Using of interdisciplinary knowledge to improve students’ learning interest in teaching Part B - Speaking Unit 10: Nature in Danger

INTRODUCTION 
Reasons for the research
Innovative approach in teaching is a necessary requirement in education. Integrative teaching is a new trend that many teachers use in the teaching of their subject. Teaching English is not out of the trend. We know that English covers a wide range of topics in life so it is possible to integrate much of the knowledge in other subjects. However, with integrated teaching, students must constantly enrich their vocabulary and have a good knowledge of many subjects.This has made the activities of English language learning more lively and attracting more students. In addition, students must actively explore the knowledge that they want to present to whole class. So they will be more interested in the lesson and the knowledge will be remembered longer and deeply. To do well integrated teaching in English requires that the teacher of English spend a lot of time on preparing thoroughly to be able to master the contents related to other subjects. It can be said that integrated teaching in the subject of English is very necessary because it brings good results for both teachers and learners. Furthermore, practising skills in English for students at Thach Thanh 4 is really complicated because of their poor vocabulary, incorrect pronunciation. Therefore, students are afraid of taking part in activities in speaking lesson. Being a teacher of English, I always pay more attention to how to help the students feel more simple and excited at speaking lesson.
Purpose.
We have all known recently that integrating subjects in solving a problem of lesson is essential, which make learners not only study and improve the knowledge from other subjects but also help them understand solve the matter fast and perfectly. Integrating subjects such as Geography,Chemistry, Biology, general knowledge, Civic education and Life in part B- Speaking Unit 10: NATURE IN DANGER : English provides them a brief information the reasons why nature is threatened,the effects and suggest the measures to protect environment. Moreover, with the images of nature is being destroyed students are aware of their duties in protecting as well.
 Based on the innovation of the teaching methodology of the Ministry of Education and Training on the application of interdisciplinary knowledge, I would like to give some experiences in teaching part B- Speaking, Unit 10: NATURE IN DANGER , English 11
Subjects.
In my research, I study with 11th grade students who will study unit 10: Nature in Danger. The environment is a topic quite familiar to students. They will have some knowledge of some subjects to talk about the causes and the reality of this problem. Besides, teacher want to help them to express themselves in English fluently by eliciting from many pictures, which is the goal of this period. Human beings are badly destroying the environment and nature in all respects through their actions and by their habits. That is reasons for which nature is threatened. Moreover, students have opportunity to discover the excitement of the lesson through the games (Who is the millionaire ?), the knowledge of the many subjects related to this speaking class such as: know the songs about nature ( Earth song- Michael Jackson), get information about human emissions into the earth's environment, have chance to talk about global warming, natural greenhouse effect and human enhanced greenhouse effect, talk about students’ responsibitities to protect the environment. Students have the opportunity to learn about the state of the forests and laws to protect them; explore the national parks in Vietnam (Cuc Phuong, Ben En) and so on. From that practical teaching experience, I’ve found that most of the students were very interested in the class and doing the exercises more perfectly.
Methods
To make my solutions effectively, I have used some following methods:
Firstly, I always get advice from colleagues through co- working.
Secondly, I apply science and technology in teaching, use projector, video clip to make the lesson efficiently. For example, I use the software which applied to pronounce vocabulary to help students be accustomed to listening and speaking to native speaker accent.
Thirdly, I study through the internet, use new methods in teaching English such as: using pictures to teach vocabulary, using the matching -game to check up new words; using English song about nature ( Earth song), etc.
Next, I often teach English through real situations such as the student can know much about the life, environmental disasters in hometown ( Hoa Binh joint stock company of sugar cane has discharged into the Buoi River, polluting the water and kill a mount of fish and Nicotex Thanh Thai Joint Stock Company in Cam Van Commune, Cam Thuy District (Thanh Hoa), some pictures of flood in Thanh Hoa and especially students’ actions to protecting nature and so on
Lastly, I divide the students into groups and ask them to search for information before coming class. Students use maps to find out some national parks in Vietnam (Ben En, Cuc Phuong). Therefore, they can understand deeply about primary causes and also consequences from which human beings are doing such as Global warming, ozone layer depletion, etc.
