Based on the innovation of the teaching methodology of the Ministry of Education and Training on the application of interdisciplinary knowledge, I would like to give some experiences in teaching part a- Reading, Unit 8:Life in the future, English 12

INDEX
Page
I.INTRODUCTION
1.Reasons for research 
2.Purposes 
3.Subjects 
1
4.Methods
2
II. CONTENTS
1.Theoretical background
2
2 .Realities before applying the research
3
3.Solutions : integrated Physics, Chemistry, Biology, History, Geography, Civic Education, Information & Technology, Medical, Environmental and Cultural Knowledge in teaching Part a- reading Unit 8: Life in the future
4
4.Effectiveness of the research
21
 III.CONCLUSION
1.General conclusion
2.Recommendation
IV. REFERENCES
 V. APPENDIX
INTRODUCTION 
Reasons for the research
Nowadays, manipulating disciplinary knowledge in teaching is very necessary, Especially is English because English is a subject that can integrate much knowledge of other subjects. So, students need to accumulate the rich vocabulary and get knowledge of numerous subjects in teaching English to study well this subject;besides teachers can manipulate disciplinary knowledge. It helps activities in English lesson become more and more attracted to students. Moreover, Students will have chace to research much knowledge in other areas of study in English. 
To do well integrated teaching in English.It takes teacher lot of time to plan carefully to be able to explain the related to other subjects. Furthermore, practicing skills in English for students at Thach Thanh 4 high school is really difficult because of their poor vocabulary,bad comprehension skill. Therefore, students don’t like learning to reading skill . Being a teacher of English, I will try to find the best method to help students overcome the difficulties in learning reading lesson.
Purpose.
We have all known recently that integrating subjects in solving a problem of lesson is essential, which make learners not only study and improve the knowledge from other subjects but also help them understand and solve the matter faster and more effectively. Integrating subjects such as Geography, History, Physics, Chemistry, Biology, Knowledge of Economy, Knowledge from Culture, Medial Field, Civic education and Life, etc into the project: “Life In The Future” and People’s Responsibilities to global and local problems not only help students understand the lesson more effectively but also raise their awareness and duties to better their life. 
 Based on the innovation of the teaching methodology of the Ministry of Education and Training on the application of interdisciplinary knowledge, I would like to give some experiences in teaching part a- reading, Unit 8:Life in the future, English 12
Subjects.
In my research, I study with 12th grade students who will study unit 8:Life in the future. Students use maps to find out Newcastle upon Tyne where the Northern Rock bank used to exist; using the knowledge about the existence of the Northern Rock bank, the oldest bank in the UK, which was collapsed by the economic depression and using biological knowledge to know clearly the effects of cleaner beenvironment, fresher air and healthier food to our health;besides Students have opportunities to overview the widely uses of computers in many fields such as in Education, Business and watch some video clips about the environmental status in Vietnam and in their home country, which helps to raise their responsibilities toward these problems. 
 4.Methods
To have a good result, I have used some following methods:
Firstly, I listen to some comments and inquire experience from my colleagues
Secondly, I use reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context and the information they have read to discuss the topic
Thirdly, I study through the internet, use new methods in teaching English such as: using pictures to teach vocabulary, observing and analysing maps, and video clips 
Next, I ask students to practise individual and work in pair as much as possible
Lastly, I use integrated subjects (Physics, Chemistry, Biology, History, Geography, Civic Education, Information & Technology, Medical, Environmental and Cultural Knowledge, etc.) to explain some further information
II.CONTENTS
Theoretical background
The purpose of teaching reading comprehension is to help students understand the key information needed. Improving reading skill both helps students develop scanning for specific ideas,skimming for general information and understand clearly about many subjects to each other in context
 In traditional teaching method, Teacher will scan the passage to find some new vocabularies and write down on the board ; then ask students to read and write down on their notebooks.According to above part to do all the tasks that follow and get some information from each paragraph;teacher has to give information and pictures which is related to knowledge of many subjects for students. Unit 8: Life in the future can help students understand some good and bad things about future life according to optimist’s and pessimist’s attitudes; The benefits that future life brings to us thanks to the developments in micro technology – computers and telecommunication.From that,it raises people’s responsibilities of solving common problems in the world, in the country and local place 
2.Realities before applying the research
With the part A in unit 12, I used to teach the students by traditional method that follows
Homework checking
I. Lead in the lesson & vocabulary 
- Ask some students to answer some questions in the textbook
- Introduce some new words/ expressions that appear in reading text 
- students practice new words and phrases 
II. Practice:
-Ask ss to do all the tasks ( in textbook): Matching and answering questions.
