SKKN về dạy học tích hợp liên môn Tiếng Anh

A. INTRODUCTION
1. Reasons for the study.
In recent years, teaching and learning English at high schools hasn’t been really
effective in general. Therefore, students often have difficulty in using and perfecting four
basic skills including listening, speaking, reading and writing.
Reading is one of the four important skills emphasized in each unit of study in
current English textbooks. However, it is a difficult skill for students. Many students often
feel bored with reading long and difficult passages. In fact, traditional teaching method only
helps them collect vocabulary and structures while reading skill requires more than this.
Each passage designed in text book mentions an important problem in our life and the
author always sends a message through it. If teachers can use an appropriate teaching
method to help student find this message, they will feel more excited with reading.
Moreover, at the present time, integrated teaching method is being used in most high
schools because of its benefits. This method is too familiar with most English teachers.
Normallly, we integrate four skills in a lesson. However, it isn’t enough for students to
master a long and difficult passage like a scientific text. The purpose of reading is to
connect the ideas on the page to what they already know. If they don't know anything about
a subject, then pouring words of text into their mind is like pouring water into their hand.
They don't retain much. For example, please try reading these numbers: 7516324. This is
hard to read and remember. This is easy with 7-516-324 because of chunking and this is
easier to read 1-234-567 because of prior knowledge and structure. Similarly, if you like
sports, then reading the sports page is easy. When you have a framework in your mind for
reading, understanding and storing information, it becomes easily.
Moreover, in my teaching, I realized that many students had difficulty in reading
passage and understanding the author’s implication in unit 3 reading (People’s
Background). Some students also asked me why the writer had told that the founding of the
Radium Institute in 1914 had made Marie Curie’s humanitarian wish come true. This
question promoted me to carry out this research. Therefore, I chose “Teaching Unit 3
People’s Background (Part A - Reading) by integrated method” for my experience
initiative.
“Marie Curie was born in Warsaw on November 7th, 1867. She received general

education in local schools and some scientific training from her father.


As a brilliant and mature student, Marie Curie harboured the dream of scientific
career, which was impossible for a woman at that time. To save money for a study tour
abroad, she had to work as a private tutor, and her studies were interrupted.
Finally, in 1891, Marie, with very little money to live on, went to Paris to realise her
dream at the Sorbonne. On spite of her difficult living conditions, she worked extremely
hard. She earned a degree in Physics with flying colours, and went on to take another
degree in Mathematics. She met Pierre Curie in the school of Physics in 1894 and a year
later they got married. From then on, they work together on their research. In 1903, Marie
became the first woman to receive a PhD from the Sorbonne. After the tragic death of
Pierre Curie in 1906, she took up the position which her husband had obtained at the
Sorbonne. Thus she was the first woman in France to be at a university professor. Soon
after, she was awarded a Nobel Prize in Chemistry for determining the atomic weight of
radium. But her real joy was “easing human suffering”. The founding of the Radium
Institute in 1914 made her humanitarian wish come true.”
(Reading passage on page 32- 33, English 10 textbook)
2. Aims and objectives of the study.
My study gives a new approaching method to reading skill. In traditional method,
students often read passage and then do the tasks. It seems boring and normally they just
collect some new words and structures. By integrated method, students can read and
approach knowledge in and out of classroom. They will have a chance to work in groups.
They know the way to apply skills and knowlegde from the other subjects in solving
problems given. They understand the author’s implication and then have right attitude in
their life. Moreover, students will be active to search information and present effectively in
front of the class.
3. Scope of study
My study focuses on Unit 3 Reading (English 10) and is carried out on 70 students in
two classes.

B. CONTENT
1. Theory
1.1. What is integration?
According to Vietnamese dictionary: "Integration is a combination of activities,
programs or the various components of a function block. Integration means unity, harmony,
combination ".