CONTENTS
Theoretical background
The purpose of teaching speaking is to help students self- confident to take part in numerous activities in class as much as posible. It is the important that teacher help students to speak in accurency and influency. Improving speaking skill not only helps students to raise the intellectual activity but also understand other subjects well and vice versa 
 In traditional teaching method, students are introduced to some new vocabulary in tasks and practise speaking all the tasks that follow and get some information from English speaking lesson, which is considered to be successful. In a limited period of time teaching units related many subjects is not easy work because it requires the teacher has a mount number of knowledge of all subjects and students need rich vocabulary, good grammar. Unit 10: Nature in danger is within the theme of environment and nature, specifically about reasons why nature is threatened and measures which can integrate a great number of knowledgeable subjects such as Chemistry, Biology, Geography, Civic education and general knowledge. And one of the interesting things attracted myself to study this lesson is this period mentioned taking our actions I want to give students the opportunity to study about their duties with practical doing such as planting trees, sorting garbage, saying no to plastic bags, turning off the lights when not in use. In addition, I am very interested in the information of severe weather phenomena, environmental disaster, which is one of the hot issues of humanity. The more information related to my unit I look for , the more exciting I am. 
Realities before applying the research
With the part B in unit 10, I used to teach the students by traditional method that follows
Homework checking
I. Lead in the lesson & vocabulary 
- Ask some students to answer some questions in the textbook( reading)
- Introduce some new words/ expressions that appear in speaking tasks 
- students practice new words and phrases 
II. Practice:
-Ask ss to do all the tasks ( in textbook): there are some reasons why nature is threatened and put them in the order of importance; Match the reasons in Task 1 with possible measures for protecting the environment below; State the negative impacts made by people on the environment and suggest measures to protect it.
- Check sts’ answer.
III. Further practice
- Ask sts to do exercise about pronuciation.
-Give homework: Write a short paragraph about nature: causes, consequences and solutions.
 	When teaching with the steps above , I realize that most of my students are passive in learning and lessons are less fun for students, even boring. I sometimes explain more about some information related unit but not much because of a limitation of time. Some students are not well- prepared lesson before going to class. Hearing from the teacher also makes students not remember long, so the students’ result is not good . From the above situation I always worry about how to help students not only good skills but also interest in the lesson 
Solutions
In my research, I only mention the new ways in teaching Part C- Speaking unit 10: Nature in danger effectively by integrating many subjects in it. I would like to present the form of teaching plan below.
WARM UP:
 Teacher asks students to watch the video of the people’s interference with the envirorment.( earth song )
 Students watch the video of people’s interferenece with the enviroment
Teacher leads students to the new lesson: To know more about reasons why nature is threatened and measures to protect it,let’s learn the new lesson”
I. VOCABULARY:
 Teacher gives vocabulary by asking student s to look at the pictures on the projector and guess the words or phrases 
Teacher shows the picture and ask students to guess “what is the state of Rhinos and blue whale
 Teacher gives the correct answer: Rhinos and blue whale are the endangered animals 
1. endangered animal /ɪnˈdeɪndʒərd//ˈænɪml/ Động vật bị đe dọa 
Teacher shows other pictures then ask “What are these men doing and Why do human kill these rare animals?”
Teacher checks the student’s answer and give the correct name of the second picture: They are killing a tiger/ rhino and these rare animals are killed for fur, skin or food
 2. Kill: /kɪl/ : Giết 3. Fur : Lông 4. skin: /skɪn/ : Da 
 Teacher asks students to look at the pictures and ask “What is he doing and What happened to the bear?”
- Give the correct answer with the third picture: He is hunting animals and the bear was captured
5. Hunt: /hʌnt/ Săn Bắn	6. capture/ˈkæptʃə(r)/ Nhốt, giữ
Teacher presents the picture and asks “What is the woman doing?”
Student answers: She is burning trees
 7. Burn /bɜːrn/ : (v) đốt
 Teacher asks student to Look at picture and guess “What are these people doing?
Answer: They are using pesticides 
8.Pesticide :/ˈpestɪsaɪd/ (n) thuốc trừ sâu
Teacher gives the pictures and ask them “What are these people doing?
Student can answer: They are using fertilizers 
9. Fertilizer /ˈfɜːrtəlaɪzər/ (n) phân bón hóa học
 Teacher shows the picture and ask “what name is the activity?”
