Applying integrated teaching methodology to teach some english lessons for students in 12 form at le van linh upper secondary

1.INTRODUCTION
1.1.The reason for choosing the topic.
Implementing the resolution of the 8th Plenum of the Xth National Assembly on
fundamental and comprehensive reform of educational training, our education
sector is preparing to make all – round innovations in the coming years. In
particular, the trend of integrated teaching is being mentioned in the development
of textbooks and teaching methods. The problem for the education sector is: How
can knowledge content become interesting and meaningful in life? How should
learning be aimed at improving problem – solving skills, especially on a variety of
practical issues? Do you have to teach knowledge according to each lesson,
students understand and use knowledge? Answering these questions means
identifying educational goal in the new age. Integrated teaching is one of the
teaching styles appropriate to the current objective of innovation and meeting the
learning needs of the 21st century. In term of teaching theory, integration is
understood to be a systematic combination of different degrees, knowledge, skills
in different disciplines or components of a subject that study into a unifying
content, based on theoretical and practical links that are addressed in the subject
matter or components of the subject. Integrated teaching or thematic instruction in
an approach in which teaching content is presented on a topic or topic basis. Each
theme is introduced in small lessons, so learners can have to understand and
develop connections with what they already know and appriciate. This approach
integrates knowledge from a variety of disciplines and encourage learners to
deepen their understanding of the subject. To read materials from multiple sources,
and to engage in a variety of activities. The use of multiple sources of information
encourage learners to participate in the preparation of lessons, materials, and
positive and deeper thinking than traditional lesrning with only one source. As a
result, they will understand and feel more confident in learning. [1]
Threfore, integrated teaching is an advanced and modern teaching trend that
many teachers have in practice. In particular, English is a subject that can integrate
the knowledge of other subjects. However, in reality, most teachers have only
specialized training, so knowledge of other subject areas is a relatively difficult task

of each teacher. Therefore, sometime teach this subject but not see the content of
the problem is related to another subject and can use the knowledge of other
subjects to further clarify the issue they are teaching. This is the reason for teachers
in general subjects and subjects in English in particular are afraid to build themes to
organize integrated teaching. In order for the lecture content to be more lively, the
teaching styles are varied and especially the student have the opportunity to
recognize the same problem but have many subjects adjusted together to help them
better understand the issue and the word. It provides them with the skills to solve
the problems, explain phenomena in nature in life as well as in learning.
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From above reasons, I am always anxious to find out which method can help
students in my school feel excited about learning English. So that the quality of
study time is more effective. Experience initiative entitle “Applying integrated
teaching methodology to teach some English lessons for students in 12 form at
Le Van Linh upper Secondary school”. Experience is drawn from the research and
teaching experience for many years. With this initiative, I just want to help students
use the kowledge of Geography, History, Biology and Physical Education… to
learn English in order to make the lessons more useful and atractive, besides,
students aslo use their knowledge from other subjects to broaden their vocabulary
and knowledge. From there, they realise that learning English is always a continuos
process of interation between subjects. Above thought is very important and the
topic that I think carefully, and apply in my teaching and gained certain results.
1.2.Aims of the study.
Before asking about teaching method innovation, how to improve the quality of
hours? How to use the method to calculate the positive, take the initiative and
creativity of the students? It is anxiety, distress, thoughts of teachers’team who are
ready to dedicate all their all lives for teaching job. That is why every teacher we
continue to create, learn from colleagues to find out the best and the most suitable

method for our students. Being an English teacher I am myself always worried
about my teaching and try to seek the best solution to convey knowledge for my
own students in an effective way. To stimulate the self-awareness and the initiative
of the students in the teaching hours. It is the teacher that helps students to take
part in activities. [2]
I myself write this topic so that I can share and receive the colleagues’ answer to
help me become more and more creative in my teaching and improve the quality of
English subject better and better.
1.3. Research object.
Research for methods, techniques and steps to guide students to learn the
integrated approach in an effective way.
I have applied this topic since school year 2015- 2016 for students in grade 12 at
LeVan Linh school in the process of implementing innovative educational methods.
1.4.Methods of study.
In the studying course of my own topic, I myself carry out investigation
methods, analyse from the practical requirements with the learned knowlegde to
come to the conclusion for the study, such as:
- Theoretical and experimental experience in present environment to build up
the subject.
- Read and study the document from which to introduce to teaching and drawn
experience.

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- Observe the process of students’learning to help them overcome difficulties in
their study.
- Having statistics and compare the result of the students through the tests.
2. THE CONTENT
2.1. THEORETICAL BASIS.

