Educating students keep reading the folk tales of viet nam through intergrated teaching period 43 “unit 6: a closer look 1 – English 8”

A. INTRODUCTION
THE REASON:
 	The world is changing faster and faster in the early 21st century in our everyday life. For this reason, the Vietnamese people have to be ware of improving the knowledge and social skills in order to change a developing country into a developed country in the fastest way and we can afford our modern life.
	As you know, English is an international language. It is spoken in many corners in the world. It is not only the first language of many countries but also the compulsory subject in the schools in all countries in the world. So, it is becoming more and more important in modern life. In addition, communication is the key to our modern life and it makes the world a small village.A good command of English and great success gained in putting English in action definitely enable you to improve your own status and position in the eye of international friends. In order to know how to use modern technology and inventions of the world is very important. Therefore, English is the key of the economic policy of each country.For the businessmen circle, English is regarded as the tactic for every potential achievement.
However, it is the fact that once learning approach has been mix-executed, we probably face bigger challenges in achieving planned goals as a result. As a rule, teaching and learning English are interrelated. In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers . They play the role as the guider for students during their English acquisition. In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration. 
	There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject. Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life. 
	Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in class. In the period of this initiative experience, I have made most use of inter-subject knowledge acquired in order to enable students to well deal with improving their knowledge about folk tales, help them to keep the habit of reading Vietnamese folk tales. Therefore, the performance of the topic of study on the Period 43 UNIT6: FOLK TALES - Lesson 2: CLOSER LOOK 1 (ENGLISH 8) is in need of inter-subject teaching involved in subjects as follows:
 * Biology: Educating students not only keep effectively wild animals but also understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9). 
 * Literature: Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam . Moreover, They use languages to propaganda everyone reading them..
* Fine arts: Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them.
	Being a teacher in the current situation, I am well aware of greater significance of integrated teaching approaches in dealing with potential problems in each subject, facilitating students to have further understanding of every aspects of the subject involved. Integrated teaching helps students bring into full play their own thinking and creativity in knowledge acquisition and application in reality. In the sprit. I would like to express certain experiences in integrated teaching in the topic: “ Educating students keep reading the folk tales of Viet Nam through integrated teaching period 43th – Unit 6: A Closer Look 1 -English 8”
THE PURPOSE
With this aspect of studying how to Educating students keep reading the folk tales of Viet Nam through integrated teaching period, I’d like to share my little experience innovation with you that will help students to not only know more about the language, but also widen their knowledge about folk tales of our country.
OBJECT AND SCOPE OF THE STUDYING
1 OBJECT OF STUDY.
Objective of study includes twenty-eight students of class 8A at Dong Minh Secondary School, Dong Son District, Thanh Hoa Province.
2. SCOPE OF STUDY.
School year: 2018- 2019
RESEARCH METHOD
 Reading and learning about English materials related to teaching English. Investigating, surveying the learning situation of English students. From then, applying that methods to produce the most objective results.
CONTENT
I. THEORETICAL BACKGROUND.
In the current process of national industrialization and modernization, further international integration is of greater significance. In the spirit, our State and Party have reaffirmed the policy “Education is National Top Priority”, English has been paid more and more attention and listed in the compulsory educational curriculum
In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- haws for truly great effectiveness, In other words, how to learn English well is an issue of much interest.
About all, Learning English requires all learners to make ultimate self-motivation, which drive them to be patient determining specific goals within a certain period of time. What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism, or overseas learning, and so on ... Once specific goals have been set and determined, best learning English approaches are probably found out. The same can be said about English teachers. Thus, integrated teaching should be soon taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives.
II. PRACTICAL BACKGROUND.
Teaching and learning English at Dong Minh Secondary School are facing a great number of issues, caused by certain things as follows:
1. STUDENTS AND THEIR PARENTS.
A certain number of students and their parents are not clearly aware of English significance. As the result, students take little interest in learning English, while their parents pay no attention to their children’s performance at school.
A contingent of students take no notice of their lessons due to chatting; inattention in teachers’ performance, as well as distraction caused by outer-social factors like online games, social networks and teenager tendencies ...etc.
Also, students generally show signs of laziness and poor awareness of self-study. They frequently forget to review lessons, do homework and make preparations for new classes. In addition, they fail to balance their interests in their life. Many students have lost their English background, that is proven via the outcome of school year beginning placement test.
2. TEACHERS.
Regardless of numerous efforts made during their lessons, namely diversified teaching approaches aimed at further students mobilization, eventual result are to some extent limited. Teachers fall to apply their favorite teaching approaches to all lessons. It is partly because of overloaded course book content, over-sized classes, poor student background, and poor awareness of self-improvement. As the result, teaching English outcome has failed to meet the demands up to now.
3. ENGLISH CURRICULUM.
In spite of its further attraction in content, the English curriculum, in fact, is much more difficult, therefore, acts as a huge challenge to students of poor background. Apart from it, English is in close connection with other subjects in the over-all curriculum at secondary school level. Thus, it requires learners a certain level of background which ensures them a relatively performance at school. In reality, a lot of students fail to keep face with the curriculum and eventually are left behind.
