SKKN Period 34 unit 5: Festivals in vietnam lesson 1: Getting started (English 8)

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A. BACKGROUND 
1. THE REASON OF CHOOSING 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. 
 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. 
 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 34 UNIT5: FESTIVALS IN 
VIETNAM Lesson 1: GETTING STARTED (ENGLISH 8) is in need of inter-
subject teaching involved in subjects as follows: 
* Literature: 
 Students use their knowledge to write about the festivals in Viet Nam. 
* Geography: 
 Educating students understand the festivals in Viet Nam . They must 
understand about the importantance of tourism in developing Vietnam’s 
ecomony 
 2
(Unit 15: Commerce and Tourism - Geography grade 9) 
(Unit 38: To comprehensively develop the economy and protect the 
environment and marine resources (part 2: Sea island tourism) ) 
 * Fine art: 
 Guiding students draw some pictures about some famous festivals in 
Vietnam. 
* Civic education: 
 Understand how to keep and preserve the festivals in Viet Nam 
 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 IMPROVES THEIR KNOWLEDGE TO KEEP 
AND CONSERVE THE FESTIVALS IN VIET NAM THROUGH 
INTERGRATED TEACHING PERIOD 34 
“English 8-Unit 5- FESTIVALS IN VIETNAM 
PERIOD 34: GETTING STARTED 
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, 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 Tien 
Secondary School, Dong Son District, Thanh Hoa Province. 
4. RESEARCH METHORDS. 
1. Research documents 
2. Fact- finding 
3. Consult colleagues 
4. Statistical review. 
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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 Tien Secondary School are facing 
a great number of issues, caused by certain things as follows: 
1. STUDENTS AND THEIR PARENTS. 
A certaion 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 contingnet 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 Englsih background, that is proven via 
the outcome of school year beginning placement test. 
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2. TEACHERS. 
Regarless of numerous efforts made during their lessons, namedly 
diversified teaching approaches aimed at further students mobilization, eventual 
result are to some extent limited. Teachers fal to apply their favourite teaching 
approaches to all lessons. It is partly because of overloaded coursebook 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 curriculm, 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 Englsih content can not be dealt with in just forty five 
minutes as scheduled, time for further practice of grammar points is in fact 
limited, theachers are forced and riven 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 resutl, one of new teaching apptoaches is taken into consideration 
in my topic, namely English- Literature- Fine Art- Civic Education intergrated 
teaching. It is as follows: 
* ENGLISH: 
 Teaching vocabularies about “FESTIVALS IN VIET NAM ”, Introducing 
some information about the festivals in the lesson and things students should 
conserve some famous tourist destanations. Giving the pictures about the 
festivals in Viet Nam. 
* LITERATURE: 
 Students use their literatural knowledge to write about the festivals. 
* GEOGRAPHY: 
 Educating students understand the festivals in Viet Nam . They must 
understand about the importantance of tourism in developing Vietnam’s 
ecomony 
 5
(Unit 15: Commerce and Tourism - Geography grade 9 and Unit 38: 
To comprehensively develop the economy and protect the environment and 
marine resources (part 2: Sea island tourism)) 
* FINE ART: 
 Guiding students draw some pictures about some famous festivals in 
Vietnam. 
* CIVIC EDUCATION: 
Unit 15: Protection of cultural heritage – Civic education 7 
2. PROCESS OF INTEGRATED TEACHING 
1. WARM-UP: Kim’s game (4ms) 
- Teacher guides students how to play Kim’s game; Notes them to use 
their knowledge about the festivals in Viet Nam to play game. 
- Divide the class into 2 groups, show the pictures and guide them to play 
a game 
 - Give feedback and introduce the content of the new lesson. (May be ask 
more questions) 
? Do you know any festivals? 
- Give some festivals such as: Giong Saint festival, Huong pagoda 
festival, Hung Kinh festival..... 
- Present the new lesson: 
-> As we know Festivals play an important role in our daily life. So 
today we will talk about the festivals in Viet Nam. Let’s start! 
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Guessing 
+ Where are Duong and Peter ? 
+ What are they doing 
+ What might they be talking about? 
- Ask students to look at the pictures in Getting stared and guess the 
answers. 
