Skkn some measures to improve efficiency and create passion for learning english by integrating interdisciplinary and practical application

1. INTRODUCTION
1.1. REASON FOR CHOOSING THE TOPIC:
The objective of general education in Decision No. 29-NQ/TU dated November
4, 2013 of the 8th Central Conference of the XI session on fundamental and
comprehensive changes in education and training is: "Educating Vietnamese people
comprehensively develops and brings into full play the potential and creative
ability of each individual; loves his family, his fatherland, and his compatriots;
lives well and works effectively "[1]. The newly transformed company now asks
for permission to ask for all educational information to train people and servers to
industrialize and modernize the country.
The 12th National Congress continued to affirm: “Education is the first national
policy. Develop education and training in order to raise people's intellectual level,
train human resources and foster talents. To strongly shift the main educational
process from equipping knowledge to comprehensively developing learners'
capabilities and qualities; Learning goes hand in hand with practice, theory with
practice. Education and training development must be associated with the needs of
socio-economic development, national construction and defense, with scientific and
technological progress, requirements for human resource development and the
labor market. [7].
One of the factors for educational development is to renovate teaching and
learning methods in the direction of applying diverse and flexible educational
methods, suitable to subjects and circumstances, giving priority to practice,
encouraging students to practice. creative; promote positivity, initiative, creativity
and application of knowledge with the motto of "teaching less, learning more",
"learning goes hand in hand with practice"; focus on organizing educational
activities inside and outside the school, practice self-study method and desire for
lifelong learning. Renovate methods of technical education, vocational training and
higher education in the direction of reducing the amount of theoretical teaching
time, increasing the time of discussion and practice; linking training with scientific
research; transform the training process into a self-training process; focus on
training self-study, self-research, professional skills, teamwork skills.

Contemplate the philosophies of method: “The method is the soul of a moving
content”; “Learning methods, not learning data”; “A bad teacher conveys the truth,
a good teacher teaches how to find the truth”; “The good method is to simplify the

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complexities, the bad method is to complicate the simple”; "A good teacher teaches
everyone to understand and at the same time optimizes each person's ability" [5].
Through the practice of teaching at Sam Son high school, I found that the
application of interdisciplinary knowledge among other subjects makes the
effectiveness of English lessons in particular and English subjects in general
improved. Teaching English, in addition to developing language skills for students,
must also bring practical, interesting, interesting and complementary knowledge,
improve knowledge for other subjects. Unit 10 Nature in danger – English 11 is a
very difficult part of knowledge, it not only develops language knowledge for
students but also involves the knowledge of Biology, Chemistry knowledge 11;
Physics 12; Math; Citizen education 10. In order to solve the above problem well,
through the practice of teaching for many years at Sam Son High School, I boldly
put forward a topic of initiative and experience: "Some measures to improve
efficiency and create passion for learning English by integrating
interdisciplinary and practical application” to go to the application for all English
teachers in the school with great theoretical and practical significance.
1.2. RESEARCH PURPOSES:
Improve the quality and effectiveness of teaching, create excitement and passion
for learning English, help students develop comprehensively, especially improving
the quality of teaching language skills,reading and speaking skills Unit 10:
NATURE IN DANGER - English 11, helping students better understand growth

and development in animals, thereby measures to protect and care for livestock's
health, promote the available potentials in the locality, know how to apply them in
practice flexibly.
1.3. RESEARCH SUBJECTS:
Integrating interdisciplinary knowledge of Biology, Technology, Physics,
Chemistry, Citizenship Education, Informatics, Mathematics in teaching reading
and speaking skills Unit 10 "Nature in danger" through practical teaching in grade
11 - Sam Son High School for the school year 2021-2022.
1.4. RESEARCH METHODS:
In this thesis, I use some basic research methods as follows:
- Research method to build theoretical basis:
+ Refer to documents, textbooks, newspapers, internet.
+ Analyzing, synthesizing, and generalizing document sources to build the
theoretical basis and content of the experiential initiative.
- Methods of fact-finding surveys, collecting information:

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+ Observation method
+ Experimental pedagogical method in two classes: + Experimental class: 11A6
+ Control class: 11A2
- Statistical methods, data processing.
1.5. NEW POINTS OF THE EXPERIENCE INITIATIVE
- First, there is a shift in the role of the educator from a teacher-centered approach
to a student-centered approach.
- The second is to bring the real world‖ into the classroom and give students the
opportunity to explore learning in a different way.

