Using the integrated curriculum to teach unit 16: the wonders of the world, English 11 with a view to raising people’s awareness of protecting the wonders of the world

 	 THANH HOA DEPARTMENT EDUCATION AND TRAINING
TRIEU SON 5 HIGH SCHOOL
EXPERIENCE INITIATIVES
USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD.
Author: Le Thi Phuong
Position: Teacher
Experience initiative in the field: English
SCHOOL YEAR: 2018 -2019
SCHOOL YEAR: 2018 -2019
THANH HOA, 2016
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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. New features 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.The real situation before applying the research
3
2.3. Lesson plan and Result after applying the research
4
2.3.1. Lesson Plan of Unit 16: THE WONDERS OF THE WORLD, English 11.
4
2.3.2. Lesson plan and Result after applying the research
25
III. Conclusion and suggestion
26
References
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: The wonders of the world in English 11. By integrating knowledge of some other subjects such as maths, geography, history, culture, civic education and life to teach unit 16, I expect that students will not only learn more about the typical features of some wonders of the world, especially The Giza pyramid but also raise their awareness of protecting the wonders of the world. 
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 The wonders of the world in general and The great pyramid of Giza in particular.
- Design a lesson plan of unit 16: The wonders of the world in English 11, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,related to the great pyramid of Giza.
- Raise people’s awareness of protecting the wonders of the world in general and the great pyramid of Giza in particular.
1.3. The scope of the study
In this paper, beacause of our limited time and knowledge, I only focus on a wonder of the world in Egypt, the great pyramid of Giza. 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 the great pyramid of Giza. Moreover, information sources are also accessed from Internet.
- Analyzing and synthesizing: Data are analyzed to choose important information about the great pyramid of Giza. After that, synthesize them.
- Consulting our supervisor and other experienced teachers.
1.5. New features of the study
In this study, I suggest a lesson plan of unit 16: The wonders of the world in English 11 with an aim at showing some information about the great pyramid of Giza. Design a lesson plan of unit 16: The wonders of the world in English 11, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,related to the great pyramid of Giza. As a result, I hope that my students will have more knowledge about this wonder of the world and be aware of the need of protecting it.
II. DEVELOPMENT
2.1. Theoretical background
 In this chapter, firstly I mention the concepts of the integrated curriculum and the CLIL, which are related to teaching a subject by integrating other subjects in classroom. After that, I suggest a lesson plan of unit 16: The wonders of the world in English 11.
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 .
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 textbook to introduce knowledge of other subjetcs brings about many benefits for both teachers and students. 
2.2.The real situation before applying the research.
	As a matter of fact, the real situation of teaching and learning English in Trieu Son 5 high school in particular and in our country in general has become a challenge for people working in education department. It is too dificult for students to learn a foreign language in tradditional ways.In tradditional methodology, teachers give information and students listen and note down. As a result, most of the students become more and more passive and learn nothing except for the knowledge mentioned in the textbook. Like other students, my students had difficulty in learning about Giza. They complained that they couldn’t understand well the lesson such as how to construct the pyramid, the reason why the pyzamid was built. From the above reasons, I decided to raise the sudents’ awareness by using the knowledge of other subjects to teach unit 16.
2.3. Lesson plan and result after applying the research
2.3.1. Lesson Plan of Unit 16: The wonders of the world, English 11.
I. TOPIC
USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD.
II. LEARNING GOALS
 By the end of the lesson, Ss wil be able to improve 
1. In term of knowlege
- Understanding more information about the great pyramid of Giza.
- Its dynasty when it was built. 
- The place where the wonder of the world situated.
- The purpose of its construction.
- Its age.
- Time to complete.
- Architecture of the the great pyramid of Giza.
- The ways to construct the pyramid and the theories.
- Some typical scenic features of the The great pyramid of Giza.
- Knowing the knowledge of other wonders of the world 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 wonders of the world in general and in Egypt in particular.
- Raising awareness of protecting and maitaining the wonders of the world such as The great pyramid of Giza, The Taj mahal,...
* Knowledge from subjects used for solving the topic:
- Geographical Knowledge
	Students use maps to find out the location of The great pyramid of Giza.
