Based on the innovation of the Ministry of Education & Training about manipulating interdisciplinary knowledge in teaching, I would like to give some of my new ways of teaching part A Reading unit 16: The Wonders Of The World, English 11 effectively

Mục lục
Nội dung:	Trang
Mục lục......1
A. INTRODUCTION.1-Reasons for research. 2-Purposes.3-Subjects...2
4. Methods3
B. CONTENT. 1-Theoretical Background.2-Realities before applying the research...4
3. Solution .a.Warm-up....5
b. Vocabulary7
c.Practice..12
d. Further practice...23
e.Homework..26
4. Effectiveness of the research26
C.Conclusion. 1-General conclusion. 2-Recommendation...27
Tài liệu tham khảo29
A. INTRODUCTION
1. Reasons for research
 Learning English has become more and more important recently. Therefore, how to make the method of teaching and learning advanced is vital demand to English teachers. The fact shows that we can easily approach information and technology and get no difficulty in communication if we are good at Listening, Speaking, Reading and Writing in English fluently. Specially, reading is one of the basic skills that is paid attention to in the process of teaching and learning English. For high school students, they have chances to get more information through units based on themes. Thanks to the passages, they will test events related to daily activities. Moreover, they know deeply cultural diversities from lessons to lessons. If students are bad at reading skill, they get difficulties in getting and keeping information so long. From my experiences in teaching English at Ngoc Lac high school, I find that my students’s skill in reading is limitative, so exchanging information from units to students is uneasy. This not only makes lessons monotonic and unexcited but also affects students’ studying passively.
2. Purposes
 We have all known recently that manipulating interdisciplinary knowledge in solving a problem of lesson is essential, which makes learners not only study and improve the knowledge from other subjects but also help them understand and solve the matter fast and perfectly. Manipulating knowledge of subjects such as Geography, History, Mathematics, Physics , Knowledge from Culture, Civic education and Life in unit 16: The Wonders of the World, English 11 provide them a brief information about the great pyramid of Giza. Moreover, with the images of some wonders being destroyed students are aware of their duties in protecting heritages and Citedal of the Ho dynasty as well.
Based on the innovation of the Ministry of Education & Training about manipulating interdisciplinary knowledge in teaching, I would like to give some of my new ways of teaching part A Reading unit 16: The Wonders Of The World, English 11 effectively. 
3. Subjects
 In this research, I just pay attention to the 11th grade students who are going to studying unit 16. The Great Pyramid of Giza is a famous place that is in the world’s map of travelling, so it is not difficult to get information about. Besides, I give my students chances to discover the interest of the lesson by giving each group of them a handout contained duty. As I have mentioned above, the lesson is so attracting that my students are all excited at doing research to get more information.
4. Methods
To make my solutions effectively, I have used some following methods.
Firstly, I always get advices from colleagues through co-working.
Secondly, I usually study, create and use new methods in teaching English such as using images, pictures, posters, real objects, etc
- Pictures of some wonders of the world: The great Wall of China, Halong Bay, The Leanning Tower of Pisa, The Taj Mahal, etc; pictures to teach new words and phrases.
- Some images of Pharaoh Khufu, The Eiffel Tower, The Building of Khalifa, The Scientist Archimedes, etc.
- Some maps about the Giza plateu, the total area of France, The Nile river, etc
Thirdly, I apply science and technology in teaching, use projecters, presents films, video clips to make the lesson actively. For example, I show a short film about the process of building the Pyramids before the lesson to motivate the spirit of studying between students. 
Next, I often teach English through real situations such as the present situation of some world’s heritages and citadel of the Ho dynasty to raise students’s awareness of protecting these places; manipulating interdisciplinary knowledge which make students interested and motivated in learning . 
Lastly, I classify students into groups when instructing them to search for information, then choose the best to show before the class. Therefore, students use maps to find out the location of Giza Plateu where the pyramid situated; France in comparing the great of the pyramid; the Nile river where most pyramids in Egypt stretch along its west bank. They will use the knowledge about the dynasties in Egypt to know about Pharaoh Khufu-the owner of the great pyramid of Giza; the knowledge about time to emphasize the beginning and finishing of constructions; the profile of Achimedes. And they use the knowledge about the blocks of stone building the Pyramid placed together in PI proportion ; base on Geometry to improve why the pyramids are so strong; the straight or spiral ramps of the construction. Moreover, they study pulleys along with levers discovered by Achimedes to clarify the second theory involved the construction. Students use their knowledge about Egypt to explain the purpose of building the pyramids; the reason why the pyramids are on the west bank of the Nile river; and the function of Sun boat as well. And students have chance to improve their awareness of protecting heritages through images of current status of some wonder and know their responsibility towards this matter with the presentation of Citedal of the Ho dynasty, etc. 
