Using the integrated curriculum to teach unit 16: historical places, english 10 with a view to raising people’s awareness of protecting historical places. using the integrated curriculum to teach unit 16 : historical places, English 10 with a view to rais

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THANH HOA DEPARTMENT EDUCATION AND TRAINING 
TRIEU SON 5 HIGH SCHOOL 
EXPERIENCE INITIATIVES 
USING THE INTEGRATED CURRICULUM TO TEACH 
UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A 
VIEW TO RAISING PEOPLE’S AWARENESS OF 
PROTECTING HISTORICAL PLACES. 
Author: Le Thi Phuong 
Position: Teacher 
Experience initiative in the field: English 
SCHOOL YEAR: 2016 - 2017 
THANH HOA DEPARTMENT EDUCATION AND TRAINING 
TRIEU SON 5 HIGH SCHOOL 
EXPERIENCE INITIATIVES 
USING THE INTEGRATED CURRICULUM TO TEACH UNIT 
16 : HISTORICAL PLACES, ENGLISH 10 WI H A VIEW TO 
RAISING PE PLE’S AW R NESS OF PROTEC ING 
HISTORICA PL CES. 
Author: Le Thi Phuong 
Position: Teacher 
Experience initiative in the field: English 
SCHOOL YEAR: 2017 
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TABLE OF CONTENTS 
I. Introduction 1 
1.1. Rationale 1 
1.2. Aims and objectives of the study 1 
1.3. The scope of the study 2 
1.4. Methods of the study 2 
1.5. Design of the study 2 
II. Development 2 
2.1. Theoretical background 2 
2.1. 1. Integrated Curriculum 2 
2.1.2. CLIL (Content and Language Integrated Learning) 3 
2.2. Lesson plan and Result after applying the research 4 
2.2.1. Lesson Plan of Unit 16: Historical Places, English 10. 4 
2.2.2. Lesson plan and Result after applying the research 19 
III. Conclusion and suggestion 20 
References 
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I. INTRODUCTION 
1.1. Rationale 
Nowadays, along with the development of society, English has become 
the most popular language all over the world and it is considered as the 
officially international language. Harmer (2001) says that although English is 
not the largest number of native or first language speakers, it is widely used 
by many people in as their second language. With its essential role, English is 
gradually taught in high schools as a main subject in many countries. In 
learning English in school, it is compulsory to develop skills in speaking, 
listening, reading and writing that will be necessary for students to participate 
in society and future life better. 
I remember learning in the classroom and being taught subjects in 
isolation. For instance, I was only taught reading comprehension in reading 
class or math in only mathematics class or English in English class but never 
in other subjects. I often wondered why some math concepts weren't taught in 
English or some historical events weren’t taught in English since they 
somehow seemed to have a relationship. Nowadays the integrated curriculum 
has been widely used at schools. When I taught through an integrated 
curriculum, my students showed higher signs of retention at an increased rate 
than when an integrated curriculum was not implemented. The reason for this 
is because they were able to more closely relate to content and make real 
world connections in integrated curriculum approaches. Students not only 
connect and create more real world connections in integrated classrooms, but 
they are also more actively engaged. The fact shows that through many 
periods of English subject at school, teachers can introduce knowledge in 
some other subjects such as history, geography, literature, maths,etcrelated 
to units in the textbook. 
For above-mentioned reasons, I have decided to study on the integrated 
curriculum and apply this method to design a lesson plan of unit 16: historical 
places in English 10. By integrating knowledge of some other subjects such as 
maths, geography, history, culture, literature and civic education and life to 
teach unit 16, I expect that students will not only learn more about the typical 
features of historical places but also raise their awareness of protecting our 
historical places. 
1.2. Aims and objectives of the study 
 This paper sets the aims and objectives as follow: 
- Have a general brief of integrated curriculum and CLIL (Content and 
Language Integrated Learning) 
- Bring an insight into historical places in general and Van Mieu – Quoc 
Tu Giam (Temple of Literature) in particular. 