Integrated teaching is one of the most important principles in teaching. This is
considered a modern teaching concept so as to promote students’ activeness while
improving the quality of education in schools.
Interdisciplinary integration of teaching is a form of exploring cross-disciplinary
contents, common concepts and ideas between related subjects. These parts may be
in different subjects but they help one another to solve situations and phenomena in
life. Integration can be understood in the following ways. [3]
- Multidisciplinary integration
- Interdisciplinary integration
- Transdisciplinary integration
2.1.1. Multidisciplinary integration.
Multidisciplinary integration approaches focus first on subjects, related subjects
have a common orientation in content and teaching method, but each has its own
program. Multidisciplinary integration is carried out in a way that organizes
standards from subjects areas around a topic, topic or project, enabling learners to
combine the knowledge of relevant subjects. There are many different ways to
create a multidisciplinary integration program, and they differ in the degree of
integrated effort.
2.1.2. Interdisciplinary integration.
By integrating the interdisciplinary approach, teachers organize curriculum based
on common learning content: Interdisciplinary subjects, concepts, concepts and
skills. They connect common learning content in subjects to emphasize
interdisciplinary concepts and skills. Subjects can be identified, but they think less
important than multidisciplinary approach.
Interdisciplinary integration is also understood as an option in which many
related subjects are combined into a new subject with a certain set of topics through
out grades, for example, Geography, History, Biology, Social studies, Citizenship,
Chemistry, Physics are integrated into the study “ Social and environmental
studies” in Primary education in England, Australia, Singapore and Thailand,….
2.1.3. Transdisciplinary integration.

In the cross-disciplinary approach, the teacher organizes the learning program
around the issues and concerns of the learners. Students develop living skills when
they apply subject and interdisciplinary skills to the real content of life. Two paths
lead to the cross-disciplinary integration: Project - based learning and negotiating
the curriculum.
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From the above, we see integrated thinking rooted in the basis of science and life.
First of all, we know that life is a great encyclopedia, a great collection of
knowledge, experience and method. Every situation happening in life is always an
integrated one. It’s not possible to solve a problem and tasks of theory and practice
without using the combined and coordinated multidisciplinary skills of many
different fields.
Integrating in schools will help students learn smartly and creatively. Knowledge,
skills and methods of comprehensive, harmoniousband and sensible amount of
knowledge in solving various and new situation in modern life.
2.2. THE REALITY OF THE PROBLEM BEFORE APPLYING THE
EXPERIENCE INITIATIVE.
2.2.1. General status.
Through chatting, exchanging with colleagues as well as serveying 90 students
in classes 12A, 12C, I realized that the status of teaching and learning English in
my school as follow:
2.2.2.Requirements for teachers.
Most of the school’s teachers are advanced ones, enthusiastic and creative in
their work, eager to learn. However some of them are still shy in method
innovation, do not dare to change or re-design textbooks. They can not find out
many different methods to refine tasks. In particular, a small number of teachers
also believe that forein language teaching only teach vocabularies, structures and
teach students how to do so that they achieve high results in the examination.

2.2.3 Requirements for students.
2.2.3.1. Advantages.
Firstly, Students are in 12 th form have acess to 3 years of high school systerm of
education, so they are not surprised or strange with the forms of examination and
evaluation that the teachers set.
Secondly, students have deep knowledge of natural resources, environment,
society, and political economy issues both domestically and internationally through
subjects such as Literature, History, Geography. .. .
Thirdly, in subjects such as Literature, History, Geography. Students have learnt
many subjects integrated in the lessons. Therefore, when It’s necessary to combine
knowledge of a particular subject into foreign language to solve a problem in the
units, they will not feel surprised.
2.2.3.2. Disadvantages.
According to the statistics from the survey early this year, most of students say
that English is a difficult subject, want to study this subject well need to learn lots
of vocabularies and structures and only individual learning don’t need to be
integrated into any subjects.