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2. CONTENT OF INITIAL EXPERIENCE:
2.1. THEORETICAL BACKGROUND
2.1.1. General content:
Using active teaching methods and techniques to teach interdisciplinary
integration and practical application for a subject of knowledge to achieve good
results, it is necessary to ask the following questions:
a - Determine what knowledge it is? What are the learning goals that
students need to achieve? to choose appropriate active teaching methods and
techniques.
b - What subject is that knowledge related to (interdisciplinary)?
c - Can that part of knowledge be related to practice?
My teaching experience is thinking in the direction of the structure of a
typical classroom lesson including the following steps:
Step 1: Starting Situation (Startup)
Step 2: Form new knowledge.
Step 3: Practice,
Step 4: Apply, create
Step 5: Expand
2.1.2. Specific content:
Activity to prepare for new lesson:
a - Project-based learning technique: Teachers assign projects to groups by
topic 1 week before learning a new lesson (or longer depending on the lesson), the
groups prepare to present when learning a new lesson.
b - This part can be combined interdisciplinary to complete the project.

c - This knowledge can be related to practice to complete the project.
Organizing learning activities (new lesson):
* Activity 1: Starting situation
a - This is a guide to introduce a new lesson, title of the lesson, teachers can use the
method of posing and solving problems [6], questioning technique [6], listening
and feedback techniques. positive [6]. Specifically, teachers or students provide
pictures, problematic situations, then ask questions, directing students to think to
find the answers in the learning process until the end of the lesson.
b - This part can be combined interdisciplinary to solve.

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c - This section can state a real-life phenomenon to present a problem situation to
be solved.
* Activity 2: Forming new knowledge
+ Activity 2.1. If the goal is for students to generalize the entire lesson from the
beginning to the end of the lesson, include: What you already know, what you
want to know, what is related to the lesson, the teacher will:
a - Using the teaching technique "KWL" [6], combined with this technique, the
teacher uses the cooperative teaching method [6].
- Location of use: The teacher will immediately use the beginning of the new
lesson to hand over the "KWL" form to the groups to conduct.
b - In this part, students combine interdisciplinary to complete the form.
c - This knowledge can be related to practice.
+ Activity 2.2. If the goal wants students to acquire new knowledge:
Activity 2.2.1. Theoretical new knowledge has part of old knowledge
mentioned.

a - Using problem-solving and problem-solving methods [6], cooperative teaching
methods [6], conversational methods, group activities, project-based teaching [6].
Specifically, the teacher asked a learning group to present the known knowledge
that was assigned to the previous task, to serve as a basis for receiving new
knowledge.
- Active listening and feedback techniques [6], questioning techniques [6]. The
remaining groups listen to the group that is asked to present and give comments.
b - This part you can combine interdisciplinary to complete the lesson.
c - This knowledge can be related to practice.Activity
Activity 2.2.2. Theoretical new knowledge does not include old knowledge.
a - Use the problem-solving and problem-solving method [6], the conversational
method.
- Active listening and feedback techniques [6], questioning techniques [6].
b - This part you can combine interdisciplinary to complete the lesson.
c - This knowledge can be related to practice.Activity
Activity 3: Practice
- In this part, students can combine interdisciplinary to complete the lesson.
- This part of knowledge can be related to practice.
Activity 4, 5: Apply, expand

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a - Using the method of posing and solving problems [6], the method of
conversation, the method of cooperative teaching [6].
- Active listening and feedback techniques [6], questioning techniques [6].
b - This part you can combine interdisciplinary to complete the lesson.
c - This knowledge can be related to practice.