- Check sts’ answer.
III. Further practice
- Ask sts to Complete the notes Pessimists and Optimists’s attitudes toward Life in
the future
-Give homework: - To learn by heart the new words
- To write a passage (100-120 words) about advantages and disadvantages of robots follow the given cues 
Advantages: + Save labor, lighten our work
 + do difficulties/hard jobs so that men have more time to enjoy life or do more creative work
Disadvantages:+ replace human beings in many fields, so many people will lose their jobs or go jobless. 
 + people become more dependent on robots; we can’t work properly when the power is off or when robots stop workin
Prepare for part B- Speaking
Solutions
In my research, I only mention the new ways in teaching Part A-Reading unit 12 Life in the future effectively by integrating many subjects in it. I would like to present the form of teaching plan below.
 Warm - up Presents video clips 
Teacher: Presents questions.
What do you think about life in the future?
( It has good things/ bad things or both)
Teacher: Asks students to work individually to watch the 2 video clips about future life carefully in two minutes and then answer the presented question.
Video clip 1
Video clip 2
Students: Answer “Life in the future has both good and bad things” 
Teacher: Concludes and sums up “Today, we will study Unit 8, part A Reading to understand more about the good and bad things of the future life, from that we have know our responsibilities for bettering the world”.
Teacher: Presents the first picture and explains “People who always expect good things to happen”
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.
Students: Look at the picture and say “Optimist- Người lạc quan” 
Teacher: Corrects and gives the adjective of the word “Optimistic- lạc quan” 
Teacher: Shows the second picture with the word “the Pessimist” inside 
Students: Look at the picture and say “Người bi quan ”
Teacher: Checks the student’s answer and gives the adjective of the word “Pessimistic-bi quan” 
Teacher: Asks students to look at the word “Economic Depression” on the screen and explains “A period when there’s little economic activity and many people are poor or without jobs”
Students: Look at the word and guess the meaning “Thời kì suy giảm kinh tế”
Teacher: Corrects
Teacher: Shows the fourth pictures and asks students “Who do you call these people?”
 Students: Answer “ They are terorists”
Teacher: Corrects and gives feedback “Terrorist- kẻ khủng bố ”, “Terrorism- sự khủng bố, chủ nghĩa khủng bố”	
Teacher: Asks students to look at the three words and phrases and guess their meaning 
Contribute to (vp) Micro Technology (np) Wipe out (vp)
Teacher: Has students’ answers and corrects 
Contribute to (vp): đóng góp cho 
Micro Technology (np): công nghệ vi mô 
Wipe out (vp): xóa sạch, xóa sổ
Teacher: Shows the pictures, asks students look at the second one followed the green arrow, then explains “ Thank to this device, housewives don’t have to spend much time on doing housework”
Students: Answer and then Teacher checks “Labour saving device- thiết bị tiết kiệm sức lao động”
Teacher: Shows the seventh picture and asks “What are they?”
Teacher: Listens to student’s answer, then gives the correct answer “Space shuttle- tàu vũ trụ, tàu con thoi”
Teacher: Shows all words and phrases to read and asks students to listen to carefully.
- Optimistic (a)[ɔpti'mistik]: Lạc quan
- Pessimistic (a)[,pesi'mistik]: Bi quan
- Terrorism (n)['terərizəm]: Sự khủng bố
- Contribute to (v)[kən'tribju:t]: Đóng góp cho
- Economic depression (np)[,i:kə'nɔmik di'pre∫n ]: Thời kỵ̀ suy giảm kinh tế - Wipe out (v)[waip]: Xóa sạch (quét sạch)
- Labour-saving devices (np)['leibə,seiviη di'vais]: Thiết bị tiết kiệm sức lao động
- Micro technology (n)['maikrəu tek'nɔlədʒi]: Công nghệ vi mô
- Space-shuttle (n)[’speis ’∫‏۸tl]:Tàu con thoi,tàu vũ trụ
Teacher: Calls 1, 2 students to read the words again, then checks their pronunciation
Vocabulary checking 
Teacher: Presents a table and asks students to work in pairs to match the words in column A with their definitions in column B
A
B
1. Wiped out
 a. People who always expect bad things to happen
 2. Pessimists
 b. Be destroyed or removed completely.
