Manipulating disciplinary knowledge in teaching part A Reading, Unit 16: Historical Places English 10 effectively

INDEX
Page
I. INTRODUCTION
1. Reasons for research 
2. Purposes 
3. Subjects 
4. Methods
1
II. CONTENTS
1. Theoretical background
2 . Realities before applying the research
3
3. Solutions : integrated Maths, History, Geography, Civic Education, Information & Technology, Cultural Knowledge in teaching Part A- Reading Unit 16: Historical Places
4
4. Effectiveness of the research
19
III.CONCLUSION
1. General conclusion
2. Recommendation
20
IV. REFERENCES
V. APPENDIX
 INTRODUCTION
1. Reasons for research
 Nowadays, manipulating disciplinary knowledge in teaching is very necessary. Especially is English because English is a subject that can intergrate much knowledge of other subjects. 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 Cam Thuy 1 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: Historical Places, English 10 provide them a brief information about the Van Mieu – Quoc Tu Giam. Moreover, with the images of some wonders being destroyed students are aware of their duties in protecting heritages and the Imperial Citadel of Thang Long 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: Historical Places , English 10 effectively. 
3. Subjects
 In this research, I just pay attention to the 10th grade students who are going to studying unit 16. The Van Mieu – Quoc Tu Giam is a famous place that is in Hanoi. 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 historical places: The great Wall of China, The Taj Mahal, , The One Pillar Pagoda, the temple of Literature, Hue Imperial City, Hoan Kiem lake, Ngoc Son temple, Hung temple, the Imperial Citadel of Thang Long, Independence Palace, Citedal of the Ho dynasty, Hoa Lu Ancient Capital, etc; pictures to teach new words and phrases.
 Moreover, 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 Van Mieu – Quoc Tu Giam 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 the Imperial Citadel of Thang Long 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. And students have chance to improve their awareness of protecting heritages through images of current status of some historical places and know their responsibility towards this matter with the presentation of the Imperial Citadel of Thang Long , etc. 
II. 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, mathematical, 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: Historical Places is an exciting lesson that have attracted me for a long time. As I love travelling to many historical places, specially, Van Mieu – Quoc Tu Giam 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 Ly dynasty, Tran dynasty, Ho dynasty, Le So dynasty, when and why was Van Mieu – Quoc Tu Giam built, etc. The more I get to know about the Van Mieu – Quoc Tu Giam, 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 (10-15 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 10, 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.
Warm up: Name the historical places
Teacher: Shows pictures of historical places 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.
 The Great Wall of China Hoan Kiem Lake in Hanoi
 Ngoc Son Temple in Hanoi Hue Imperial City
Students: Work individually in one minutes and give answer
+Picture1: The Great Wall of China
+Picture2: Hoan Kiem Lake
+Picture3: Ngoc Son temple
+Picture 4: ( not know)
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, historical places, etc.
Teacher: Concludes that they are historical places.
 Guessing the topic
Teacher: Shows pictures of tortoise, stele, university, talented people, banyan tree and presents questions.
1.What are they?
2.Where can you see some of them? 
Teacher: Asks students to work individually to look at the pictures carefully in one minutes and guess the topic.
Teacher: Checks student’s answers and gives feedback
Teacher: Asks students to answer
Students: Think about the questions then answer.
Teacher: Can you name the topic
Students: Answer the question 
Teacher: Feed backs ( Manipulating Mathematical knowledge and knowledge from life)
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 Van Mieu – Quoc Tu Giam”
Teacher: Checks the and answer
 Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi. Originally built in 1070 in the Ly dynasty.
Teacher: Sums up “ Although there are a lot of historical places in our country , none is more famous and mysterious than those in Hanoi capital. Today, we make a short trip to Van Mieu – Quoc Tu Giam which is the first university of Vietnam to discover some precious information about it.”
1. Vocabulary:
Teacher gives vocabulary by asking students to look at the extra board on the projector and guess the words or phrases together with writing on their notebooks.
Teacher: Shows all words or phrases to read and asks students to listen to carefully.