According to Educational dictionary: "Integration is an action used to link the objects
of research, teaching and learning of the same or different fields in the same teaching plan".
1.2. What is integrated teaching method?
Integrated teaching method comes in many varieties such as connecting skills and
knowledge from multiple sources and experiences; applying skills and practices in various
settings; utilizing diverse and even contradictory points of view; and, understanding issues
and positions contextually.
Moreover, integrated studies involve bringing together traditionally separate subjects
so that students can grasp a more authentic understanding. Veronica Boix Mansilla,
cofounder of the Interdisciplinary Studies Project at Project Zero, explains "When students
can bring together concepts, methods, or languages from two or more disciplines or
established areas of expertise in order to explain a phenomenon, solve a problem, create a
product, or raise a new question, they are demonstrating interdisciplinary understanding”.
1.3. What is the purpose of integrated teaching method?
The purpose of integration is to increase the effectiveness of the teaching- learning
process. According to Ministry of Education (New Zealand, 2003), integrated teaching and
learning provides many benefits for NESB (Non English Speaking Background) children:
 Children are grouped according to learning needs or cooperative learning.
 Effective integrated programs provide opportunities for experience-based learning.
 Students are able to use their prior experiences to construct learning.
 A range of shared experiences scaffold NESB children into learning, giving every

child in the class knowledge to base their learning on.
 Because integrated units are child-centered, they provide opportunities for cross-

cultural sharing.
 Opportunities for children to display competence are given rather than relying on a

written or oral test.
1.4. Main features of integrated teaching
a) Learner-centered
The main feature of integrated teaching is learner-centered. Student-centered learning
puts students' interests first, acknowledging student voice as central to the learning
experience. In a student-centered classroom, students choose what they will learn, how they
will learn, and how they will assess their own learning. This is in contrast to traditional
education, also dubbed "teacher-centered learning", which situates the teacher as the


primarily "active" role while students take a more "passive", receptive role. In a teachercentered classroom, teachers choose what the students will learn, how the students will
learn, and how the students will be assessed on their learning. In contrast, student-centered
learning requires students to be active, responsible participants in their own learning and
with their own pace of learning.
b) Output orientation
Integrated teaching pays attention to the learning results of students to apply to their
future career. This requires that their learning process must ensure quality and efficiency.
c) Teaching and learning practical skills
In integrated teaching, students are placed in situations of real life, they must direct
observe, discuss, do their homework and solve the tasks. They search to explore the
unknown things, not passively absorb the knowledge teachers have been arranged. Thus, the
teaching is not merely to impart knowledge but also to guide the practical operation.
2. Lesson plan
Time allotted: 90 minutes (2 periods)

Lesson: Unit 3 Reading
A. Aims and objectives:
By the end of the lesson, students will be able to:
Knowledge:
- have general knowledge of Marie Curie.
- know the form of people’s background to prepare for Speaking and Writing.
- know some usages of Radium - an initiative of Marie Curie - mentioned in the article in
life, medicine and military.
- Help students understand the writer’s implication.
Skills:
- develop their reading comprehension skills.
- develop their speaking skills.
- develop students’ ability in analyzing and solving problems.
- apply knowledge of various subjects in solving problems.
Attitude:
- Have proper awareness of scientist Marie Curie.
- Help students have right attitude to the usages of radium in both positive and negative
aspects. Then they can strongly condemn the use of atomic bomb during the war.


B. Integrated knowledge:
To perform the tasks of learning (in class and homework), students need to know and
apply the following skills and subjects:
1. Reading and speaking skills
- Reading the passage, then presenting in front of the class.
2. Chemical knowledge:
- Radium and its usages.
2. Knowledge of literature:
- How to write a biography of a historical character.
3. Knowledge about the environment:

- The impact on people and the environment after a nuclear bomb explosion.
C. Teaching aids
-

Textbook, chalk, posters, pictures, PowerPoint, projectors, board.
D. Procedure
Period 1:
D1. Warm- up: Guessing game (10 minutes)
- T divides the class into 2 big groups
- T shows some pictures one by one on PowerPoint and asks students to look at them and
guess the key words (It is similar to the gameshow “Road to Mount Olympia” on TV)
Pictures: (Appendix 1)
Key words: Radium
- T leads in the lesson: Radium is a chemical element with symbol Ra and atomic number
88.
- T asks the following question: “Do you know who determined the atomic weight of
radium?”
 It is Marie Curie. Today we are going to read a passage about her to know some
milestones in her life.