 3. Economic depression
 c. Spacecraft designed to be used for traveling between the earth and a space station.
 4. Space – shuttle
 d. The use of violent action in order to achieve political aims or to force a government to act.
 5. Terrorism 
 e. A period when there’s little economic activity and many people are poor or without jobs.
Students: Answer and then Teacher gives feedback “1b- 2a- 3e- 4c- 5d”
Teacher: Shows the reading passage, then asks students to look at on the projector and listen carefully to the audio. 
 LIFE IN THE FUTURE 
What will life be like in the future? Different people have different answers to this question; some are pessimistic while others optimistic.
Things will be much worse than they are nowadays, pessimists say. The whole world will experience a period of economic depression. Many large corporations will be wiped out and millions of jobs will be lost. The security of the earth will be threatened by terrorism as terrorist groups will become more powerful and more dangerous. On the contrary, optimists believe that life will be far better than it is today. We will be living in a much cleaner environment, breathing fresher air and eating healthier foods. We will also be better looked after by a more modern medical system. Domestic chores will no longer be a burden thanks to the inventions of labor – saving devices.
For better or worse, it is certain that in the future some things will be very different. Development in micro technology- computers and telecommunication are bound to have a huge influence on various aspects of our lives. Take work, for instance. Robots will do most of the work in factories, so they will be cleaner places for fewer people to work in them. Offices, too, will go electronic with the result that paper will almost completely disappear. More people will work from home on computers linked to a head office. As for travel, it is likely that space – shuttle technology will be used in normal air travel achieving speeds of up to 15, 000 kph. Cars will still be with us, but, instead of petrol, they will run on anything from electricity to methane gas. They will also be fitted with computers to tell us how efficiently we are driving and if there is anything wrong on the road ahead.
Whatever we expect from the future, remember that progress has never moved in straight lines, and history is full of unexpected developments. However, we are confident that the future is in our hands, and it is our responsibility to contribute to bettering our own lives.
Teacher: Asks students “ Can you name the content of passage?”
Students: Answer	
Teacher: Checks and shows the content of the pasage 
Introduction: (Line 1-2)
Body Paragraph 1: (Line 3-12) Pessimists and Optimists’s attitudes
toward life in the future.
Body Paragraph 2: (Line 13-25) The influences of micro technology computers and telecommunication on various aspects of our lives.
Conclusion: (Line 26-30)
Teacher: Presents the Body Paragraph 1 for students by projector
Pessimists and Optimists’s attitudes toward life in the future.
Things will be much worse than they are nowadays, pessimists say. The whole world will experience a period of economic depression. Many large corporations will be wiped out and millions of jobs will be lost. The security of the earth will be threatened by terrorism as terrorist groups will become more powerful and more dangerous. On the contrary, optimists believe that life will be far better than it is today. We will be living in a much cleaner environment, breathing fresher air and eating healthier foods. We will also be better looked after by a more modern medical system. Domestic chores will no longer be a burden thanks to the inventions of labor – saving devices.
Teacher: Asks students “What are the effects of economic depression in the world?”
Students: Answer
Teacher: Checks and gives feedback (Integrating Knowledge of Economy) through images and information.
Teacher: Asks students “Give an example of a large corporation that was wiped out by the Economic Depression?”
Students: Answer “The Northern Rock bank in the UK”
Teacher: Corrects and provides further information about the Northern Rock bank (Integrating Knowledge of Economy, Georgraphy and History)
 * Northern Rock, formerly the Northern Rock Building Society, was a British bank. It was based at Regent Centre in Newcastle upon Tyne, United Kingdom. Northern Rock was best known for becoming the first British bank.
* The collapse of Northern Rock, one of the oldest banks of England (1850-2012), the signal peak for the economic crisis in the UK
Teacher: Continues to raise questions “ How dangerous is the terrorism? Can you name some famous terrorist groups in the world? What have they doing to harm our lives?”
Students: Answer “They are IS and Al Qaeda. They are really dangerous because they have been attacking and killing kinds of people despite working class, career, religion, and sex, etc.” 