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Inshort, integration in teaching will help students develop thinking, creative in
learning and practical application. For myself, in the past few years, especially in
school year 2015 – 2016, I have boldly applied a number of interdisciplinary
integrated teaching solutions to create interest to help students know the knowledge
of other subsects such as History, Geography, Physical Education and Biology to
study English more effectively.
2.2.3.3. Detailed description of the nature and content of the solution.
2.2.3.3.1. Aim of the solution.
Study the theoretical issues of integrated teaching and practical teaching to do

scientific basis for the application of integrated teaching in foreign language at Le
Van Linh high school.
2.2.3.3.2. Differences.
Teaching foreign language through the integration of background knowledge of
other subjects such as History, Geography, Physical Education and Biology.
2.2.3.3.3.The novelly of the solution compared to the one already implemented.
Provide specific integrated activities for each type of lesson. The following are
integrated instructional programmers taught in 12th grade at Le Van Linh high
school in the 2015-2016 school year.
2.3. INTEGRATED TEACHING METHODS USED TO SOLVE THE
PROBLEM.
2.3.1. Integrated lesson plan with Physical Education.
UNIT 12: WATER SPORTS
Lesson 1: Reading
I. Objectives:
1. Educational aim: By the end of this lesson, student will be able to:
- Apply the knowledge of Physical Education to learn English, especially to
comprehend the text through some types of exercises: interpreting video clip to
answer questions and gap-filling.
- Be aware of the importance of the applying integrated knowledge of different
subjects in learning English effectively.
2.Knowledge:
- Be updated and know the way to play a new sport – Water Polo.
3. Skills:
- Develop such reading micro - skills as scanning the text & find out the specific
information to complete the table about water polo with the help from teacher
- Understand the text and answer all the questions in task 3 correctly (can repeat
sentences in the reading text)
- Complete the table to compare between football and water polo ( places to play,
numbers of players, ...).

II. Methods:
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- integrated, mainly communicative
III. Teaching aids:
- Lesson plan
- Pictures, video clips about water polo.
- Projector
IV. Procedure:
1.Check sts’ attendance: 12A……………. 12C………………
2. Check previous lesson:
3. New lesson:

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Teacher’s activites

Students’ activities and lesson
content
*Integration of other subjects in - Applying Physical Education
teaching English
knowledge to guess the name of
the lesson and the content of the
reading passage.
I. Warm up:
I. Warm up:
- T shows Ss pictures of some sports and * Questions:
ask Ss to tell the type of sport.

1. Look at these pictures and tell me
- Lead in the topic of the lesson: WATER what type of sport it is.
SPORT

- Lead in the new lesson: Today we are 2. Look at these pictures and match
going to learn about Water sports
with the suitable sport.
- T shows some pictures and ask Ss to
apply the knowlege of Physical education
to match with the name of sport. ( Water
polo or Football)
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2.3.2. Integrated lesson plan with History and Biology subjects.
Unit 14 : International Organizations
Lesson 2 - Speaking
I. Objectives:
1.Educational aim: Students could ask and answer about international
organizations in the world.
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue
about some international organizations
- Language: asking for and giving information from a passage
- New words: words related to the topic
3. Skills: talking about international organizations and their activities in charity and
volunteer work
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,projector.
IV. Procedure:

1. Check sts’ attendance: 12 A ................... 12C ...................
2. Check previous lesson:
3. New lesson
Teacher’s activities
I.Warm-up:
*Integration of other subjects
teaching English

Students’ activities
I.Warm-up:
in -Applying History knowledge and
the logos to match them with the
organazations they stand for.

- Ask students to keep book close
- Ask students to look at the logos and
match them with the organizations they
stand for.
- Check in front of the class
- Tell students to understand more about
international organizations
(We learn Unit 14, part- speaking)

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II.Pre-speaking : Integration of other
- Keep books close
subjects in teaching English
- Listen to the teacher

- Look at the board and try to
Task 1. Work in pairs
remember name and logos of each
- Ask students to read the passage and organization
II.Pre-speaking :
answer 4 questions about WHO
-Applying History knowledge they
- provide some vocabularies
have learnt to anwser the
- Let them work in pairs
- Call some students to speak out in front questions.
Task 1. Work in pairs
of the class.
- Listen to students and correct mistakes

* Vocabulary:
- objective (n) = aim = purpose mục
đích
- advocate (v)tán thành, ủng hộ
- attainment (n) sự đạt được
- fund (n) quỹ
- Look at student’s book
- Listen to the teacher and
answer
- Expected answers.
1,WHO stands for World Health
Organization

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II.While-speaking :
Task 2:
Integration of other subjects in teaching
English.
* Divided class into four groups:
+Activity1:Integration
of
subject in teaching English.

History

- Group 1 and group 3 look at the
information about UNICEF to make
questions and answer.
- Go round and help them if they need
- Call them to speak in pairs in front of the
class.
- Ask other students to give the remarks.
- Give the feedback.