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. Brilliant scholar 3. Banyan
 2. Stele (n) / Stelae (plural) 4. Tortoise
 - Checks and shows pictures again
 Teacher: Shows the video about processing of building the Van Mieu – Quoc Tu Giam
Video clip 
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 
 Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi. Originally built in 1070 in the Ly dynasty, Van Mieu was representative of Confucian ways of thought and behaviour. Six years later, Quoc Tu Giam, the first university of Vietnam, was established on the grounds of Van Mieu. Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men for the country. In 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation. The names, places of birth and achievements of top students in royal examinations were engraved on stone stelae. These stelae, carried on the backs of giant tortoises, are still standing today and they attract great interest from visitors.
 After more than 900 years of existence, Van Mieu is an example of well – preserved traditional Vietnamese architecture. The banyan trees in Van Mieu, which witnessed festivals and examinations during feudal times, continue to flourish. Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamese people.
2. Practice
Task 1: Choose A, B or C that best suits the meaning of the italicised word.
Teacher: shows and asks students to work individually in one minute.
Students: work individually to choose the best answer. 
Teacher: - Calls 1,2, students to give answers
Checks student’s answers and gives the correct answers
Teacher: Presents brief of the development of education through the following dynasties, the Ly, Tran, Ho, Le So and the meaning and aim of engraving on the stone stelae to prove.
Students: Paying attention. Answer .
Teacher: Gives information (Manipulating Historical Knowledge and Knowledge from Life)
Brief presentation of the development of education through the following dynasties, the Ly, Tran, Ho and Le So
( Main ideas in page 105 of History 10 grade)
* The Ly, Tran, Ho:
Due to the need to recruit talented people to serve the country, the education and examination are respected by dynasties.
- Ly Dynasty:
+ In 1070, King Ly Thanh Tong built Van Mieu to worship Khong Tu in Thang Long.
+ In 1075, the first national exam was opened.
+ In 1076, Quoc Tu Giam was built in the citadel by Ly Nhan Tong.
- Tran Dynasty:
+ Education was more and more expanded.
+ In 1247, Tran Thai Tong established the Tam Khoi system.
- Ho Dynasty:
Enforced regulations to put the examinations into order, Maths was added at this time.
* Le So Dynasty: 
Most strongly developed during the dynasty of Le Thanh Tong ( 1460 – 1497).
- Expand state public schools to localities.
- Royal examinations was held every 3 years to choose Doctors of Philosophy
- The names, places of birth and achievements of top students in royal examinations were engraved on the stone stelae.
Meaning: The development of education has created conditions for improving intellectual standards and educating talents and selected many talent people through many examinations to serve the country.
The meaning and aims of engraving on the stone stelae 
( Question 2, page32, Literature 10, Episode 2)
- Showing respect for talented people and saving the list of them eternally.
- Encouraging talents to participate in helping the King, flourishing the country.
- The wicked take it as a commandment, the good people follow it.
Task 2: T/ F statements.
Teacher: Shows 6 statements and asks students to predict whether the statements are true ( T ) or false ( F )
Students: Work in groups.
The construction of Van Mieu took place between 1076 and 1779.
Quoc Tu Giam is considered to be the first university of Vietnam.
Thousands of talented men were trained in Quoc Tu Giam from the 11th to the 19th century.
Van Mieu has now lost most of its traditional Vietnamese architecture.
Festivals and examinations used to be held in Van Mieu - Quoc Tu Giam.
Visitors can still see more trees which have been in Van Mieu for a long time.
Teacher: Calls 2 groups to predict the statements and writes down their prediction.
Students: Predict the statements
Teacher:Checks students’ answers and gives explanation.
Students: Correct the answers
Teacher: Shows 4 questions and underlines Wh-question and delivers handouts
Why is Van Mieu – Quoc Tu Giam a place of interest?
When and where were they built?
What were their functions?
What is special about the stelae there?
Teacher: Asks students to work in groups in 5 minutes and need a student to be the secretary to write down the scores on board.
