History – geography – literature – civic education and fine art integrated teaching in an english period of grade 6 period 33: Unit 5: natural wonders of the world lesson 1: getting started

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THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
DONG SON OFFICE OF EDUCATION AND TRAINING 
INITIATIVE IN TEACHING EXPERIENCE 
TOPIC: 
 “HISTORY – GEOGRAPHY – LITERATURE – CIVIC 
EDUCATION AND FINE ART INTEGRATED TEACHING IN AN 
ENGLISH PERIOD OF GRADE 6 
PERIOD 33: UNIT 5: NATURAL WONDERS OF THE WORLD 
 LESSON 1: GETTING STARTED.” 
 ENGLISH 6 SUBJECT 
 Written by: Mai Thi Lien 
 Career: Teacher 
 The unit of work: Dong Quang Secondary School 
 The initiative experience of subject: English 
THANH HOA, YEAR 2019 
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TABLE OF CONTENTS 
 Page 
 TABLE OF CONTENTS 2 
I. INTRODUCTION 3 - 5 
1. The reason for choosing the topic 3 
2. Research purposes 3 - 4 
3. Research subjects 4 
4. Research methods 4 - 5 
II. SOLUTION OF THE ISSUE 5 - 19 
1. Theoretical basis of the initiative experience 5 
2. The real situation before applying the initiative experience 5 - 6 
3. Innovations or solutions used to solve the problem 6 - 18 
4. The effectiveness of the initiative experience for topic 18 - 21 
III. CONCLUSIONS AND RECOMMENDATIONS 19 - 20 
 1.Conclusions 19 
 2. Recommendations 19 - 20 
IV. REFERENCES 21 
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I. INTRODUCTION 
1. The reason for choosing the topic 
In the context of further international integration, English teaching and 
studying are of greater and greater significance. Accordingly, a good 
command of English and great success gained in puttting English in action 
definitely enable you to improve your own status and position in the eye of 
international friends. Generally, English is widely considered the most 
popular language on the globe, at the same time it is the key to the world. For 
the businessmen circle, English is regarded as the tactic for every potential 
achievement. Above all, English absolutely raises its voice on every aspect of 
daily life. Nowadays, it is not only a compulsory subject in educational 
settings at any level, but has also been developed into an all-round critical 
communicative tool. Thus, it is more increasingly important to determine 
which English study approach is the most effective. In fact that once studying 
approach has been mis-executed, we probably face bigger challenges in 
achieving planned goals as a result. As a rule, English teaching and studying 
are interrelated. In the setting of further global integration, the Vietnamese 
education has been changing basically and the teachers are very important 
volunteers in this, in which greater importance has been attached to learner-
oriented teaching. Specifically, teacher plays 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. Accordingly, something should be changed. That is, there is a 
demand in integrated teaching approaches in which social science subjects 
(Literature, History, etc) or natural science ones (Physics, Chemistry, Biology 
and Geography) are integrated into one subject. Based on it, students are 
taught how to perform information, collection, processing and assessment, 
therely well applying acquired knowledge to their real situations of daily life. 
2. Research purposes 
Integrated teaching can be performed in the scope of one unit, one 
theme, or one certain period in class. In the period of in this topic, I have 
made most use of inter-subject knowledge acquired in order to enable 
students to well deal with physical and sport activities after school. Therefore, 
the performance of the topic of study on the 33th period (Lesson 1, English 6) 
is in need of inter-subject teaching involved in subjects as follows: 
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- History: Students know how to use their historical knowledge to inculcate 
their understanding of time of birth; the process of building ancient wonders, 
new world wonders and natural wonders of Vietnam as well as artistic values 
of natural wonders, thereby helping students understand and appreciate labor 
achievements and creative talents of people 
- Geography: Using Geography knowledge to introduce students how to 
determine the geographical location of natural wonders. 
- Literature: 
 Studying skills about writing paragraphs or articles on natural wonders 
- Civic education: 
 Educate students to love consciously, preserve and protect the wonders. 
