SKKN Educating students keep reading the folk tales of Viet Nam through intergrated teaching period 43 unit 6: a closer look 1 – English 8

THANH HOA DEPARTMENT OF EDUCATION &TRAINING 
DONG SON OFFICE OF EDUCATION AND TRAINING 
INITIATIVE IN TEACHING EXPERIENCE 
TOPIC 
EDUCATING STUDENTS KEEP READING THE FOLK 
TALES OF VIET NAM THROUGH INTERGRATED 
TEACHING PERIOD 43 “ UNIT 6: A CLOSER LOOK 1 – 
ENGLISH 8” 
Written by: Le Dinh Ky 
English teacher at Dong Ninh Secondary School 
The initiative experience of subject: English 
THANH HOA NĂM 2018 
TABLE OF CONTENT 
Nunberical 
order 
 CONTENT Page 
1 
A. BACKGROUND 
1. The reason of choosing the study 
2. Research perpose 
3. Objective of study. 
4. Research Methods. 
2 
2 
3 
3 
3 
2 
B. PROBLEM SOLVING 
I. Argumentative base of the issue. 
II. Real situation of the issue. 
III. Solution 
1. Integrated subjects. 
2. Process of Integrated teaching. 
3. Teaching plan. 
IV. Test result. 
4 
4 
4 
5 
5 
6-12 
13-16 
17 
3 C. CONCLUSION AND RECOMMENDATIONS 17-18 
4 D. REFERENCES 19 
 5 E. A LIST OF INNOVATION INITIATIVES HAS 
BEEN RATED 
20 
A. BACKGROUND 
1. THE REASON OF CHOOSSING THE STUDY. 
 Nowadays, English has played an important in our life and it has been 
considered as the international language all over the world. In the context of 
further international integration, Teaching and learning English are greater and 
greater significance. accordingly, 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. 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. 
 About all, English absolutely raises its voice on every aspect of daily life. It 
is not only a compulsory subject in educational setting at any level, but 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. 
 Integrated teaching can be performed in the scope of one unit, one theme, or 
one certain period in class. In the period of this topic, I have made most use of 
inter-subject knowledge acquired in order to enable students to well deal with 
improving their knowledge and protecting our environment. 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” 
2. RESEACH PURPOSES. 
 In fact that once learning approach has been mis-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 in this. 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. 
3. OBJECTIVE OF STUDY. 
Objective of study includes thirty-eight students of class 8A at Dong Ninh 
Secondary School, Dong Son District, Thanh Hoa Province. 
4. RESEARCH METHORDS. 
1. Research documents 
2. Fact- finding 
3. Consult colleagues 
4. Statistical review 
B. PROBLEM SOLVING 
I. ARGUMENTATIVE BASE OF THE ISSUE. 
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.REAL SITUATION OF THE ISSUE. 
Teaching and learning English at Dong Ninh 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 ...ect. 
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. SOLUTION 
1.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: Discussing and Writing: 
Teacher divide students into six groups and asks them to write some folk 
tales. 
 The Lost Shoe 
 Con rong chau tien Qua bau tien 
 Thach Sanh Hoang Tu Coc Tam Cam 
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 inchorus 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. 
A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant 
H.witch 
Folk tales 
 1 2 3 4 
5 6 7 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. 
Teacher orders students to play game: Quick eyes quick hands 
3. PRACTICE: 
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 
*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 guidess 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. 
cheerful generous evil cruel cunning fierce 
brave kind mean wicked greedy 
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 
Negative: cruel, cunning, mean, evil, greedy, wicked, fierce 
 - Students check the answers and write down 
4. Listen 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 nise 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 
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 acitivity 3b (page 16) 
 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 studens 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 in Oceania? 
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) 
+ Literature: Say the characters in folk tale : Con Rong Chau Tien? 
Suggestion: (Lac Long Quan is talent and brave. He educated fifty his 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 catle ) 
4-3.TEST FOR 5 MINUTES: 
 DONGSON TRAINING DEPARTUREMENT ENGLISH TEST 
 DONGNINH 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 
TEACHING PLAN 
 Period 43 UNIT6: FOLK TALES 
 Lesson 2: CLOSER LOOK 1 
 I. OBJECTIVES: 
 After the end of the lesson, Students can know more about “Folk tales”, use 
some the key language and structures to be learnt in this unit to say the characters 
of figures in folk tales . 
 Educating students know about the importance and improving their 
knowledge to read the folk tales. 
1. English knowledge : Students have to practice the following 
requirements: 
*Vocabulary: 
 Introducing some new words (nouns and adjectives) about the characters of 
figures in folk tales: woodcutter, emperor, knight, giant, with, hare, ogre, eagle, 
greedy, evil, cunning, wicked, fierce 
*Grammar: 
 Introducing and practicing pronunciation “Intonation in exclamatory 
sentences” 
* Listening: 
 Listening and practicing pronunciation “Intonation in exclamatory sentences” 
activity 4,5 – page 60- English Textbook in English 8). 
 Speaking 
Students use vocabularies and model sentences in this lesson to say about 
the characters of figures in folk tales. 
* Reading: 
 Practicing reading vocabulary and pronunciation “Intonation in exclamatory 
sentences” activity 4,5 – page 60- English Textbook in English 8). 
* Writing: 
 Guiding students write words to pictures and write sentences about the 
topic in the lesson 
* Skills: 
 Students understand intonation in exclamatory sentences, adjectives and 
nouns to retell some folk tales. 
* Attitudeion: 
Guiding students write a short passage about the folk tales. 
Students improve four skills to practice communicating English with their 
friends, every one and foreigners. 
Using words, model sentences and structures are exactly. Students can use 
them into the lesson and suitable situations in their life everyday. 
IV. TEACHING PROCESS: 
STEPS CONTENT TEACHER’S 
ACTIVITIES 
STUDENT’S 
ACTIVITIES 
INTERA
CTION 
Warm-up 
 (5.m) 
Discussing and Writing: write 
some folk tales. 
 The lost shoe 
 HoangTuCo Thach Sanh TamCam 
* Asks students to work in 
groups 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. 
Thach Sanh, Qua bau Tien, 
Hoang Tu Coc, Con Rong 
Chau Tien. 
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 
 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 
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 
Whole-
class 
Individual 
Individual 
Whole-
class 
 folk tales 
- fierce (adj) (translation) 
2. Check up vocabulary. 
A.woodcutter B.emperor 
C.Buddha D.knight E.fairy 
F.princess G.giant H.witch 
1 2 3 4 
5 6 7 8 
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 
Repeat in chorus and 
individual 
Students divide into two 
teams and orde