2,It was established on 7 April 1948
3,Its major objective is the
attainment by all peoples of the
highest possible level of health
4,Its major activities are carrying
out
research
on
medical

development
and
improving
international health care
II.While-speaking :
Task 2:
-Applying History and Biology
knowledge they have learnt to
anwser the questions about two
organizations.
- Activity 1:Work in groups, ask
and answer

Expected anwsers:
A :I’m searching some information
about UNICEF .Could you tell me
some?
B :Well,UNICEF stands for the
United
Nations
International
+Activity2: Integration of Biology Children’s Emergency Fund
A :When was it founded:
subject in teaching English.
B :In 1948 in New York
- Group 2 and group 4 look at the ................
information about WWF to make
+Activity2: Group 2 and group 4
questions and answer.
look at the information about WWF

to make questions and answer.
- Walk round and help them
- Ask two students to stand up to talk
again loudly in turn.
- Ask other students to give the remarks.
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- Listen and correct mistakes

Expected anwsers:

III.Post-speaking :
Task 3: Work individually
* Integration of other subjects in
teaching English.
- Ask students to tell the classmates what
you know about one international
organization mentioned above
- Walk round and help them
- Ask some students to stand up and tell
loudly
- Listen and correct mistakes

IV.Homework:
- Ask students to write a passage about
UNICEF or WWF (80 words)
- Ask students to prepare Part C- Listening
and do homework

A :I’m searching some information
about WWF .Could you tell me
some?
B :Well,WWF stands for the World
Wildlie Fund
A :When was it founded:
B :In 161 in New York
................
- Listen to the teacher
III.Post-speaking :
Task 3: Work individually
-Applying History knowledge they
have learnt to talk
about
UNICEF, and Biology knowledge
they have learnt to talk about
WWF
- The students are called stand up
and tell loudly
The United Nations International
Children’s Emergency Fund, which
was founded in1948 ,is theUnited
Nations funds for children .Its
headquarters are in New York
,USA,.........
- Listen to the teacher
IV.Homework:
- Write down the homework

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2.3.3. Integrated lesson plan with Geography subject.
UNIT 15: WOMEN IN SOCIETY
Lesson 4: Writing

:

I. Objectives By the end of the lesson, students will be able to:
1. Educational aim:
- Apply the knowledge of Geography to learn English, especially to analyze the
chart to answer questions and the write the report.
- Be aware of the importance of the applying integrated knowledge of different
subjects in learning English effectively.
2. Knowledge:
- Write a passage to describe a chart
3. Skills:
- Develop writing skill through writing a report describing the information shown
in the column chart
II. Method: integrated, mainly communicative
III. Teaching aids:
- Lesson plan, Pictures. Text book, Projector
IV. Procedure:
1. Check sts’ attendance: 12 A ................... 12C ...................
2. Check previous lesson:
3. New lesson:
Teacher’s activities
I.Warm up:
* Integration of other subjects in
teaching English.

- T shows Ss pictures of some charts
and ask Ss to tell the name.
- Lead in the topic of the lesson:
Describing a chart
- Lead in the new lesson: Today we
are going to describe a chart.

Students’activities and lesson content
I.Warm up:
- Applying Geography knowledge to
guess the name of writing task.
* Questions:
1. Look at these pictures and tell me what
they are.

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II. Before you write:
- Ask Ss to hand in their homework
(Work in groups: Collect a chart
comment that students have learned
in Geography).
- Ask Ss to look at the handout and
give the outline based on the
geography knowledge.
- Ask Ss to piont out some words II. Before you write:
- Hand in the homework
used in describing chart .
* Outline

1. Topic sentence:
(tells what the chart is about, that is the
time, the location and what is being
described)
Structure: The chart shows/ describes/
presents/ illustrates,…..
2. Supporting sentences.
- A sentence that sums up the general
trend.
Structure: As can be seen from the chart,
…
- Sentences that describe the chart in
detail.
Structure to describe proportion:
- make up the largest/ smallest
percentage/ proportion/ amount.
- contribute the largest/ smallest
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percentage / proportion / amount
III. While and after you write:
- There was a slight / sharp decrease/
(T uses private methods of foreign increase in ….
laguage to teach).
+ ....... fell/ decreased/ increased slightly/
sharply.
IV. Homework: - Ask students to 3.Concluding sentence (optional)
prepare part language focus at home. (summarises the main points or draws a
relevant conclusion)