- Fine arts: using the Art knowledge to help students drill their imagination 
and illustrate with pictures through paintings as well as see all the beauty and 
values of artistic architectural masterpieces of the world's natural wonders. In 
order for them to appreciate the cultural and historical values of humanity and 
consciously preserve them. 
- Being a teacher in the current situation, I am well aware of greater 
significance of integrated teaching approach in dealing with potential 
problems in each subject, thereby facilitating students to have further 
understading of every aspects of the subject involved. Also, integrated 
teaching helps students bring into full play their own thinking and creativity 
in knowledge acquisition and application in reality. In the spirit, I would like 
to express certain experiences in integrated teaching in the topic: 
“History – Geography – Literature – Civic education and Fine Arts 
Integrated Teaching in an English period of Grade 6 - 
Period 33: Unit 5: Natural wonders of the world – Lesson 1: Getting started 
3. Research subjects 
- History – Geography – Literature – Civic education and Fine Arts 
Integrated Teaching in an English 
- Objective of Study includes 28 students of class 6A of Dong Quang 
Secondary School, Dong Son District, Thanh Hoa Province. 
- The 2018 - 2019 school year. 
4. Research methods 
During the teaching of the topic, I have used many methods such as: 
- Methodology of theoretical research 
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- Methodology of reasoning 
- Observation method 
- Conversation method 
- Investigation method 
- Test and evaluation methods 
II. SOLUTION OF THE ISSUE 
1. Theoretical basis of the initiative experience. 
- In the current process of national industrialization and modernization, 
further internation integration is of greater significance. In the spirit, our State 
and Party have reaffirmed the policy “Education is National Top Priority”, in 
which 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-hows for 
truly great effectiveness. In other words, how to study English well is an issue 
of much interest. 
- Above all, English studying requires all learners to make ultimate 
self-motivation, which drive them to be patient in their practices of English 
skills listening, speaking, reading and writing, at the same time determining 
specific goals within a certain period of time. What is English studying for? 
Just be well aware of individual goals, like foreign business communication, 
abroad travelling, tourism, or overseas study, and so on. Once specific goals 
have been set and determined, best English studying 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. 
2. The real situation before applying the initiative experience. 
In fact, English teaching and studying at Dong Quang Secondary school 
are facing a great number of issues, caused by certain things as follows: 
- As for students and their parents: 
A certain number of students and their parents are not clearly aware of 
English significance. As a result, students take little interest in English 
studying, while their parents pay no attention to their children’s performance 
at school. 
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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, and 
so on. 
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 
life. 
A certain number of students have lost their English background, that is 
proven via the outcome of schoolyear-beginning placement test. 
- As for teachers: 
Regardless of numerous efforts made during their lessons, namely 
diversified teaching approaches aimed at further student mobilization, 
eventual results are to some extent limited. Teachers fail to apply their 
favourite teaching approaches to all lessons, as well as all students. It is partly 
because of overloaded coursebook content, over-sized classes, poor student 
background, and poor awareness of self-improvement. As a result, the English 
teaching outcome has failed to meet the demands up to now. 
- As for the English curriculum: 
Despite 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, as a result, fail to keep pace with the 
curriculum and eventually are left behind. 
3. Innovations or solutions used to solve the problem. 
In some cases, the allocation of English content in each period is to 
some extent uneven. Some English content, that is, can’t be dealt with in just 
45 minutes as scheduled. Also, time for further practice of grammar points is 
in fact limited. 
In face of it, teachers are forced and also driven 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 a result, one of new teaching approaches 
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is taken into consideration in my topic, namely historis – geography – 
literature – civic education and fine arts integrated teaching. It is as follows: 
- History integration : Students know how to use their historical knowledge to 
inculcate their understanding of time of birth; the process of building ancient 
wonders, new world wonders and natural wonders of Vietnam as well as 
artistic values of natural wonders, thereby helping students understand and 
appreciate labor achievements and creative talents of people 
- Geography integration: Using Geography knowledge to introduce students 
how to determine the geographical location of natural wonders. 