2.2. THE SITUATION OF THE PROBLEM BEFORE IMPLEMENTING
THE INITIAL EXPERIENCE
When not applying this EXPERIENCE INITIAL to teaching Unit “Nature in
danger” - English 11", students learn this lesson passively, they find that this
knowledge they have learned from lower grades So there is boredom, there are
many parts of dry knowledge, they have not been able to connect the knowledge
they have learned and subjects together, do not know how to apply it in real life, so
they have no interest in learning. study or learning interest is not high, so the
effectiveness and objectives of the lesson are not as expected. To overcome the
above situation and to contribute to the realization of the current educational goals,
I have built "Some measures to improve efficiency and create passion for
learning English by integrating interdisciplinary and practical application”
2.3. SOLUTIONS USED TO SOLVE PROBLEMS.
This is a broad knowledge that requires applying knowledge of many subjects, so
I use the project-based teaching method.
When I did the project, I proceeded with the following process:
1. Building the theme
I base on teaching content and students' learning situation to build the topic:
"Nature in danger". Then prepare lesson plans and consult the school administrators
on the organization of field learning content at the institutions. Contact the facility
about the actual time, content, form.
2. Transfer of learning tasks
I divided the class into 3 groups, each group of 15 students (based on their interests
in animal groups, their ability to exploit information, their social understanding,
their skills in using information technology, to divide them into groups equally
about each other. capacity). Groups appoint their own leaders.
I assign homework to groups, for each group, I suggest to students the content they
need to learn, ask students to record the content in the science diary to discuss,
assign tasks, in The learning process needs to take notes, take pictures, record
videos to summarize and present in Powerpoint. At the same time, write down how

you feel about your experiences in English.
The specific tasks of each group are as follows:

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Group 1: Applying interdisciplinary knowledge to understand the reasons why
nature and animals are threatened.
Students visit the local zoo to better understand the animals and their habitats, at
the same time, combine the search for information in the sources and use the
knowledge on the web. through the subjects of Technology, Physics, Chemistry,
and Citizenship Education to state: some reasons why nature is threatened.
- Learn the factors affecting the natural environment, the growth, development and
disappearance of some plants and animals species.
Group 2: Apply interdisciplinary knowledge to come up with some solutions to
protect the environment.
Students visit a local petting facility, to better understand the habitats of animals,
and at the same time, combine information search in resources and use knowledge
of Technology subjects, Physics, Chemistry, Citizenship Education to state:
Poosssible measures for protecting the environment.
- Propose some ideas to protect rare animals and establish natural habitats for them.
Group 3: Learn the negative impacts made by people on the environment and
sggest measures to protect it.
- Students visit a local animal breeding facility, to better understand the habitats of
animals, and at the same time, combine the search for information in the sources
and use the knowledge of the subjects of Technology, Physics, Chemistry,
Citizenship Education to state:
- the negative impacts made by people on the environment and measures to protect

it.
3. Teachers and students go on field trips, including observations and
interviews at facilities
I and the students in the group conduct practice at the students' facilities or
experiment places. During the actual session, students took notes, took pictures, or
recorded clips related to the discussion. I monitor, guide, and help groups (Building
plans, suggesting places, collecting information, asking questions, expressing ideas
in English). Regularly detect the difficulties of the children in finding words, find
the structure, record the discoveries, ideas, suggestions of the students in the actual
process for evaluation.
4. Report results and discuss in class
After the groups have completed the content, the representatives of each group
report their work results, the other groups pay attention to ask related questions.
From the knowledge gained by students, the teacher orients and guides students to
find new words and knowledge to express content such as:
- some reasons why nature and animals are threatened.
- some solutions to protect the environment

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- The negative impacts made by people on the environment and measures to protect
it.
5. The teacher reviews and evaluates the performance of the students' learning
tasks.
I base on the effectiveness and attitudes of the students in the process of group
work at, and present the results in class to evaluate the completion of the students'
tasks.

LESSON PLAN
TOPIC "NATURE IN DANGER" - English 11 basic board.
The duration of the program is 3 hours in class, students prepare 1 week in advance
at home.
I. Objectives of teaching the topic
1. Knowledge
- English subject:
By the end of the lesson Ss will be able to talk about :
+ some reasons why nature and animals are threatened.
+ some solutions to protect the environment
+ The negative impacts made by people on the environment and measures to
protect it.
- Biology:
+ Proposing measures to limit the adverse effects of external factors on the growth
and development of livestock.
- Physics:
+ State the impact of physical factors on growth and development in animals,
thereby proposing optimal solutions for growth and development in animals.
- Chemistry:
+ Outline the impact of chemical factors on growth and development in animals,
thereby proposing optimal solutions for animal feeding, ensuring ecological
balance.
- Maths:
+ Using mathematics in statistics on the number of rare and precious animal and
plant species that have been and are in danger of extinction.
- Citizenship Education: Appreciate and conserve biodiversity, protect human
health, and protect the natural environment.
- Informatics: Using knowledge to compose and make PowerPoint reports.
2. Skills
- language skills (listening, speaking, reading, writing) are developed in a novel

way to explore the lesson.