D2. Pre- reading ( 15 minutes)
1. Vocabulary (10 minutes)
- harbour (v) : nuôi dưỡng  example
Eg: I harboured the dream of a scientific career.
- with flying colours (n): xuất sắc  picture and explanation
- determine (v) xác định explanation
- ease (v): làm dịu đi
 explanation
- humane (a) : nhân đạo  example

 humanitarian (n)
- mature (a) :trưởng thành  example
2. Checking vocabulary (5 minutes)
A
B
1. With flying colours
a)
a. Having a fully developed mind
2. Determine
b. Keep in the mind
3. Mature
c. Very well, with a very high mark
4. Ease
d. Make less severe
5. Harbour
e. having or showing compassion or benevolence
6. humane
f. Find out exactly by making calculations
Key: 1. c, 2. f, 3. a, 4. d, 5. b, 8 e
3. Giving problems (20 minutes)
- T divides the class into 4 groups (A, B, C and D) and gives each groups one of the

following problems. Then T explains the problems for Ss if necessary and asks them to read
the passage at home and solve the problems, then present in front of the class in the next
period.
Problems:
a) Talk about some milestones in Marie Curie’s life
- T might give Ss some numbers and ask them to read the passage and give the events for
o

o
o
o
o
o
b)
o
o
o
o
o
c)

these numbers:
1867
1891
1894
1895
1903
1906
Find out the evidence from the passage to prove each of adjectives and tell the class about
what you learned from Marie Curie’s characteristics.
Strong-willed
Ambitious
Hard-working
Intelligent
Humane
Reading the passage carefully and give the form of people’s background
- T asks Ss to pay attention to which information the writer used to describe Marie

Curie.
d) Make clear of the following sentences
“Soon after, she was awarded a Nobel Prize in Chemistry for determining the atomic
weight of radium. But her real joy was “easing human suffering”. The founding of the
Radium Institute in 1914 made her humanitarian wish come true.”
(Why did the author say that the founding of the Radium Institute in 1914 had made her
humanitarian wish come true?)


- T guides Ss how to solve this problem (Find out the usages of Radium in our life and
-

search information about the Radium Institution)
T ask Ss to read the passage at home and solve the problems, then present in front of the
class in the next period. T asks them to use one of the following ways: (T might give

example for each of them)
 Reporting
Eg: Marie Curie was born in……
 Asking and answering
Eg:
A: When and where was Marie Curie born?
B: In Warsaw on November 7th 1867.
A: What did she do in 1861?
B: ………
 Role- play
Eg:
Journalist: Hello, Marie Curie. Nice to meet you.
Marie Curie: Hello, Nice to meet you.
Jounalist: Can I ask you some questions?

Marie Curie:………………………
Period 2:
D3. While - reading
- T calls on the representatives of each group to report their findings in front of the class. T
delivers each group a paper of assessment.
- T listens and comments
a) Talk about Marie Curie’s life (8 minutes)
Expected answer:
Marie Curie was born in Warsaw on November 7 th , 1867. Marie went to Paris to realise
her dream of a scientific career at Sorbonne in 1891. After that, in 1894 she met Pierre
Curie in the School of Physics and a year later, 1895 they got married. In 1903, Marie
became the first woman to receive a PhD from the Sorbonne. Her husband died in 1906,
then Marie took up his position at the Sorbonne. Soon after, she determined the atomic
b)
o
o
o

weight of Radium and was awarded a Nobel Prize.
Find out the evidence from the passage to prove each of adjectives (8 minutes)
Expected answer:
Strong- willed: In spite of her difficult living conditions, she worked extremely hard
Hard- working: To save money for a study tour abroad, she had to work as a private tutor.
Intelligent: She earned a physics degree with flying colours, and went on to take another

degree in mathematics
o Ambitious: As a brilliant and mature student, Marie harbored the dream of a scientific
career which was impossible for a woman at that time.
o Humane: Her real joy was “easing human suffering”
c) Reading the passage carefully and give the form of people’s background (8 minutes)