2. PRESENTATION: 
2.1- Vocabulary: 
 Introducing some new words about the environment and vocabularies 
related the lesson: 
* Vocabulary (4ms) 
+ Ceremony (n): nghi lễ 
+ Oriental (adj): người Phương Đông 
+ Royal court music: nhã nhạc cung đình 
+ Reunion (n): đoàn kết 
+ Regret (v): hối hận 
+ Carnival (n): lễ hội (hoá trang) 
- Procession (n): đám rước 
- Check the new words by matching words. 
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 - Ask a question: 
? Have you ever taken part in any festivals?If yes, What activities do 
you like best? 
2.2. Read the text and tick true (T) or false(F) (5ms) 
* Reading 
- Present the text’s content and asks to do True – False quiz. 
- Have students give their guess. 
- Ask to read the conversation silent quickly then give the feedback. 
- Ask to do guess which statements are true or which are false. 
- Give the help if they have difficulties. 
- Give the feedback. 
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Teacher asks students to say their prediction before the class. 
2.3- Read the conversation again and answer the questions: Ask 
students to play game: “Lucky pictures” 
- Divided class into 2 groups, show the game and guid them to play it by 
answering the 5 questions. 
- Ask the teams to answer the questions which they choose. 
- Note to use the knowledege about Geography they have learnt to answer 
the questions. 
- Give feedback on the screen. 
2.4- Can you find the following expressions in the conversation? Try 
to explain their meaning and make short conversations (5ms) 
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3. PRACTICE 
3.1. Use the words from the box to label the pictures. 
- Ask students to work in individually to match the words with the 
siutable pictures. 
- Give feedback. 
3.2. Activity 4: Match the words with the pictures of festivals. 
- Have students do the exercise 3 in individually. 
Intergrate with Goegraphy 9: Unit 15: Commerce and Tourism 
Our country is rich in natural tourism resources and humanities 
tourism resources (architectural works, historical monuments, traditional 
festivals, traditional craft villages, folklore, ..) in many places. Famous 
destanations have been recognized as world heritage. 
+ Please identify on Vietnam schema some famous tourist centers? 
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3.3. Match the festivals in 3 with their descriptions 
- Ask students to match the festivals with their descriptions 
- Give feedback 
4. PRODUCTION 
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- Ask students a question “ What are these festivaks called?” 
- Suggest talking something about these festivals 
- Note to use the knowledege about History, Geography (being prepared) 
to present their ideas. 
- Remark and give marks for good speech. 
4.1. Studetnts work in groups (Integrated Civic Education) 
4.2. Studetnts’ postres and drawing (Integrated Fine Art) 
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3. TEACHING PLAN. 
Period 34 UNIT 5: FESTIVALS IN VIET NAM 
Lesson 1: GETTING STARTED 
I OBJECTIVES: 
 1. Knowledge: After finishing the lesson, students will be able to: 
+ Understand the information about the festivals in Viet Nam. 
+ Apply interdisciplinary knowledge of subjects, such as History, 
Geography, Literature,.... (Being prepared) to carry out the the duties of the 
lesson topic. 
* Vocabulary: - Ceremony (n), oriental (adj), royal court music, reunion 
(n), regret (v), carnival (n), procession (n) 
* Reading: Read to find the main information and answer the questions 
relate the lesson topic. 
* Speaking: Discuss about the festivals in Vietnam 
* Writing: Write a passage about Hung Kinh festival, Huong pagoda, Lim 
festival. (About 70-100 words). 
2. Skills: 
+ Working individually; 
+ Working in groups; 
+ Collecting information, analyze the pictures; 
+ Contacting reality; 
+ Giving a talk and a passage; 
 + Learning positively and proactively; 
+ Supporting life skills. 
3. Attitude: 
- Students have attitude to love, respect and pride of our country’s 
festivals. 
- Student need to have competence to apply interdisciplinary knowledge 
of subjects, such as History, Geography, Literature,... Then they know how to 
use the English language to present the information about the Vietnamese 
festivals which they can solve through different activities. 
II. TEACHER AND STUDENTS’ PREPARATION: 
1. Teacher 
- Projector, loudspeaker and computer connect to teaching plan of 
powerpoint. 
- Recording equipment, a camera. 
- Pictures and information about some countries’s festivals in Vie Nam. 
 - Language games: “Lucky Pictures, Kim’s game” 
2. Students: 
- Searching information about some countries’ festivals in Viet Nam. 