III. While and after you write:

IV.Homework: - Do as the teacher’s
requirement .
2.4. THE RESULTS AND ADVANTAGES
2.4.1. The results.
To check the students’ attainment result of learning about the topic, after every
learning period I often have students do a short test ( both essay and objective test
) about the lesson content they have just learnt in class. For the most accurate test
results, I carry out testing in two classes,12A and 12C ( 12 C is the one
integratively learnt , 12A is not integratively learnt)
* The specific result:
Class 12A which does not apply integrated teaching method.
Students’ number and ratio
Class 12A
Not very well %
12: 30/45
66.7

well
15/45

%
33,3

62,2

17/45

37,8

53,3

21/45

46,7

Unit
Reading
Unit
14: 28/45
Speaking
Unit
15: 24/45
Writing

Class 12C which applies integrated teaching method.
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Students’ number and ratio
Class 12C
Not very well %
12: 21/45
46,7

Unit
Reading
Unit
14: 16/45

Speaking
Unit
15: 14/45
Writing

well
24/45
35,6

31,1

%
53,3

29/45
31/45

64,4
68,9

From above results, it can be seen that the application of integrated teaching
methodology in teaching foreign languages has achieved higher results than
traditional teaching methods. That motivates me to constantly strive to find out to
always achieve higher results in teaching.
In addition, last year’s survey of 90 students serveyed at the beginning of the
year gave me a surprising result. If at the beginning of the year 70% of students
think that learning English does not need to integrate with other subjects ,by the
end of the year, 100% of students claim that integrating with other subjects into
English, they find it easier to memorize vocabularies, and the lesson’s information
is also closer. Moreover, they all think that the teacher changes activities in

textbook makes them more excited to learn. This result concludes that the
application of the integrated teaching methodology is appropriate, and I find that
students are eager and more excited during learning hours. They are no longer
afraid every time to study English.
2.4.2. Learned lessons :
From the teaching experience I have drawn some experience in applying
interdisciplinary integration in teaching subjects in high school as follows:
- Integrated teaching lesson plan is not an outline of knowledge for teachers to
lecture and communicate with students, but rather as a design of activities that are
designed to enable students to perform instruction. During class time to acquire
knowledge, develop capacity and personality for the purpose of education and
education of the subject. Firstly, the system of teaching situations is set out from
the objective content of the unit, in accordance with the nature and level of
acceptance of the student. Secondly, the system of activities and operations
corresponding to above situations are arranged by the teacher, organized in a
logical way to guide the students step by step approach, occupy the lesson in a
possitive and creatie way.
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- The design of integrated teaching hours must adhere to the knowledge of relevant
subjects.
- The lesson plan must ensure that the content and the structures are unique but not
constrained by a rigid framework that creates open horizons for creative
exploration in student admissions as well as ensure the purpose and general
requirements of the learning hour.
- An integrated teaching lesson plan must focus on the design of integrated
situation and together with complex activities for students to combine the
knowledge and skills of the different disciplines to deal with the situation in whichh
students acquire not only the individual knowledge and skills of each subject, but

also the knowledge and development of the integrated capacity of the subjects
involved.
3.CONCLUSION AND PROPOSAL
3.1. Conclusion.
Through teaching in classes in my school, I see the organization for students
learning according to integrated method is an effective measure and the need for a
teacher of English. It becomes one of the decisive factors to improve the
effectiveness of teaching foreign languages. So I personally draw the following
experience:
- Being a teacher who always pays attention to students from which discovering
the ability of learning their foreign language.
- As a role of guiding students in learning activities to avoid perfunctory form.
- Dynamic creation of the grouping of students in a group to ensure all students
have weak students, average students and quite well ones.
- Need agility in the operation (activities) to save the maximum time for a lesson.
- From reality itself, learning theory as well as learn English colleagues, I have
some experience in teaching innovation “Applying integrated teaching
methodology to teach some English lessons for students in 12 form at Le Van
Linh high school”. I am myself unable to perform rigidly teaching steps in learned
theory. I want a teaching method that combines what was learned to real teaching
and learning levels of students in accordance with new books.
3.2. Proposal.
In this article there are also defects, there is not much experience, so I know my
problem given limited. However, from a theoretical basis, practice, teaching
purposes as well as the successes and limitations in the implementation of the
subject, to contribute to the teaching of English in general, particularly integrated
teaching methodology to improve somewhat in the language learning process, I
myself have the following practical suggestions.
3.2.1. About the school

