Applying the interdisciplinary knowledge to teach the section speak unit 1 english 8 for the students in grade 8 at nga tan secondary school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

TABLE OF CONTENT
CONTENT
PAGE
THE INTERDISCIPLINARY KNOWLEDGE
I.APPLYING
INTRODUCTION
1
1. Reasons
TOforTEACH
choosing THE
the study.
SECTION: SPEAK - UNIT
1 1
2. The purpose
of the study
ENGLISH
8 FOR STUDENTS IN GRADE1 8
3. Scope of the study
2
AT
NGA
TAN
SECONDARY
SCHOOL
4. Method of the study

2
II. CONTENT
2
1. Theoretical background
2
2. Practical background.
3
3. The sollutions
3
3.1. The steps made in writing a paragraph or an essay writing.
3
3.2. Some steps of essay writing and the methods to practise 4
them
Người thực hiện: Trịnh Thị Hà
3.2.1.Describing people
4
Chức vụ: Giáo viên
3.2..2.Descibing places/
Buildings
5
Đơn
vị công tác: Trường THCS Nga Tân-Nga
Sơn
3.2.3.Descibing places/ Buildings
7
SKKN thuộc môn: Tiếng Anh
3.2.4.Narratives
7
3.2.5.Discursive Essays
8

4. The discussion
11
4.1. Results
11
4.2. The discussion
19
III.CONCLUSION
19
1. Limitations of the study.
19
2. Recommendations for further research.
19
3. Conclusion.
20
IV. REFERENCE
V. APPENDICES
THANHOF
HOÁ
NĂM 2019
TABLE
CONTENT


TABLE OF CONTENT
CONTENT
I. INTRODUCTION
1. Reasons for choosing the study.
2. The purpose of the study
3. Scope of the study
4. Method of the study

II. CONTENT
1. Theoretical background
2.Situation of the problem before applying the study
II.2.1. General reality of the school.
II.2.2. To the student
II.2.3. To the student
II.2.4.The reality of interdisciplinary integrated teaching in English
3. The sollutions
3.1. Principles of integration
3.2. Methods of implementation when integrating interdisciplinary
knowledge in the lesson.
3.2.1.The aims of the lesson
3.2.2. Overview of the layout of the lesson
3.2.3. Teaching activities and teaching process
II.4. Efficiency of the study
4.1.The result
4. 2. The meaning of the research topic.
III. CONCLUSION AND RECOMMENDATION
1.Conclusion
2. Recommendations for further research
IV. REFERENCE
V. APPENDICES

PAGE
1
1
1
2
2
2

2
4
4
5
5
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6
6
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6
19
19
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20
20
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I. INTRODUCTION
I.1. Reasons for chosing the study
As we all know, today, English plays an important role in communication. It is
widely used around the world and considered as the common language of
communication, especially in the period of the current international integration.
So English has an important position like other subjects in school. The teaching
of English is required today as increasing not only the knowledge but also the
concern of every teacher to teach this course in Vietnam. That is why all of the
teachers of English have to try their best to find out the methods in order to help
their students master the knowledge of this subject easily. I am also an English

teacher. Through the experience I have got during my teaching, I have found out
that using integrated teaching in teaching English is very effective.
Through many years of teaching, I have found that it is necessary to
combine knowledge between the subjects to solve a problem in a subject. That
not only requires the subject teacher not only to master the knowledge of the
subject they are teaching but also to constantly improve the knowledge of other
subjects to help them solve the situations, the issues raised in the subject in the
fastest, most effective way.
The textbook program in general, English in particular has been
implemented as a program that is based on a theoretical perspective. Content of
the new program The Ministry of Education is planning to reform in view of
practicality, focusing on basic knowledge and skills, attaching importance to
practical application, integrating many aspects and many contents education. The
teaching process is mainly oriented for students to self-learn, self-study, selfdiscover and occupy new knowledge. The renewal of such views is indispensable
if we do not want our education to lag behind the general trend of world
education but according to UNESCO's orientation, there are 4 pillars: "Learning
to know, study to do, learn to live, learn to assert themselves ”(1)
Integrated teaching is one of the educational perspectives of interest.
Implementing integration in teaching will bring a lot of benefits to the formation
and development of action capacity, problem solving capacity for students. In
fact in schools today, the teaching in the direction of English Tieengs is less
concerned, most teachers are afraid to link, integrate with the relevant content
from previous lessons or lessons of another subjects. In this situation, I have
studied and launched the initiative: “Applying the interdisciplinary knowledge to
teach the Section: Speak - unit 1- English 8 for students in grade 8 at Nga Tan
secondary school”. I hope that, teachers, students and those who are interested in
the issue of professional reference, supplement and comment to improve the
topic.
I. 2. Purposes of the study
1