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- Observe, record, make statistics, synthesize observations on the natural
environment, growth, development and causes of disappearance in some species of
plants and animals.
- Analyze pictures and clips of the movement and development of society that have
been affecting and affecting the living environment of plants and animals.
- Have skills in collecting information, applying knowledge of different subjects to
explain issues related to the environment and the growth and development of
animals.
- Practice teamwork skills, improve the spirit of cooperation, help each other in
learning
- Skills in using information technology as learning and research tools.
- Participating in activities suitable to their ability to contribute to the protection of
the natural environment.
- Scientific skills: fieldwork, investigation, survey, data collection, interview.
-Thinking skills: analysis, explanation, distinction, practical relation,
generalization, summation of knowledge.
- Learning skills: self-study, cooperation, report making, description with pictures,
clips.
3. Attitude
- Actively participate in activities, form the right attitude in scientific research, love
the subject, and be interested in learning English.
- Sense of healthy living, science, to protect the health of yourself and the
community. Propagating and mobilizing the implementation of family planning,

improving the quality of life.
- Actively participate in environmental protection.
- Propagate people to have a sense of protecting the living environment of humans
as well as other living species.
4. Competence to aim for
- Language skills: listening, speaking, reading and writing in English are practiced
fluently.
- Ability to detect and solve problems based on observations and understanding of
climate change and human impact on nature.
- Collecting and processing information on the growth and development process in
plants and animals, factors affecting growth, development and the environment.
- Ability to apply learned knowledge to solve practical problems.
- Language competence: expressing and presenting content in different forms.
- Ability to self-study, capacity to cooperate, ability to use information and
communication technology.

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II. Teaching object
2.1. Number of students: 45 students.
2.2. Class: Students of class 11A6 at Sam Son High School in the school year
2021-2022
III. Teaching equipment, learning materials
* For teachers
3.1. Equipment and supplies for teaching
Computer, Projector.
Videos and movies describe what humans are doing to change the natural

environment.
Illustration for the lesson.
Chalk, copy, pen, draft, word lesson plan, electronic lesson plan.
Some information on the current situation of some rare and precious species of
flora and fauna.
A plan to assign and organize learning tasks for students.
The necessary documents and websites to introduce to students.
Ao paper, markers, worksheets for students to discuss in groups.
3.2. Learning materials used in teaching
Textbooks, English teachers' book 11 Education Publishing House.
Textbooks, teacher’s book Biology 11 Education Publishing House.
Textbook, teacher's book Physics 12, Education Publishing House.
Textbooks, teacher books of Chemistry 11, 12, Education Publishing House
Textbooks, teacher books on Citizenship 10, Education Publishing House
Textbooks, teacher books Technology 10, Education Publishing House
3.3. Application of information technology in teaching
Use the camcorder.
Computer and Projector Projector.
Electronic lectures written on PowerPoint, speakers connected to computers.
Software to edit and edit movies, cut photos.
Internet.
* For students: Learn the content:
- English subject 11:
Unit 10: Nature in danger
- Biology 11th subject:
+ Lessons 38, 39: Factors affecting growth and development in animals.
- 12 CB Physics:
+ Lesson 27: Infrared and ultraviolet rays.
- 12 CB Chemistry
+ Lesson 44: Chemistry and social problems

