SKKN tieng anh 8 năm

A. BACKGROUND
1. THE REASON OF CHOOSING THE STUDY.
Nowadays, English has played an important in our life and it has been
considered as the international language all over the world. In the context of
further international integration, Teaching and learning English are greater and
greater significance. accordingly, a good command of English and great success
gained in putting English in action definitely enable you to improve your own
status and position in the eye of international friends. Generally, English is
widely considered the most popular language on the globe, at the same time it is
the key to the world. For the businessmen circle, English is regarded as the tactic
for every potential achievement.
About all, English absolutely raises its voice on every aspect of daily life.
It is not only a compulsory subject in educational setting at any level, but also
been developed into an all-round critical communicative tool. Thus, it is more
increasingly important to determine which English study approach is the most
effective.
In fact that once learning approach has been mis-executed, we probably
face bigger challenges in achieving planned goals as a result. As a rule, Teaching
and learning English are interrelated. In setting of further global integration, the
Vietnamese education has been changing basically and the teachers are very
important volunteers in this. They play the role as the guider for students during
their English acquisition. In the spirit, teacher’s traditional function, known as
pure teaching performance, should be taken into consideration.
There is a demand in integrated teaching approaches in which social or
natural science subjects (Literature, Fine arts, Biology, Geography, Civic
education are integrated into one subject. Base on it, students are taught how to
perform information, collection, processing and assessment, thereby well
applying acquired knowledge to their real situations of daily life.
Integrated teaching can be performed in the scope of one unit, one theme,
or one certain period in class. In the period of this topic, I have made most use
of inter-subject knowledge acquired in order to enable students to well deal with

improving their knowledge and protecting our environment. Therefore, the
performance of the topic of study on the period 34 UNIT5: FESTIVALS IN
VIETNAM Lesson 1: GETTING STARTED (ENGLISH 8) is in need of intersubject teaching involved in subjects as follows:
* Literature:
Students use their knowledge to write about the festivals in Viet Nam.
* Geography:
Educating students understand the festivals in Viet Nam . They must
understand about the importantance of tourism in developing Vietnam’s
ecomony
(Unit 15: Commerce and Tourism - Geography grade 9)
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(Unit 38: To comprehensively develop the economy and protect the
environment and marine resources (part 2: Sea island tourism) )
* Fine art:
Guiding students draw some pictures about some famous festivals in
Vietnam.
* Civic education:
Understand how to keep and preserve the festivals in Viet Nam
Being a teacher in the current situation, I am well aware of greater
significance of integrated teaching approaches in dealing with potential
problems in each subject, facilitating students to have further understanding of
every aspects of the subject involved. Integrated teaching helps students bring
into full play their own thinking and creativity in knowledge acquisition and
application in reality. In the sprit, I would like to express certain experiences in
integrated teaching in the topic:
EDUCATING STUDENTS IMPROVES THEIR KNOWLEDGE TO KEEP
AND CONSERVE THE FESTIVALS IN VIET NAM THROUGH
INTERGRATED TEACHING PERIOD 34

“English 8-Unit 5- FESTIVALS IN VIETNAM
PERIOD 34: GETTING STARTED
2. RESEACH PURPOSES.
In fact that once learning approach has been mis-executed, we probably
face bigger challenges in achieving planned goals as a result. As a rule, Teaching
and learning English are interrelated. In setting of further global integration, the
Vietnamese education has been changing basically and the teachers are very
important volunteers in this. They play the role as the guider for students during
their English acquisition. In the spirit, teacher’s traditional function, known as
pure teaching performance, should be taken into consideration.
There is a demand in integrated teaching approaches in which social or
natural science subjects (Literature, Fine arts, Geography, Civic education are
integrated into one subject. Base on it, students are taught how to perform
information, collection, processing and assessment, thereby well applying
acquired knowledge to their real situations of daily life.
3. OBJECTIVE OF STUDY.
Objective of study includes thirty-eight students of class 8A at Dong Tien
Secondary School, Dong Son District, Thanh Hoa Province.
4. RESEARCH METHORDS.
1. Research documents
2. Fact- finding
3. Consult colleagues
4. Statistical review.
B. PROBLEM SOLVING
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I. ARGUMENTATIVE BASE OF THE ISSUE.
In the current process of national industrialization and modernization,