- Historical Knowledge
	Students use the knowledge about the dynasties in Egypt to know about the time when the great pyramid of Giza was buit. Moreover, Students can use all knowledge of history and culture to talk about the theories, the purpose of building the great pyramid of Giza.
- Mathematical Knowledge
 Students use the knowledge of three-dimensional geometry in Maths to imagine how ancient Egyptian built the great pyramid of Giza.
- Cutural Knowledge
 Students use their cultural knowledge about the great pyramid of Giza to explain its architecture and the theories relating to its construction and its purpose of building.
 - Knowledge of Civic Education and Life 
 Students have chance to improve their awareness of protecting the wonders of the world through images of current status of some wonders of the world and know their responsibility towards this matter.
III. LEARNERS
- Students from class 11a7, Trieu Son 5 high school.
- Number of students: 41
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, 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 : THE WONDERS OF THE WORLD
SECTION A – READING (PERIOD 95)
Stages/time needed
Teacher’s activities
Students’ activities
Warm-up
(4 mn)
I. Pre-reading
(10mn)
II. While- reading
( 20mn)
III. Post- reading
(10mn)
IV. Homework
(1mn)
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Ask students to look at these pictures, then answer some questions.
1. Can you name these two wonders of the world?
2. Where do you think they are located?
3. What do you know about them? 
- Show pictures of the wonders of the world from number 1,2,3,4,5,6,7,8.
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3
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5
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 -Check student’s answers and give the feedback
+Picture 1: The Colosseum, Rome, Italy.
The Colosseum is the world’s largest amphitheatre, built over 1,900 years ago to host gladiatorial contests, executions, animal hunts and other gruesome spectacles.
+Picture 2: Machu Picchu, Peru.
Machu Picchu is one of the world’s most famous archaeological sites: a 15th Inca century citadel built on the mountain summit above the Sacred Valley.
+Picture 3: The Taj Mahal, Agra, India.
The “Crown Jewel of India” was built in the mid 1600s for the Mughal emperor, Shah Jahan, on the south bank of the Yamuna river. The mausoleum made of ivory white marble inlaid with semi-precious stones is an architectural marvel.
+ Picture 4: The Pyramids of Giza, Cairo, Egypt.
The largest of the Great Pyramids was built by the 4th dynasty Egyptian Pharaoh, Khufu, around 3000 years ago and consists of an estimated 2.3 million blocks.
+Picture 5: Christ The Redeemer, Brazil.
Atop the of Corcovado (meaning “hunchback” in Portuguese) is the youngest of the Seven Wonders, the monumental statue of Christ the Redeemer. Constructed between 1922 and 1931, the statue is 30 metres high and was almost entirely funded by donations by Brazilian Catholics.
+Picture 6: Chichen Itza, Mexico.
The iconic Mayan ruins of Chichen Itza in Mexico’s Yucatan Peninsula are remarkably well preserved. This was once one of the largest Mayan cities and contains a myriad of architectural styles, representing its diverse population during the period. 
+Picture 7: Petra, Southern Jordan.
It was once the capital of the Nabataean Kingdom, which flourished in the 4th century BC. Much of the architecture is carved into the awesome mountainous rose-coloured rock.
+ Picture 8: The Great Wall of China, Beijing, China
This imposing structure covers an incredible 6700km and was built over 2000 years ago to protect the Chinese states and empires from marauders from the North. Signal towers dotted along the wall’s highest points were used to spot the enemy from afar.
à Conclude that they are the wonders of the world.
- Show the pictures of The great pyramid of Giza again.
- Call one student to ask “Do you know this place and what is its name?
Give the name of this place and its location by showing the map.
+ This is The great pyramid of Giza in Egypt.
Lead students to the topic of reading passage. Today we learn about The great pyramid of Giza, one of the most famous wonders of the world in Egypt.
* TEACHING VOCABULARY:
-Ask students to look at the screen and pay attention to all the words underlined in red color in the reading passage.
- 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 “ Pharaoh” and ask students to look at the picture and guess the meaning of the word: “ vua ai cập cổ”
+ Pharaoh (n)
/ˈfeərəʊ/ vua ai cập cổ.
