SKKN Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh upper Secondary school

 1.INTRODUCTION
1.1.The reason for choosing the topic.
 Implementing the resolution of the 8th Plenum of the Xth National Assembly on fundamental and comprehensive reform of educational training, our education sector is preparing to make all – round innovations in the coming years. In particular, the trend of integrated teaching is being mentioned in the development of textbooks and teaching methods. The problem for the education sector is: How can knowledge content become interesting and meaningful in life? How should learning be aimed at improving problem – solving skills, especially on a variety of practical issues? Do you have to teach knowledge according to each lesson, students understand and use knowledge? Answering these questions means identifying educational goal in the new age. Integrated teaching is one of the teaching styles appropriate to the current objective of innovation and meeting the
learning needs of the 21st century. In term of teaching theory, integration is understood to be a systematic combination of different degrees, knowledge, skills in different disciplines or components of a subject that study into a unifying content, based on theoretical and practical links that are addressed in the subject matter or components of the subject. Integrated teaching or thematic instruction in an approach in which teaching content is presented on a topic or topic basis. Each theme is introduced in small lessons, so learners can have to understand and develop connections with what they already know and appriciate. This approach integrates knowledge from a variety of disciplines and encourage learners to deepen their understanding of the subject. To read materials from multiple sources, and to engage in a variety of activities. The use of multiple sources of information
encourage learners to participate in the preparation of lessons, materials, and positive and deeper thinking than traditional lesrning with only one source. As a result, they will understand and feel more confident in learning. [1]
 Threfore, integrated teaching is an advanced and modern teaching trend that many teachers have in practice. In particular, English is a subject that can integrate
the knowledge of other subjects. However, in reality, most teachers have only
specialized training, so knowledge of other subject areas is a relatively difficult task of each teacher. Therefore, sometime teach this subject but not see the content of the problem is related to another subject and can use the knowledge of other subjects to further clarify the issue they are teaching. This is the reason for teachers
in general subjects and subjects in English in particular are afraid to build themes to
organize integrated teaching. In order for the lecture content to be more lively, the teaching styles are varied and especially the student have the opportunity to recognize the same problem but have many subjects adjusted together to help them better understand the issue and the word. It provides them with the skills to solve the problems, explain phenomena in nature in life as well as in learning.
 From above reasons, I am always anxious to find out which method can help students in my school feel excited about learning English. So that the quality of study time is more effective. Experience initiative entitle “Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh upper Secondary school”. Experience is drawn from the research and teaching experience for many years. With this initiative, I just want to help students use the kowledge of Geography, History, Biology and Physical Education to learn English in order to make the lessons more useful and atractive, besides, students aslo use their knowledge from other subjects to broaden their vocabulary and knowledge. From there, they realise that learning English is always a continuos process of interation between subjects. Above thought is very important and the topic that I think carefully, and apply in my teaching and gained certain results.
1.2.Aims of the study.
 Before asking about teaching method innovation, how to improve the quality of hours? How to use the method to calculate the positive, take the initiative and creativity of the students? It is anxiety, distress, thoughts of teachers’team who are ready to dedicate all their all lives for teaching job. That is why every teacher we continue to create, learn from colleagues to find out the best and the most suitable method for our students. Being an English teacher	 I am myself always worried about my teaching and try to seek the best solution to convey knowledge for my own students in an effective way. To stimulate the self-awareness and the initiative
of the students in the teaching hours. It is the teacher that helps students to take part in activities. [2]
 I myself write this topic so that I can share and receive the colleagues’ answer to help me become more and more creative in my teaching and improve the quality of 
English subject better and better.
1.3. Research object.
 Research for methods, techniques and steps to guide students to learn the integrated approach in an effective way.
 I have applied this topic since school year 2015- 2016 for students in grade 12 at LeVan Linh school in the process of implementing innovative educational methods.
1.4.Methods of study.