B. CONTENT
1. Theoretical Background
 Normally, the teacher is considered to succeed in teaching reading skill when he/ she helps students practise some new words, do all the tasks that follow and understand the lesson in a limited period of time. Teaching units related to cultural, historical, geographical knowledge, etc is a hard work because it requires the teacher has both technique knowledge and understanding about the places, peoples and events from the lessons. However, the teacher must not explain so much that makes the lesson excursive. Part A Reading in unit 16: The Wonders Of The World is an exciting lesson that have attracted me for a long time. As I love travelling to many places, the wonders of the world, specially, the pyramids of Egypt always make me excited. And to make the lessons more interested, I have spent a lot of time to search for knowledge related to the lesson that I am going to teach my students, about the Pharaoh Khufu, the great of the Pyramid, how the ancient Egyptians build the Pyramid, and why the Pyramids locate on the West of the river Nile, etc. The more I get to know about the Great Pyramids of Giza, the more interesting I find it is.
2. Realities before applying the research
Part A in unit 16 is difficult because it contains so much information, so many new words and theories. In the past, I used to teach students for the following steps. 
1. Before reading
* Warm up 
* New words and Phrases (5-10 words)
* Practice with new words
2. While reading
*Students do the tasks (in texbooks)
*Teacher corrects and gives feedback
3. After reading
4. Homework
In a limitation of time, I tried my best to guide and help students finish the skill. That may be called success. Sometimes, I explained some information but not too much, so the lesson seemed to be a bit mystery for students. Although many students who have been provided pratical duties, some find no interest in getting more informations, some others search for wrong or no relation to the requirements that make the duty waste of time.
What is more, there are so much information are given from different sources such as google, newspapers or magazines that both students and teacher find uneasy to choose which is the best to give before the class. And the level of the students is unequal that limit them in working together into groups. Therefore, I also help my students in need so as to have a successful lesson.
3. Solutions 
As the research pays attention to give some new ways of teaching part A Reading in unit 16 English 11, I would like to present it in the form of a lesson plan which contains both the content and the interdisciplinary knowledge inside 
Here is the content.
a.Warm up: Name the beautiful places 
Teacher: Shows pictures of wonders of the world from number 1 to 4 and presents questions.
1.What are the names of the places?
2.Where are they located?
Teacher: Asks students to work individually to look at the pictures carefully in one minutes and name them.
Students: Work individually in one minutes and give answer
+Picture1: The Great wall of China
+Picture2: (not know)
+Picture3: Ha Long Bay,Viet Nam
+Picture 4: The Leaning Tower of Pisa, Italy
Teacher: Checks student’s answers and gives feedback
Teacher: asks students “ Which name do these places have in common?”
Students: think about the questions then answer: they are beautiful places/ they are heritages , etc.
Teacher: Concludes that they are wonders of the the world
Teacher: Shows the picture and asks students “ Do you know this place? How special is it?”
Students: Look at the picture and then one says : “This is the pyramid in Egypt”
Teacher: Checks the and answer
Teacher: Checks the and answer
Teacher: Sums up “ Although there are a lot of pyramids around the world, none is more famous and mysterious than those in Egypt. Today, we make a short trip to Giza where has the great pyramid to discover some precious information about it”
b. Vocabulary:
Teacher gives vocabulary by asking students to look at the pictures on the projector and guess the words or phrases together with writing on their notebooks.
Teacher: Presents the first picture and explains “This is the King in Egypt”
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Students: Look at the picture and say “Pharaoh- vua”
Teacher: Corrects
Teacher: Shows the second picture and explains “ This is the place where buries dead people”
Students: Look at the picture and say “lang / mo”
Teacher: Check the student’s answer and gives the correct name of the second picture : Tomb-mộ
Teacher:Ask students to look at the third picture and say “This is a special room deaths, treasures or belongs”
Students: Look at the picture and guess “ room/ house”
Teacher: Gives the correct answer with the third picture: Burial Chamber- buồng/ phòng mai táng
Teacher: Shows the fourth picture 
and gives examples.