Expected answer:


o
o
o

Name (Marie Curie)
Date and place of birth (in Warsaw on November 7th 1867)
Family (She met Pierre Curie in the School of Physics and a year later, 1895 they got

married)
o Education (She received general education in local schools, She earned a degree in Physics
with flying colours, and went on to take another degree in Mathematics…)
o Previous Jobs (a private tutor, a university professor …)
d) Make clear of the following sentences (8 minutes)

“Soon after, she was awarded a Nobel Prize in Chemistry for determining the atomic
weight of radium. But her real joy was “easing human suffering”. The founding of the
Radium Institute in 1914 made her humanitarian wish come true.”
(Why did the author say that the founding of the Radium Institute in 1914 had made her
humanitarian wish come true?)
Expected answer:
- T shows some pictures and elicits the answers (Appendix 2)
Usages of Radium:
o Be used in treating cancer (X- ray)
o Manufacture bombs
“As we know, cancer patients often suffer from physical pain and the aim of the
founding of the Radium Institution is to do research to find a cure for cancer. This helps
Marie Curie fulfill her dream”

D4. Post - reading: Game: Lucky number (8 minutes)
In this part, T asks Ss to close their books and then ask them to play the game “Lucky
number”
- T gives instructions “You have 9 numbers (3 lucky numbers). Each group will take turn
to choose the number. If it is a lucky number, you will get two marks without doing
anything. If not, you must answer my question. With each correct answer, you get one mark.
When all numbers are opened, which group has more marks will be the winner”.
Questions:
1. Marie Curie’s dream was to become………?
A. a private tutor.
B. a scientist.
C. a nurse
2. She married Pierre Curie in….......
A. 1894
B. 1895
C. 1906


3. She was awarded a Nobel Prize in Chemistry for ……
A. determining the atomic weight of Radium.
B. discovering gravity
C. her humanitarian
4. What is her real joy?
A. being the first woman professor.
B. being awarded a Nobel Prize in Chemistry.
C. easing human suffering.
5. What is the aim of Radium Institution?
A. to study radioactivity
B. to make bombs
C. to do research on chemicals

6. Which of the following adjectives is NOT true about Marie Curie?
A. brilliant
B. hard- working
C. inhumane
Keys:
1. B

2.B

3. A

4. C

5. A

6. C

D5. Homework (5 minutes)
- Show the video about the atomic bomb destruction of Hiroshima and Nagasaki in Japan
(Appendix 3) and ask Ss to answer the question:
+ “What are the consequences of using radium on creating atomic bombs?”
- write Ss’ideas on the board.
- ask Ss to write a paragraph about 100 words about consequences of using radium on
creating atomic bombs at home.
III. CONCLUSION:
1. Results:
I carried out my study on students in 2 classes, one with traditional method and one
with integrated teaching method. With the application of integrated method in Unit 3
Reading (English 10), I realize that most students were more interested in and actively
participated in the lesson. Besides, through group work, students had chance to show their

creativity and full ability. The most important thing is that after the lesson students can not
only develop their reading and speaking skills but also gain knowledge of other aspects such