- Design a lesson plan of unit 16: Historical places in English 10, which 
uses the integrated curriculum and integrated subjects to introduce 
knowledge of history, geography,related to Van Mieu - Quoc Tu Giam. 
- Raise people’s awareness of protecting historical places in general and 
Van Mieu – Quoc Tu Giam (Temple of Literature) in particular. 
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1.3. The scope of the study 
In this paper, beacause of our limited time and knowledge, I only focus 
on a historical place in Viet nam, Van Mieu – Quoc Tu Giam (Temple of 
Literature). In gerenal, I only show some typical features of this site. 
1.4. Method of the study 
 I use a combination of different methods: 
- Collecting materials: Data are taken from various reference books and 
websites, which related to Van Mieu – Quoc Tu Giam (Temple of Literature). 
Moreover, information sources are also accessed from Internet. 
- Analyzing and synthesizing: Data are analyzed to choose important 
information about Van Mieu – Quoc Tu Giam (Temple of Literature). After 
that, synthesize them. 
- Consulting our supervisor and other experienced teachers. 
1.5. Design of the study 
The study consists of three parts: 
I. Introduction 
Information about the rationale, aims and objectives, scope, method and 
design of the study are provided. 
II. Development 
 This part includes 2 chapters: 
 2.1. Theoretical background 
 I mention the definition of the integrated curriculum and the CLIL.some 
benefitd of these methods are also mentinoned. 
 2.2. Lesson plan and the result 
In this chapter I suggest a lesson plan of unit 16: Historical places in 
English 10 with an aim at showing some information about Van Mieu – Quoc 
Tu Giam (Temple of Literature). As a result, I hope that my students will have 
more knowledge about this historical place and be aware of the need of 
protecting it. 
III. Conclusion 
I conclude what I have mentioned in my study paper. 
II. DEVELOPMENT 
2.1. Theoretical background 
 In this chapter, firstly I mention the concepts of the integrated 
curriculum and the CLIL, which are realated to teaching a subject by 
integrating other subjects in classroom.. After that, I suggest a lesson plan of 
unit 16: Historical places in English 10. 
2.1. 1. Integrated Curriculum 
An integrated curriculum is described as one that connects different 
areas of study by cutting across subject-matter lines and emphasizing unifying 
concepts. Integration focuses on making connections for students, allowing 
them to engage in relevant, meaningful activities that can be connected to real 
life. We can see the definition of the integrated curriculum from this picture . 
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Teachers often integrate history, geography, economics, and 
government in an intradisciplinary social studies program. Integrated science 
integrates the perspectives of subdisciplines such as biology, chemistry, 
physics, and earth/space science. Through this integration, teachers expect 
students to understand the connections between the different subdisciplines 
and their relationship to the real world. The program reports a positive impact 
on achievement for students who participate. 
2.1.2. CLIL (Content and Language Integrated Learning) 
CLIL, which stands for Content and Language Integrated Learning and 
, refers to teaching subjects such as science, history and geography to students 
through a foreign language. (see the picture below) 
The term CLIL was coined by David Marsh, University of Jyväskylä, Finland 
(1994): "CLIL refers to situations where subjects, or parts of subjects, are 
taught through a foreign language with dual-focused aims, namely the 
learning of content and the simultaneous learning of a foreign language" . 
The fact shows that the themes of the units in the text book of English 10,11 
and 12 have a relationship with other subjects. Therefore, using units in the 
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textbook to introduce knowledge of other subjetcs brings about many 
benefits for both teachers and students. 
2.2. Lesson plan and result after applying the research 
2.2.1. Lesson Plan of Unit 16: Historical Places, English 10. 
I. TOPIC 
USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : 
HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING 
PEOPLE’S AWARENESS OF PROTECTING HISTORICAL PLACES. 
