Using integrated teaching methodology to teach English

INDEX
PART I. INTRODUCTION
Reasons for choosing the topic 
	According to the innovative orientation in teaching methods in lower secondary schools stimulate and develop self-learning ability in order to create positive, independent and creative thinking for the students as well as improve capacity, find out and solve problems, practice skills to apply knowledge into reality. It affects the emotions, bring pleasure and excitement to study for students.
 	English is a specific subject, in the linguistic domain, associated with the culture of communicative language. Therefore, the environment is the most important condition for the teacher as well as the learners to approach and develop the skills of listening, speaking, reading and writing. However, the Vietnamese environment and culture are much different from the British environment and culture. So how can English become more familiar and familiar in the normal learning environment so that students will feel excited and easy to use this language in their lives, thereby improving the effectiveness of teaching and learning English? This is a difficult question for a teacher of English in a small school with lots of facility difficulties as me.
 	After over thinking and testing, I think, the best way to solve this problem is to create a student environment that is close to their own lives in English. It is English that is as close as the things around you. And the most effective way is to apply interdisciplinary knowledge in the English teaching process. Then, English became a means of transmitting knowledge and culture more purely Vietnamese, create excitement and motivation for students, and make an important contribution to improving the effectiveness of teaching and learning English at Ham Rong Lower Secondary School. Therefore, I chose the topic "using integrated teaching methodology to teach English" to make my initiative. Specifically: Using the integrated teaching methodology to teach "Unit 2- Clothing- Getting started + listen and read - English 9"
2. Aims of the study
       In the present stage, the education of our country in general and the provincial education department in particular have been focusing on the innovation of teaching methods. It is also indispensable for students to gain knowledge as well as the teachers apply it into reality teaching in secondary schools.
	From the fact of teaching, through colleagues’ ideas I found that: Most of the average and low grade students are afraid to learn English. Specifically, for the 9th graders, when the number of new words is large, and access to more difficult structures, the higher level of skills, many students are no longer highly interested in English. Learning English is compulsive. Thus, I have experimented the interdisciplinary integration teaching at 9th grade and got good results.
Therefore, inatiative ideas are carried out with the following aims:
To reseach on students at HR Lower Secondary School , grade 9 to find out the reasons, causes that makes them afraid of learning foreign languages.
To seek measures to overcome the situation: students in grade 9 and other grades who are afraid of learning foreign languages
To apply measures , specifically integrate many subjects in teaching English to enhance effects and stimulate the students’ interest with this subject.
To reseach the students’ reaction , receptive ability and studying result after applying to access the affect of inatiative ideas.
	3. Object of study:
 Students in grade 9 in the 2016-2017 school year of Ham Rong secondary school.
	4. Research methods:
	- Surveying method.
	- Statistics method.
	- Analysing method.
PART II: CONTENT OF INITIATIVE
	1. Theoretical basis:
	Due to the increasing application for English to meet the demand for quality of social labor, the development of skills suited to the needs of the subject and the social needs of integration period is the most important task of the subject.
	Teaching and learning English have only focused, on vocabulary and grammatical structure for long time, so for the majority of students, especially students who are not hardworking, will feel bored, afraid to learn and memorize. .
	The total reform of teaching methods in a positive orientation with student-centered. Teaching with capacity-building orientation is a common task of the entire education sector;in order to gain basic and full reform for education and training.
	English is not out of the general trend. There are many methods, ways and forms of innovation teaching English, in which an interdisciplinary integration method is suitable for students in a poor economic area with little communicative conditions about the cultural background. Interdisciplinary integration teaching method in English will help students feel closer, more excited, and manageable of English in other science subjects and into daily life.
2. The problems before initiative.
	- Most of the 9th grade students who are afraid to learn English, unfamiliar with the use of English, just try to learn, remember the vocabulary and grammatical structure to serve the exam. They do not determine to learn English to perfect skills of an employee in the future.
	- The survey on the interest in English, 48 students in grade 9 of Ham Rong secondary school, results as follows:
Total
of students
Very interested
Interested
Not interested
Hate
 Number
%
 Number
%
 Number
%
 Number
%
48
9
18,8
12
25
21
43,6
6
12,6
Thus, the number of students who is interested in English is not great, while the number of students who are not interested and hate to learn English is very high, accounting for 56,2%.
	3. The initiatives or solutions have been used to solve the problem.
	3.1. What has been done and the results have been tested
	a. Topic learning: 
	Integrated subject teaching:Literature, History, Music and Civic education,art ... via the topic: the use of interdisciplinary teaching methods to teach English.
	b. Objectives of teaching:
	- The knowledge, skills and attitudes of subjects to be attained in this unit are literature, history, music,art and civic education.
