Improving the effectiveness of teaching english to students in grade 12 by applying interdisciplinary integration teaching

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT YÊN ĐỊNH 3

SÁNG KIẾN KINH NGHIỆM

IMPROVING THE EFFECTIVENESS OF TEACHING
ENGLISH TO STUDENTS IN GRADE 12 BY
APPLYING INTERDISCIPLINARY INTEGRATION
TEACHING

Người thực hiện : Nguyễn Văn Long
Chức vụ : Tổ Trưởng Chuyên Môn
SKKN thuộc môn : Tiếng Anh

THANH HOÁ NĂM 2017


CONTENTS
CONTENTS
A. PREFACE
I. Reasons for choosing the theme
1. Basis of theory
2. Basis of practice
II. Aims of the research
III. Objects of the research
IV. Methods of the research
B. CONTENTS
1. Background, the driving force of the solution
1.1. The Multidisciplinary Integration
1.2. Interdisciplinary Integration
1.3 Transdisciplinary Integration

2. Summary of the lessons in the English textbook 12
3. Detailed description of the nature and content of the solution
3.1. Differences
3.2. The novelty of the solution versus the solution that has been
implemented
C. APPLYING THE RESEARCH IN TEACHING
1. Integrated lesson plan with Physical Education
2. Integrated lesson plans with History and Geography
D. RESULTS OF THE RESEARCH
E. CONCLUSION

PAGE
1
1
1
2
3
3
3
3
4
4
4
5
5
5
5
5
10
15

16

2


A - PREFACE
I. REASONS FOR CHOOSING THE THEME :
1. Basis of theory :
It is undeniable that English has become the most popular language in the
world and it is also a popular foreign language in Vietnam as well. At present,
most companies when recruiting all require English proficiency from the
applicants. Therefore, mastering a fluency in English will be of a great
advantage for applying for a job as well as capturing many start - up
opportunities from today's global integration. To keep pace with this common
process requires each student while sitting on high school chairs to attain a
certain level of English to communicate at least at a simple level. Over the past
years, the Ministry of Education and Training has directed the compilation of
many textbooks in the communication approach for students at secondary level.
However, not only do new curriculum and textbooks have higher difficulties,
many new or interesting topics such as Cultural Diversity, Nature in Danger,
Water sports, International Organization, Life in the future…, but they also have
a lot of knowledge related to other cultural subjects such as History, Geography,
Civic Education, Physics, Physical Education and Literature... If the teacher just
only provides students with grammar and vocabulary related to the topic of the
lessons without paying attention to the interdisciplinary integration between the
subjects, the lectures will always become considerably boring and hard to
absorb , students may always feel scared, bored and tired after foreign language
lessons. From the above reasons, as an English teacher with over ten years’
experience, I have continuously been wondering and researching for the
techniques to better the quality of teaching English and I am always anxious to

find which method can make my students feel inspired and have fun with
English lessons so as to improve the quality as well as the effectiveness of my
English lectures. Through my years’ time of teaching English 12 as well as
exchanging, referring to related materials and drawing experiences after each
lecture, I have got an experience initiative entitled " Improving the
effectiveness of teaching English to students in grade 12 by applying
Interdisciplinary Integration teaching ". This experience is drawn from my
research and my real experimental teaching for many years, especially in 2015
– 2016 and 2016 – 2017 school years. With this initiative. I just would like to
help students to apply their knowledge of History, Geography, Literature, Arts
and Science ... in learning English, which makes the lessons more diversified
and interesting. Beside that, students are also able to use their knowledge of
other subjects to broaden their vocabulary and knowledge of English.
Consequently , they find that learning English is always a process of continuous
interaction among subjects.
2. Basis of practice :
As can be seen, English is a rather difficult subject to students particularly
the rural ones. In the high school English curriculum, there have existed a large
number of inter - unitary lessons with different topics that students have studied
in some other subjects such as Geography, History, Physical Education,
3


Biology ..... Nevertheless, most of English teachers are usually only concerned
about giving explanations to vocabulary, instructions to grammatical structures
for students and asking them to do the tasks in the textbook without focussing
on the use of integrated methods to teach. Hence, this results in low teaching
quality and few students with flying colours. To make it worse, students
increasingly lose their interests in learning English and fail to upgrade their
communicative abilities.