Integrated teaching:
- Helps students understand connections and how to connect
- Raw connections from the real world
- Makes connections through a common them
- Focuses the Learner on the Mastery of Objectives/Overall Goals
- Models for Students the Resources Used in Research
I. 3. Scope of the study
The study is focused on the students of class 8C at Nga Tan secondary school.
I. 4. Method of the study
- Methods of survey and experiment
- Methods of investigation
- Control method
- Observation method
- Methods of collecting information and statistics
- Conversation method
- Methods of summarizing experience
- Methods of research time ...
II. CONTENT
II.1. Theoretical background
Currently, integrated teaching is one of the educational perspectives of
interest. Implementing integration in teaching will bring a lot of benefits to the
formation and development of action capacity, problem solving capacity for
students.
Integration in the most general sense is understood as the integration of
different components, components in a harmonious, compatible way in a whole.
Integrated teaching is formed on the basis of positive notions about the learning
process and the teaching process, implementing the integrated view in education
will contribute to the development of general thinking and solving ability

problems and make learning more meaningful for students than learning and
implementing education aspects separately. Things, natural and social
phenomena, which do not exist in a sporadic, single way, are synthesized,
complete and closely related.
More importantly, integration is a process of thinking and awareness that is
naturally evolving in people in all areas of activity when they want to work
towards their effectiveness. The integrated view allows people to recognize the
key things and the organic relationships between elements in the system and in
the process of operating in a certain field. Reasonable and meaningful
exploitation of these links leads both theoretical and practical activists to new
innovations, avoiding duplications that waste time, finance and human resources.
In particular, this view leads people to develop many types of activities, creating
2


an environment to apply what they perceive into practice, thereby impacting and
changing practices. Therefore, integration is a matter of human awareness and
thinking, is the dominant philosophy / principle, orientation and decision of
human activities.
The theory of integration is applied to education to become a point of view
(a trend of thought) popular teaching theory in the world today. Integration trends
are also called inter-association trends that are being implemented on many
levels and levels in the development of educational programs. The program is
built from an integrated perspective, primarily based on an educational
perspective to develop learner capacity (Rogier, 1996).
The international conference welcomes the 21st century entitled
"Connecting the knowledge system in a learning world" with the participation of
nearly 400 educators from 18 countries held from December 6 th to 8th, 2000 in
Manila (Philippines). One of the main issues discussed actively in this workshop
is the pathways and ways to connect learner-oriented knowledge systems in the