- Show the word “tomb” and ask students to look at the picture and guess the meaning of the word.
+ tomb (n) /tuːm/ mồ, mả. 
- Show the word “burial chamber ” and ask students to look at the picture and guess the meaning of the word.
+ burial chamber (n.p) /ˈberiəl/ /ˈtʃeɪmbə(r)/ buồng/ phòng chôn cất. 
- Show the word “treasure” and ask students to look at the picture and guess the meaning of the word.
+ treasure (n) /ˈtreʒə(r)/châu báu, kho báu.
- Show the word “Belongings” and ask students to look at the picture and guess the meaning of the word.
+ Belongings (n) /bɪˈlɒŋɪŋz/ đồ dùng cá nhân.
- Show the word “huge block of stone” and ask students to look at the picture and guess the meaning of the word.
+ huge block of stone (n.p) /hjuːdʒ/ /blɒk/ /stəʊn/ khối đá khổng lồ.
- Show the word “spiral ramp” and ask students to look at the picture and guess the meaning of the word.
+ spiral ramp (n.p) /ˈspaɪrəl/  /ræmp/ dốc có hình xoắn ốc.
- Show the word “weight arm” and ask students to look at the picture and guess the meaning of the word.
+ weight arm (n.p) /weɪt/ /ɑːm/ cánh tay lực lưỡng.
- Show the word “plateau” and ask students to look at the picture and guess the meaning of the word.
+ Plateau (n) /ˈplætəʊ/ cao nguyên.
- Show the word “mysterious” and ask students to look at the picture and guess the meaning of the word.
+ mysterious (adj) /mɪˈstɪəriəs/ huyền bí.
- Show all words or phrases, then ask students to look at the board and listen to the teacher first.
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: The words in the box all appear in the passage. Fill each blank with a suitable word.
mysterious ramp tomb chamber spiral wonder
1. Last week we paid a visit to the ________ of an unknown mandarin.
2. The movie was about a ________ of the world.
3. A _____________ is needed at the exit and the entrance for
wheelchairs users.
4. The Queen’s private ________ is not opened to public.
5. It’s not known why Beson disappeared in _________ circumstances.
6. A snail’s shell is _________ in form.
-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:
1. tomb
2. wonder	
3. ramp
4. chamber
5. mysterious
6. spiral
Task 2: Answer the following questions.
1. Where is the Great Pyramid of Giza situated and when was it built?
2. How high and large was the Great Pyramid of Giza?
3. What was the purpose of this huge stone pyramid?
4. How did the people of ancient Egypt build the Great Pyramid?
5. According to the passage, what is the boat believed to have been used for?
- First , Teacher asks students to explain all sentences and underline some key words in each sentence.
- Next, Teacher divides class into 2 groups: A and B so that they will play a game called “Lucky Wonders”
+ Rules of the game: There have 8 pictures of 8 famous wonders on the screen. Each wonder is a question or a lucky wonder. Each team has a leader to choose a wonder. If the leader calls out one of the lucky wonders, the team will get 2 marks without answering question and you have the right to choose the next one. Each correct answer to a question will get 1 mark. If the answer is incorrect, that team can give their answer.
THEWONDERSOFTHEWORLD 
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Answers:
1. Where is the Great Pyramid of Giza situated and when was it built?  (Đại Kim Tự Tháp Giza được đặt ở đâu và được xây dựng khi nào?)
à It is located on the west bank of the River Nile and it was built around the year 2560 B.C.
- Evidence: 
+ Paragraph 1: The Great Pyramid of Giza was built by the Egyptian pharaoh Khufu around the year 2560 BC.
+ Paragraph 4: Today, the Great Pyramid of Giza is enclosed, together with the other pyramids in the tourist region of the Giza Plateau on the west bank of the River Nile.
- Give the picture and ask students “ What do you know about the Egyptian pharaoh Khufu ?”
- Call on one students to give some integrated information he knows about the Egyptian pharaoh Khufu.
- Teacher gives feedback and add more information.
► Khufu was one of the most renowned Pharaohs of ancient Egypt and he belonged to the Fourth Dynasty of the Old Kingdom. He is particularly famous for the construction of the Great Pyramid of Giza, which is now considered as on