further international integration is of greater significance. In the spirit, our State
and Party have reaffirmed the policy “Education is National Top Priority”,
English has been paid more and more attention and listed in the compulsory
educational curriculum
In fact, English is open to all learners at any level, but it requires
reasonable learning approaches and know- haws for truly great effectiveness, In
other words, how to learn English well is an issue of much interest.
About all, Learning English requires all learners to make ultimate selfmotivation, which drive them to be patient determining specific goals within a
certain period of time. What is learning English for? Just be well aware of
individual goals, like foreign business communication, abroad traveling,
tourism, or overseas learning, and so on ... Once specific goals have been set and
determined, best learning English approaches are probably found out. The same
can be said about English teachers. Thus, integrated teaching should be soon
taken into consideration, mostly because it enables students to precisely acquire
knowledge, skills and positive attitudes, at the same time integrating all of them
into real social situations, as well as inspiring them to learn English and lead
meaningful lives.
II. REAL SITUATION OF THE ISSUE.
Teaching and learning English at Dong Tien Secondary School are facing
a great number of issues, caused by certain things as follows:
1. STUDENTS AND THEIR PARENTS.
A certaion number of students and their parents are not clearly aware of
English significance. As the result, students take little interest in learning
English, while their parents pay no attention to their children’s performance at
school.
A contingnet of students take no notice of their lessons due to chatting;
inattention in teachers’ performance, as well as distraction caused by outersocial factors like online games, social networks and teenager tendencies ...ect.
Also, students generally show signs of laziness and poor awareness of
self-study. They frequently forget to review lessons, do homework and make
preparations for new classes. In addition, they fail to balance their interests in

their life. Many students have lost their Englsih background, that is proven via
the outcome of school year beginning placement test.
2. TEACHERS.
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Regarless of numerous efforts made during their lessons, namedly
diversified teaching approaches aimed at further students mobilization, eventual
result are to some extent limited. Teachers fal to apply their favourite teaching
approaches to all lessons. It is partly because of overloaded coursebook content,
over-sized classes, poor student background, and poor awareness of selfimprovement. As the result, teaching English outcome has failed to meet the
demands up to now.
3. ENGLISH CURRICULUM.
In spite of its further attraction in content, the English curriculm, in fact, is
much more difficult, therefore, acts as a huge challenge to students of poor
background. Apart from it, English is in close connection with other subjects in
the over-all curriculum at secondary school level. Thus, it requires learners a
certain level of background which ensures them a relatively performance at
school. In reality, a lot of students fail to keep face with the curriculum and
eventually are left behind.
III. SOLUTION
1. INTEGRATED TEACHING WITH SUBJECTS.
In some cases, the allocation of English content in each period is to some
extent uneven. Some Englsih content can not be dealt with in just forty five
minutes as scheduled, time for further practice of grammar points is in fact
limited, theachers are forced and riven to adjust their own teaching approaches
that are much more in line with such new situation. At the same time, new goals
are set, as the resutl, one of new teaching apptoaches is taken into consideration
in my topic, namely English- Literature- Fine Art- Civic Education intergrated
teaching. It is as follows:

* ENGLISH:

Teaching vocabularies about “FESTIVALS IN VIET NAM ”, Introducing
some information about the festivals in the lesson and things students should
conserve some famous tourist destanations. Giving the pictures about the
festivals in Viet Nam.
* LITERATURE:

Students use their literatural knowledge to write about the festivals.
* GEOGRAPHY:

Educating students understand the festivals in Viet Nam . They must
understand about the importantance of tourism in developing Vietnam’s
ecomony
4


(Unit 15: Commerce and Tourism - Geography grade 9 and Unit 38:
To comprehensively develop the economy and protect the environment and
marine resources (part 2: Sea island tourism))
* FINE ART:

Guiding students draw some pictures about some famous festivals in
Vietnam.
* CIVIC EDUCATION:

Unit 15: Protection of cultural heritage – Civic education 7
2. PROCESS OF INTEGRATED TEACHING
1. WARM-UP: Kim’s game (4ms)
- Teacher guides students how to play Kim’s game; Notes them to use

their knowledge about the festivals in Viet Nam to play game.

- Divide the class into 2 groups, show the pictures and guide them to play
a game
- Give feedback and introduce the content of the new lesson. (May be ask
more questions)
? Do you know any festivals?
- Give some festivals such as: Giong Saint festival, Huong pagoda
festival, Hung Kinh festival.....
- Present the new lesson:
-> As we know Festivals play an important role in our daily life. So
today we will talk about the festivals in Viet Nam. Let’s start!
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Guessing
+ Where are Duong and Peter ?
+ What are they doing
+ What might they be talking about?