Ex: He is very rich which means he has a lot of treasures
Teacher: Asks students “ what does treasures mean?”
Students: answer “ vang bac/ chau bau”
Teacher: corrects “của cải”	
Teacher: Asks student to look at the fifth picture and guess its name 
Teacher: Has students’ answer: Base-nền vuông
Teacher: Shows the sixth picture and asks them “what are they?”
Students answer and then teacher checks “Blocks of stone- khối đá”
Teacher: Shows the seventh picture and askes them to guess its name
Teacher: Listens to student’s answer, then gives the correct answer: “Straight ramp- đường dốc thẳng”
Teacher: -Presents the eighth picture and askes students “ what is this”
 -Has the answer from students and gives feedback “Spiral ramp- hình xoắn ốc”
Teacher: Asks student to look at the ninth picture to guess its name
Corrects student’s answer and gives the name of the picture: Weight arm- cánh tay trọng lực
Teacher: Gives the last picture and asks students “ what is the name of the last picture?”
Teacher: Gives the name of the last picture : Sun boat- thuyền mặt trời
Teacher: Shows all words or phrases to read and asks students to listen to carefully.
1. Pharaoh/'feərəu/(n) 6. Block of Stone/'blɔk əv 'stəun/(np)
2. Tomb/tu:m/(n) 7. Straight Ramp/'streit ræmp/(np)
3. Burial Chamber/'beriəl 't∫eimbə/(np) 8. Spiral Ramp/ 'spaiərəl ræmp/(np)
4. Treasure/'treʒə/(n) 9. Weight Arm/'weit ɑ:m /(np)
5. Base/beis/(n) 10. Sun Boat /sʌn 'bəut /(np)
Teacher: Calls 1, 2 students to read the words again, then checks their pronunciation
Vocabulary checking 
Teacher: - Uses the vocabulary checking to review the vocabulary for them
 - Shows pictures in number from 1 to 4 ,then asks them to look at the number of the pictures and give the picture’s names
Students: work individually to give the pictures’names
Teacher : -Calls 2 students to go on board and write down the words 
 1.Burial chamber 3.Sun boat
 2.Straight ramp 4.Blocks of stone
 - Checks and shows pictures again
Teacher: Shows the video about processing of building the great Pyramid
After one minute watching film, teacher shows the content of reading passage and, then ask students to look at on the projector and listen carefully to the audio 
THE GREAT PYRAMID OF GIZA
The Great Pyramid of Giza was built by the Egyptian pharaoh Khufu around the year 2560 BC. The purpose of this huge stone pyramid was to serve as a tomb when he died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there. The Great Pyramid is believed to have been built over a 20-year period. First, the site was prepared and then the huge blocks of stone were transported and put in their places. 
When it was built, the Great Pyramid was 147metres high on a base of 230 square metres. It ranked as the tallest structure on earth for more than 43 centuries, only to be surpassed in height in the nineteenth century AD. The structure consisted of approximately 2 million blocks of stone, each weighing about 2.5 tons. It has been suggested that there are enough blocks in the three pyramids to build a 3-metre high, 0.3-metre-thick wall around France. 
Although it is not known how the blocks were put in place, several theories have been proposed. One theory involves the construction of a straight or spiral ramp that was raised as the construction proceeded. A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms. 
Today, the Great Pyramid of Giza is enclosed, together with the other pyramids in the tourist region of the Giza Plateau on the west bank of the River Nile. Also in the museum housing the mysterious Sun Boat, only discovered in 1954 near the south side of the pyramid. The boat is believed to have used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid. 
Teacher: Presents the map and introduces the source and location of Giza or Gizah (Manipulating Geographical Knowledge)
Then concludes ►It can be called Giza or Gizah. The location is 20 km from the north west of Cairo.
c. Practice
Task 1: Match of the paragraphs with one suitable each main idea given
Teacher: shows the table and asks students to work individually in one minute.
Students: work individually to match each of the paragraph with one suitable main idea given.