 In the studying course of my own topic, I myself carry out investigation methods, analyse from the practical requirements with the learned knowlegde to come to the conclusion for the study, such as:
 - Theoretical and experimental experience in present environment to build up
the subject.
 - Read and study the document from which to introduce to teaching and drawn 
experience.
 - Observe the process of students’learning to help them overcome difficulties in their study.
 - Having statistics and compare the result of the students through the tests.
 2. THE CONTENT
2.1. THEORETICAL BASIS.
 Integrated teaching is one of the most important principles in teaching. This is considered a modern teaching concept so as to promote students’ activeness while
improving the quality of education in schools. 
 Interdisciplinary integration of teaching is a form of exploring cross-disciplinary
contents, common concepts and ideas between related subjects. These parts may be in different subjects but they help one another to solve situations and phenomena in life. Integration can be understood in the following ways. [3]
Multidisciplinary integration
Interdisciplinary integration
Transdisciplinary integration
2.1.1. Multidisciplinary integration.
 Multidisciplinary integration approaches focus first on subjects, related subjects
have a common orientation in content and teaching method, but each has its own program. Multidisciplinary integration is carried out in a way that organizes standards from subjects areas around a topic, topic or project, enabling learners to combine the knowledge of relevant subjects. There are many different ways to create a multidisciplinary integration program, and they differ in the degree of integrated effort.
2.1.2. Interdisciplinary integration.
 By integrating the interdisciplinary approach, teachers organize curriculum based
on common learning content: Interdisciplinary subjects, concepts, concepts and
skills. They connect common learning content in subjects to emphasize interdisciplinary concepts and skills. Subjects can be identified, but they think less
important than multidisciplinary approach.
 Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a certain set of topics through out grades, for example, Geography, History, Biology, Social studies, Citizenship, 
Chemistry, Physics are integrated into the study “ Social and environmental studies” in Primary education in England, Australia, Singapore and Thailand,.
2.1.3. Transdisciplinary integration.	 
 In the cross-disciplinary approach, the teacher organizes the learning program 
around the issues and concerns of the learners. Students develop living skills when
they apply subject and interdisciplinary skills to the real content of life. Two paths lead to the cross-disciplinary integration: Project - 	based learning and negotiating the curriculum.
 From the above, we see integrated thinking rooted in the basis of science and life.
First of all, we know that life is a great encyclopedia, a great collection of knowledge, experience and method. Every situation happening in life is always an
integrated one. It’s not possible to solve a problem and tasks of theory and practice
without using the combined and coordinated multidisciplinary skills of many different fields.
 Integrating in schools will help students learn smartly and creatively. Knowledge, skills and methods of comprehensive, harmoniousband and sensible amount of knowledge in solving various and new situation in modern life.
2.2. THE REALITY OF THE PROBLEM BEFORE APPLYING THE EXPERIENCE INITIATIVE.
2.2.1. General status.
 Through chatting, exchanging with colleagues as well as serveying 90 students in classes 12A, 12C, I realized that the status of teaching and learning English in my school as follow:
2.2.2.Requirements for teachers.
 Most of the school’s teachers are advanced ones, enthusiastic and creative in their work, eager to learn. However some of them are still shy in method innovation, do not dare to change or re-design textbooks. They can not find out many different methods to refine tasks. In particular, a small number of teachers also believe that forein language teaching only teach vocabularies, structures and teach students how to do so that they achieve high results in the examination.
2.2.3 Requirements for students.
2.2.3.1. Advantages.
 Firstly, Students are in 12th form have acess to 3 years of high school systerm of education, so they are not surprised or strange with the forms of examination and evaluation that the teachers set.
 Secondly, students have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through subjects such as Literature, History, Geography. .. .
 Thirdly, in subjects such as Literature, History, Geography. Students have learnt many subjects integrated in the lessons. Therefore, when It’s necessary to combine	
knowledge of a particular subject into foreign language to solve a problem in the units, they will not feel surprised.