By talking and exchanging with colleagues as well as surveying 160
students in classes 12C1, 12C2, 12C6, 12C7 of Yen Đinh 3 High school, I
noticed that the status of teaching and learning foreign languages is as follows :
In terms of teachers’ side, most of the teachers of the school are highly
qualified, enthusiastic in work, eager to learn ... However, some of them are
timid in innovated teaching methods, do not dare to change or redesign
textbooks, have not found many different methods to refresh the solution. In
particular, a small number of teachers also believe that foreign language
teaching is only teaching vocabulary, structures and guiding students how to do
the tasks and exercises so that students will achieve high results in the exams.
In terms of students, Firstly, the 12 th grade students have accessed to three
years of high school program education. They are no wonder strange with the
forms of examination and evaluation that the teachers set. Secondy, they have
deep knowledge of natural resources, environment, society, and political
economy issues both domestically and internationally through such subjects as
Geography, History… Thirdly, in subjects such as Literature, History,
Geography ... they have learned about many subjects integrated in the lessons.
As a result, when it is necessary to combine knowledge of a particular subject
into Foreign Language to solve a problem in the unit, they will not feel
surprised.
According to the survey at the beginning of the year, 65% of students said
that English is a difficult subject, to study this subject well requires students to
learn not only vocabulary and structures but they have also to master other
subjects to integrate the knowledge into English.
From the basis of theory and practice , I find that applying
Interdisciplinary Integration in teaching will help students to develop their
brainstorming, logical thinking and creativity in learning and practical
application. So for myself, in the past few years especially this school year 2016
– 2017, I have boldly applied a number of interdisciplinary integrated teaching
solutions to create interests as well as help students know how to use the

knowledge of other subjects such as History, Geography, Physical
Education… to learn English more effectively.
II. AIMS OF THE RESEARCH :
Studying the theoretical issues of integrated teaching and teaching
practice at secondary schools which will serve as a scientific basis for the
application of integrative teaching in foreign language to students in Yen Đinh 3
High school. This teaching method has not only enabled me to lull most of
students to take part in English lessons actively, enthusiatically and creatively
4


but also creat an exciting atmosphere, raise students’s love for English and other
subjects. This experience initiative has been applied in quite a long time of my
teaching English 12 and I have got considerably hopeful result. Therefore, I
decisively exchange my experience initiative with my collagues.
III. OBJECTS OF THE RESEARCH :
This subject is concerned with ways of
Integration in teaching lessons of English 12.

applying Interdisciplinary

IV. METHODS OF THE RESEARCH :
- Using the text - book English 12 to apply to each lesson .
- Reading reference books to improve.
- Referring related knowledge from other subjects such as : History, Geography,
Civil Education, Physics, Physical Education and Literature...
- Using the soft ware POWERPOINT, pictures and other materials.
- Discussing with other teachers.
- Applying in teaching.
- Observing and drawing out experiences.

B - CONTENTS
1. Background, the driving force of the solution :
Integrative teaching is one of the important principles in teaching. This is
considered a modern teaching concept, to promote the positiveness of students,
while improving the quality of education in the school. Interdisciplinary
integrated learning is a form of exploration of content, intersperse between
subjects, common concepts and thoughts between subjects which are related to
each other. These parts maybe in different subjects but they support each other to
solve situations, phenomena in life. Integration is possibly understood in the
following ways :
- Multidisciplinary Integration.
- Interdisciplinary Integration.
- Transdisciplinary Integration.
1.1. The Multidisciplinary Integration :
Multi - disciplinary approaches focus primarily on subjects. Related
subjects share a content orientation and teaching technique, but each has its own
curriculum. Multidisciplinary integration is conducted in a way that organizes
standards from the subject area centering a topic, a theme, a project, creating
conditions for learners to synthesize the knowledge of the subjects concerned.
There are many different ways to create an integral program of multidisciplinary, and they differ in the degree of integration effort.
1.2. Interdisciplinary Integration :
According to the interdisciplinary integration approach, teachers
organizes the learning activities around common learning content : topics,
subjects, concepts and interdisciplinary skills / subjects. They connect the
5