III. THE SOLUTION
INTEGRATED TEACHING WITH SUBJECTS.
In some cases, the allocation of English content in each period is to some extent uneven. Some English content can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, teachers are forced and raven to adjust their own teaching approaches that are much more in line with such new situation. At the same time, new goals are set, as the result, one of new teaching approaches is taken into consideration in my topic, namely English- Biology- literature- Fine Art- Civic Education integrated teaching. It is as follows:
*ENGLISH:
 Teaching vocabularies about “FOLK TALES”, Introducing some model sentences and structures in the lesson and things students should or shouldn’t do to keep available folk tales of Viet Nam. Giving the pictures about the folk tales and good and bad characters (Textbook English 8- page 60) 
* BIOLOGY:
 Educating students not only keep effectively wild animals but also understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9). 
* LITERATURE:
 Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam . Moreover, They use languages to propaganda everyone reading them.
* FINE ART:
 Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them.
2. PROCESS OF INTEGRATED TEACHING 
1. WARM-UP: Brainstorming:
Teacher divide students into six groups and asks them to write some folk tales. 
 Folk tales
"Hoang Tu Coc” 
 “Qua bau tien” “Cay tre tram dot”
 “So Dua” “Thanh Giong” “Son Tinh Thuy Tinh” 
Students work in group and write some folk tales
Teacher asks the volunteer of each group to say their answers before the class. 
Teacher asks others to give their opinion, then teacher ticks the folk tales and gives marks to each group.
2. PRESENTATION:
*VOCABULARY
 - Teacher gives some pictures, asks students to look at them and introduce quickly some new words about the FOLK TALES : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked.
 - Teacher asks students to repeat in chorus and individual.
* CHECKING UP VOCABULARY:
 -Teacher divides students into two teams and orders students to do activity 1 (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands.
woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant H.witch 
1234
567 8
Teacher choose four students in each team to stick words in the correct pictures, Team finishes first that is winner.
* Teacher gives feedback & marks for teams and asks students to check their answers.
 1-G 2-C 3- E 4-B 5-H 6-A 7-D 8-F
 - Students check the answers and write down.
 Students play game: Quick eyes quick hands
3. PRACTICE: 
2- Match the creatures with the pictures.(page 60 - text book -English 8)
A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle
1.. 2.. 3 4 5... 6... 7 8
*Teacher divides students into six groups.
 - Students sits into six groups .
*Teacher asks students to match the characters with the pictures (on page 60).
 - Students work in group and match the characters with the pictures 
Teacher guides students to do activity 2 (page 60)
* Teacher asks the volunteer to give the answer.
 - Students give the answers
* Teacher give feedback and asks students to check their answers
 1-G 2-F 3- A 4-E 5-B 6-C 7-H 8-D
 - Students check the answers and write down
3a. The adjectives in the box are often used to describe characters in folk tales. Put them into the correct columns.( page 60 - text book )
cheerful generous evil cruel cunning fierce 
brave kind mean wicked greedy intelligent
positive
negative
..
* Teacher asks students to work in pair and write the adjectives in the correct column. 
 - Students work in pair and write the adjectives in the correct column. 
*Teacher calls 2 students to write their answers on the board.
 - Students write their answers on the board
* Teacher give feedback and asks students to check their answers
Positive: cheerful, brave, generous, kind, intelligent
Negative: cruel, cunning, mean, evil, greedy, wicked, fierce
 - Students check the answers and write down
4. Listen and repeat the sentences ( page 60 - text book)
Paying attention to intonation. 
1. What a colourful hat she is wearing!
2. What a time we’re had today! 
3. What beautiful eyes she has!
4. What a nice day it is!
5. What good news it is!
*Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences. 
REMEMBER: 
 We use falling intonation for exclamatory centences
5. Practice these sentences. Then listen and repeat ( page 60 - text book)
1. What a beautiful princess she is!
2. What brave knights they are!
3. What a big nose the wolf has!
4. What a fierce ogre it is!
5.What a handsome prince he is !
*Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences. 
*Teacher asks students to repeat.
4. CONSOLIDATION:
4-1. Teacher review the lesson by asking students to do activity 3b (page 60)
 3b. Now use these adjectives to describe some characters in one of your favorite folk tales.
Example: There’s a wolf in a little Red Riding Hood. He’s cunning and wicked.
* Teacher asks students to work individual and write their answer on the board.
Suggestion: There is a fairy in Tam Cam . She is kind and helpful
 Tam’s stepmother is very cruel.
 4-2. Integrated another subjects
+ Geography and Biology: Say the names of animals? 
Suggestion:( deer, crocodile, whale, elephant, turtle, zebra horse, lion, leopard)
+ Music: Sing some songs Which has mentioned the animals ? 
(Students sing a song which mentions animals. For example the song “Cham nhu rua”(slow as the turtle))
+ Literature: Say the characters in folk tale : “Con Rong Chau Tien”?
