Educating students keep reading the folk tales of viet nam through integrated teaching period 43th – unit 6 a closer look 1 english 8

THANH HOA DEPARTMENT OF EDUCATION &TRAINING
DONG SON OFFICE OF EDUCATION AND TRAINING

INITIATIVE IN TEACHING EXPERIENCE

TOPIC

EDUCATING STUDENTS KEEP READING THE FOLK
TALES OF VIET NAM THROUGH INTERGRATED
TEACHING PERIOD 43 “ UNIT 6: A CLOSER LOOK 1 –
ENGLISH 8”

Written by: Le Dinh Ky
English teacher at Dong Ninh Secondary School
The initiative experience of subject: English

THANH HOA NĂM 2018


TABLE OF CONTENT
Nunberical

CONTENT

Page

order

1

2

A. BACKGROUND

2

1. The reason of choosing the study

2

2. Research perpose

3

3. Objective of study.

3

4. Research Methods.

3

B. PROBLEM SOLVING

4

I. Argumentative base of the issue.

4

II. Real situation of the issue.

4

III. Solution

5

1. Integrated subjects.

5

2. Process of Integrated teaching.

6-12

3. Teaching plan.

13-16

IV. Test result.

17

3

C. CONCLUSION AND RECOMMENDATIONS

4

D. REFERENCES

19

5

E. A LIST OF INNOVATION INITIATIVES HAS

20

BEEN RATED

17-18


A. BACKGROUND
1. THE REASON OF CHOOSSING 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.

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 43 UNIT6: FOLK TALES Lesson 2: CLOSER LOOK 1 (ENGLISH 8) is in need of inter-subject teaching
involved in subjects as follows:
* Biology: Educating students not only keep effectively wild animals but
also understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapterthe environment – Biology class 9).
* Literature: Students use their literature knowledge to propaganda their
classmates or school-mates understand more about folk tales of Viet Nam .
Moreover, They use languages to propaganda everyone reading them..
* Fine arts: Guiding students draw some pictures about characters in folk
tales and decorate banners to propaganda people about the importance of them.
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 keep reading the folk tales of Viet Nam through
integrated teaching period 43th – Unit 6: A Closer Look 1 -English 8”
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, 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.
3. OBJECTIVE OF STUDY.
Objective of study includes thirty-eight students of class 8A at Dong Ninh
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
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 Ninh Secondary School are facing a
great number of issues, caused by certain things as follows:
1. STUDENTS AND THEIR PARENTS.
A certain 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 contingent of students take no notice of their lessons due to chatting;
inattention in teachers’ performance, as well as distraction caused by outer-social
factors like online games, social networks and teenager tendencies ...ect.
Also, students generally show signs of laziness and poor awareness of selfstudy. 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 English background, that is proven via the
outcome of school year beginning placement test.
2. TEACHERS.


Regardless of numerous efforts made during their lessons, namely diversified
teaching approaches aimed at further students mobilization, eventual result are to
some extent limited. Teachers fall to apply their favorite teaching approaches to all
lessons. It is partly because of overloaded course book content, over-sized classes,
poor student background, and poor awareness of self-improvement. 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 curriculum, 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 English content can not be dealt with in just forty five minutes as
scheduled, time for further practice of grammar points is in fact limited, teachers
are forced and raven 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 result, one
of new teaching approaches is taken into consideration in my topic, namely
English- Biology- literature- Fine Art- Civic Education integrated teaching. It is as
follows:
*ENGLISH:
Teaching vocabularies about “FOLK TALES”, Introducing some model
sentences and structures in the lesson and things students should or shouldn’t do to
keep available folk tales of Viet Nam. Giving the pictures about the folk tales and
good and bad characters (Textbook English 8- page 60)
* BIOLOGY:
Educating students not only keep effectively wild animals but also
understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the
environment – Biology class 9).
* LITERATURE:
Students use their literature knowledge to propaganda their classmates or
school-mates understand more about folk tales of Viet Nam . Moreover, They use
languages to propaganda everyone reading them.

* FINE ART:
Guiding students draw some pictures about characters in folk tales and
decorate banners to propaganda people about the importance of them.
2. PROCESS OF INTEGRATED TEACHING
1. WARM-UP:
Discussing and Writing:
Teacher divide students into six groups and asks them to write some folk
tales.
The Lost Shoe
Con rong chau tien
Qua bau tien
Folk tales

Thach Sanh

Hoang Tu Coc

Tam Cam

Students work in group and write some folk tales
Teacher asks the volunteer of each group to say their answers before the
class.
Teacher asks others to give their opinion, then teacher ticks the folk tales
and gives marks to each group.
2. PRESENTATION:
*VOCABULARY
- Teacher gives some pictures, asks students to look at them and introduce
quickly some new words about the FOLK TALES : woodcutter, emperor, knight,
giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked.