	- Students need to be able to use the subject knowledge: English - language arts, English - history, English - music, English-art, English - civics education.
	c. Meaning, role:
	Linking knowledge, skills, and attitudes to subjects together, with social life, makes students more interested in the subject and loves life.
	d. Teaching equipment:
	- Lights
	- Gangs
	- Markers.
	- A4 paper
	e. Teaching activities and teaching process
	- Due to the limited time, I just introduce my product designed: Description of teaching and learning activities in English lesson plan of grade 9, period 8: Unit 2. Clothing- section: Getting started + listen and read.
	- To teach subject-oriented integrated topics, such as: Using interdisciplinary teaching methodology in teaching English, namely, Unit 2: Getting stared + listen and Read. I have used the relevant knowledge of subjects such as Arts, History, Music, Civic education to increase the interest in learning, and stimulate the ability to use English for solving the problem of the lesson.
	3.2. Content implemented:
a. Knowledge: Three levels assessment:
- Acknowledgment.
- Understanding.
- Application (low level, high level)
b. Skills: 
- Practice reading and listening skills.
- Ability to use subject knowledge to answer questions from the unit.
c. About the attitude:
- Consciousness, the spirit of participating in learning
- Sentiment of students in the subject and other related subjects.
d. Ways of checking and evaluating about learning results, products of students.
Teacher evaluates the results, products of students.
- students self-evaluation results, products, (groups, groups)
- Questionnaire on evaluation of results, products of students
e. Products of students:
- Students read the paper and fill in the missing information to complete the sentence
(Exercise a: Complete the sentences.Ues the information from the pasage.)
(whole class)
- Students answer the question in (Exercisse 1a). ( individual)
- Students make comparisons between traditional ao dai and modern ao dai ( extra exersise 1b) (work in groups)
- Students are able to apply to introduce about the “Aodai” and express the love of the country, the national pride . (extraexersise 2) (individual)
3.3. Content of the lesson:
English 9- Unit 2- Clothing- Getting started+listen and read
I. Objectives:
	- Helping Ss will be able to know about traditional dress of some countries, especially "Ao dai" in Vietnam, the traditional dress of Vietnamese women.
- To help students practise listening,speaking,reading,writing skills to talk about the Ao dai. 
II.Knowledge:
	* Integration with Literature
	- Students know how to introduce Vietnamese Ao Dai, using the textual knowledge of Literature in the speech.
* Integration with History, Civic education:
- Students need to know the knowledge about the developing stages of Vietnamese Ao Dai, use the knowledge of history, Civic education to love the homeland, the country, love, respect and pride about the traditional costume of the nation ... in the introduction about VietnameseAo Dai.
* Integration with Music:
- Students can sing a song about Vietnamese Ao Dai.
- Students have the ability to apply knowledge of music (rhyming, ...).
III. Object of the lesson:
- Grade: grade 9 (9A, 9B)
- Number: 48 students
- Students have been learning from Unit 1 to Unit 2, English textbook 9 (Vietnam Education Publishing House).
IV. Meaning of the lesson:
- The lesson has been used to improve the listening, speaking, reading and writing skills of students. Students can exchange, discuss and be able to present in English.
- For integrated parts, students can apply in their daily lives, such as introducing Vietnamese traditional dress, Aodai with international friends, using Literature and also using equivalent English structures.
- Students learn and introduce Vietnamese Ao Dai through periods of development using the language or knowledge of History, and also using the equivalent English structures.
- Students learn how to introduce the traditional Aodai of Vietnam with international friends, thus they are more beloved, cherished and proud of traditional costumes of Vietnam.
V. Preparation:
- Teacher: A0 paper; Markers; Lesson Plan; Materials for teaching; Projectors; Relevant knowledge (through local practice, books, photos, information on the Internet ...)
- Student: Prepare the paper according to the requirements of teachers: notebooks, learning aids
VI. Procedures:
1. Pre-reading:
1.1. Warm-up: (Getting started)
- Students works in groups, look at the clothes the people in these pictures (p.13) are wearing and take turn to decide where they come from by asking and answering)
- Teachers clarify the meaning of new words:
A kimono : áo ki mô nô (Traditional dress of the Japanese )
A sa-ri: xa ri (Cloth wrapped around the body instead of clothes)
A veil: mạng che mặt.