Suggestion: (Lac Long Quan is a talent and brave King. He educated his fifty sons to catch fish and protect our sea of Viet Nam . Au Co is a hard-working woman. She and her sons and people grow vegetables, raise the cattle ) 
4-3.TEST FOR 5 MINUTES: 
 DONG SON EDUCATION ANDTRAINING DEPARTUREMENT ENGLISH TEST
 DONG MINH SECONDARY SCHOOL Allowed Time: 5 minutes
Full name: ...................................................................... class: 8......................
 Mark
Teacher’s Remarks.
TITLE AND TASK
 Match the characters of the pictures and adjectives to describe them
 knight lion princess witch giant woodcutter 
 cruel brave kind hard-working fat fierce
1.............................................................. 2......................................................... 
3............................................................ 4
5........................................................... 6...............................................................
5. HOMEWORK
1. Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked, fierce.
2. Prepare new lesson: Unit 6- A Closer Look 2 
IV. TEACHING PROCESS:
STEPS
CONTENT
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
INTERA-CTION
Warm-up
 (5.m)
Discussing and writing: write some folk tales. 
 folk tales
“Qua bau tien” “Hoang tu Coc”
 “So Dua” “Thanh Giong”
* Asks students to work in groups to write folk tales. 
*Teacher asks the volunteer of each group to say their answers before the class. 
*Teacher asks others to give their opinion, then sticks the correct folk tales and gives marks to each group.
Work in groups write folk tales. 
The volunteer of each group to say their answers before the class. 
 “Qua bau tien”, “Hoang Tu Coc”,”Con Rong Chau Tien”,”Thanh Giong, “So Dua”, “Thach Sanh”.
Group- work
Individual
Presentation
(10.m)
1. Vocabulary.
- woodcutter (n) ( picture )
- emperor (n) ( picture )
- knight (n) ( picture )
- giant (n) ( picture )
- witch (n) ( picture )
- hare (n) ( picture )
- ogre (n) ( picture )
- eagle (n) ( picture )
- fairy (n) ( picture )
- generous (adj) (translation)
- greedy (adj)(simple sentence)
- mean (adj) (simple sentence)
- evil (adj) (translation)
- cunning 
- wicked 
- fierce (adj) (translation)
2. Check up vocabulary.
A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant H.witch 
1234
5678
 Teacher gives some pictures, asks students to look at them and introduce quickly some new words about the FOLK TALES : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, cunning, wicked.
Teacher translate some new words: greedy, generous, evil mean, cunning, wicked, fierce
Teacher asks students to repeat in chorus and individual.
* Teacher divides students into two teams and orders students to do activity 1 (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands.
Teacher asks students to give their answer, then correct it
Students look at the pictures and say the names of them.
Examples: 
giant fairy
woodcutter, emperor, knight, with, hare, ogre, eagle, greedy, cunning, wicked.
Students listen to and write down: greedy, generous, evil, mean, cunning, wicked, fierce
Repeat in chorus and individual 
Students divide into two teams and orders students to do activity 1 (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands.
1.G 2.C 3.E 4.B 
5.H 6.A 7.D 8.F
Whole-class
Individual
Individual
Whole-class
Group
Practice
(20.m)
2- Match the creatures with the pictures.
A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle
1.. 2.. 3 4
5... 6... 7 8
3a. Put the adjectives into the correct column
cheerful generous evil cruel
cunning fierce brave kind
mean wicked greedy intelligent 
positive
negative
.
..
..
..
..
4Listen and repeat the sentences
Paying attention to intonation. 
1.What a colourful hat she is wearing?
2.What a time we’re had today! 3.What beautiful eyes she has!
4. What a nice day it is!
5. What good news it is!
5. Practice these sentences. Then listen and repeat
1.What a beautiful princess she is!
2.What brave knights they are!
3.What a big nose the wolf has!
4.What a fierce ogre it is!
5.What a handsome prince he is
*Teacher divides students into six groups.
*Teacher asks students to match the characters with the pictures (on page 60).
* Teacher asks the volunteer to give the answer.
* Teacher give feedback and asks students to check their answers
*Teacher divides students into six groups and asks students to put the adjectives in the correct column. 
* Teacher asks the volunteer to give the answer.
* Teacher give feedback and asks students to check their answers
*Teacher plays the cassette and asks students to listen to pay attention to intonation about Exclamatory sentence
*Teacher asks students to repeat them. 
* Teacher corrects the intonation if necessary
*Teacher plays the cassette and asks students to practice Exclamatory sentences
* Teacher corrects the intonation (if necessary)
*Students sits into six groups .
Work in group & match the characters with the pictures (on page 60).
*Give the answer
1-G 2-F 3- A 4-E 
5-B 6-C 7-H 8-D
*Check the answers ans write down
*Students sits into six groups, and put the adjectives in the correct column. 
Positive: cheerful, brave, generous, kind, intelligent.
Negative: cruel, cunning, mean, evil, greedy, wicked, fierce
*Students to listen to pay attention to intonation about Exclamatory sentences (page 60)
Students to repeat them. 
*Listen and practice Exclamatory sentences 
Remember: Intonation in exclamatory sentences
We use falling intonation for exclamatory sentences
group
Individual