cabinet in general academic content included in the courses to emphasize the
concepts and interdisciplinary skills. Subjects can be identified, but they give

less importance than the multi-disciplinary approach. Interdisciplinary
integration is also understood as an option in which many subjects related
learning is bundled into a new course with a system certain topics go through
various grades. For example, Geography, History, Biology, Society, Civic
Education, Chemistry, Physics, are integrated into " Social and Environmental
Studies " in the elementary education program in England, Australia, Singapore
and Thailand.
1.3 Transdisciplinary Integration :
With an integrated, cross-curricular approach, teachers organize
curriculum that addresses students issues and concerns. Students develop living
skills as they apply subjects and interdisciplinary skills to the real contexts of
life. The two paths lead to the integration of 6 cross - disciplines : project - based
learning and negotiating the curriculum. From the above, we see integrated
thinking rooted in the basis of science and life. First of all, life is a great
encyclopedia, a great collection of knowledge, experience and method. Every
situation in life is always an integrated situation. It is not possible to solve a
problem and task of theory and practice without using the combined and
coordinated multi - disciplinary skills of many different fields. Integrating in the
school will help students learn smartly and creatively apply knowledge, skills
and methods of a comprehensive, harmonious and sensible amount of
knowledge in solving various and new situations in modern life.
2. Summary of the lessons in the English textbook 12 :
English textbook 12 has 16 units ( currently reduced to 2 units - Unit 7
and Unit 9 ). Corresponding to 16 lessons is 16 topics. Different topics are quite
familiar and close to other subjects ( eg : Unit 1 - Home life, Unit 3 - Culture
diversity, Unit 4 - School Education System, Unit 5 - Higher Eduction, Unit 11
- Books… contain knowledge content close to Literature and Civic Education,
the theme of Unit 10 - Endangered species is related to Biology, the topics of
Unit 12 - Water sports and Unit 13 - The 22 nd SEA Games have the same
background with Physical Education, and the topic of Unit 14 - International

Organizations shares the background knowledge with History and Geography.
3. Detailed description of the nature and content of the solution :
3.1. Differences :
Teaching foreign languages through the integration of background knowledge of
other subjects such as History, Geography and Physical Education…
From the actual teaching, I have drawn some experience in applying
interdisciplinary integration in teaching subjects in high school as follows.
- The integrated teaching lesson plan is not an outline of the ways to
teach for teachers to lecture the classes, transmission imposed for students but a
design of activities, steps to organize for students to perform during class time to
acquire knowledge, develop capacity and personality for the purpose of
educational purposes of the subjects.
6


- A good design should consist of two components. First, the system of
the teaching situation is set out from the objective content of the unit,
appropriate with the nature and level of acceptance of the students. Second, the
system of activities animated, manipulated correspond to the above situations by
the teachers’ logical arrangement so as to guide students step by step access and
master the lessons in a positive and creative way.
- The integrated instructional design lesson must be embedded in the
content of knowledge of related subjects.
- It is essential that teachers should ensure the specific content and
structure but not squeeze into a rigid patterns that creates open horizons for
creative exploration in the student's alternatives on the basis of ensuring the
purposes and general requirements of the school.
- Integrated teaching should focus on designing scenarios integration and
corresponding activities are complex ones for students to use coordinate the
knowledge and skills of the different disciplines into the process available

situations in which students not only gain knowledge and skills of each subject
separately but also master the knowledge and develop the integrated capacity of
the related subjects.
3.2. The novelty of the solution versus the solution that has been
implemented :
Bringing concrete integrated activities to each of the following types.
The following integrated curriculum lessons are taught in 12th grade in
Yen Đinh 3 high school in the school years 2015 – 2016 and 2016 – 2017.