- Ask students to look at the pictures in Getting stared and guess the
answers.
2. PRESENTATION:

2.1- Vocabulary:
Introducing some new words about the environment and vocabularies
related the lesson:
* Vocabulary (4ms)
+ Ceremony (n): nghi lễ
+ Oriental (adj): người Phương Đông

+ Royal court music: nhã nhạc cung đình
+ Reunion (n): đoàn kết
+ Regret (v): hối hận
+ Carnival (n): lễ hội (hoá trang)
- Procession (n): đám rước
- Check the new words by matching words.
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- Ask a question:
? Have you ever taken part in any festivals?If yes, What activities do
you like best?
2.2. Read the text and tick true (T) or false(F) (5ms)
* Reading

- Present the text’s content and asks to do True – False quiz.
- Have students give their guess.
- Ask to read the conversation silent quickly then give the feedback.
- Ask to do guess which statements are true or which are false.
- Give the help if they have difficulties.
- Give the feedback.
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Teacher asks students to say their prediction before the class.
2.3- Read the conversation again and answer the questions: Ask
students to play game: “Lucky pictures”

- Divided class into 2 groups, show the game and guid them to play it by
answering the 5 questions.

- Ask the teams to answer the questions which they choose.
- Note to use the knowledege about Geography they have learnt to answer
the questions.
- Give feedback on the screen.
2.4- Can you find the following expressions in the conversation? Try
to explain their meaning and make short conversations (5ms)

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3. PRACTICE

3.1. Use the words from the box to label the pictures.
- Ask students to work in individually to match the words with the
siutable pictures.

- Give feedback.
3.2. Activity 4: Match the words with the pictures of festivals.

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- Have students do the exercise 3 in individually.
Intergrate with Goegraphy 9: Unit 15: Commerce and Tourism
Our country is rich in natural tourism resources and humanities
tourism resources (architectural works, historical monuments, traditional
festivals, traditional craft villages, folklore, ..) in many places. Famous
destanations have been recognized as world heritage.
+ Please identify on Vietnam schema some famous tourist centers?

3.3. Match the festivals in 3 with their descriptions
- Ask students to match the festivals with their descriptions
- Give feedback

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4. PRODUCTION

- Ask students a question “ What are these festivaks called?”
- Suggest talking something about these festivals
- Note to use the knowledege about History, Geography (being prepared)
to present their ideas.
- Remark and give marks for good speech.
4.1. Studetnts work in groups (Integrated Civic Education)
4.2. Studetnts’ postres and drawing (Integrated Fine Art)

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3. TEACHING PLAN.
Period 34
UNIT 5: FESTIVALS IN VIET NAM
Lesson 1: GETTING STARTED
I OBJECTIVES:

1. Knowledge: After finishing the lesson, students will be able to:
+ Understand the information about the festivals in Viet Nam.
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+ Apply interdisciplinary knowledge of subjects, such as History,
Geography, Literature,.... (Being prepared) to carry out the the duties of the
lesson topic.
* Vocabulary: - Ceremony (n), oriental (adj), royal court music, reunion
(n), regret (v), carnival (n), procession (n)
* Reading: Read to find the main information and answer the questions
relate the lesson topic.
* Speaking: Discuss about the festivals in Vietnam
* Writing: Write a passage about Hung Kinh festival, Huong pagoda, Lim
festival. (About 70-100 words).
2. Skills:
+ Working individually;
+ Working in groups;
+ Collecting information, analyze the pictures;
+ Contacting reality;
+ Giving a talk and a passage;
+ Learning positively and proactively;
+ Supporting life skills.
3. Attitude:
- Students have attitude to love, respect and pride of our country ’s
festivals.
- Student need to have competence to apply interdisciplinary knowledge
of subjects, such as History, Geography, Literature,... Then they know how to
use the English language to present the information about the Vietnamese
festivals which they can solve through different activities.
II. TEACHER AND STUDENTS’ PREPARATION:

1. Teacher
- Projector, loudspeaker and computer connect to teaching plan of

powerpoint.
- Recording equipment, a camera.
- Pictures and information about some countries’s festivals in Vie Nam.
- Language games: “Lucky Pictures, Kim’s game”
2. Students:
- Searching information about some countries’ festivals in Viet Nam.
- Some posters, markers to work in groups.
III. PROCEDURE

STAGES
Warm-up
(3.m)

CONTENTS
Getting started: Kim’s game

ACTIVITIES
Group

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Individually
* Ask students to work in group and match them.
* Call on some Ss to say their answers before the
class.
Presentation 1. Vocabulary.
+ Ceremony (n): nghi lễ
(17.m)
+ Oriental (adj): người Phương Đông

+ Royal court music: nhã nhạc cung đình
+ Reunion (n): đoàn kết
+ Regret (v): hối hận
+ Carnival (n): lễ hội (hoá trang)
- Procession (n): đám rước
* Ask students to repeat in chorus and individual
* Checking vocabulary.
Order students to match the words with their
meanings
* - Present the new lesson:
-> As we know Festivals play an important role
in our daily life. So today we will talk about the
festivals in Viet Nam. Let’s start!