Teacher: Corrects and presents some more information about the two famous terrrorist groups IS and Al Qaeda (Integrating Knowledge of Georgraphy, History, and NEWS)
Taking thousands of women as Tossing the bodies of their victims off cliffs, instead of giving them any kind instead of giving them any kind of burial 
sex slaves. Reports have come in 
that some are raped up to 30 
 times per day. 
Teacher: Shows the map of Afganistan-the Headquarter of Al Qaeda and the pictures of Osama bin Laden and Ayman al- Zawahiri- the supreme leaders of this terrorist group.
 Osama bin Laden Ayman al- Zawahiri 
Teacher: Asks students “Can you give some benefits of living in a much cleaner environment, breathing fresher air and eating healthier foods?”
Students: Give the answersTeacher: Checks and explains (Integrating Biological, Medical Knowledge and Life)
Teacher: Asks students “How good does modern medial system provide patients?”
Students: Give the answers
Teacher: Gives feedback (Integrating Medical Knowledge)
* Patients spend less time in recovery and more time enjoying a healthy life time.
* Patients can save in health care costs as well as improved patient health Teacher: Presents some pictures and asks “ Who invented these labour-saving devices? And When?”
Students: Find the answers
Teacher: Corrects (Integrating Knowledge History and Science &Technology
 Electromagnetic Stove by a group Washing machine by Washing and Wringing company, Britain in 1691 engineers of Sauter, Germany in 1991
 cleaner by James Dyson Fridge by Jacob Perkin, USA in 1834
 Britain in 1983 
Teacher: Shows the Body Paragraph 2 by projector
The influences of micro technology computers and telecommunication on various aspects of our lives. 
For better or worse, it is certain that in the future some things will be very different. Developments in micro technology–computers and telecommunication are bound to have a huge influence on various aspects of our lives. Take work, for instance. Robots will do most of the work in factories, so they will be cleaner places for fewer people to work in them. Offices, too, will go electronic with the result that paper will almost completely disappear. More people will work from home on computers linked to a head office. As for travel, it is likely that space – shuttle technology will be used in normal air travel achieving speeds of up to 15, 000 kph. Cars will still be with us, but, instead of petrol, they will run on anything from electricity to methane gas. They will also be fitted with computers to tell us how efficiently we are driving and if there is anything wrong on the road ahead.
Teacher: Presents the picture 
and then asks students “ Can you gives some uses of computers in Education, Medical, Business and other fields?”
Students: Answer the question
Teacher: Corrects and gives feedback (Integrating Knowledge of Science &Technology)
*Some advantages of computer in Education
 Learning Learning Online Teaching
 *Some advantages of computer in Medical Field
 Diagnostic Surgery 
*Some advantages of computer in Business Field
 Conference Meeting Working online
* Some advantages of computer in other Fields
 Shopping Online Travelling Online
Teacher: Asks students “What is the definition and roles of telecommunication?”
Students: Answer the question
Teacher: Checks the answers (Integrating Knowledge of Science & Technology)
 Telecommunication
And presents the images of some kinds of telecommunication
Teacher: Shows the picture of a robot then asks “What do you know about the first robot appeared in the world?”
Students: Give answers 
Teacher: Gives feedback (Integrating Knowledge of Science & Technology) 
In 1950, integrated robot which can remote control was invented by Brit Tony Sale. The height of about 1.8 meter property and is made from pieces of a bomb 
Teacher: Presents another question “What can a robot do?” 
Students: Answer “They can do housework, work in factories, etc” 
 Teacher: Checks by presenting images and explication (Integrating Knowledge of Science & Technology)
 Express feeling Do housework
Teacher: Asks another question “What are the advantages of robots in the factories?”
Students: Answer “ They can work long, give more products and do not require salary”
Teacher: Checks and presents information (Integrating Knowledge of Science & Technology)
* Can perform the tasks which the humans find them dangerous, boring or difficult, with constant speed and precision and they continue and finish the work without feeling sick .
* Help increase the number of manufactured products and decrease the production of defective goods
Teacher: Continues to ask “What are the disadvantages of robots in the factories?”
Students: Answer “The unemployment may rise because robots can do most of the work ”
Teacher: Checks and gives feedback (Integrating Knowled