C - APPLYING THE RESEARCH IN TEACHING
1. Integrated lesson plan with Physical Education :
UNIT 12. WATER SPORT
Lesson 1: Reading
I. Aims : Reading a passage about water polo.
II. Objectives : By the end of the lesson, students will be able to :
1. Knowledge :
- Be updated a new sport – water polo
2. 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, ...).
3. Education :
- 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.
7

- Be aware of the importance of the applying integrated knowledge of
different subjects in learning English effectively.
III. Teaching aids :
- Lesson plan
- Pictures, video clips about water polo.
- Projector
IV. Procedure :
Teacher’s activities
Students’ activities and Lesson contents
- Integration of other
→ Applying Physical Education knowledge
subjects in teaching
to guess the name of the lesson and the
English.
content of the reading passage.
I. Warm up :
I. Warm up :
* Questions :
1. Look at these pictures and tell me what
type of sport it is.

- T shows Ss pictures of
some sports and ask Ss to
tell the type of sport.
- Lead in the topic of the
lesson : WATER SPORT

- Lead in the new lesson :

Today we are going to
learn about Water sports.

2. Look at these pictures and match with the
suitable sport ( Water polo or Football).

- 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)

8


Integrating the knowledge
of Physical Education.

* Expected answers :
- Football : 1, 4, 6
- Water polo : 2, 3, 5
II. Before you read :
→ Applying Physical Education
Ask Ss to watch a video
knowledge to watch video clip and
clip and answer some
analyze the scences to give the Vietnamese
questions. ( T teaches some names for the words.
vocabularies)

II. Before you read :
Watch video clip and answer some
questions.
+ Where is water polo
* Vocabularies :
played ?
- pool (n) : bể
+ Do people play it by hand - cap (n) : mũ
or foot ?
- goal (n) : khung thành, gôn
+ How do people
- vertical post (n) : cột dọc
distinguish the players ?
- crossbar (n) : xà ngang
+ Can you use some words
- goalie (n) : thủ môn
to
- opponent (n) : đối phương
describe about water polo ? - foul (n) : phạm luật
- Call on a student to speak
- minor (a) : nhỏ # major (a): lớn, quan
out the answers.
trọng
- penalize (v) ~ punish : phạt
III. While you read :
- eject (v) : đuổi ra
( In this part, teacher asks
- tie (n) ~ the same score : trận hoà
students to read the passage - referee (n) : trọng tài
in the textbook and do the

tasks – using the typical
III. While you read :
method of foreign language
teaching to teach )
* Task 1 : Ask Ss to work
in pairs, match the words in
column A with their
meanings in column B.
- Work in pairs, match the words in column A
with their meanings in column B.
- Check the answers with the
whole class.

A
1. opponent

B
a. to make someone leave a
9


2. penalize
- Feedback and give correct
answers.

3. eject
4. foul

* Task 2 : Complete the
sentences, using the

information from the
passage.
- Ask Ss to open their books,
scan the passage and do the
task.
- Call Ss answer before the
class.
- Check up and give
feedback.
* Task 3 : Ask and answer
the questions.
- Ask Ss to read the
passage, find information to
answer the questions.
- Go around and help Ss if
necessary.
- Call Ss answer the
questions.
- Give feedback.

IV. After you read :
* Integration : To do this
task, Ss have to apply the
knowledge of Physical
Education and their
understanding about
football.
- Ask Ss to work in groups.
Complete the table to
compare football and

5. tie

game.
b. an action in sports that is
agaist the rules.
c. to punish a team or player
who breaks the rules.
d. a situation in a game
when two teams have the
same scores.
e. someone who tries to
defeat another person in a
competition.