- Teacher call representatives of the groups answer the questions
- T models picture a :	Teacher: Where does she come from?
Students: She comes from Japan
Teacher: How do you know?
Students: Because she is wearing a kimono.
* Key:
She comes from Vietnam. She is wearing Aodai.
He comes from Scotland (Uk). He is wearing a kilt.
She comes from India. She is wearing a Sari.
He comes from the USA. He is wearing jeans.
She comes from (Saudi) Arabia. She is wearing a veil.
- Teacher shows more pictures, and asks students:
What’s subject of these pictures?
Ss give answer “ it’s about Ao dai”
Teacher: “In the lesson today we will study more about Ao Dai!”
1.2. Pre-teach vocabulary:
- design (v) : thiết kế (explanation)
- fashionable (a): (thuộc) thời trang, mốt (synonym) = mordern
- slit (n) : đường xẻ (show the picture, look at the picture “ Ao dai is slits on the sides” )
Ao dai is slit on the sides
Ao dai is slit on the sides
- tunic(n) : áo dài thắt ngang hông (translation)
- loose (a) = baggy : rông thùng thình (synonym) 
- pattern (n) : mẫu vẽ,hoa văn (show the picture) 
pattern
- inspiration (n): cảm hứng (translation)
Teacher asks sts to read the new words in chorus and individually.
- Check the new words by matching words
*1.3. Pre-question:
 	Get Ss predict the questions:
a. Who usually wears Ao dai nowadays? What about in the past?
b.What are the differences between traditional Ao dai and modern one?
2. While-reading:
- Call 2 SS to tell their predictions, teacher writes down on the board.
- Let SS listen to the tape to check their predictions (once)
Let SS listen to the tape again to check and correct prediction.
- Have them open the text books,read the dialogue in silence then correct the false statements and give the key.
a. Nowadays women usually wear it.And in the past, it was frequently worn by both men and women.
b. Modern Ao dai look modern and very fashionable.And VietNamese women wear the unique dress.
- Students practice reading the text silently to get information about Ao dai .
* Integration with History :
- Teachers use history knowledge and somes pictures to talk about Ao dai Vietnam - the way history, help students get more information.
- The long dress exist over time, is considered the traditional costume nature of the long history of Vietnam.
- The image with two Vietnamese ao dai dress has been found through the carvings on the drums of Dong Son and artifacts from every thousand years today (2879.BC -258.BC)
Costumes for the ancient Vietnamese shown on Dong Son .
“Giao lanh” dress (Áo giao lãnh) (the 17th century)
Primitive style of gown is assigned the four tie coat, the predecessor of the four-shirt.
Vietnamese women dressed “Giao lanh” dress
Four-robe , five- robe ( Áo tứ thân – áo ngũ thân)
 (the 18th century to the early 20th century)
Four-robe
- During the 18th century to the early 20th century, where urban women have nighty body style variations from four-robe to show wealth and social status of women. 
	Photos show the class distinctions in a family, the owner dressed in a five-robe, the servant wearing a four-robe
( five- robe)
 Lemur long dress (1939 – 1943)
- Unlike traditional wide in shape, tunic Le Mur curve hugging the body with more westernized as bulging arms, neck carved heart-shaped, nail bow ... shirt "hybrid". But this type of clothing only exist until about 1943.
Le Mur long dress (1938)
* Long dress with a sleeve raglan assembly (1960)
- 1960 Dung Tailors in Dakao ,Saigon, Saigon offer style long dress with a sleeve raglan assembly. Item buttons are arranged to run from the neck to the armpit diagonally, and then runs along one side. With raglan sleeve assembly fabric tight lanes, tight-fitting tunic made every curve of the woman's body, creating more aesthetic
Long dress with a sleeve raglan assembly 
*Gown Madame Nhu ( In the early 1960s) (Áo dài Bà Nhu )
- In the early 1960s, Mrs. Tran Le Xuan, Ngo Dinh Nhu's wife, designed the open-necked tunic style, also called neck boat neck cut. Gown Madame Nhu had faced strong reactions because contrary to traditional habits and customs of the society of that time.
Gown Madame Nhu
Waist chiffon tunic – mini tunic (1960 – 1970)
- Approaching the end of the 60s, mini tunic became fashionable. Short shirt and narrow tie, with the knee, wider shirt, no waists. . Sew sleeves are rolled out. . Clothing garment apparel bears long with wide
The ao dai waist chiseled, prospered in 1960
 * Modern Ao dai (1970 – nay)
- By the 90s, long coat is back, more sophisticated, more elegant, and began to think about international friends as a symbol of women Vietnam.