information age. To meet the demand of connecting the knowledge system in a
learning world, inter-branch thinking is designed right in the content, research
facilities and teaching methods. Thus, when faced with the need to resolve
knowledge conflicts of learning situations, learners not only solve them online or
interpolation but can also be solved by flexible application of interconnection
capabilities.
The common purpose of learning is to understand the connection of all
phenomena and things. Integration is a way of thinking in which links are sought,
so integration makes true learning happen (Clark, 2002). Thus, with the
definition of learning as a way of finding relationships and connecting
knowledge, Clark affirmed the indispensable integration rule of the true learning
process. Specifically, the exploratory penetration of students into the process of
knowledge creation, meaningful learning, deep learning and deep learning are
considered essential with effective teaching and learning. And this discoveryexploring approach encourages students through a positive search process, which
will combine rather than expand discrete knowledge (Hamston & Murdoch,
1996). Many studies applying cognitive psychology to education have affirmed:
the connection between concepts has been established to ensure that each student
can effectively mobilize knowledge and capabilities. to solve the situation, and
can face an unexpected difficulty, an unprecedented situation. As a result,
students have the opportunity to develop cross-cutting skills, abilities that can
move.
What is the correct integration program? In its simplest concept, the
integration program involves creating connections, relationships. What types of
connections? Connect through the subjects? Connect with real life? These
connections are based on good knowledge / content based on skills /
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competencies. According to Drake and Burns (2004), the definition of an
integrated program has been a subject of discussion since the beginning of the

20th century. For over a hundred years, theorists have come up with three basic
types of integrated operations. These types of integrations are identical although
their names are often different. Integration seems like the problem of the method
and level. From this perspective, Drake and Burns (2004), propose their
definitions of integrated orientations that, according to them, are compatible with
the definitions set by educators over the past several decades. These three
categories provide a starting point for understanding different integrated
approaches:
- Multidisciplinary Integration
- Interdisciplinary Integration
- Transdisciplinary Integration(2)
In this intative experience I will mention interdisciplinary integration
According to the interdisciplinary approaching, teachers organize learning
programs around common learning content: topics, concepts and
interdisciplinary / disciplined skills. They connect common learning content
within subjects to emphasize interdisciplinary concepts and skills. Subjects are
identifiable, but they are less important than a multidisciplinary integrated
approach.
Interdisciplinary integration is also understood as an option in which
many related subjects are combined into a new subject with a system of certain
topics throughout many grades. For example, English, Geography, History,
Biology, Society, Education, Chemistry, and Civil Education are integrated into
the subject "Social and environmental studies”.
II.2.Situation of the problem before applying the study
Actual situation of teaching subjects in general, grade 8 English in particular
although the concept of integrated teaching has been applied to teaching, but the
efficiency is not high. Therefore most of the current students have a normal
attitude, have not promoted the positive in learning. Teachers in schools do not
really understand the meaning, the importance of interdisciplinary teaching,
especially the interdisciplinary teaching in English. The process of integrating

interdisciplinary into the lesson still faces many confusion, so in the teaching
process, it often focuses on the specific knowledge of the subject without the
interest and contact with other subjects. On the students' side, there is a slight
psychological and subjective mentality in the subject. They often think that
knowledge of the subject is light, not much effective in learning, so they lack
interest, even abandon the subject when they find that they have enough
necessary points. Therefore, when asked, exploiting deeply in the problem, they
are often embarrassed or unable to answer the question.
II.2.1. General reality of the school.
4


Nga Tan secondary school is a school in the coastal area so condition of the
school is poor. Condition of teaching English at school still face up with many
difficulties: No function rooms, facilities for teaching, teaching aids service are
not enough.
II.2.2. To the student
Most of the students are children of farmers so they don’t have good condition
to study well.
My students are not keen on English. They only learn because it is one of their
compulsory subjects. They do not have chance to reach modern equipment so it
is very hard for the teacher to motivate them to learn well. Therefore, the result
of learning English is not good.
II. 2.3.To the teacher.
They have few chances to approach new methods of teaching. They also
invest so little time on studying for the subject. They mind finding new methods
of teaching to teach effectively. There are lack of facilities for the teacher to
make English lessons more attractive. They have to teach without the help of
modern equipment. Therefore, English lesson is often boring. The students don’t
pay more attention to the lesson. Consequency of this, the lesson has poor

effectiveness
II.2.4.The reality of interdisciplinary integrated teaching in English
Conduct practical surveys.
In the 2018-2019 school year, conduct a quality survey for students of grade
8 without applying interdisciplinary knowledge into the lesson.
The results are as follows:
Class Numbe
Percentage
r of the
student
%
Good %
%
%
Excellent
Average
Bad
s
8B
34
2
5,9
5
14,7 24
70,6 3
8,8
8C
35
4
11,4 6