+ Suggested answers :
1- e
2- c
3- a

4- b

5- d

- Read the passage and find information to do
the task.
- Change the answers witheach other.
+ Expected answers :
1. 1.8; 30 metres; 20 metres
2. white caps; blue caps; red caps with the

number 1 in white
3. their own goal lines
4. holding or punching the ball.
5. five to eight minutes.
- Read the passage and do the task.
+ Expected answer :
1. People can play it in a pool.
2. It is in the centre of the pool.
3. The ball can be advanced by passing with
one hand or swimming with the head above the
water and the ball between the arms so it rides
on the wave created by the swimmers’s head.
4. Only the goalie can hold/ is allowed to hold
the ball with both hands.
5. The player is ejected after commiting five
personal fouls.
IV. After you read :
- Work in groups. Complete the table of
comparision.
10


water polo using the
following suggestion.
+ places to play
+ number of players
+ main rules
+ length of game
- Encourage Ss to find
as much information as

possible.
- Call on some students
to present in front of
the class.

V. Homework :
- Ask Ss to learn new
words and write a
paragraph to compare
football and water polo.

- Work in groups
Place to play
Number of
players
Length of
game

Football
Water polo
on the ground in a pool
11 players

7 players

There are 2
parts. Each
part lasts 45
minutes

There are 4
parts. Each
part lasts
from 5 to 8
minutes
- Be played
by hands.
- The player
is ejected
after
commiting
five personal
fouls.

- Be played
by foots.
Main rules

- The players
who break
the rules will
be ejected.

V. Homework :
- Learn new words
- Write a paragraph to compare football and
water polo.
2. Integrated lesson plans with History and Geography :
UNIT 15 - WOMEN IN SOCIETY
Lesson 4: Writing

I. Aims : Writing a passage to describe a chart.
II. Objectives : By the end of the lesson, students will be able to :
1. Knowledge : - Write a passage to describe a chart.
2. Skills : - Develop writing skill through writing a report describing the
information shown in the column chart
3. Education :
- 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.
III. Teaching aids :
- Lesson plan
- Pictures.
- Projector
11


IV. Procedure :
Teacher’s activities
- Integration of other subjects
in teaching English.
I. Warm up :
- T shows Ss pictures of
some charts and ask Ss to
tell the name.

Students’ activities and Lesson contents
→ Applying Geograpphy knowledge to
guess the name task of writing.
I. Warm up :

* Questions : Look at these pictures and tell
me what they are.

- Lead in the topic of the
lesson : Describing a chart
- Lead in the new lesson :
Today we are going to learn
how to describe a chart.
* Expected answers : They are charts
II. Before you write :
II. Before you write :
- Ask Ss to hand in their
- Hand in the homework.
homework ( Work in groups to * Outline :
collect a chart description
 Topic sentence : tells what the chart is
learned in Geography )
about, what is the time, the location and what
is being described.
- Structure : The chart shows/ describes/
presents/ illustrates .........................
- Ask Ss to look at the handout  Supporting sentences :
and give the outline based on
 A sentence that sums up the general trend.
the geography knowledge.
Structure: As can be seen from the chart, ...
 Sentences that describe the chart in detail.
- Structures to describe proportion :
- Chiếm tỷ trọng cao nhất/ thấp nhất :
make up the largest/ smallest percentage/

proportion/ amount contribute the largest/
- Ask Ss to point out some
smallest percentage / proportion / amount
words used in describing chart.
- tăng/ giảm nhẹ/ manh :
+ There was a slight / sharp decrease/
increase in
+ ....... fell/ decreased/ increased slightly/
sharply.
 Concluding sentence : (optional)
summarises the main points or draws a
relevant conclusion.
III. While and after you
III. While and after you write :
write : ( Teacher use the
12


typical method of foreign
language teaching to teach )
Task 1 :
- Have sts read task1.
- Introduce sts how to do
exercise and explain some new
words.
- Ask sts to work in pairs to
look at the chart and answer
the questions.
- Go around and help when
necessary.