- Literature integration: Literature study enables students to get better at 
expressing ideas, making speech in certain cases. Also, it creates a ground for 
students to approach other subjects as well as form their own style. Literature, 
therefore, is critical to individual study performance and personal 
development, via improved idea expression. Thanks to it, it makes students 
find it easier to translate new linguistic materials during their English lessons. 
- Civic education integration: It enables students to be well aware that natural 
wonders and how to conserve them. Accordingly, civic education makes 
remarkable contributions to higher education and training quality, as well as 
developing student into contributing members in the society, as well as well-
determined, honest and objective. Thanks to it, civic education helps students 
improve their own knowledges. It drives them to lead a better and valuable 
life. 
- Fine arts integration: using the Art knowledge to help students drill their 
imagination and illustrate with pictures through paintings as well as see all the 
beauty and values of artistic architectural masterpieces of the world's natural 
wonders. In order for them to appreciate the cultural and historical values of 
humanity and consciously preserve them Based on it, students are developed 
to be more passionate, flexible and concentrative on other subjects as well. 
Last but not least, history – geography - literature – civic education – 
fine arts integrated teaching helps improve teaching quality and outcome, at 
the same time enabling students to find out better study approaches. In 
addition, the reality shows that the performance of integrated teaching has 
shown remarkable signs, like further student determination, their greater 
efforts, and so on that were not available before. As expected, students have 
known how to take innitiative in their own study, and got much more creative 
and flexible in knowledge acquisition. Generally speaking, integrated 
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teaching helps promote student critical thinking, as well as develop into 
highly professional citizens who always know how to put any situation under 
control in the future. 
Based on it, I would like to design certain lesson plans that I have 
personally taken charge of in the Grade 6 English curriculum by taking 
integrated teaching approach. In which, a set of charts, mind maps, diagrams, 
as well as images of fine arts, and details of physical education and literatures 
are included and made most use during my lesson. Hopefully, the best 
teaching outcome is achieved in a well-prepared combination of multi-subject 
qualities, thereby driving students to love studying English more, also leading 
a much more beautiful life. 
 Detailed examination: 
Creative application of history – geography - literature – civic 
education – fine arts integrated teaching approach to a specific lesson in 
class at Dong Quang Secondary School: 
Period 33: UNIT 5: NATURAL WONDERS OF THE WORLD 
Lesson 1: Getting stared 
I. OBJECTIVES: 
By the end of the lesson, the students will be able to use: 
1. Knowledge: 
- To use lexical items related to “ things in nature” . Use fixed expressions 
for classroom situations. 
- To get to practice in reading to seek information. 
- Understand more about famous landmarks in Vietnam as well as in the 
world. 
- Write the passage about one of famous landmarks. 
2. Skills: 
As for English: 
- Listening: Listen “Listen and read”..... page 48 & 49, grade 6 English 
coursebook. 
- Speaking: Practise the conversation activity 1 and then answer the questions 
in activity 1, 2, 3, page 48 & 49, grade 6 English coursebook. 
- Reading: Read in details the conversation activity 1 again and answer the 
questions in activity 1, 3 , page 48 & 49 , grade 6 English coursebook. 
- Writing: Practise whole sentences and write the answers to question in 
activity 3 , page 49 grade 6 English coursebook down in workbook. 
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Inter-subject knowledge integration: 
- History integration: Students know how to use their historical knowledge to 
inculcate their understanding of time of birth; the process of building ancient 
wonders, new world wonders and natural wonders of Vietnam as well as 
artistic values of natural wonders, thereby helping students understand and 
appreciate labor achievements and creative talents of people 
- Geography integration : Using Geography knowledge to introduce students 
how to determine the geographical location of natural wonders. 
- Literature integration: 
 Studying skills about writing paragraphs or articles on natural wonders 
- Civic education integration: 
 Educate students to love consciously, preserve and protect the wonders. 
- Fine arts integration: 
 using the Art knowledge to help students drill their imagination and 
illustrate with pictures through paintings as well as see all the beauty and 
values of artistic architectural masterpieces of the world's natural wonders. In 
order for them to appreciate the cultural and historical values of humanity and 
consciously preserve them. 