17,1 22
62,7 3
8,6
*From that survey, I draw the following basic causes:
Firstly, the teacher is not really enthusiastic about his teaching, but also
imparts knowledge in one direction without placing students in the center, does
not promote the self-study spirit of the students. On the other hand, the teachers'
evaluation and assessment are not really strict, many new questions are aware,
understand and use at a low level without any questions relating to the subjects to
solve problems.
The secondly, students' learning has not determined the importance of the
subject. When assessing the assessment, it is usually only considered to be safe to
"average".
5


Thirdly, the students’ parents are not really aware of the role and meaning of
the subject. Their main purpose is how their children can do well in subjects such
as Math, physics, Chemistry and the remaining subjects, including of English,
are just enough, not good.
II.3. Solutions used to solve the problem
II.3.1. Principles of integration
- Ensure the goal: The selection and association of knowledge and skills must
aim at the educational goals of the class, the lesson that the above goal is to
create people capable of acting on one solid knowledge and skills foundation
- Ensuring the science: The knowledge must be objective and reflect the nature of
things and phenomena
- There are similarities in content, methods of the subjects that are integrated so
that knowledge and skills support each other, helping learners have advantages in
learning and applying to life.

- Ensuring feasibility: Learners can acquire and apply knowledge,
interdisciplinary skills, teachers have conditions to organize and guide learning.
- Avoid pressing and hugging: Accepting the knowledge of related subjects only
plays a tool for the main content. Content and activities must be structured to
meet the objectives of developing learners' competencies.
II.3.2. Methods of implementation when integrating interdisciplinary
knowledge in the lesson.
When integrating interdisciplinary knowledge into the lesson, the teacher
should take the following steps:
II.3.2.1.The aims of the lesson
After the lesson, students can apply the knowledge, skills and attitudes of
the subjects: English, Music, Art, Gymnastics and Literature to perform activities
of listening, speaking and describing people (Unit 1 - My friends-section: speak
in spoken and written language).
II.3.2.2. Overview of the layout of the lesson(3)
There are four parts in this lesson:
Part 1: Warm up
Part 2: Pre-speaking
Part 3: While- speaking
Part 4: Post-speaking
Part 5: Homework
II.3.2.3. Teaching activities and teaching process
- Teaching activities: The lesson is divided into many activities, organized in
group, individual, pair work and the whole class.
- Lesson process: There is an attached lesson plan
- Lectures are conducted on electronic lesson plans (Duration: 45 minutes)
6


Unit 1: My friends

Period 3- Lesson 2: Section: Speak
(8th grade English of the Ministry of Education and Training)(4)
I. TARGETS OF LESSONS
1. Knowledge:
+ Students understand the content of the lesson and apply knowledge
into practice about:
- Vocabulary section:
Students will revise and learn the adjectives used in describe one person.
+ blond (a) : (tóc) vàng hoe
+ fair (a) : (da) trắng
+ slim (a) : dáng người thanh mảnh
+ straight (a) : (tóc) thắng
+ curly (a) : tóc xoăn
+ bald (a) : (đầu) hói
- Grammar section: Introduce and practice grammatical structure:
S +be + adj
S +have/ has + adj +hair
2. Skills:
- Reflection skills in communication
- Recognize bad habits that affect health and risk of disease. Since then,
self-regulation and formation of good habits in daily life as well as in eating
and drinking.
3. Attitude:
- A sense of self-awareness in health care for yourself.
- Adjust and abandon bad habits that are harmful to health.
4. About forming and developing capacity
- Proactive, bold, confident, flexible in communication practice
II. TEACHING AIDS
*Teacher:
- Some pictures are in textbooks.