+ Provide new words or the
way to describe.
- Call sts to present their
answers orally.
- Correct.

Task 2 :
- Ask sts to read task 2.
- Explain and guide Ss to do
the exercise.
- Provide some connectors.
- Ask Ss to work in group of 4
to write a report describing the
information shown in the
column chart in Task 1 on the
extra board.
- Go around to check and help
sts when necessary.

Task 1 :
- Listen carefully.
- Pairwork.
- Answers :
1. In general, married women do more
housework than men do.
2. They have to do more housework when
they have more children.
3. Married men have to do less housework
when they have more children.
4. Married men and women without children

spend 20 and 30 hours on their housework
per week respectively.
5. It takes men and women with one or two
children 15 and 50 hours respectively to do
their housework every week.
6. They are 10 and 55.
7. Married men should spend more time
sharing the housework with their wives.
Task 2 :
- Whole class.
- Listen carefully.
- Work in groups to write a report describing
the information shown in the column chart in
Task 1.
The column chart illustrates the average
hours of housework per week done by
married women in comparison with married
men…

UNIT 16 - THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Lesson 1: Reading
I. Aims : Reading a passage to get to know about the Association of Southeast
Asian Nations ( ASEAN ).
II. Objectives : By the end of the lesson, students will be able to :
1. Knowledge : - Be updated their knowledge about ASEAN in English.
13


2. Skills :
- Understand and interpret the information in the text by analyzing the map and

answering questions.
- Enhance reading skills through True-False, Table Completion and Gapfilling
exercises.
- Guess the meanings of the words from the contexts.
- Skim for main ideas.
- Scan for specific information.
3. Education :
- Apply the knowledge of Geography to learn English, especially to analyze the
map to answer questions.
- Be aware of the importance of the applying integrated knowledge of different
subjects in learning English effectively.
III. Teaching aids :
- Lesson plan.
- Pictures, map and handout.
- Projector.
IV. Procedure :
Teacher’s activities
Students’ activities and Lesson contents
- Integration of other
subjects in teaching
English.
I. Warm up :

→ Applying Geography knowledge to look at
the map to find out places.
I. Warm up :
- Look at this logo and answer the questions :
1. Which organization is this ?
2. What does ASEAN stand for ?
3. Do you know anything about ASEAN and

Southeast Asian Nations ?

- T shows Ss the logo of
ASEAN ask Ss to give the
name of this organization.

- Lead in the new lesson :
Today we are going to learn

* Expected answers :
1. It is ASEAN.
2. It stands for The Association of Southeast
Asian Nations.
3. Yes, we do.

14


about ASEAN ( The
Association of Southeast
Asian Nations )
Integrating the knowledge
of Geography and History.
II. Before you read :
* Activity 1 :

→ Applying Geography and History
knowledge to find out the Asian countries, the
years they took part in ASEAN and the major
economic branches in ASEAN.

II. Before you read :
* Activity 1 :

- Show a map and ask Ss to
find out the ASEAN
countries.

- Encourage Ss to point at
the map and call the names
of ASEAN countries.
- Ask Ss to tell the
participation years of
ASEAN countries.
* Activity 2 :
- Ask Ss to name major
economic branches in
ASEAN contries ( based on
the knowledge of geopraphy
)

* Expected answers :
1. Laos (1997)
2. Myanmar (1997)
3. Thailand (1967)
4. Vietnam (1995)
5. Cambodia (1999) 6. Philipines (1967)
7. Brunei (1984)
8. Malaysia (1967)
9. Singapore (1967) 10. Indonesia (1967)
* Activity 2 :

Name major economic branches in ASEAN
contries ( based on the knowledge of
geopraphy and given pictures ).

- T can give some suggested
pictures.
( Ss can speak in English or
Vietnamese )

15


- T teaches some new words.