3. Attitudes: 
Aimed at improving students’ self-awareness and competence in inter-
subject knowledge integration, at the same time motivating them to 
initiatively practise English major skills namely listening, speaking, reading 
and writing which are focused on natural wonders of the world. Based on it, 
students are inspiried to learn English well. The same can be said about such 
subjects as history, geography, literature, civic education and fine arts in the 
curriculum at the secondary level. 
II. PRACTICE SKILLS: 
- Introduce new linguistic materials in the lesson and practise activity 1 , 2, 3 
and 4 in grade 6 English coursebook at page 48 & 49. 
- Further practise listening and pronunciation, and then read carefully and 
answer all the questions in lesson 1 in grade 6 English coursebook at page 48 
& 49. 
III. Language Focus: 
 1. Vocabulary: the lexical items related to “ things in nature ” 
 2. Grammar: Superlatives of short adjectives. 
 Request: Can you....? and Can I......? 
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IV. TEACHING AIDS: 
* Teacher: 
- Multi-functional TV, laptop. 
- Study card, pictures. 
- The Internet – available sports pictures. 
- E – lesson plans (lesson content tape has been connected to e – lesson plan). 
- Grade 6 English coursebook. 
* Students: 
- Pen, English coursebook. 
- Their earlier preparations for the part Lesson 1 at page 48 & 49, grade 6 
English coursebook. 
V. PROCEDURES: 
Getting started: Entering the class, make earlier review, and check the class 
size 
A. Class organization. 
- Greeting. 
- Checking attendance: 
B. New lesson. 
Steps/ Time Teacher’s and Sts’ activities Contents 
WARM UP 
5’ 
- Ask student to watch the pictures about 
famous landmarks in Viet Nam and in the 
world: 
THE 7 WONDERS OF ANCIENT WORLD 
The 7 Wonders of 
Ancient World
The Great Pyramid of Giza. The Hanging Garden of 
Babylon.
The Temple of Artemis at 
Ephesus
The Statue of Zeus at Olympia
The Mausoleum at 
Halicarnassus
The Colossus of RhodesThe Lighthouse of 
Alexandria
Kim tự tháp Giza Vườn treo Babylon ®Òn Artemis
Tượng thần Dớt
Lang mé cña m¸¸olus T­îng thÇn mÆt trßi
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THE NEW 7 WONDERS OF THE WORLD 
đền Taj Mahal ở Ấn Độ
Đấu trường La Mã ở Rome
Thành cổ Petra của Jordan
VIET NAM 
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3
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Steps/ Time Teacher’s and Sts’ activities Contents 
 Introduce new lesson. 
+ Introduce the new lesson “ There are a lot of 
famous landmarks in Vietnam as well as in 
the world. Today we are going to learn: 
Period 33: UNIT 5: 
Natural wonders of the world 
Lesson 1: Getting started 
1. Getting started: 
- Inform the topic: Natural wonders of the 
world. 
Ask Ss to describe what they can see. Ask Ss 
if they know the places: Picture 1 
What can you see 
in the picture 1? 
Where is it? 
Do you know this 
place? 
What can you see 
in the picture 2? 
Where is it? 
Do you know this 
place? 
Ayers Rock 
P1 
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Steps/ Time Teacher’s and Sts’ activities Contents 
* Base on the knowedges of the History, 
Geography. 
? How do you know about these wonders? 
- Ss answer 
- Give the answer keys: 
 AYRES ROCK 
+ It is in the middle of Autralia. 
+ It is about 350 km Southwest of Alice 
Springs at 25 degrees 20’41” S 131 degrees 
01’57” E 
+ It extends 2.5km into the ground. 
+ It was described by exploreer Ernet Giles in 
1872 as “the remarkable pebble”. 
 HA LONG BAY 
What can you see 
in the picture 3? 
Where is it? 
Do you know this 
place? 
P3 
P2 
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Steps/ Time Teacher’s and Sts’ activities Contents 
PRESENTATION 
10’ 
+ It located in Quang Ninh province. 
+ It includes 1553 km2 
+ There are 1969 both big and small islands 
+ In 1994, It was regconized as a world 
Heritage S