II. LEARNING GOALS 
 By the end of the lesson, Ss wil be able to improve 
1. In term of knowlege 
- Understanding more information about Van Mieu – Quoc Tu Giam (Temple 
of Literature). 
- Its dynasty when it was built. 
- The place where the historical place situated. 
- The purpose of the construction. 
- Its age. 
- Time to complete. 
- Architecture of the Temple of Literature. 
- Some typical scenic features of the Temple of Literature. 
- Knowing the knowledge of other historical places and suggesting ways to 
protect them. 
2. Skills 
- Develop such reading micro-skills as scanning for specific ideas, skimming 
for general information, and guessing meaning in context. 
- Use the information they have read to discuss the topic. 
- Practise working individually, in pairs and in groups. 
- Practise observing and analysing maps. 
- Using intergrated subjects (Mathematics, Physics, History, Geography, 
Civic Education and Cultural Knowledge, etc.) to explain some further 
information. 
3. Attitudes 
- Having positive attitude towards the historical places in the world in general 
and in Vietnam in particular. 
- Raising awareness of protecting and maitaining historical places such as 
Van Mieu – Quoc Tu Giam (Temple of Literature), The Imperial City of Hue 
- The citadel,... 
* Knowledge from subjects used for solving the topic: 
- Geographical Knowledge 
 Students use maps to find out the location of Van Mieu – Quoc Tu Giam. 
- Historical Knowledge 
 Students use the knowledge about the dynasties in Vietnam to know 
about the time when Van Mieu – Quoc Tu Giam was buit. Moreover, 
Students can use all knowledge of history to talk about the first uniniversity of 
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Vietnam, the purpose of building the temple of Literature and the use of the 
stelae carried on the backs of giant tortoises. 
- Mathematical Knowledge 
 Students use the knowledge of Math to covert years into centuriess. 
- Literature Knowledge 
 Students use literature knowledge to explain the meaning of Van Mieu, 
a reprentative of Confucian ways of thought and behaviour. 
- Cutural Knowledge 
 Students use their cultural knowledge about the Temple of Literature to 
explain its architecture and why it becomes national pride of Vietnamese 
people. 
 - Knowledge of Civic Education and Life 
 Students have chance to improve their awareness of protecting historical 
places through images of current status of some historical places and know 
their responsibility towards this matter. 
III. LEARNERS 
- Students from class 10B4, Trieu Son 5 high school. 
- Number of students: 37 
IV. MEANING OF THE LESSON 
* For teachers: 
 Creating an integrated curriculum means that teachers are charged with 
having to create challenging, fun, meaningful tasks that help students connect 
to information. Teachers will create an interesting English period with the 
integration of many other subjects. As a result, the English class will become 
more and more attractive. 
* For learners: 
 Students not only connect and create more real world connections in 
integrated classrooms, but they are also more actively engaged. They have a 
chance to show how master they are in other subjects by presenting related 
knowledge of maths, geography, history, culture, literature and civic 
education and life. As the matter of fact, Students will gain more knowledge 
through the unit. 
V. TEACHING DEVICES 
- Using projectors, pictures, images, maps, handouts, video, diagrams, etc. 
VI. ACTIVITIES AND PROCEDURES 
UNIT 16 : HISTORICAL PLACES 
SECTION A – READING (PERIOD 98) 
8 
Stages/
time 
needed 
Teacher’s activities 
Students’ 
activities 
1 
Warm-
up 
- Ask students to look at these pictures, then answer some 
questions. 
1. What are the names of the places? 
2.Where are they located? 
- Show pictures of historical places from number 1,2,3,4. 
-Check student’s answers and give the feedback 
+Picture 1: 
Sixty-nine years ago at Ba Dinh Square, on September 2, 1945, 
President Ho Chi Minh read the Declaration of Independence, 
proclaiming the birth of the Democratic Republic of Vietnam.
The President Ho Chi Minh 
Mausoleum
+Picture 2: 
-Look at 
the 
pictures 
and 
discuss 
1. What 
are the 
names of 
the 
places? 