- Teacher asks students to repeat inchorus and individual.
* CHECKING UP VOCABULARY:
-Teacher divides students into two teams and orders students to do activity 1
(on page 60- match the characters with the pictures) by playing game: Quick eyes
quick hands.
A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant
H.witch


1

2

3

4

5
6
7
8
Teacher choose four students in each team to stick words in the correct pictures,
Team finishes first that is winner.
* Teacher gives feedback & marks for teams and asks students to check their
answers.
1-G
2-C
3- E
4-B
5-H

6-A
7-D
8-F
- Students check the answers and write down.

Teacher orders students to play game: Quick eyes quick hands
3. PRACTICE:
2- Match the creatures with the pictures.
A.dragon
B.wolf
C.hare
D.fox

1..
2..
3…
4…
5...
*Teacher divides students into six groups.

E.tortoise

6...

F.lion

7…

G.ogre

8…

H.eagle


- Students sits into six groups .
*Teacher asks students to match the characters with the pictures (on page 60).
- Students work in group and match the characters with the pictures

Teacher guidess students to do activity 2 (page 60)
* Teacher asks the volunteer to give the answer.
- Students give the answers
* Teacher give feedback and asks students to check their answers
1-G
2-F
3- A
4-E
5-B
6-C
7-H
8-D
- Students check the answers and write down
3a. The adjectives in the box are often used to describe characters in folk
tales. Put them into the correct columns.
cheerful
generous
evil
cruel
cunning
fierce

brave
kind
mean
wicked
greedy
positive
negative
………………………………………
……………………….……………..
………………………………………
………………………………………
* Teacher asks students to work in pair and write the adjectives in the correct
column.
- Students work in pair and write the adjectives in the correct column.
*Teacher calls 2 students to write their answers on the board.
- Students write their answers on the board
* Teacher give feedback and asks students to check their answers
Positive: cheerful, brave, generous, kind
Negative: cruel, cunning, mean, evil, greedy, wicked, fierce
- Students check the answers and write down
4. Listen and repeat the sentences
Paying attention to intonation.
1. What a colourful hat she is wearing?


2. What a time we’re had today!
3. What beautiful eyes she has!
4. What a nise day it is!
5. What good news it is!
*Teacher plays the cassette and the tape; asks students to pay attention to

intonation of exclamatory sentences.
REMEMBER:
We use falling intonation for exclamatory centences
5. Practice these sentences. Then listen and repeat
1. What a beautiful princess she is!
2. What brave knights they are!
3. What a big nose the wolf has!
4. What a fierce ogre it is!
5.What a handsome prince he is !
*Teacher plays the cassette and the tape; asks students to pay attention to
intonation of exclamatory sentences.
*Teacher asks students to repeat.
4. CONSOLIDATION:
4-1. Teacher review the lesson by asking students to do acitivity 3b (page 16)
3b. Now use these adjectives to describe some characters in one of your
favorite folk tales.
Example: There’s a wolf in a little Red Riding Hood. He’s cunning and wicked.
* Teacher asks studens to work individual and write their answer on the board.
Suggestion: There is a fairy in Tam Cam . She is kind and helpful
Tam’s stepmother is very cruel.
4-2. Integrated another subjects
+ Geography and Biology: Say the names of animals in Oceania?
Suggestion:( deer, crocodile, whale, elephant, turtle, zebra horse, lion, leopard)
+ Music: Sing some songs Which has mentioned the animals ?
(Students sing a song which mentions animals)
+ Literature: Say the characters in folk tale : Con Rong Chau Tien?
Suggestion: (Lac Long Quan is talent and brave. He educated fifty his sons to
catch fish and protect our sea of Viet Nam . Au Co is a hard-working woman.
She and her sons and people grow vegetables, raise the catle… )
4-3.TEST FOR 5 MINUTES:

DONGSON TRAINING DEPARTUREMENT
DONGNINH SECONDARY SCHOOL

ENGLISH TEST
Allowed Time: 5 minutes

Full name: ...................................................................... class: 8......................
Mark
Teacher’s Remarks.


