The applying interdisciplinary intergration teaching methods to improve English quality at Dong Thanh secondary school

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A. INTRODUCTION 
I. THE REASON FOR CHOOSING THE TOPIC 
Currently, teaching and learning English at secondary schools level have 
had major changes both in the content and teaching methods which are 
appropriate to the objectives and requirements of the subject. With basic point of 
view is how to promote students’ positiveness, activeness, to develop the 
capacity of the learners; creating optimal conditions for them to develop the 
ability to practice using the language in communication purpose, not providing 
language knowledge only. 
With social trends, fluency in English would be a huge advantage for 
students, they will take many business startup opportunities from the regional 
integration and globalization today. To keep up with this general process, which 
requires every student who is at school age should have a certain level of 
English knowledge. Curriculums and 7 year or 10 years system textbooks 
associate with the practical topics (Family, School, People, Places, Health, 
Environment, Disasters, Energy, ...) with the degree from low to high levels and 
especially with logic, the relationship between the different subjects. 
If teachers only focus on equiping students with grammar and vocabulary that 
related to the topic and forget the interdisciplinary between subjects, it will 
make the lecture dry literary and less interesting. Students always feel the heavy 
pressure and even tired after each Foreign language lesson. As a direct teacher 
on the school podium, during the process of implementing English pilot 
curriculum, I can clearly see the advantages of this Interdisciplinary Integration 
teaching method. The effectiveness of this method is clearly shown in the 
attitude, passion, receiving results of students in each lesson. Therefore, I 
strongly implement this topic: "The applying interdisciplinary intergration 
teaching methods to improve English quality at Dong Thanh secondary 
school”, it is the experience which I myself have gained from the research 
process and experimental teaching for many years, especially in the academic 
schoolyear 2016 - 2017. 
II. RESEARCH OBJECTIVES 
With the desire to help students know how to use English through the 
knowledge of different subjects such as: History, Geography, Literature, Civics, 
Music, Arts ... making lessons more abundant and attractive. In addition, it also 
helps them have the ability to apply their knowledge from other subjects to 
expand their vocabulary and knowledge; have Synthetic thinking 
interdisciplinary knowledge, apply to problems solving; have the ability to 
develop thinking, inquiry and research; Creating good conditions for students to 
have initiativeness, activeness and creativity in learning; Train students in 
observation skills and relate lessons to everyday life. 
Since then, students feel that studying English is charismatic, they have 
the opportunity to apply their knowledge in different subjects, their 
understanding in Foreign language learning. This can help students absorb 
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knowledge of the subject better, know how to apply knowledge to solve 
problems in learning and in life. 
III. THE OBJECT OF RESEARCH 
Students in classes: 7B, 9A at Dong Thanh Secondary School, Dong Son 
district, Thanh Hoa. 
IV. RESEARCH METHODOLOGY 
Using active teaching methods to focus on promoting positiveness to 
develop the capacity of students in English grade 7,9 - Education publishers, ten 
- year system (grade 7) and seven - year system (grade 9). 
B. CONTENT 
I. RATIONALE 
"Integration" is a concept whichs is used in many fields of work. 
Especially in Education, integrating knowledge of diferent subjects to solve the 
problem in a lesson will help students understand the broader, deeper in that 
subject matter. Integration of teaching will help students promote active 
thinking, creativity in learning and applying it in practice.[1] 
Integrated teaching is one of the important principles in teaching. It is 
considered as a modern teaching concept, to promote students' positiveness, also 
improve the quality of education in schools. 
Interdisciplinary Integration teaching is a form of searching crossed – 
subject content, the concepts, the general thought among the subjects which are 
related to each other. These sections, parts can be in different subjects but they 
support each other to resolve the situation, the phenomenon of life. 
From the above recognition, we can clearly see that integration ideology 
rooted in scientific bases and life. At first, we can see that life is a great 
encyclopedia, is also a grand synthesis of knowledge, experience and methods. 
All the situations that occur in life are always integrated situations. We can not 
solve a problem and task of the theory and practice without using synthetic and 
coordinating experience interdisciplinary skills of many different fields of work. 
Integration in schools will help students learn more intelligently and have 
creative application of knowledge, skills and methods of the comprehensive 
knowledge volumes, harmonious and reasonable in dealing with different 
situations and new in modern life. 
