan secondary school is a school in the coastal area so condition of the school is poor. Condition of teaching English at school still face up with many difficulties: No function rooms, facilities for teaching, teaching aids service are not enough.
II.2.2. To the student
 Most of the students are children of farmers so they don’t have good condition to study well. 
 My students are not keen on English. They only learn because it is one of their compulsory subjects. They do not have chance to reach modern equipment so it is very hard for the teacher to motivate them to learn well. Therefore, the result of learning English is not good.
II. 2.3.To the teacher.
 They have few chances to approach new methods of teaching. They also invest so little time on studying for the subject. They mind finding new methods of teaching to teach effectively. There are lack of facilities for the teacher to make English lessons more attractive. They have to teach without the help of modern equipment. Therefore, English lesson is often boring. The students don’t pay more attention to the lesson. Consequency of this, the lesson has poor effectiveness
II.2.4.The reality of interdisciplinary integrated teaching in English
      Conduct practical surveys.
      In the 2018-2019 school year, conduct a quality survey for students of grade 8 without applying interdisciplinary knowledge into the lesson.
The results are as follows:
Class
Number of the students
Percentage
Excellent
%
Good
%
Average
%
Bad
%
8B
34
2
5,9
5
14,7
24
70,6
3
8,8
8C
35
4
11,4
6
17,1
22
62,7
3
8,6
*From that survey, I draw the following basic causes:
      Firstly, the teacher is not really enthusiastic about his teaching, but also imparts knowledge in one direction without placing students in the center, does not promote the self-study spirit of the students. On the other hand, the teachers' evaluation and assessment are not really strict, many new questions are aware, understand and use at a low level without any questions relating to the subjects to solve problems. 
    The secondly, students' learning has not determined the importance of the subject. When assessing the assessment, it is usually only considered to be safe to "average".
    Thirdly, the students’ parents are not really aware of the role and meaning of the subject. Their main purpose is how their children can do well in subjects such as Math, physics, Chemistry and the remaining subjects, including of English, are just enough, not good.
II.3. Solutions used to solve the problem 
II.3.1. Principles of integration
- Ensure the goal: The selection and association of knowledge and skills must aim at the educational goals of the class, the lesson that the above goal is to create people capable of acting on one solid knowledge and skills foundation
- Ensuring the science: The knowledge must be objective and reflect the nature of things and phenomena
- There are similarities in content, methods of the subjects that are integrated so that knowledge and skills support each other, helping learners have advantages in learning and applying to life.
- Ensuring feasibility: Learners can acquire and apply knowledge, interdisciplinary skills, teachers have conditions to organize and guide learning.
- Avoid pressing and hugging: Accepting the knowledge of related subjects only plays a tool for the main content. Content and activities must be structured to meet the objectives of developing learners' competencies.
II.3.2. Methods of implementation when integrating interdisciplinary knowledge in the lesson.
When integrating interdisciplinary knowledge into the lesson, the teacher should take the following steps:
II.3.2.1.The aims of the lesson
After the lesson, students can apply the knowledge, skills and attitudes of the subjects: English, Music, Art, Gymnastics and Literature to perform activities of listening, speaking and describing people (Unit 1 - My friends-section: speak in spoken and written language). 
II.3.2.2. Overview of the layout of the lesson(3)
There are four parts in this lesson:
Part 1: Warm up
Part 2: Pre-speaking
Part 3: While- speaking
Part 4: Post-speaking
Part 5: Homework
II.3.2.3. Teaching activities and teaching process
- Teaching activities: The lesson is divided into many activities, organized in group, individual, pair work and the whole class.
- Lesson process: There is an attached lesson plan 
- Lectures are conducted on electronic lesson plans (Duration: 45 minutes)
Unit 1: My friends
Period 3- Lesson 2: Section: Speak
 (8th grade English of the Ministry of Education and Training)(4)
I. TARGETS OF LESSONS
1. Knowledge:
         + Students understand the content of the lesson and apply knowledge into practice about:
- Vocabulary section:
Students will revise and learn the adjectives used in describe one person.
+ blond (a) : (tóc) vàng hoe
+ fair (a) : (da) trắng
+ slim (a) : dáng người thanh mảnh
+ straight (a) : (tóc) thắng
+ curly (a) : tóc xoăn
+ bald (a) : (đầu) hói
- Grammar section: Introduce and practice grammatical structure:
 S +be + adj
 S +have/ has + adj +hair
2. Skills:
      - Reflection skills in communication
      - Recognize bad habits that affect health and risk of disease. Since then, self-regulation and formation of good habits in daily life as well as in eating and drinking.
3. Attitude:
         - A sense of self-awareness in health care for yourself.
         - Adjust and abandon bad habits that are harmful to health.
4. About forming and developing capacity
- Proactive, bold, confident, flexible in communication practice
II. TEACHING AIDS
*Teacher:
   	- Some pictures are in textbooks.
  	 - Some pictures taken from online.
  	 - Equipment / IT-related teaching aids:
 - Projector 
- video, clip of songs
 - Collect materials on the internet, consult teachers to teach subjects: Physical Education, Music, Literature, Art, Literature ... to have the necessary knowledge to integrate student education through practice talking about the topic of describing people.
*The student:
         	- Textbook
          	- Group table
          - Markers
Mind map
III. POSITIVE TECHNICAL METHODS
- Brainstorming.	
- Group discussion, pair
- Games: Guessing Game: Who is she? / Who is he?
- Mind map
- Handle situations
IV. TEACHING PROCESS
Warm up
+ Integration with physical education and Music:
Ask student listen to the song: Head and shoulders and act according to the lyrics of the song to not only give students a movement in the class to avoid sitting so long, but also develop listening skills and especially create an exciting atmosphere for students to study better.
Students act like the lyrics of the song “head shoulder”
2. Pre- speaking.
*Presentation
+ Integration with Computer Science: 
The teacher instructs students to surf some Websites(5) to find out the adjectives that are used to describe th