- Check the answer with the
whole class
- Feedback and give correct
answers.
* Activity 3 :
- T divides Ss into small
groups of 4.
- T distributes
the handout and gets Ss to
complete the table.
- Then T calls different
groups to present their
answers.
* Lead in the reading
passage : to check your
information is True or False,

let’s read the passage about
ASEAN in page 173.
III. While you read :
( Teacher use the typical
method of foreign language
teaching to teach )
* Task 1 : - Ask Ss to read
the text and then compare the
information in the text with
their handouts.
* Task 2 : Decide whether
the following statements are
true (T) or false (F)
- Ask Ss to say T or F and
explain for their choices.

* New words :
- finance (n) : tài chính
- trade (n) : thương mại
- agriculture (n) : nông nghiệp
- forestry (n) : lâm nghiệp
- tourism (n) : du lịch
- transportation and communication (n): giao
thông vận tải
- energy (n) : năng lượng
* Activity 3 :
- Handout : Use your Geography and History
knowledge to complete this table about
ASEAN (Ss may write in English or
Vietnamese )

Time
Events
th
8 August
1967
1984
1995
1997
1998
1999
2020
III. While you read :

* Task 1 :
- Read the text and compare with your table
(handout) to check your answer.
* Task 2 :
- Work in groups to decide if the statements are
true (T) or false (F)
* Keys :
16


- Give feedback.
* Task 3 : Comprehension
questions

1. T
2. F
3. F

4. T
5. F
6. F
* Task 3 : - Work in groups, read the passage
carefully to answer the questions.
* Suggested answers :
1. The five original member countries, namely,
Indonesia, Malaysia, the Philippines,
Singapore and Thailand.
- Ask Ss to work in groups to 2. The two main goals of the Association are to
answer the questions
accelerate the economic growth, social
progress and cultural development; and to
promote peace and stability through respect for
justice and the rule of law in the relationship
among countries in the region.
3. It was about US$ 1405 billion.
4. It was adopted in 1998.
5. It includes trade, investment, industry,
services, finance, agriculture, rural
development, forestry, energy, transportation
and communication, science and technology,
small and medium enterprises, and tourism.
IV. After you read :
IV. After you read :
*Integration : To do this
- Look at these flags and name countries and
task, Ss have to apply the
their capital.
knowledge of Geography.

- Ask Ss to look at some
flags and name the
countries and their capital.
- Call some students to
write the answer on the
board and check the whole
class.

D - RESULTS OF THE RESEARCH
To check students’ learning outcomes by topics, after each lecture I
usually give students a short " Test " on the content of the lessons they have just
learned in class. To test results, evaluate the most accurately, I carried out testing
students in four classes ( two classes are subjectively taught , the rests are not )
• Specific results :
Classes follow project
Classes do not follow project
(12C6, 12C7)
(12C1, 12C2)
Talent Good Medium Weak Talent Good Medium Weak
Unit 12
Reading

39%

38%

23%

0%

15%

33%

24%

28%

Unit 15
17


Writing

38%

40%

22%

0%

13%

37%

29%

21%

Unit 16
Reading

43%

37%

20%

0%

12%

35%

32%

21%

From the above results, it can be seen that the application of teaching
methods of integration into foreign language teaching has yielded higher results
than traditional teaching methods. That motivated me to constantly strive bad
luck to always achieve higher results in teaching. Together with the application
of this method to teaching English for 12 th grade students, I was strongly eager
to participate in the contest " Using inter - disciplinary knowledge to solve the
practical situations ” and “ High School Integrated Teaching Contest ” organized
by Thanh Hoa Department of Education as well as by the Ministry of Education.
In school year 2015 – 2016, I was awarded National and provincial consolation
prizes . In school year 2016 – 2017, I was given the 3 rd provincial awards and
had a chance to be submitted to the national exam. In addition, over the year

-end survey over 62 students surveyed at the begginning of the school year gave
me a surprising result. At first 65% of students said that learning English does
not need to integrate with other subjects, by the end of the year 100% of children
all assert that integrating other subjects into the English language helps them
remember the words easily and get closer to the lesson's information. Moreover,
they have found that teacher transformed and designed the activities in the
textbook make them more motivated and interested in learning, they often look
forward to what they are going to experience through what activities.
It can be concluded from the results that the application of the teaching
methodology above is appropriate, I realize that students are more eager and
excited during English lessons. The results show that this initiative is highly
feasible and can be applied not only to students in the same class at Yen Đinh 3
High school but also widely applied to high school students in the province.