 II. CURENT STATUS OF THE RESEARCH PROBLEM 
1. Brief Outline of the lessons in the textbook. 
The English 7 pilot curriculum has 12 units in total, corresponding to 12 
different topics. In which, there are quite familiar and close themes to other 
subjects (Example topic: Hobbies, Health, Homes, Festivals, Films, Traffic, 
Sources of Energy, Travelling, Population ....). And the English 9 curriculum 
has 10 units in total, corresponding to 10 different topics. In which, there are 
quite familiar and close themes to other subjects (Example topic: A visit from a 
pepal, Clothing, Media, Environment, Energy, Celabrations, Diasters, The 
Other Planets ....). This is quite convenient for the teacher to apply 
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interdisciplinary integration teaching method in order to improve the quality of 
their teaching. 
2. The status of English teaching and learning in Dong Thanh 
Secondary School 
2.1. To the Teachers’ side 
Teachers of Dong Thanh Secondary School have strong and good 
expertise, have B2 standard qualification, who are also enthusiastic in their work 
and eager to learn from each other. However, sometimes they still have passive 
thought, they do not dare to apply method innovation, do not dare to change or 
redesign the textbook lesson (the old part, is no longer updated), do not have the 
solution to refresh the lectures. 
2.2. To students’ side 
Firstly: Students in grade 7 have access to the last four-year program with 
the secondary school level knowledge (Grade 3 to grade 6). They are no longer 
feel strange, unfamiliar with the form of inspection and evaluation that teachers 
give. 
 Secondly: They have basic knowledge on issues of natural resources, 
environment, society and politics, economy inside and outside country through 
subjects such as Geography, History, Literature, Civic education .... 
Thirdly: In the subjects, the students have been learning about knowledge 
of subjects which is integrated in the unit. So, when they need to combine 
knowledge of a certain subject in English class to solve a problem in the lesson, 
the students will not feel strange. 
However, according to statistics from the survey before the start of school 
(Summer Review), 80% of students said that English is a difficult subject. If 
they want to learn this subject well, they need to memorize a lot of words and 
structure and do not need to integrate any subject. 
This result have been positive improvements, because from myself in the 
last few years, especially in this academic year of 2016 – 2017, I boldly applied 
solutions integrated teaching, interdisciplinary in order to create excitement and 
help them know how to use English effectively through use knowledge of other 
subjects such as History, Geography, Civic education, Literature, Art ... in the 
foreign language lessons. 
III. IMPLEMENTING SOLUTIONS 
1. The purpose of the solution. 
Research the theory of integrated teaching and practical teaching in 
secondary school, then it will be the scientific basis for integrated teaching use 
in English subjects for students in Dong Thanh secondary school. 
2. What's the difference: 
Teaching foreign language through the integration of some background 
knowledge of subjects such as History, Geography, Civics, Fine Arts .... 
3. Novelty of the solution compared to the solution was implemented: 
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Offering integrated activities, interdisciplinary for different type of lesson. 
In fact, when using this method, students were very excited about the lesson 
content. The synthesize knowledge of student is added soothing and nature but 
very effective. On the other hand, the teaching method applies knowledge 
interdisciplinary through integrated forms also help myself to have more basis 
and foundation for understanding and passionating in my teaching career. 
Here are some proofs in specific lessons using integrated teaching 
methods, interdisciplinary effective, I have adopted in recently years, especially 
in the academic year of 2016-2017. 
EXAMPLE 1. ENGLISH 7 (Pilot curriculum) [3] 
UNIT 9: FESTIVALS AROUND THE WORLD 
A CLOSER LOOK 1+ SKILLS 2 
1. Using games 
The teacher gives the game Magic Conical to introduce the new topic 
with a question: Which festivals do you know? 
Note to use their social knowledege, Literature and history subjects which 
they have learnt to find the names festivals. 
2. Using Mindmap 
5
3
4 6
1 2
Talk about the festival you like best
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The teacher gives the list of festivals and the process of the mindmap for 
students to talk about the festival they like best. Since then thay can write a 
paragraph about it. 
- 
The students choose a festival then use the mindmap and talk about it. 
Students are confidently talking about the festivals 
Who celebrate it? 
Where is it held? 
What is the festival? How is it held?/ 
What are the main 
activities? 
Why is it held? 
When is it held? Why do you like it? 