as chemistry, environment, medicine…..(Most of students can answer the questions in postreading easily, but just some of students in traditional teaching class can answer).
Below are some students’ presentation in my class:
Group A: Role - play
Journalist: Hello! Nice to meet you!
Marie: Nice to meet you!
Journalist: Our readers want to know all about you.
Marie: That’s nice. Well, ask me your questions.
Journalist: First of all, tell me something about yourself.
Marie: Well, I was born in 1867. I got a general education at local schools.
Journalist: Where were you born?
Marie: In Warsaw.
Journalist: I see. Pierre, your husband is also a scientist. When did you meet him?
Marie: In 1894, and a year later we got married.
Journalist: Oh, do you have any child?
Marie Well, we have two daughters. Irene and Eve.
Journalist: You are a very intelligent student. Could you tell me some of your
achievements?
Marie: I earned a degree in Physics with flying colours and another degree in
Mathematics.
Journalist: You were the first woman professor at the Sorbonne, weren’t you?
Marie: Yes, after my husband’s death in 1906, I took up the position which my husband
had obtained at the Sorbonne.
Journalist: For which service were you awarded a Nobel Prize in Chemistry ?
Marie: For determining the atomic weight of radium.
Journalist: Was the prize your real joy?
Marie: No, I would like to ease human suffering.

Journalist: Yeah, thanks a lot.
Group D: (show the periodic table of the chemical elements and some pictures, then give
explanation)
Radium is a chemical element with symbol Ra and atomic number 88. It is also a
radioactivity which is used to create X-ray. X-ray is used for the management of cancer.


2. Advantages and Disadvantages
The implementation of the method “Teaching Unit 3 People’s Background
(Reading, English 10) by integrated method” has brought certain results. Following are
some advantages and disadvantages during applying this method.
Advantages:
- Students had had specific guidelines before they started their work.
- Student have general knowledge about chemistry and environment. This helps teacher
carry out this method more easily.
- Students participate enthusiastically in lessons. Therefore, cooperation between teachers
and students in activities is performed quite well. This makes lessons successful.
- Teachers are well- trained, knowledgeable and experienced. This helps teachers solve
unexpected problems
Disadvantages:
- Students are lack of vocabulary, especially specialized terms.
- Students’ speaking skill is limited.
- Integrated method is quite new to most of the teachers and it is difficult to apply this
method to all of the reading lessons.
- The number of students in each class is quite crowded, so it is not easy to work in
groups.
- Distribution of classes for teachers is not stable so it is difficult for teachers to analyze
and predict students' ability.
3. Proposals:
- Organize a course about integrated teaching method for English teachers.

- Some of reading passages in textbook, which are out of date or unsuitable, should be
rebuilt.
- The number of students in each class should be limited so that teachers can group them
easily.
- Respectfully request school administrators to equip classrooms with a projector,
especially specialized classrooms for teaching English.
- Distribution of classes for teachers should be stable so that teachers can know students'
ability.


- Build a library equipped fully reference books for students because they lack of books
to study, especially English.
Above is the content of my experience initiative. I’m looking forward to hearing
teachers’ comments so that my method can be applied widely and effectively. I sincerely
thank you.
REFERENCES
1. Trần Xuân Điệp. (2011). Dạy học theo chuẩn kiến thức, kĩ năng Tiếng Anh 10. Nhà xuất
bản Đại học Sư phạm.
2. Hoàng Vân Vân. (2006). Tiếng Anh 10, sách giáo viên. Nhà xuất bản giáo dục.
3. Hoàng Vân Vân. (2011). Tiếng Anh 10. Nhà xuất bản giáo dục.
4. Ministry of Education (2003). Experiences of being an ESOL student in New Zealand:
some reminders for teachers.
5.

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ve-day-hoc-tich-hop/tt.html
6.
7. Oxford Advanced Learner’s Dictionary. (7th edition). Oxford
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Appendix 1: (Warm - up activity)

1914 – the year Radium was found

Radium is used to manufacture atomic bombs


Marie Curie who determined the atomic weight of radium

Treating cancer by using X – ray

The Radium element in The periodic table of the chemical elements


Appendix 2: (While reading, problem 4)

Cancer patients uasualy suffer from serious pain, especialy children

Radium Institution is the place where scientists do research to find a cure for cancer.


Appendix 3: (Homework activity)
Some pictures were cut from video about the atomic bomb destruction of
Hiroshima and Nagasaki in Japan

Cancer
patients
uasualy
suffer
from serious pain,

especialy children