- Some posters, markers to work in groups. 
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III. PROCEDURE 
STAGES CONTENTS ACTIVITIES 
Warm-up 
 (3.m) 
Getting started: Kim’s game 
* Ask students to work in group and match them. 
* Call on some Ss to say their answers before the 
class. 
Group 
Individually 
Presentation 
 (17.m) 
1. Vocabulary. 
+ Ceremony (n): nghi lễ 
+ Oriental (adj): người Phương Đông 
+ Royal court music: nhã nhạc cung đình 
+ Reunion (n): đoàn kết 
+ Regret (v): hối hận 
+ Carnival (n): lễ hội (hoá trang) 
- Procession (n): đám rước 
* Ask students to repeat in chorus and individual 
* Checking vocabulary. 
Order students to match the words with their 
meanings 
* - Present the new lesson: 
-> As we know Festivals play an important role in 
our daily life. So today we will talk about the 
festivals in Viet Nam. Let’s start! 
Whole-class 
Whole-class 
Pair 
Pair 
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2. Prediction: Read the text and tick true (T) or 
false(F) 
- Have students give their guess. 
- Ask to read the conversation silent quickly then 
give the feedback. 
- Ask to do guess which statements are true or 
which are false. 
- Give the help if they have difficulties. 
- Give the feedback. 
3. Read the conversation again and answer the 
questions: Ask students to play game: “Lucky 
pictures” 
4. Can you find the following expressions in the 
conversation? Try to explain their meaning and 
make short conversations (5ms) 
- Ask students to find out the expressions in the 
conversation and guess their meaning and make 
conversations by using these expressions 
Give the 
guess 
Play the 
game 
Role – play 
Students to 
do exercise 
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Practice 
 (15.m) 
1. Use the words from the box to label the 
pictures.(P.49) 
-Ask students to work in pairs to match the words 
with the siutable pictures. 
- Give feedback 
2. Match the words with the pictures of 
festivals. 
* Intergrate with Goegraphy 9: Unit 15: 
Commerce and Tourism 
Our country is rich in natural tourism 
resources and humanities tourism resources 
(architectural works, historical monuments, 
traditional festivals, traditional craft villages, 
folklore, ..) in many places. Famous destanations 
have been recognized as world heritage. 
+ Please identify on Vietnam schema some 
famous tourist centers? 
Pair 
Individually 
Individually 
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3. Match the festivals in 3 with their 
descriptions 
- Ask students to match the festivals with their 
descriptions. 
- Give feedback 
* * Integrate with Civic education grade 7 
 Unit 15: Cultural heritage protection 
- What is intangible cultural heritage? 
- Can you name some intangible cultural 
heritage that you know? 
em biết? 
Work 
individually 
Production 
 (8.m) 
Speaking: 
* Asks students to look at the pictures and answer 
the questions “ “ What are these festivaks called?” 
- Suggest talking something about these festivals 
- Note to use the knowledege about History, 
Geography (being prepared) to present their ideas. 
- Remark and give marks for good speech 
- Work 
individually 
- Work 
individually 
Homework 
 (2.m) 
1. Write a passage about the festival that you like 
best.”(about 70-100 words). 
2. Prepare new lesson Unit 6; Speak 
Whole-class 
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IV. TEST RESULT. 
Following a period of experiment teaching performance in class 8A, at 
Dong Tien Secondary School, I realize that all of students have got much more 
excited about learning English. They are more eager to take part in the lesson. 
Also, the weaker feel no longer worried and hesitated about proving themselves. 
generally, all the students have got engaged in all possible exercises during the 
lesson. 
 Via the period, students are well aware of learning English significance in 
mastering core knowledge, getting updated information for better English 
communicative activities, as well as protecting our environment, also improving 
competence in performing English or Vietnamese text. In addition, further 
progress has been also made via making charts or pictures related to the lesson 
content. 
Test results after the lesson 
1. Quick test 
Dưới 5 điểm 5 điểm 6 điểm 8 điểm 10 điểm 
0 0 4 HS 12 HS 26 HS 
 9,5 % 29, 5% 61 % 
2. Writing (at home) 
5 điểm 6 điểm 7 điểm 8 điểm 9 điểm 10 điểm 
4 HS 6HS 15HS 1