NAME OF 
FESTIVAL 
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Students’ writing 
EXAMPLE 2. ENGLISH 7 (Pilot curriculum) [3] 
UNIT 4: MUSIC AND ARTS – A CLOSER LOOK 2 
In this lesson, the student have to know how to apply interdisciplinary 
knowledge of subjects such as Music, Fine Arts and the common knowledge, ... to 
perform the exercises by topic of lesson. 
dancing
rock and rollpainting
playing the guitarpop music
singing
What music and arts are you 
interested in?
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Students are talking about their hobbies 
For this way, the unit has become more flexible and dynamic. Students 
interested in studying, exploring and discovering more knowledge and be more 
creative thinking and application of knowledge into practice better. 
EXAMPLE 3. ENGLISH 9 (Seven - year system) [4] 
UNIT 1: A VISIT FROM A PENPAL 
 Content: Learning about ASEAN countries 
 Form: Language games 
For this lesson, it will help students to have the ability to use English to 
know about the member of ASEAN countries after learning; understanding the 
geographical location, history with the correct information such as: names of the 
capital, area, population, currency, weather characteristics, language, religion ... 
and the other relevant informations; knew how to apply interdisciplinary knowledge 
of subjects such as History, Music, Geography, Civic Education,... to perform the 
exercises by topic of lesson. [2] 
Game 1: Who faster? 
Teacher: Phạm Thị Trang
Association of Southeast Asian Nations
10
9
8
7
3 2
1
5
4
6
012345678910HÕt giê
 Look at the map and work in teams to find out places of the countries on 
the map. (1-10). 
 Note to use the knowledege about Geography the students have learnt to 
find out places of the countries on the map. 
MUSIC AND ARTS 
MUSIC AND ARTS 
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Work in teams 
Game 2: What & When 
Teacher: Phạm Thị Trang
109876
54321
07/01/1984,30/04/1999, 08/08/1967, 23/07/1997, 08/08/1967, 23/07/1997
08/08/1967, 08/08/1967, 08/08/1967 , 28/07/1995
HÕt giê
The teams look at the flags and the dates, make sure the words are 
matched. Note to use the knowledege about Geography, History... they have 
learnt to match the information exactly. 
Game 3: Crossword 
Teacher: Phạm Thị Trang
Countries of ASEAN
1
2
3
4
5
6
7
8
9
10
11
Teacher: Phạm Thị Trang
1
2
3
4
5
6
7
8
9
0
L A O S
5
6
7
8
9
10
C A M B O D I A
T H A I L A N D
P H I L I P P I N E S
I N D O N E S I A
M Y A N M A R
B R U N E I
S I N G A P O R E
V I E T N A M
M A L A Y S I A
Column
Y
Countries of ASEAN
1 2 3 4 5 6 7 8 9 10 Key
point
11 T1: 0
T3: 0
T2: 0
T4: 0
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Ask students to use the knowledege about Geography, History, Civic 
education ... they have learnt to guess names of the countries of ASEAN. 
 The students were really excited because of their geography knowledge 
is expressed then. To avoid the repetitive and boring of knowledge, I designed 
lesson in the form of games under specific lesson. In reality, when the unit has 
combined with the knowledge of other subjects, it will help teachers to have 
better access, better understanding and deeper the issues raised in textbooks or 
in the objectives of the lesson. I boldly integrated new information (with 
updates, news ...), removed old data and information that is not consistent with 
reality (as textbooks have been published since 2003). Since then, the unit has 
become more flexible and dynamic. Students interested in studying, exploring 
and discovering more knowledge and be more creative thinking and application 
of knowledge into practice better. 
EXAMPLE 4 ENGLISH 9 (Seven - year system) [4] 
UNIT 2 CLOTHING – Period 8 – Getting Started 
(The Ao dai – the Vietnamese Traditional Dress) 
Through the Unit 2: Clothing – Getting started, Listen and read, students have 
the ability to understand information about the Ao dai, the traditional dress of 
Vietnamese women today; learned about the Ao dai of Viet Nam through the 
development periods; knew how to apply interdisciplinary knowledge of subjects such 
as History, Fine Arts, Literature, Geography, ... to perform the exercises by topic of 
lesson; Review the use of present perfect to solve the exercises related to the topic. 
1. Game: Crossword (Introdue the lesson) 
Note to use the knowledege about Geography, History,... they have learnt 
to answer the questions. 
? Where are they from? 
? What is he / she wearing? 
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2. Game: Lucky numbers (1a,b) 
 Ask the teams to answer the questions in two teams. 