Whole-class

Whole-class
Pair

Pair

2. Prediction: Read the text and tick true (T) or
false(F)
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Give the
guess

- Have students give their guess.

- Ask to read the conversation silent quickly then
give the feedback.
- Ask to do guess which statements are true or
which are false.
- Give the help if they have difficulties.
- Give the feedback.
3. Read the conversation again and answer the
questions: Ask students to play game: “Lucky
pictures”

Play the
game
4. Can you find the following expressions in the
conversation? Try to explain their meaning and
make short conversations (5ms)

Practice
(15.m)

- Ask students to find out the expressions in the
conversation and guess their meaning and make
conversations by using these expressions
1. Use the words from the box to label the
pictures.(P.49)

Role – play
Students to
do exercise

15

-Ask students to work in pairs to match the words
with the siutable pictures.
- Give feedback
2. Match the words with the pictures of
festivals.
* Intergrate with Goegraphy 9: Unit 15:
Commerce and Tourism
Our country is rich in natural tourism
resources and humanities tourism resources
(architectural works, historical monuments,
traditional festivals, traditional craft villages,
folklore, ..) in many places. Famous destanations
have been recognized as world heritage.
+ Please identify on Vietnam schema some
famous tourist centers?

Pair

Individually

Individually

3. Match the festivals in 3 with their
descriptions
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- Ask students to match the festivals with their

descriptions.
- Give feedback
* * Integrate with Civic education grade 7
Unit 15: Cultural heritage protection
- What is intangible cultural heritage?
- Can you name some intangible cultural
heritage that you know?
em biết?

Production
(8.m)

Speaking:
* Asks students to look at the pictures and answer
the questions “ “ What are these festivaks called?”
- Suggest talking something about these festivals
- Note to use the knowledege about History,
Geography (being prepared) to present their ideas.

Homework
(2.m)

Work
individually

- Remark and give marks for good speech
1. Write a passage about the festival that you like
best.”(about 70-100 words).

- Work

individually
- Work
individually
Whole-class

2. Prepare new lesson Unit 6; Speak
IV. TEST RESULT.
Following a period of experiment teaching performance in class 8A, at
Dong Tien Secondary School, I realize that all of students have got much more
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excited about learning English. They are more eager to take part in the lesson.
Also, the weaker feel no longer worried and hesitated about proving themselves.
generally, all the students have got engaged in all possible exercises during the
lesson.
Via the period, students are well aware of learning English significance in
mastering core knowledge, getting updated information for better English
communicative activities, as well as protecting our environment, also improving
competence in performing English or Vietnamese text. In addition, further
progress has been also made via making charts or pictures related to the lesson
content.
Test results after the lesson
1. Quick test
Dưới 5 điểm

5 điểm

6 điểm

8 điểm

10 điểm

0

0

4 HS
9,5 %

12 HS
29, 5%

26 HS
61 %

2. Writing (at home)
5 điểm
6 điểm
4 HS
6HS
9,5 %
14,3 %

7 điểm
15HS
35,7 %

8 điểm

11 HS
26,2 %

9 điểm
6 HS
14,3 %

10 điểm
0

C. CONCLUSION AND RECOMMENDATIONS
I. CONCLUSION.
Despite ongoing difficulties in teaching and learning English at Dong Tien
Secondary School, the experimental performance of inter- subject Literature18