2.2.3.2. Disadvantages.
 According to the statistics from the survey early this year, most of students say that English is a difficult subject, want to study this subject well need to learn lots of vocabularies and structures and only individual learning don’t need to be integrated into any subjects.
 Inshort, integration in teaching will help students develop thinking, creative in learning and practical application. For myself, in the past few years, especially in school year 2015 – 2016, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interest to help students know the knowledge
of other subsects such as History, Geography, Physical Education and Biology to study English more effectively.
2.2.3.3. Detailed description of the nature and content of the solution.
2.2.3.3.1. Aim of the solution.
 Study the theoretical issues of integrated teaching and practical teaching to do scientific basis for the application of integrated teaching in foreign language at Le Van Linh high school.
2.2.3.3.2. Differences.
 Teaching foreign language through the integration of background knowledge of other subjects such as History, Geography, Physical Education and Biology.
2.2.3.3.3.The novelly of the solution compared to the one already implemented.
 Provide specific integrated activities for each type of lesson. The following are integrated instructional programmers taught in 12th grade at Le Van Linh high school in the 2015-2016 school year.
2.3. INTEGRATED TEACHING METHODS USED TO SOLVE THE PROBLEM. 
2.3.1. Integrated lesson plan with Physical Education.
 UNIT 12: WATER SPORTS
 Lesson 1: Reading
I. Objectives:
1. Educational aim: By the end of this lesson, student will be able to:
- Apply the knowledge of Physical Education to learn English, especially to comprehend the text through some types of exercises: interpreting video clip to answer questions and gap-filling. 
- Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively. 
2.Knowledge: 
- Be updated and know the way to play a new sport – Water Polo.
3. Skills: 
- Develop such reading micro - skills as scanning the text & find out the specific information to complete the table about water polo with the help from teacher 
- Understand the text and answer all the questions in task 3 correctly (can repeat sentences in the reading text) 
- Complete the table to compare between football and water polo ( places to play, numbers of players, ...). 
II. Methods:
- integrated, mainly communicative
III. Teaching aids: 
- Lesson plan 
- Pictures, video clips about water polo. 
- Projector 
IV. Procedure: 
1.Check sts’ attendance: 12A. 12C
2. Check previous lesson:
3. New lesson:
 Teacher’s activites
*Integration of other subjects in teaching English
Students’ activities and lesson content
- Applying Physical Education knowledge to guess the name of the lesson and the content of the reading passage.
I. Warm up: 
- T shows Ss pictures of some sports and ask Ss to tell the type of sport. 
- Lead in the topic of the lesson: WATER SPORT 
- Lead in the new lesson: Today we are going to learn about Water sports 
- T shows some pictures and ask Ss to apply the knowlege of Physical education to match with the name of sport. ( Water polo or Football) 
II. Before you read:
- Integration of Physical Education knowledge
- Ask Ss to watch a video clip and answer some questions.(T teaches some vocabularies) 
+ Where is water polo played? 
+ Do people play it by hand or foot?
+ How do people distinguish the players? 
+ Can you use some words to describe about water polo? 
- Call on a student to speak out the answers. 
- Ask Ss to work in pairs, match the words in column A with their meanings in column B. 
- Check the answer with the whole class 
- Feedback and give correct answers. 
III. While you read:
( For this part, T asks students to do tasks in the textbooks, T uses private methods of foreign laguage to teach.
IV. After you read:
*Integration:
- Work in groups. Complete the table to compare football and water polo. Then make a record in front of the class. 
- Encourage Ss to find as much information as possible. 
- Call on some students to present in front of the class. 
 V. Homework:
- Ask Ss to learn new words and write a paragraph to compare football and water polo based on the table in “After you read”. 
I. Warm up: 
* Questions: 
1. Look at these pictures and tell me what type of sport it is. 
2. Look at these pictures and match with the suitable sport. 
 (1) (2)
 (3) (4)
 (5) (6) 
* Expected answers: 
- Football: 1, 3, 5 
- Water polo: 2, 4, 6
II Before you read:
- Applying Physical Education knowledge to watch video clip and analyze the scences to give the Vietnamese names for the words.