2.Where 
are they 
located? 
- Answer 
the 
questions 
+ 
Picture1:T
he 
president 
Ho Chi 
Minh 
Mausoleu
m, Ha Noi 
9 
2.Pre-
reading 
(10mn) 
Famously being one of Vietnam’s seven UNESCO 
World Heritage Sites, it has long been a must-see 
attraction for tourists visiting a hidden charm of 
Vietnam.
The Imperial City of Hue - The citadel
+Picture 3: 
The pagoda is situated on Ha Khe hill, on the left 
bank of the Perfume River 5km from Hue city.
+ Picture 4: 
Temple of Literature (Van Mieu-Quoc Tu Giam)
- Conclude that they are historical places in Vietnam 
+ Picture 
2: The 
Imperial 
City of 
Hue - The 
citadel, 
Hue 
+Picture 3: 
Thien Mu 
pagoda, 
Hue 
+Picture 4: 
Van Mieu – 
Quoc Tu 
Giam 
(Temple of 
Literature), 
Ha noi 
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- Show the pictures of Temple of Literature (Van Mieu – 
Quoc Tu Giam) 
Temple of Literature (Van Mieu-Quoc Tu Giam)
- Call one student to ask “ Do you know this place and 
what is its name? 
- Give the name of this place and its location 
+ This is Van Mieu - Quoc Tu Giam(Temple of 
Literature), Hanoi, Vietnam 
- Lead students to the topic of reading passage. It talks 
about Van Mieu - Quoc Tu Giam(Temple of Literature). 
It is one of the most famous historical places in Vietnam 
and it is also the first university in Vietnam. 
* TEACHING VOCABULARY: 
-Ask students to look at the screen and pay attention to all 
the words underlined in red color in the reading passage. 
-Look at 
the picture 
and guess 
the name of 
this place 
and its 
location 
-Listen to 
the teacher 
-Look at 
the pictures 
and listen 
to the 
teacher 
11 
Whi
le- 
read
ing 
( 
20m
n) 
* VOCABULARY
Van Mieu – Quoc Tu Giam is a famous historical and cultural
site in Hanoi. Originally built in 1070 in the Ly dynasty, Van Mieu
was representative of Confucian ways of thought and behaviour. Six
years later, Quoc Tu Giam, the first university of Vietnam, was
established on the grounds of Van Mieu. Between 1076 and 1779,
Quoc Tu Giam educated thousands of talented men for the country.
In 1482, Van Mieu became a place to memorialize the most brilliant
scholars of the nation. The names, places of birth and achievements
of top students in royal examination were engraved on stone stelae.
These stelae, carried on the backs of giant tortoises, are still standing
today and they attract great interest from visitors.
After more than 900 years of existences, Van Mieu is an example of
well-preserved traditional Vietnamese architecture. The banyan trees
in Van Mieu , which witnessed festivals and examinations during
feudal times, continue to flourish. Van Mieu – Quoc Tu Giam is a
site of national pride for Vietnamese people.
 - Give vocabulary by asking students to look at the 
pictures on the projector and guess the words or phrases 
or give the synonym and explanation of vocabulary. 
- Show the first word “originally” and ask students to 
guess the meaning with synonym word: “Firstly” 
- Show the second word “representative” and explain “ 
This is a typical person or thing in a group”. And then 
students give its meaning. 
- Show the third word “Confucian” and explain “Khong 
Tu was the pioneer thinker”. And then students give its 
meaning. 
- Show the fourth word “talented” and give its synonym 
“very excellent” and then students give the meaning. 
- Show the fifth word “ engrave” and show the picture and 
then ask Students “What is he doing?”.Then Students give 
its meaning. 
- Show the next “ stele or stelae”, show the picture and ask 
and guess 
the words 
or phrases 
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“What is this/are they?”. And then Students answer. 