Fine arts- Geography- Civic education integrated teaching in an English period
has shown remarkable signs. A great majority of students in class 8A and other
ones in school has got excited about it. They have confirmed about their further
confidence, better in-class performance and greater passion for learning English.
Although little progress has been made, anyway, we felt extremely delighted at
inspiring students to learn English well. Such integrated teaching approach is
mostly focused on promoting students’ awareness of self-study, further practice,
self-testing; practical application and improvement. In reality, integrated
teaching method must be performed in line with renewed over-all curriculum,
and upgraded class fascilities on a large scale. Apart from it, integrated teaching,
in one subject or inter-subject manner, must be specifically implemented in
every lesson, every period in class. Any successful teaching is in need of
detailed preparations. However, the decisive factor is how teacher performs it in
class. In detail, do class organization and direction drive students inspired to

learn English? Do they master their knowledge? Is there a synchronized
combination of lesson content- curriculum- teaching approach- class facilities or
not? in fact, it is of great significance to improve any subject teaching quality,
not only English. Thus, the application of inter-subject integrated teaching
approach are of much importance to a higher English teaching quality in our
school.
II. RECOMMENDATIONS.
Nowadays, Integrated teaching and learning are necessary for teachers
and students to understand not only English but also other subjects deeply ,
Thus, There are important things to both teachers and students:
1. For the teachers:
- Having a deep understand about the lesson.
- Referring many kinds of books, documents and other subjects.
- Being responsible, enthusiastic for students.
- Preparing the means and appliances of teaching carefully
2. For the students:
- Preparing the lesson carefully before class.
- Reading all kinds of books for class service and other subjects.
- Obeying the instructions and guidance of the teachers.
3. For the leaders:
The current means and teaching aids for the English subject ear not still
supplied enough, so the leaders should equip adequate equipments such as

19


radios, tapes, pictures, projector and functional rooms so that the teachers can
successfully carry out the integrated teaching English in this stage.
The above- mentioned is my certain teaching experiences in the topic:
EDUCATING STUDENTS IMPROVES THEIR KNOWLEDGE TO KEEP

AND CONSERVE THE FESTIVALS IN VIET NAM THROUGH
INTERGRATED TEACHING PERIOD 34
“English 8-Unit 5- FESTIVALS IN VIETNAM –
PERIOD 34: GETTING STARTED”
I would like to receive the colleague’s construction feedback and support
for a better performance in my topic.
I sincerely thank you!

Thanh Hoa March 10th, 2019
I assure this is my own initiative, I do not
copy the other people’s content
Signature of teacher

CONFIRMATION OF THE
HEADMARTER

Nguyen Thi Duc

D. REFERENCES
1- Textbook in English 8.
2 - Teacher’s book in English 8.
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3- Internet, Real pictures, pictures in text book ...
4- Textbook in Literature, Fine Arts, Georaphy.

E. A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY THE
EVALUATION COMMITTEE OF THE EDUCATION AND TRAINING
DEPARTMENT, THE EDUCATION AND TRAINING DEPARTMENT

AND THE HIGHER LEVEL RANKED C OR HIGHER.
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Teacher’s name: Nguyen Thi Duc.
School: Dong Tien secondary school.
TT

1.

2.

3

Tên dề tài SKKN
Bồi dưỡng khả năng
tự học tiếng Anh cho
học sinh khối 7
trường THCS Đông
Tiến.
Kinh nghiệm tổ chức
cho học sinh hoạt
động theo cặp, nhóm
trong việc dạy học
tiếng Anh có hiệu quả.
Using
language
games to improve
speaking skill for the
students in class 7A at

Dong Tien secondary
school

Năm học
Cấp đánh giá Kết quả đánh
đánh giá xếp
xếp loại
giá xếp loại
loại

Cấp huyện

B

2015-2016

Cấp huyện

C

2012-2013

Cấp huyện

A

2016-2017

TABLE OF CONTENTS
Nunberical

order
1

CONTENT
A. BACHGROUND
1. The reason of choosing the study
2. Research perpose

Page
1
1
2
22


2

3
4
5

6

3. Objective of study.
4. Research Methods.
B. PROBLEM SOLVING
I. Argumentitate base of the issue.
II. Real situation of the issue.
III. Solution
1.Integrated subjects.

2. Process of Integrated teaching.
3. Teaching plan.
IV. Test result.
C. CONCLUSION AND RECOMMENDATIONS
D. REFERENCES
E. A LIST OF INNOVATION INITIATIVES HAS
BEEN RATED BY THE EVALUATION
COMMITTEE OF THE EDUCATION AND
TRAINING DEPARTMENT, THE EDUCATION
AND TRAINING DEPARTMENT AND THE
HIGHER LEVEL RANKED C OR HIGHER.
PHỤ LỤC

2
2
3
3
3
4
5
5-11
12-16
17
18-19

PHỤ LỤC
1. PHIẾU HỌC TẬP (Kiểm tra nhanh – Quick test)

23

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2. BÀI TẬP VỀ NHÀ:
2.1. Vẽ về lễ hội mà em yêu thích.

2.2. Write a passage about the festival in Viet Nam that you like best.

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