- Some pictures taken from online.
- Equipment / IT-related teaching aids:
- Projector
- video, clip of songs…
- Collect materials on the internet, consult teachers to teach subjects:
Physical Education, Music, Literature, Art, Literature ... to have the necessary
knowledge to integrate student education through practice talking about the topic
of describing people.
*The student:
- Textbook
- Group table
- Markers
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- Mind map
III. POSITIVE TECHNICAL METHODS
- Brainstorming.
- Group discussion, pair
- Games: Guessing Game: Who is she? / Who is he?
- Mind map
- Handle situations
IV. TEACHING PROCESS
1. Warm up
+ Integration with physical education and Music:
Ask student listen to the song: Head and shoulders and act according to the lyrics
of the song to not only give students a movement in the class to avoid sitting so
long, but also develop listening skills and especially create an exciting
atmosphere for students to study better.

Students act like the lyrics of the song “head shoulder”
2. Pre- speaking.
*Presentation
+ Integration with Computer Science:
The teacher instructs students to surf some Websites(5) to find out the adjectives
that are used to describe the person (complete the project in two days). For
example, when doing the project, they can find:

The adjectives which the students may find
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- Ask the four groups to show the class the result of the project which they have
been required by the teacher (Work in groups to find out the adjectives using to
describe a person- A mind map of adjectives)

Students of each group show the class the result of their project
- Then the teacher teaches vocabulary: Using pictures to elicit the meaning of
new words from the students.
- Checking: Rub out and remember
*While- speaking.
Guessing Game: Who is she? / Who is he?
- Teacher gives to students the photos of Van, Mr Lai, Miss Lien ….
The teacher elicits the language needed for the activities.
- Teacher then drills the language: “This is a girl. She is short and thin. She has
blond hair”. Students study individual photos
-Teacher models the task first:
T: This person is short and thin. She has long blond hair. Who is she?
St: Is this Mary?
T: Yes.

- Ss carry out the speaking activity as T’s model above.
- Some students read out their sentences:
+ This person is…….
+ He / she has……….
*Post-Speaking
+ Integration with Music and Art:
Students have the opportunity to show their thinking and association skills
to draw a person they like best at the same time listen to some English song(in 7
minutes), then using the English adjectives they have just learned to describe
their favorite person they have drawn. Finally they demonstrate the description in
English in front the class. Others listen to the description.
9


Students draw their favorite person while listening to some English songs

Students demonstrate the description in English in front the class
+ Integration with Literature:
After the lesson, The teacher asks to use literary knowledge to write a paragraph
to describe their favorite person in English using descriptive adjectives and nouns
that refer to build and character. Hand in in two days, try to decorate their hand
writing paper as beautiful as possible (home work). Teacher will ask 3
students(one by one) to tell the class about their favorite person.

10


11

12


13


ENGLISH 8 LESSON PLAN
CONNECTING MUSIC, ART AND PHYSICAL EDUCATION
AND LITERATURE
UNIT 1 – SECTION: SPEAK
A. Objectives:
1. Knowledge:
By the end of the lesson, students can describe someone’s body, especially
someone’s face by using vocabulary and model sentences more naturally and
flexibly.
2. Skills:
Develop speaking, listening, reading and writing for students.
3. Attitude:
Encourage students to connect other subjects such as music, art literature
and physical education to learn English more easily, better and more naturally.
B. Preparations
 Teacher’s: PowerPoint lesson plan, CD, laptop, projector, speakers.
 Students’: pictures, notebook, textbook, drafts, crayons an.d mind maps
C. Procedure:
- Class: 8C: Total: 34 students
Teacher’s activities
Students’activities
1. Warm up :
- Free talk about the topic of the lesson
- Answer the teacher’s question

- Listen to the song: Head and shoulders SS watch the video and act
and act according to the lyrics of the song
individually.
- T plays the video.

2. Pre – speaking
a. Collect the mind maps of the four
groups

(Integration
with
physical
education and Music)
- Hand in the result of the two-day
project

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b. Vocabulary
- Students look at the potraits
- Teacher shows portraits of some people and tell the class the word relates
and elicits vocabulary from Ss.
to the picture

+ blond (a) : tóc vàng hoe (picture)
+ straight (a) : tóc thắng (picture)

- Students repeat new words
chorally and individually.