TITLE AND TASK

Match the characters of the pictures and adjectives to describe them
knight
lion
princess
witch
giant
cruel
brave
kind
hard-working
fat

woodcutter
fierce

1.............................................................. 2.........................................................

3............................................................

4………………………………………..

5........................................................... 6................................................................
5. HOMEWORK
1. Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare,
ogre, eagle, greedy, evil, cunning, wicked, fierce.
2. Prepare new lesson: Unit 6- A Closer Look 2

TEACHING PLAN
Period 43

UNIT6: FOLK TALES
Lesson 2: CLOSER LOOK 1


I. OBJECTIVES:
After the end of the lesson, Students can know more about “Folk tales”, use
some the key language and structures to be learnt in this unit to say the characters
of figures in folk tales .
Educating students know about the importance and improving their
knowledge to read the folk tales.
1. English knowledge : Students have to practice the following
requirements:
*Vocabulary:
Introducing some new words (nouns and adjectives) about the characters of
figures in folk tales: woodcutter, emperor, knight, giant, with, hare, ogre, eagle,
greedy, evil, cunning, wicked, fierce
*Grammar:

Introducing and practicing pronunciation “Intonation in exclamatory
sentences”
* Listening:
Listening and practicing pronunciation “Intonation in exclamatory sentences”
activity 4,5 – page 60- English Textbook in English 8).
Speaking
Students use vocabularies and model sentences in this lesson to say about
the characters of figures in folk tales.
* Reading:
Practicing reading vocabulary and pronunciation “Intonation in exclamatory
sentences” activity 4,5 – page 60- English Textbook in English 8).
* Writing:
Guiding students write words to pictures and write sentences about the
topic in the lesson
* Skills:
Students understand intonation in exclamatory sentences, adjectives and
nouns to retell some folk tales.
* Attitudeion:
Guiding students write a short passage about the folk tales.
Students improve four skills to practice communicating English with their
friends, every one and foreigners.
Using words, model sentences and structures are exactly. Students can use
them into the lesson and suitable situations in their life everyday.


IV. TEACHING PROCESS:
STEPS
CONTENT

TEACHER’S

ACTIVITIES
Warm-up Discussing and Writing: write * Asks students to work in
some folk tales.
groups write folk tales.
(5.m)
*Teacher asks the volunteer
The lost shoe
of each group to say their
answers before the class.
*Teacher asks others to give
folk tales
their opinion, then sticks the
correct folk tales and gives
HoangTuCo Thach Sanh TamCam marks to each group.
Presentation 1. Vocabulary.
Teacher
gives
some
- woodcutter (n) ( picture )
(10.m)
pictures, asks students to
- emperor (n) ( picture )
look at them and introduce
- knight
(n) ( picture )
quickly some new words
- giant
(n) ( picture )
- witch
(n) ( picture )

about the FOLK TALES :
- hare
(n) ( picture )
woodcutter, emperor, knight,
- ogre
(n) ( picture )
giant, with, hare, ogre, eagle,
- eagle
(n) ( picture )
greedy, cunning, wicked.
- fairy
(n) ( picture )
- generous (adj) (translation)
- greedy (adj)(simple sentence) Teacher translate some new
- mean (adj) (simple sentence)
words: greedy, generous,
- evil
(adj) (translation)
evil mean, cunning, wicked,
- cunning
- wicked
fierce

STUDENT’S
INTERA
ACTIVITIES
CTION
Work in groups write folk
Grouptales.
work

The volunteer of each group
to say their answers before
the class.
Thach Sanh, Qua bau Tien,
Hoang Tu Coc, Con Rong Individual
Chau Tien….
Students look at the pictures
and say the names of them.
Examples:

giant
fairy
woodcutter,
emperor,
knight, with, hare, ogre,
eagle, greedy, cunning,
wicked.
Students listen to and write
down: greedy, generous,
evil,
mean, cunning,
wicked, fierce

Wholeclass

Individual
Individual

Wholeclass

- fierce

(adj) (translation)

2. Check up vocabulary.
A.woodcutter
B.emperor
C.Buddha D.knight E.fairy
F.princess G.giant
H.witch

1

5

2

6

3

7

4

8

2- Match the creatures with
the pictures.

A.dragon B.wolf C.hare D.fox
E.tortoise F.lion G.ogre H.eagle

Practice
(20.m)
1..

2..

3…

4…

5...

6...