Note to use the text and their knowledege about Geography, History,... 
they have learnt to answer the questions. 
3. Speaking (Production) 
Suggest talking both traditional and modern and ask students to present 
their own ideas about the ao dai. 
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Note to use the knowledege about History, Geography (being prepared) to 
present their ideas. 
For this lesson, after learning, it will help students to have synthesize thinking 
interdisciplinary knowledge, applies to solve problems; Through the lesson, it helps the 
student to have the ability to develop thinking, inquiry and research; Creating conditions 
for students to be active, initiative, creativity in learning; Trainning student to have 
observation skill and relate lessons to daily life; Helping student to have better grasp of 
subject knowledge, know how to apply knowledge to solve problems in learning and in 
life. 
IV. EFECTIVE ACHIEVEMENTS 
After the lessons, students were able to understand the topic of lesson. 
They can rely on the knowledge of learning and their understanding to confident 
present their thoughts in the discussion (Speaking). From here, they know how 
to apply interdisciplinary knowledge such as History, Geography, Fine Arts, 
Music, Civics ... to write the passage, under the topic of the lesson (Writing). 
This is lesson learn that student need to know after lessons. 
1.1 Quick test (Test results after lesson – Grade 9) 
Under 
mark 5 
Mark 5 Mark 7.5 Mark 10 
0 0 8HS 24 HS 
 25 % 75 % 
2.2 Writing (Collection after marking exercies – Grade 7) 
Mark 5 Mark 6 Mark 7 Mark 8 Mark 9 Mark 10 
2 students 2 students 11 students 11 students 6 students 0 
6,25 % 6,25 % 34,375% 34,375% 21,875% 
3. General results 
 Through practice teaching in recent years, especially for grades 7 and 9 in 
the years from 2014- 2015, 2015-2016 and 2016-2017, the use of active 
teaching methods is gave to me the unexpected results. In the integrated lessons 
with incorporating many subjects combined with the use of information 
technology (computers, projector versatile, the other supported devices), 
students learned more exciting and interesting. They always wait to the English 
lesson. By its very nature, they are absorbing lessons in a gentle, non-restrictive. 
The lesson can only participate in the competition is the game, while ensuring 
understand and apply practical knowledge content and especially the lesson 
brings classroom more fun, comfortable and meaningful. 
 The class is applied interdisciplinary knowledge as well as personal 
understanding to create for students active and creative learning habits and more 
importantly they are always waiting and ready to welcome the next class. 
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Besides the quality of the subject is raised, what do I fully agree is the favorite 
English student ratio has increased significantly through the results of the survey 
data before the academic year (15/8 /2016) and midterm II (02/03/2017) of year 
of 2016-2017. Especially for this school year, I have many good students who 
have been good at English in recent Exchange exam of Dong Son Dictrict (2 
second prizes, 1 third prize, 2 consolation prizes). 
C. CONCLUSION AND RECOMMENDATION 
From practical teaching, I learned some experience on the application of 
interdisciplinary and integration in teaching the subjects in secondary school as 
follows: 
- Integrated Lesson Plan teaching hours is not a knowledge outline to 
teachers teach imposing for students in class, but it is a blueprint of activities, 
manipulation to organize for students carry out in class to acquire knowledge, 
develop capabilities and personality for the purposes of education and 
rehabilitation of Englichs department. This design always consists of two parts: 
First, the system of teaching and learning situations posed by the objective 
content of the lesson, in accordance with the nature and level of the student 
reception. Second, the activity and manipulation system corresponds to these 
situations sorted out by teachers in order to guide students step by step approach, 
taking up lessons in a positive and creative. 
- Designing integrated lesson plans teaching hours must stick to the 
knowledge of the relevant subjects. 
- Lesson plan must ensure the content and structural characteristics but 
without enforcement into a rigid mold. On the basis of ensuring the purpose, 
general needs of lesson. Lesson plan should make the search for creativity in for 
innovative alternatives reception of students. 
- Integrated Lesson Plan teaching hours must focus on designing 
integrated situations and correspondance is complex activities for students to 
apply the knowledge and skills to handle different circumstances. From that, 
students are not only acquire the knowledge and skills of each subjects 
separately but also occupy the knowledge and integrated capacity development 
of relevant subjects, to achieve the purpose, the general requirements of the 
class. 
All these things are very important factors for the purpose of improving 
quality and efficiency of the teaching process. However, to accomplish the goals 
of teaching in e