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Since this is the environment for learning a foreign language it is imperative that
a separate room exercise discipline according to the characteristics of the subject is
listening skills.
- The electric system must be repaired to ensure the usefulness and safety of use
(not just now listening to the radio power to open that other skills also required).
- Can provide some patterns or pictures, side tables ...
3.2.2 To the colleagues
Maritime cooperation now regularly attend, comments can learn from experience to
improve ourselves more.
Feedback on how each lesson plans, exchange reference books, discuss and
exchange experiences on how to teach.
3.2.3.To the leaders
Need to create conditions for teachers have the opportunity to interact and learn
from experience learning through seminars.
It should be of interest to the foreign language teachers more for peace of mind
in the course of teaching.
Confirmation of the principal

Tho Xuan, 20th March, 2017
I ensure that this topic was written by me.

Hoàng Thị Nguyên

3.13.2*****mmm*** fffFrom thr22. Lesson 2. Lessons learned.
From the teachingexperience I have drawn some experience in
knowledge for teachers to lecture and transmit to students, but rather
a design of activities that Perform during class time to acquire

knowledge, develop competence and personality for the purpose of
education and education of the subject. First, the system of teaching
situations is set out from the objective content of the unit, in
accordance with the nature and level of acceptance of the student.
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Secondly, the system of activities and operations corresponding to
the above situations are arranged by the teacher, organized in a
logical way to guide students step by step approaching, occupying
the lesson in a positive and creative way. ↑ The design of integrated
teaching hours must adhere to the knowledge of relevant subjects. ↑
The project must ensure that the content and structure are unique but
not constrained by a rigid pattern that creates open horizons for
creative exploration in student acceptance scenarios. ↑ The basis for
ensuring the purpose and general requirements of the school. An
integrated teaching project must focus on the design of integrated
situations and, accordingly, complex activities for students to
combine the knowledge and skills of the different disciplines to deal
with The situation in which stu 2. Lesson 2. Lessons learned. From
the teaching experience I have drawn some experience in applying
interdisciplinary integration in teaching subjects in high school as
follows: At present integrated instruction is not an outline of
knowledge for teachers to lecture and transmit to students, but rather
a design of activities that Perform during class time to acquire
knowledge, develop competence and personality for the purpose of
education and education of the subject. First, the system of teaching
situations is set out from the objective content of the unit, in
accordance with the nature and level of acceptance of the student.
Secondly, the system of activities and operations corresponding to

the above situations are arranged by the teacher, organized in a
logical way to guide students step by step approaching, occupying
the lesson in a positive and creative way. ↑ The design of integrated
teaching hours must adhere to the knowledge of relevant subjects. ↑
The project must ensure that the content and structure are unique but
not constrained by a rigid pattern that creates open horizons for
creative exploration in student acceptance scenarios. ↑ The basis for
ensuring the purpose and general requirements of the school. An
integrated teaching project must focus on the design of integrated
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situations and, accordingly, complex activities for students to
combine the knowledge and skills of the different disciplines to deal
with The situation in which students acquire not only the individual
knowledge and skills of each subject, but also the knowledge and
development of the integrated capacity of the subjects involved. ↑
dents acquire not only the individual knowledge and skills of each
subject, but also the knowledge and development of the integrated
capacity of the subjects involved. ↑
during class time to acquire knowledge, develop competence and
personality for the purpose of education and education of the
subject. First, the system of teaching situations is set out from the
objective content of the unit, in accordance with the nature and level
of acceptance of the student. Secondly, the system of activities and
operations corresponding to the above situations are arranged by the
teacher, organized in a logical way to guide students step by step
approaching, occupying the lesson in a positive and creative way. ↑
The design of integrated teaching hours must adhere to the
knowledge of relevant subjects. ↑ The project must ensure that the

content and structure are unique but not constrained by a rigid
pattern that creates open horizons for creative exploration in student
acceptance scenarios. ↑ The basis for ensuring the purpose and
general requirements of the school. An integrated teaching project
must focus on the desi2. Lesson 2. Lessons learned. From the
teaching experience I have drawn some experience in applying
interdisciplinary integration in teaching subjects in high school as
follows: At present integrated instruction is not an outline of
knowledge for teachers to lecture and transmit to students, but rather
a design of activities that Perform during class time to acquire
knowledge, develop competence and personality for the purpose of
education and education of the subject. First, the system of teaching
situations is set out from the objective content of the unit, in
accordance with the nature and level of acceptance of the student.
19


Secondly, the system of activities and operations corresponding to
the above situationoccupycomplex activities disciplines to deal with
The situation in

20