E - CONCLUSION
From the results of my study, I found that when teaching by
interdisciplinary integration :
Teachers will have to add a lot of knowledge to complement the lively,
easy - to - remember lessons, enhance their thinking skills and apply knowledge
to solve real problems. Interdisciplinary teaching is the identification of content
related to two or more subjects to teach, avoiding the repeated re - learning of
the same content in different subjects. That requires the teachers to constantly
improve professional knowledge and fast update. This program encourages
teachers to create, deliver subject - based teaching, topics that cover a wide
variety of subjects and are closely linked to practice. In addition, it has
contributed to the reform of teaching organization, innovation in teaching
methods, renovation of teaching techniques, evaluation of learning outcomes,

18

enhancement of the use of teaching equipment and exchanges and exchanging
experiences among teachers.
For students, the subject of interdisciplinary integration is practical, so
lively, attractive to students, has the advantage of creating motivation, interests
in learning for students. Learning the subject of interdisciplinary integration,
students are strengthened to use their knowledge integrated in solving practical
situations, less memorized knowledge mechanically. It is more important that
interdisciplinary topics help students avoid repeating the same content multiple
times in different subjects, both overloaded, boring, and without knowledge.
General as well as the ability of the application of knowledge integrated into
practice.
Thus, through integrated teaching, I find that not only are students more
interested in learning, but they are also more effectively, helping them become
more confident in learning English, but they also gain more knowledge about
other subjects. Although hard, but I'm glad that the quality of teaching is
improved, students have the basis to do, say, think easier.
In the renovation period of teaching methods, there have existed a wide
range of techniques used to improve the quality of teaching and studying. From
my years’ time of experience, accessing to a various number of positive and
advanced teaching methods and techniques, I myself have drawn a productive
technique of applying Interdisciplinary Integration in teaching English 12 . In
this method, I realized most students worked harder, expressed more ideas,
became more active and interested in the lessons and especially had more
satisfactory results despite the fact that they are the students of Yen Đinh 3 - a
mountainous high school.
Above is my experience initiative, although I have tried, I can not avoid
the shortcomings and I am looking forward to be supported the contributions
and suggestions from my colleagues to improve my project.
LEADER’S CONFIRMATIONS

( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ )

Thanh Hoa, April, 16 th 2017
I strongly ensure this is my own work
without copying from any other’s
Writer

Nguyễn Văn Long

19


REFERENCE BOOKS
1. Teaching and Learning in the Language Classroom ( written by Tricia
Hedge - 2008 - Cambridge University Press ).
2. Practical English Usage ( written by Michael Swan).
3. A course in language teaching - Practical and Theory ( written by Penny
Ur - Cambrige University Press.
4. English Language Teaching Methodology ( edited by Hanoi university ).
5. Practical handbook of language teaching ( written by David Cross ).
6. Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung
).
7. English textbook 12.
8. English teacher book 12.
9. Sách thiết kế bài giảng Tiếng Anh 12.
10. Sách giáo khoa Lịch sử 11, 12.
11. Sách giáo viên Lịch sử 11, 12.
12. Sách giáo khoa Địa lí 10, 11, 12.
13. Sách giáo viên Địa lí 10, 11, 12.
14. Sách giáo khoa Giáo dục công dân 10, 11, 12.

15. Sách giáo viên Giáo dục công dân 10, 11, 12.
16. Sách giáo khoa Thể dục 10, 11, 12.
17. Sách giáo khoa Sinh học 10, 11, 12.
18. Sách giáo viên Sinh học 10, 11, 12.
19. ?

20