 Teacher listens to student’s answer, then gives the correct answer: They are farming 
10. Farming =Cultivation : /ˌkʌltɪˈveɪʃn/Trồng trọt 
Teacher gives picture and ask “ what is this” 
 A student can answer: It is pollutant discharged from factories
11.Pollutant: /pəˈluːtənt/ (n) chất gây ô nhiễm
12.Discharge: /dɪsˈtʃɑːdʒ/ (v) thải
Teacher tells student to guess its sign
 Teacher corrects student’s answer and gives the name of the picture: 
 Littering, capturing & hunting animals are banned/ prohibited 
13. Ban /bæn/ = prohibit /prəˈhɪbɪt/ (v) cấm
14. encourage :/ɪnˈkʌrɪdʒ/ (v) khuyến khích
 >< discourage /dɪsˈkʌrɪdʒ/ (v) không khuyến khích
Teacher presents pictures and asks student “ what is the name of the picture” 
Students observe pictures and give answer : 
15. Cut down trees for wood: chặt cây lấy gỗ
Teacher gives the last picture and asks students the name of these pictures
16. Entertainment /ˌentəˈteɪnmənt/ Giải trí, tiêu khiển
 	= recreation /ˌriːkriˈeɪʃn/ 
Teacher shows all words or phrases, then asks students to look at the board and listen to the teacher first
1. endangered animal: /ɪnˈdeɪndʒərd//ˈænɪml 
2. Kill: /kɪl/
3. Fur : /fɜːr/
4. skin: /skɪn/
5. Hunt: /hʌnt/
6. Burn: /bɜːrn/ 
7. capture: /ˈkæptʃə(r)/
8. Pesticide: :/ˈpestɪsaɪd/
9. Fertilizer: /ˈfɜːrtəlaɪzər/ 
10.Cultivation : /ˌkʌltɪˈveɪʃn/ 
11.Pollutant: /pəˈluːtənt/ 
12.Discharge: /dɪsˈtʃɑːdʒ/ 
13.Ban: /bæn/ 
 = prohibit /prəˈhɪbɪt/
14.encourage : /ɪnˈkʌrɪdʒ/
 >< discourage: /dɪsˈkʌrɪdʒ/ 
15.Cut down trees for wood
16. Entertainment: /ˌentəˈteɪnmənt/ 
 = recreation: /ˌriːkriˈeɪʃn/
Teacher tells students to write down on their notebook, then reads after the teacher
Teacher calls 1,2 students to read the words again, then check pronunciation
* CHECKING 
 Teacher uses the vocabulary checking to review the vocabulary for them
Teaccher asks students to match a word in A with its meaning in B. 
A
B
capture 
2. pollutant 
3. hunt 
4. pesticide
5. burn 
6. fertilizer 
7. prohibit 
8. discourage 
 a. bẫy
 b. bắn
 c.cấm
 d. phân bón
 e. đốt
 f. không khuyến khích
 g. chất gây ô nhiễm
 h. thuốc trừ sâu
Teacher checks student’s answer and gives the correct
1.a 2.g 3b 4.h
5.e 6.d 7.c 8.f
II. PRACTICE:
Teacher asks students to guess why nature is threatened ( brain storming)
Teacher checks the students’s answer, shows some pictures then give reasons for which nature is in danger. Firstly, pay attention to the pictures
Student can say: They are killing endangered animals for fur, skin &food 
- Ask students “ what information do you know about some rare plants and animals (knowledge of biology)
►They estimated that the number of pangolins hunted was up to 116,990 -233,980 each year, 
►According to a new research 100,000 African elephants and 1,200 South African rhinos were killed in three years 
►Each year, 18,000 to 55,000 species of animals and plants are becoming extinct due to human activities. 
Teacher asks : what about our forests?
 Students can answer: Human are burning forests and cutting down trees for wood. 
 Teacher gives out alarming numbers about the forests 
 	(Geography knowledge)
►Ministry of Agriculture and Rural Development, there were about 3,309 ha of forest burnt in 2016
►According to the International Union for Conservation of Nature (IUCN), the world lost 13 million hectares of tropical forests every year
Teacher shows the map about processing resources of Viet Nam forest 
 Student can give comment: The resources of forest decreased considerably from 1009 to 1993
Teacher gives question for students “what is planting forests for?
Student asnwers: for fighting flooding, cleaning up dirty air, muffling noise pollution, giving us medicine, controlling temperature and so on
Teacher shows thepictures and asks: “Do you know about the photosynthesis of plants?”
(knowledge of Biology))
Teacher adds some information: With the photosynthesis of plants, carbon dioxide is absorbed and oxygen is released that helps the air fresher, makes people feel relax 
Teacher shows some pictures of natural disaster which has made to people in recently years
Teacher asks students to look at the serious effect off overcutting down the trees
Teacher gives some pictues, then asks students “Do you know about what people do with the environment?”
Students answer: They are discharging chemical pollutants into the environment.