- Citizenship Education 10

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+ Lesson 15: Citizens with some urgent problems of humanity
- Collecting images and clips related to endangered animals and factors affecting
their living environment.
- Technology:
+ Lesson 28: Nutritional needs of livestock.
+ Lesson 34: Creating a living environment for livestock and aquatic animals.
+ Lesson 35: Conditions for the emergence and development of diseases in
livestock.
- Informatics: Applying learned knowledge to make a report on power point.
IV. Teaching activities and teaching process
General process:
1. Building the theme
2. Transfer of learning tasks.
3. Teachers and students conduct practical activities including observations and
interviews at facilities or where students go on field trips.
4. Report the results and discuss in class.
5. Teachers comment and evaluate students' performance of learning tasks.
Teachers and Students’ Activities

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2.4. EFFECTS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL
ACTIVITIES, FOR MYSELF, WORKERS AND SCHOOL
2.4.1. For Students, educational activities
- The students feel much more interested in the class. They actively occupy
knowledge, both systematize and review what they have learned, and combine
other subjects in a fun and comfortable way. They form many skills on teamwork;
self-study; systematization of knowledge applied in practice.
2.4.2. For the teacher himself
- I myself find it possible to apply many teaching methods in a lesson, session, or
project effectively. Apply many different pieces of knowledge, effectively and
search for better practical application materials.
2.4.3. For colleagues and school

- Many colleagues, after using it, also found that there are many obvious effects
compared to the traditional teaching method.
- The school will have a strong team of teachers, students with high academic
results, respond to social changes, bring high quality education in the future.
2.4.4. Experimental results
I took the test 15 minutes after learning:
A. Multiple choice 5 points, 5 questions
Question 1. ______ aren't effective anymore because insects have become resistant
to them.
a. Fertilizers
b. Pesticides
c. Herbicides
d. Composts
Question 2. If we do not take steps to protect the world's wild life, many species of
birds and animals are likely to ______ completely.
a. die out
b. die down
c. die away
d. die from
Question 3. The Earth will be a planet where' human beings, animals and plants
live in peaceful ______.
a. cooperation
b. coordination
c. corporation
d. coexistence
Question 4. The health of our children is being ______ by exhaust fumes.
a. danger
b. endanger c. dangerous
d. endangered
Question 5. The society was set up to ______ endangered species from extinction.

a. prevent
b. distinguish
c. preserve
d. survive
B. Essay: 5 points-2 sentences
Question 6: 2 points. Lead two reasons why nature is threatened?
Question 7: 3 points. Suggest two measures to protect the environment?

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* Qualitative assessment:
- Students are very excited about the lesson, very active, proactive and vibrant.
* Quantitative assessment: Statistical processing results
Point
num
class
ber
11A2
(C. class)
11A6
(Ex.class)

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5

6

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10

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0

1

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3

4

6

11

10

7

1

0

0

0

0

2

3

8

10

9

10

3

12
10
8
Control class
Experimental class

6
4
2
0
0

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Figure 1: Comparison chart of 15-minute test results of class 11A2 and 11A6
The results show that the proposed method in the experiential initiative brings
higher teaching efficiency than the traditional method.

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3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion.
Using methods - active teaching techniques by topic, integrating interdisciplinary
knowledge to solve real-life situations, made the lesson natural, comfortable, not
dry, less stressful. directly, promote the implementation of teaching under the
motto "learning goes hand in hand"; renewing forms, learning methods, methods of
testing and evaluating students' learning results.
I believe that, if my experience initiatives mentioned above are consulted by my
colleagues and applied appropriately in my teaching process, it will bring high
efficiency.
3.2. Recommendations.
Personally, I need to improve my professional skills.
I hope that at the unit, the Department of Education and Training will organize
training sessions on teaching innovation, the local school needs to prepare more
modern equipment for teachers to be more flexible in the process of choosing
methods - techniques. more diverse teaching techniques.
Although I have had a lot of enthusiasm to research, build, as well as receive the
advice and help of my colleagues at the school to perfect this business initiative,

there may still be many shortcomings and shortcomings. The points are not suitable
in different educational situations, so we hope that colleagues in other units can
comment and develop so that this experience initiative can be more complete and
can be widely applied in schools.
I sincerely thank!

THE PRINCIPAL'S CONFIRMATION

Thanh Hoa, May 15th, 2022
I guarantee that I myself drew out
this innovative experience and didn't
copy its contents from others'.
The writer of the innovative experience

Trinh Ngoc Long
Vu Phuong Mai

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