Teacher: - Calls 1,2, students to give answers
 - Checks student’s answers and gives the correct answers
COLUMN A
COLUMN B
Paragraph 1
a. The theories of building the Pyramid
Paragraph 2
b. Brief introduction of the Pyramid
Paragraph 3
c. The location of the Pyramid
Paragraph 4
d. The structure of the Pyramid
Teacher: Presents the 4 reading passages for students by projector
Paragraph 1: Brief introduction of the Pyramid
Teacher: raises the questions “ what do you know about Pharaoh Khufu?”coming with picture
Students: Answer “ He is a Pharaoh in Egypt in the ancient time”
Teacher : checks (Manipulating Historical Knowledge)
This is one of the 10 greatest Pharaohs of Egypt
*Khufu was the 2nd pharaoh of the Fourth Dynasty in the Old Kingdom. 
*Khufu's reign over Egypt spanned more than twenty three years from 2589 BC through 2566 BC. 
It is believed Khufu became Pharaoh while in his twentieth
* Best known for building the Great Pyramid at Giza 
Teacher: Shows the picture of the blocks of stone used for building the great pyramid of Giza and asks“How special about the blocks of stone used for building the great pyramid of Giza?”
Students: Answer “ They are very heavy”
Teacher : feedbacks (Manipulating knowledge from Life)
*The structure consisted of appropriately 2 millions blocks of stones, each weighing about 2.5 tons 
Teacher: Shows the picture of the blocks of stones and comments about the ancient Egyptians placed the blocks of stone tightly
Teacher: Gives information (Manipulating Mathematical Knowledge and Knowledge from Life)
There has been much debate concerning the techniques used by ancient Egyptians to cut and dress rough-quarried granite boulders or blocks for use in masonry. No remnants of the actual drilling equipment or saws have survived, leaving Egyptologists to make guesses about drilling and sawing techniques on the basis of tomb-scenes, or the many marks left on surviving granite items 
These blocks of stone were placed so tightly that no small sharp knife can insert between them because they put together based on proportion of PI number. The base of the great pyramid could be equal to b=c/π/(sqrt(2)-1) which is in calculations somewhere close to 230.380924 meters using:b=base, c=lightspeed(currentbestestimate)=299792458m/s,π=3.141592653589793238462643383279(some “signigficant” numberof decimals:-), sqrt(2)1=0.414213562 which also happens to be a nice number sin1/(sqrt(2)-1)=2.414213562 (which is exactly 2 higher). As a result the Pyramids live today. 
 Paragraph2 : The structure of the Pyramid
Teacher: shows picture of base then askes “Why did the ancients Egyptians build base in the first step of construction ?”
Students: (not know)
Teacher : provides information ( Manipulating Mathematical Knowledge)
The true pyramid exists only in Egypt, though the term has also been applied to similar structures in other countries. Egyptian pyramids are square in plan and their triangular sides, which directly face the points of the compass, slope upwards at approximately a 50° angle from the ground and meet at an apex. The prototype for the pyramid are the mastabas of the Old Kingdom (2680—2565 ), which are rectangular in plan and have only two sloping sides. After these came the step-pyramid at Sakkara, built c.2620 , which soon evolved into the straight-sided true pyramid. This monumental structure was developed around the IV dynasty and continued to be the favored form for royal burial through the VI dynasty. 
Teacher : Shows the picture of Great pyramid of Giza and asks students 
“What did the author say about the height of the Great pyramid of Giza? ”
Students: answers “ It is very tall” 
Teacher: Listens to students’ information and then gives information (Manipulating Mathematical Knowledge and Knowledge from Life)
The author said that when it was built, the Great pyramid of Giza ranked as the tallest structure on earth for more than 43 centuries, only to be surpassed in height in the 19th century AD
Teacher: Asks students “ Which are considered the tallest structures in the world in the 19th centuries to now?” 
Students: answer “ The Eiffel tower , and now .”
Teacher: Shows picture to feedback containing information (Manipulating Knowledge from Life)
*The Eiffel Tower, Paris, France
The tallest building in the world from 1889 to 1929, over 40 years
300m in height 
*The Building Burj Khalifa, Dubai
-The tallest building in the world from 2010 to now
- 828m in height 
- Shows the structure of the three pyramids
Teacher: asks students “How great is the structure of the three pyramids?” 
Students : answer and teacher checks (Manipulating Mathematical Knowledge and Knowledge from Life)
*It has been suggested that there are enough blocks in the three pyramids to build a 3-metre high, 0.3-metre thick wall around France.
Teacher: Shows the map of Europe and asks students “What is the total area of France? Is it a big or small country in Europe?”
Students: according to the map to manipulate about the total area of France
Teacher : Checks with information (M