Students: work in groups to find out the answers on handouts
Teacher: Shows lucky historical places and explains the rules of game “to partipate in the game, you must work into two groups. There are 6 pictures of historical places, one in which has no question but lucky historical place. If you answer the question correctly, you certainly have 10 points. But if you don’t have any answer, the other will have chance. And if you are lucky , you are given 10 points and continue choosing the next number. At the end of the game the group has the higher scores will be the winner. The winner will be awarded a present. Now, let’s start the game”
Students: work into two groups to choose numbers with the questions inside and try to give the answer quickly and correctly.
Teacher: Checks students’ answers and asks the secretary to write down the score. 
Lucky historical places
 1. The One Pillar Pagoda 2. The TajMahal, Indian
 3. Independence Palace 4. Hung Temple
 5. Citedal of the Ho dynasty 6. Hoa Lu Ancient Capital
 The first picture The One Pillar Pagoda is gone with the question 3; Citedal of the Ho dynasty contains question 1; The Taj Mahal, India is with question 2; Hung Temple and Independence Palace have the lucky historical places, Hoa Lu Ancient Capital comes with the last question.
The answer for question 1
►Because it is a famous historical and cultural site in Hanoi. It was representative of Confucian ways of thought and behaviour.
►It is paragraph 1, lines from 1 to 3
The answer for question 2
►They were built in Hanoi by King Ly Thanh Tong in 1070 and in 1076.
►It is paragraph 1, lines from 1 to 4
The answer for question 3
►Between 1076 and 1779, Quoc Tu Giam was a place to produce the talented men for the nation. And 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation, who were successful in royal examination students.
►It is paragraph 1, lines from 5 to 9
The answer for question 4
►On the stone stelae, standing on the back of giant tortoises, were engraved the names, places of birth and achievements of top students in royal examinations.
►It is paragraph 1, line from 10 to 14
3. Further Practice
Complete the table below with the given Words/ Phrases
Teacher: presents table and delivers handouts
Teacher: Asks students to work in pairs and complete the table below with the given Words and Phrases on handouts.
Students: work in pairs to complete the table.
Teacher: Calls 2 students to write the result on board.
Students: 2 students give the answer on board, others look and check 
Teacher: Gives feedback
Van Mieu – Quoc Tu Giam
1. Originally buit
1070
2. Dynasty 
In the Ly dynasty
3. Between 1076 and 1779
Educated thousands of talented men for the country
4. In 1482
Became a place to memorialize the most brilliant scholars of the nation.
5. Engraving
The names, places of birth and achievement of top students in royal examination were engraved on stone stelae which carried on the backs of giant tortoises.
6. Existence
More than 900 years
Teacher : Provides some pictures of the heritages in the world and in Vietnam which are being destroyed day by day.
 1. Baalshamin Temple 2. The Imperial Citadel of Thang Long
 3. Hatra Temple 4. Brazilian National Museum
Teacher: Asks students “Discuss about the status of these famous places?”
Students: Look at the pictures and discuss in pair about the status reflected in pictures .
Teacher: Calls 1 or 2 students answer then checks “They have been destroyed seriously for the weather and people”. (Manipulating Knowledge of Life)
Teacher: Asks students “What should we do to protect these place?”
Students: think about the question, and some have the answers “ We should tell people to stop things that harm these places and protect them from being damaged by the weather,etc 
Teacher: Gives feedback (Manipulating Civic Education)
We should 
- Raise people’s awareness of protection need
- Governments have to enact law to protect 
Wonders from being destroyed 
- International Organisation especially UNESCO should test to certificate special places so that they are preserved completely
Teacher: Shows 
Some images about the Imperial Citadel of Thang Long in Hanoi, Vietnam
 Before Now
Students : look at the two images 
Teacher: asks students “Tell some information about the Imperial Citadel of Thang Long?”
Students : Answer“It is at the heart of Hanoi, Vietnam. It is a world heritage certificated by UNESCO in 2010”
Teacher: Checks through presenting images and provides more information (Manipulating Geographical, Historical and Cultural Knowledge)
Situated at the heart of Hanoi, the Central Sector of the Imperial Citadel of Thang Long is an outstanding place of interest not only for the capital city but also for the country as a whole. The site is one of the ten special national heritage sites proclaimed by the Prime Minister in 2009 and w