+ slim (a): dáng người thanh mảnh (picture)
-Teacher checks the meaning of
new words.

-Students copy down.
+ curly (a) : tóc xoăn (picture)

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+ bald (a) : (đầu) hói (picture)

+ fair (a) : (da) trắng (picture)
* Checking vocabulary: Rub out and
remember
c. Introduce grammatical structure:
S +be + adj
S +have/ has + adj
+hair
3. While- speaking.
Guessing game: Who is she? / Who is
he?
- Teacher gives to students the photos of
Van, Mr Lai, Miss Lien ….

-Play the game
-Student pay attention to the
explaination
- Coppy down

-Students pay attention to the
pictures

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- Ss carry out the speaking activity
as T’s model above.
- Ss follow the example and find
out the form and use by
themselves.
S1: This person is….
He/she has……………..
Ss: Is this….?
S1: Yes/No
- Ss copy.
- Ss work in pairs
(Integration with Literature to
- The teacher elicits the language needed describe a person)
for the activities.
-One
says
aloud
his/her
- Teacher then drills the language: “This is description
a girl. She is short and thin. She has blond -Another guesses who is he/she?
hair”.
- Students study individual photos
- Ss work in groups of four

- Teacher models the task first:
students to draw the picture in a
T: This person is short and thin. She has few minutes. (Integration with
long blond hair. Who is she?
Music and Art)
Ss: Is this Mary?
T: Yes.
- Ask 3 students to describe one of their
classmates, another guesses who is he/she?
- Teacher corrects
4. Post-Speaking
- Demonstrate the description in
Ask students to draw a person they like English in front the class
best at the same time listen to some (Integration with Literature )
English songs(in 7 minutes), then using the
English adjectives to describe the person
they have drawn.

For example:
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S1: What is his name?
S2: His name is Tung
? Demonstrate the description in English in S1: How tall is he?
front the class. Others listen to the S1: He is 1.55 metters tall
description.
S1:................................
(Integration with literature and
Art)

-Write the require in notebook
- Write aparagraph to describe a
person they like best

? Teacher asks student to make questions
about the description his friend has just
made to make sure they paid attention or
not
5. Homework
After the lesson, teacher asks students to
use literary knowledge to write a paragraph
to describe their favorite person in English
using descriptive adjectives and nouns that
refer to build and character. Hand in at the
next lesson, try to decorate their hand
writing paper as beautiful as possible
(home work)
II.4. Efficiency of the study
II.4.1.The result

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In this school year, I have been teaching English class 8C. In every period
of teaching, I always use Interdisciplinary Integration I found that
Interdisciplinary Integration has provided the students with the comfortable and
effective way of learning English not only in the classroom but also at
anywhere. The students feel excited and they are eager to wait for English
classes. They can understand the lessons more deeply and more naturally. They
either speak English in the class or outside the school confidently. Based on the

results of the students’ learning, I have the results of testing of the students in
class 8B which I didn’t use Interdisciplinary Integrate compares to the the
results of testing of the students in class 8C which was used Interdisciplinary
Integration in teaching at Nga Tan secondary school in this school year after the
lesson: unit 1: Speak and the result as follows:
Class