- Watch video clip and answer some questions. 
* Vocabularies: 
- pool (n) bể bơi,hồ bơi
- cap (n) mũ
- vertical post (n) cột dọc
- cross bar (n) Xà ngang
- goalie (n) thủ môn
- opponent (n) đối phương
- penalize (v) phạt = punish
- eject (v) đuổi ra
- tie (n) trận hòa
- referee (n) trọng tài
* Check the new words
 A
B
1.opponent
2. penalize
3. eject
4. foul
5. tie
a. to make someone leave a game.
b. an action in sports that is against the rules.
c. to punish a team or player who breaks the rules.
d. a situation in a game when two teams have the same scores.
e. someone who tries to defeat another person in a competition.
III. While you read:
- Do as the requirement of the teacher
IV. After you read:
 Integration: to do these tasks, 
students have to apply the knowledge of Physical Education and their understanding about football.
 Football 
Water polo
Place to play
Equipment 
Number of players
Length of game
Main rules
V. Homework:
- Learn new words 
- Write a paragraph to compare football and water polo. 
 2.3.2. Integrated lesson plan with History and Biology subjects.
 Unit 14 : International Organizations
 Lesson 2 - Speaking
I. Objectives:
1.Educational aim: Students could ask and answer about international organizations in the world.
2. Knowledge: 
- General knowledge: By the end of the lesson students can practise a dialogue about some international organizations 
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about international organizations and their activities in charity and volunteer work
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,projector.
IV. Procedure:
1. Check sts’ attendance: 12 A ................... 12C ................... 
2. Check previous lesson:
3. New lesson
 Teacher’s activities
 Students’ activities
I.Warm-up: 
*Integration of other subjects in teaching English
- Ask students to keep book close
- Ask students to look at the logos and match them with the organizations they stand for.
- Check in front of the class
- Tell students to understand more about international organizations
(We learn Unit 14, part- speaking)
II.Pre-speaking : Integration of other subjects in teaching English
Task 1. Work in pairs
- Ask students to read the passage and answer 4 questions about WHO 
- provide some vocabularies
- Let them work in pairs
- Call some students to speak out in front of the class.
- Listen to students and correct mistakes 
II.While-speaking : 
Task 2:
Integration of other subjects in teaching English.
* Divided class into four groups:
+Activity1:Integration of History subject in teaching English.
- Group 1 and group 3 look at the information about UNICEF to make questions and answer. 
- Go round and help them if they need
- Call them to speak in pairs in front of the class.
- Ask other students to give the remarks.
- Give the feedback.
+Activity2: Integration of Biology subject in teaching English.
- Group 2 and group 4 look at the information about WWF to make questions and answer. 
- Walk round and help them
- Ask two students to stand up to talk again loudly in turn.
- Ask other students to give the remarks.
- Listen and correct mistakes
III.Post-speaking : 
Task 3: Work individually
* Integration of other subjects in teaching English.
- Ask students to tell the classmates what you know about one international organization mentioned above
- Walk round and help them
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
IV.Homework: 
- Ask students to write a passage about UNICEF or WWF (80 words)
- Ask students to prepare Part C- Listening and do homework
I.Warm-up: 
-Applying History knowledge and the logos to match them with the organazations they stand for. 
- Keep books close
- Listen to the teacher
- Look at the board and try to remember name and logos of each organization
II.Pre-speaking :
-Applying History knowledge they have learnt to anwser the questions.
Task 1. Work in pairs
* Vocabulary:
- objective (n) = aim = purpose mục
đích
- advocate (v)tán thành, ủng hộ
- attainment (n) sự đạt được
- fund (n) quỹ
- Look at student’s book
- Listen to the teacher and
answer 
- Expected answers.
1,WHO stands for World Health Organization
2,It was established on 7 April 1948
3,Its major objective is the attainment by all peoples of the highest possible level of health