- Get students work in two groups, read the text again and complete sentences on part a, page14, use the information from the passage.
- Representatives of the groups go to the board ,complete the sentence. Each call represents one of the groups.
- Students compare the answers of the two groups on the board.
- Give feedback and correct
 * Key:	 
1. For a long time the ao dai has been the subject of poems, novels and songs.
	2. The ao dai is described as a long silk tunic that is slit on the sides and worn over loose pants.
	3.The majority of Vietnamese woman prefer to wear modern clothing at work.
	4.Some designers have modernized the ao dai by printing lines of poetry on it.
	5.Another alternative is to add symbols such as suns, stars, crosses and stripesto the ao dai.
	* Comprehension questions:
	- Get students work with a partner, read the text again, ask and answer the questions on part b, page 14.
	- Call on some students to ask and answer before class.
	- Correct
	* Key:
1.Traditional, men and women used to wear the “ao dai”
 2.Because it is more convenient
 3.They have printed lines of poetry on it or have added symbols such as suns, stars, crosses and stripes to the “ao dai”
*/ Integration with art:
- There are many famous painting about “Ao dai”, for example:
 	To Ngoc Van's painting, "The girl with lilies", is one of the first and most famous Vietnamese paintings depicting a girl in a white dress. Side by side with a lily flower (lilies).
	*/ Integration with Literature, music,art:
	- There are so many essays, poems, songs taken inspiration from “Ao dai” 
	+ “ Ao dai” in Nguyen Tat Nien's poetry:
 “ Tháng giêng em áo dài trang nhã
	 Tỉnh lị còn nguyên nét Việt Nam
 	 Đài các chân ngà ai bước khẽ”
	+ Nguyen Sa also praised “Ao dai” in “Tuong Tu”:
 “Có phải em mang trên áo bay
	 	Hai phần gió thổi, một phần mây
 Hay là em gói mây trong áo
 Rồi thở cho làn áo trắng bay”
	- There are many beautiful songs about “Ao dai”. Do you know any songs about it? Yes,one of them is “ 1 thoáng quê hưong”. 
Can you sing “Mot thoang que huong – Thanh Tung” with me ?(Teacher and SS sing only the first theme of the song)
Thanh Tung musician.
“Mot thoang que huong”
Tà áo em bay bay bay bay trong gió nhẹ nhàng.
Tà áo em bay bay bay bay trên phố dịu dàng.
Áo bay trên đường như mây xuống phố,
áo tung sân trường tựa cánh chim câu.
Đẹp xiết bao, quê hương cho ta chiếc áo nhiệm màu.
Dù ở đâu, Paris, Luân Đôn hay ở những miền xa.
Thoáng thấy áo dài bay trên đường phố,sẽ thấy tâm hồn quê hương ở đó ... em ơi!
	- “ Ow! What’s wonderful song ! Let’s learn by heart this song at home and we can perform it in the class activities.
	3. Post-reading:
	3.1.Speaking: Tell something about the “ao dai”:
“Now, I think you’ve known clearly about Ao dai, in order to people in the world know more about Vietnam,can you tell about Ao dai now?	*/ Integration with Literature, civic education:
- Teacher asks SS to do this exercise in group of four to compare traditional Ao dai with modern Ao dai and talk about Ao dai which show love of country, ethnic pride (about 8-10 sentences). 
- Teacher calls two representatives of two groups to compare and talk about Ao dai.
- Give remarks and marks to strong students.
- Teacher shows suggestions on the screen:
 In the past	Nowadays
 - Who worn? When? (everyday)	- Who wears? When? (on 
 special occasions)
- Material?	 - Materials?
- Pattern?	 - Pattern?
	3.2. Grammar review: (Eliciting from the text) and practice (optinal)
	a. The past passive:
- Eg: Traditionally, it was frequently worn by both men and women.
Form:	S + was/were + Vpp
	b. The present perfect:
 	- Eg: They have added these patterns to the Ao dai
	- Form :	S + have/has + Vpp	
	- Use : 
4. Consolidation
 	- Teacher shows the pictures of Ao dai, and consolidates the leson at the same time:
“In the lesson today ,we’ve known more about Ao dai, the people in the world know more about Vietnam through Ao dai- a traditional dress of Vietnamese women,the unique dress,which is now both traditional an fashionable.
“Chiếc áo dài quê hương người người yêu mến
Nét đặc thù quê hương nước tôi đi khắp