Number
of the
students

Percentage
Excellent

8B
8C

34
35

4
10

%

Good

%

11,8

8,6

7
11

29
31,4

Avera
ge
21
14

%
61,8
40,0

Bad
2
0

%
5,9
0

II. 4. 2. The meaning of the research topic.
From the reality of teaching and the learning of students, I once again
affirm that "Teaching thematically integrating and using interdisciplinary
knowledge into teaching English" has been effective clear, attractive, inspiring
students, helping them actively take the initiative in thinking and acquiring new

knowledge. If teaching by the old method, students often hesitate to
communicate, the environment is very small, even not available, then when
implementing this project, it has created a lively learning environment, students
are bold and confident in communication practice, especially their ability to use
fluently. However, in order to successfully implement "Subject-based teaching
integrating and applying interdisciplinary knowledge into teaching English
subject" requires teachers to constantly self-study, self-foster, improve their
knowledge many other fields and subjects can be delivered to students in a
flexible, creative and effective way. I plan to continue this project in the 2018 2019 school year and the following years for my eighth grade students who are
currently teaching.
The above is my test lesson with the help of the peer teachers. Looking
forward to the support and contribution of the teachers and teachers, I will
improve this lesson.
III. CONCLUSION AND RECOMMENDATION
III.1.Conclusion

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With the basis of a qualitative study, it is safe to say that the answers to the
research questions are satisfactory. However, the limitations of the present study
should be mentioned:
The time of the current study might not be long enough for conducting the
research to cover all the students. Here, the writer only concentrates on 35
students. This also contributed to the writer’s failure to see the satisfaction in
students' learning.
III.2. Recommendations for further research
Based on limitations of this study, some suggestions for future studies are
proposed. Further studies can be conducted with a longer time frame with the
expansion in finding more effective methods to teach English effectively for

students at secondary schools. For the materials, future study is suggested to be
carried out with the deep and careful investigation into students’ taste of different
genres.
In addition, it is suggested that the stakeholders especially the principal of
Nga Tan secondary School should provide teachers with more opportunities to
encourage all students to learn English.
Nga Tan, April 10th, 2019
CONFIRMATION OF THE
STATEMENT OF AUTHORSHIP
HEAD MASTER OF NGA TAN
I hereby acknowledge that this study is
SECONDARY SCHOOL
mine. The date and findings discussed in the
thesis are true, used with permission from
associates and have not been published
elsewhere.
Writer:

Nguyen Van Chieu

Trinh Thi Ha
IV. REFERENCES

1. Journal of Education.
2. Internet source for integrated interdisciplinary knowledge.
3. English teacher books 8
4. English textbook 8.
5. Some websites
/> />htp://infocus.edu.vn//
/> /> />

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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT
VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN
Họ và tên tác giả: Trịnh Thị Hà
Chức vụ và đơn vị công tác: Giáo viên Trường THCS Nga Tân
T
T

Tên đề tài SKKN

Cấp
Kết quả Năm học đánh
đánh giá đánh
giá xếp loại
xếp loại giá xếp
(Phòng,
loại
21


Sở,
(A,B
Tỉnh…) hoặc C)
1

2

3

4

5

6

7

Áp dụng phương pháp mới vào dạy
phần từ vựng cho hs lớp 7 môn tiếng
Anh ở trường thcs Nga Tân
Áp dụng phương pháp sử dụng tranh để
dạy từ vựng cho hs lớp 7 môn tiếng Anh
ở trường thcs Nga Tân
Áp dụng phương pháp mới vào tiết dạy
tiết đọc môn Tiếng Anh lớp 9 ở trường
THCS Nga Tân.
Sử dụng một số trò chơi ngôn ngữ
giúp học sinh học tốt môn Tiếng Anh 8
ở trường THCS Nga Tân.
Củng cố ngữ pháp Tiếng Anh cho học
sinh lớp 9 thông qua tiết dạy Language
focus
Áp dụng kĩ thuật dạy tiếng Anh nhằm
nâng cao hiệu quả tiết nghe hiểu cho
học sinh lớp 8 ở trường THCS
Phát triển kỹ năng viết cho học sinh

giỏi lớp 9 ở trường THCS Nga Tân
bằng việc thực hành một số dạng viết
luận tiếng Anh

Phòng

C

2008 -2009

Phòng

C

2009 – 2010

Phòng

B

2010 – 2011

Phòng

B

2012 - 2013

Phòng

B

2013-2014

Phòng

B

2014-2015

Tỉnh

C

2015-2016

22