7…

8…

3a. Put the adjectives into the
correct column
cheerful generous evil cruel

Teacher asks students to
repeat in chorus and
individual.
* Teacher divides students
into two teams and orders

students to do activity 1 (on
page 60- match the
characters with the pictures)
by playing game: Quick eyes
quick hands.
Teacher asks students to
give their answer, then
correct it
*Teacher divides students
into six groups.
*Teacher asks students to
match the characters with
the pictures (on page 60).
* Teacher asks the volunteer
to give the answer.

Repeat in
individual

chorus

and

Students divide into two
teams and orders students to
do activity 1 (on page 60match the characters with
the pictures) by playing
game: Quick eyes quick
hands.
1.G 2.C

3.E 4.B
5.H 6.A
7.D
8.F

Group

*Students sits into six Wholegroups .
class
Work in group & match the
characters with the pictures
(on page 60).
*Give the answer
Individual
1-G 2-F 3- A 4-E
5-B 6-C 7-H 8-D
* Teacher give feedback and *Check the answers ans
Pairs
asks students to check their write down
answers
*Teacher divides students *Students sits into six
into six groups and asks groups,
and
put
the
students to put the adjectives adjectives in the correct


cunning fierce brave kind
mean wicked greedy

positive
negative
……………. …………..
…………….. …………..
…………….. ……………
4Listen and repeat the sentences
Paying attention to intonation.
1.What a colourful hat she is
wearing?
2.What a time we’re had today!
3.What beautiful eyes she has!
4. What a nise day it is!
5. What good news it is!
5. Practice these sentences.
Then listen and repeat
1.What a beautiful princess she is!

Consolid-ation
(8.m)

2.What brave knights they are!
3.What a big nose the wolf has!
4.What a fierce ogre it is!
5.What a handsome prince he is
1. Activity 3b. Now use these
adjectives to describe some
characters in one of your
favorite folk tales.
Example: There’s a wolf in a
little Red Riding Hood. He’s

cunning and wicked.

in the correct column.
* Teacher asks the volunteer
to give the answer.
* Teacher give feedback and
asks students to check their
answers
*Teacher plays the cassette
and asks students to listen to
pay attention to intonation
about Exclamatory sentence
*Teacher asks students to
repeat them.
* Teacher corrects the
intonation if necessary
*Teacher plays the cassette
and asks students to practice
Exclamatory sentences
* Teacher corrects
intonation (if necessarity)

column.
Positive: cheerful, brave,
generous, kind
Negative: cruel, cunning, Individual
mean, evil, greedy, wicked,
fierce
*Students to listen to pay
attention to intonation about WholeExclamatory

sentences
class
(page 60)
Students to repeat them.

*Listen
and
practice
Exclamatory sentences
Remember: Intonation in
exclamatory sentences
We use falling intonation
the for exclamatory sentences

* Teacher asks students to
work individual, use the
adjectives to describe some
characters in one of their
favorite folk tales.
*Teacher asks students to
write their answer on the

Wholeclass

Wholeclass

* Students work activity 3b
individual use the adjectives Individual
to describe some characters
in one of their favorite folk

tales.
*Students to write their
Individual
answer on the board.


Suggestion: There is a fairy in
Tam Cam . She is kind and
helpful but Tam’s stepmother is
very cruel.
2. Integrated another subjects
a. Say the names of animals in
Oceania?

board.
*Teacher correct students’ Correct the mistakes if
mistakes if necessary.
necessary
* Answer the questions
*Ask students to work in a. deer, crocodile, whale,
pair and answer.
elephant, turtle, zebra horse,
lion, leopard
*Teacher calls some students b.(Students sing a song
b. Sing some songs Which has to say before the class.
which mentions animals)
mentioned the animals ?
c. Lac Long Quan is talent
and brave
c. Say the characters in folk tale

Au Co is a hard-working
: Con Rong Chau Tien?
woman.
Homework 1. Learn by heart vocabulary: 2. *Ask students to write down
Prepare new lesson: Unit 6- A
homework and prepare new
(2.m)
Closer Look 2
lesson.
3. Draw some pictures about the
characters in folk tales.
REFERENCES
1- Textbook in English 8.
2 - Teacher’s book in English 8.
3- Internet, Real pictures, pictures in text book ...
4- Textbook in Literature, Fine Arts, Geography.