- Show the next “ tortoise”, show the picture and ask 
“What is this/are they?” . And then Students answer. 
- Show the next “ banyan tree”, show the picture and ask 
“what is this?”. And then Students answer. 
- Show the last “flourish”and give its synonym: “grow 
-Look at 
the board 
and listen 
to the 
teacher 
-Write 
down on 
the 
notebook 
and read 
after the 
teacher 
-Read the 
words or 
phrases 
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well” and ask students to give its meaning. 
- Show all words or phrases, then ask students to look at 
the board and listen to the teacher first. 
- Originally /ə'riʤnəli/ (adv) = Firstly
* VOCABULARY
Đầu tiên,trước tiên
- Representative (n) /,repri'zentətiv/ Đại diện
- Confucian (n) /kən'fju:∫n/ Người ủng hộ Khổng Tử, người 
ủng hộ nho giáo
- Talented (adj) /'tæləntid/ Có tài
- Engrave (v) /ɪnˈɡreɪv/ Khắc, chạm, trổ
- Stele /'sti:li/ (n) Stelae (plural noun) Bia , tấm bia
- Tortoise (n) /'tɔ:təs/ Rùa
- Banyan (tree ) (n) /'bæniən/ Cây đa
- Flourish (v) /ˈflʌrɪʃ/ mọc sum sê, phát triển
- Ask students to write down on their notebook, then read 
after the teacher 
- Call 1or 2 students read the words again, then check 
pronunciation 
- Use Task 1 to check vocabulary: 
Task 1: 
Choose A, B, or C that best suits the meaning of the 
italicised word. 
1. Van Mieu was originally built in 1070 in Ly dynasty. 
A. beautifully B. initially C. finally 
2. It is representative of Confucian ways of thought and 
behaviour. 
A. typical B. fond C. traditional 
3. Van Mieu was a place to memorialize the most brilliant 
scholars of the nation. 
A. ignore B. gather C. honor 
4. The stone stelae were engraved with the names of the 
top students in royal examinations. 
A. printed B. carved C. washed 
5. The banyan trees in Van Mieu continue to flourish even 
now. 
A. slow down B. fall off C. grow well 
-Teacher asks students to read each sentence and all 
options and translate into Vietnamese(Give any help if 
necessary). Make sure that all of them understand all 
sentences in task 1. 
- Ask them to give their answers by calling on some 
students to give their explanation. 
Answers: 
again 
-Review the 
vocabulary 
with the 
part of 
vocabulary 
checking: 
Task 1 
-Give 
answers 
1. B 
2. B 
3. C 
4. B 
5. C 
- Students 
describe 
the temple 
of 
Literature 
based on 
the 
pictures. 
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1. B 2. B 3. C 4. B 5. C 
- Show the Picture 1 and 2 of the architecture of Van Mieu 
– Quoc Tu Giam. And then ask students to descbibe the 
structure of Van Mieu in Vietnamese or English. 
Picture 1: 
Picture 2: 
* Tructure of Temple of Literature: 
The Van Mieu is built in the shape of a parallelogram, 
modeled after the Temple to Confucius in Qu Fu, China. It 
consists of five courtyards lined out in order, entrance to 
the first, via the impressive twin-tiered Van Mieu gate 
leads to three pathways that run through the length of the 
complex. The centre path was reserved for the King only, 
the one to its left for administrative Mandarins and the one 
to its right for military Mandarins. 
- Show the content of reading passage and, then ask ss to 
look at on the projector. 
- Open the video of the content’s reading passage and 
ask them listen carefully. 
- Listen to 
the video. 
- present 
the source 
and 
location of 
Van Mieu – 
Quoc Tu 
Giam 
(Temple of 
Literature). 
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- Give the maps of Vietnam and Hanoi and ask students 
to present the source and location of Van Mieu – Quoc 
Tu Giam (Temple of Literature). 
Map 1: 
Map 2: 
►It can be cal