Teacher uses the mindmap to show that every year human emissions into the earth's environment 
Teacher asks students to pay attention the pictures, then talks about global warming, natural greenhouse effect and human enhanced greenhouse effect
(Chemistry knowledge)
 Students look at these pictures and say something about global warming, greenhouse effect: Greenhouse effect, a warming of Earth’s surface and troposphere (the lowest layer of the atmosphere) caused by the presence of water vapour, carbon dioxide, methane, and certain other gases in the air.
Teacher can say more: Over 130 years, the earth's temperature has increased by 0.4 degrees 
Teacher tells students to talk about affecting of ozone to the earth ( where , its form, main cause ozone depletion)
(Chemisty and Geography knowledge) 
 Suggested answer: 
The ozone layer is a layer in Earth's atmosphere which contains relatively high concentrations of ozone (O3). This layer absorbs 97-99% of the sun's high frequency ultraviolet light, which is potentially damaging to life on earth. Ozone is known for its ability to absorb UV-B radiation. Ozone is naturally formed in the ozone layer. Ozone depletion is caused by chlorofluorocarbons (CFCs) and other pollutants in the atmosphere
Teacher asks students to tell some reality of polluted air in the worl and inVietnam.
Teacher checks the students’s answer and gives information (general knowledge)
►Vietnam has two cities listed as the six most severely polluted cities in the world 
 1.Beijing
 2. Shanghai
 3. New delhi
 4. Dhakar
 5. Hanoi
 6. HCM city
►Vietnam ranked lowest among 8 Southeast Asian countries on stable environmental index 
Teacher shows the pictures and explains more.
Teacher gives the pictures to talks about discharging pollution problems:
 Students look the pictures and answer: Acid rain, contaminated water made a series of aquatic animals death, Soil pollution, shortage of clean water 
►Here are some problems of discharging pollution which has affected noticebly to people’s life 
 Teacher explains and represents the health effects of pollution by showing the picture.( Biology knowledge)
 Teacher introduces some pictures and asks students “Have you ever seen animal circus ?” is it good or bad for animals? 
Some say yes, we have or no, we haven’t
 They are hunting or capturing for recreation or entertainment 
Teacher shows pictures, then gives some explainations about the reason why animals is threatened. 
Student answers: They are keeping animals as pets 
Teacher asks: Is it dangerous?
►That is dangerous because the animal can attack us whenever. 
Teacher shows the pictures to elecit the reasons of pollution
Students answer:They are using fertilizers and pesticides for cultivation. 
Teacher asks: what is the component of chemical fertilizer? 
Students base on Chemistry knowledge to talk about.
Teacher can help the some vocabulary 
►Nitrogen fertilizers provide nitrogen fertilizers for plants in the form of NO3-nitrate ion and NH4 + ammonium ion
►Phosphate fertilizers provide phosphorus to the plant as phosphate ions
 Teacher asks students “What are the advantages of using them?”
Student can answer: Chemical fertilizers help plants grow faster and the farmers have a good crop 
Based on Geographical knowledge, teacher tells students to talk about the strength of Vietnam agriculture
►Vietnam is one of the major rice and fruits exporters in the world 
In the first eight months of 2017, rice exports increased by 21.9% over the same period in 2016, estimated at 4.1 million tons and turn over increased 19.4%, reaching 1.81 billion USD
According to the latest figures from the General Statistics Office (GSO), in January of this year, Vietnam exported $ 230 million of fruits and vegetables (an increase of 14% over the same period in 2016). By 2017, it will reach over $ 3 billion
Teacher gives the pracrical situation of using fertilizers and pesticides for cultivation by using the pictures.
 Students answer: Farmers usually overuse them and when using fertilizers and pesticides without protective clothing 
 Teacher gives more: (General knowledge)
►94% of households using pesticides did not follow the instructions on the package
►35% of pesticide users do not read labels
Teacher asks: what are consequences of overusing plant protective products?
Students can answer through observing the pictures.
Teacher can summerize all reasons why nature is threatened mentioned above.
They / human beings are 
 1. Burning forests. 
 2. Cutting down trees for wood.
 3. Discharging chemical pollutants into the environment.
 4. Using fertilizers and pesticides for cultivation.
 5. Killing endangered animals for fur, skin &food.
 6. Hunting or capturing for recreation or entertainment.
 7. Keeping animals as pets.
 Teacher asks students to watch video and answer the question “What we should do to protect our environment and endangered animals?”
Teacher asks students to give some solutions of saving endangered nature ( textbook)
Students can answer according to their kno