Wholeclass
Pair

Pair

Write down homework and Wholeprepare new lesson.
class


2. Interdisplinary knowledge is integrated in this period.
In some cases, the allocation of English content in each period is to some extent
uneven. Some English content can not be dealt with in just forty five minutes as
scheduled, time for further practice of grammar points is in fact limited, teachers

are forced and raven 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 result, one
of new teaching approaches is taken into consideration in my topic, namely
English- Biology- literature- Fine Art- Civic Education integrated teaching. It is as
follows:
* BIOLOGY:
Educating students not only keep effectively wild animals but also
understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the
environment – Biology class 9).
* LITERATURE:
Students use their literature knowledge to propaganda their classmates or
school-mates understand more about folk tales of Viet Nam . Moreover, They use
languages to propaganda everyone reading them.
* FINE ART:
Guiding students draw some pictures about characters in folk tales and
decorate banners to propaganda people about the importance of them.
II. TEACHER AND STUDENTS’ PREPARATION:
1. TEACHER’S PREPARATION:
* Some pictures in UNIT6: FOLK TALES- Lesson 2: CLOSER LOOK 1
(English 8- page 60) and the pictures about animals and the figures of the folk
tales.
* Projector, computer, some posters,
* Cassette, tapes of “UNIT6: FOLK TALES- Lesson 2: CLOSER LOOK
1” English 8
* Extra-board or table accessories, markers, paper A3.
* Test for five minutes.
2. STUDENTS’ PREPARATION
* Textbook, notebook, pen, rulers .....
* Preparing questions and exercises in UNIT6: FOLK TALES- Lesson 2:
CLOSER LOOK 1 English 8- page 60.

* Extra-board or table accessories, markers, paper A3.
III. METHODS:
* Brainstorming, Discussing pair, group.
* Questions and answers
* detecting, solving problem and practical training


* Playing game: Quick eyes, Quick hands
IV. TEST RESULT.
Following a period of experiment teaching performance in class 9A, at Dong
Ninh Secondary School, I realize that all of students have got much more 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.
Quality

Class
8A (38)

Good
9, 10
Number
%
25

66%

Fair
7, 8
Number
%
12

31,5%

Medium
5, 6
Number
%
1

Poor
below 5
Number
%

2,5

0

0

C. CONCLUSION AND RECOMMENDATIONS
I. CONCLUSION.
Despite ongoing difficulties in teaching and learning English at Dong Ninh

Secondary School, the experimental performance of inter- subject Literature- Fine
arts- Biology- Geography- Civic education integrated teaching in an English period
has shown remarkable signs. A great majority of students in class 9A 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 facilities 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 contentcurriculum- 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 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 keep reading the folk tales of Viet Nam through
integrated teaching period 43th – Unit 6: A Closer Look 1 -English 8”
I would like to receive the colleague’s construction feedback and support for
a better performance in my topic.
I sincerely thank you!
CONFIRMATION OF THE Thanh Hoa March 20th, 2018
HEADMARTER
I assure this is my own initiative, I do not
copy the other people’s content
Signature of teacher


Lê Đình Kỷ

D. REFERENCES
1. Textbook English 8 and Teaching plan of English 8- Nguyen Hanh Dung.
2. A Practical English Grammar - A.J. Thomson and A.V.Martinet/ Nhà Xuất
Bản Trẻ (1997)
3.[11] Creswell, J. W. (2008). Research design: Qualitative, quantitative, and
mixed methods approaches. Sage Publications, Thousand Oaks, CA

“English Language Teacher Training Project” book 1 & book 2 (The
Methodology Course -


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.
Teacher’s name: Lê Đình Kỷ.
School: Dong Ninh secondary school.

TT

1

2

3

4

5

Tên dề tài SKKN
Nghĩa và cách dùng từ
mới
Một số trò chơi để
cũng cố bài học trong
các tiết dạy Language
Focus Tiếng Anh 8

Một vài biện pháp
luyện phát âm từ Tiếng
Anh có chữ “CH” cho
HS lớp 6 Trường
THCS Đông Ninh
Một vài biện pháp rèn
đọc cho HS yếu kém
lớp 7 Trường THCS
Đông Ninh
Educating students
improves their
knowledge to keep the
environment through
intergrated teaching
period 37 “Unit 6:
Getting started- Listen
& Read- English 9”

Cấp đánh giá
xếp loại

Kết quả đánh
giá xếp loại

Năm học
đánh giá xếp
loại

Cấp huyện
Cấp tỉnh

A
C

2001-2002

Cấp huyện
Cấp tỉnh

A
B

2009-2010

Cấp huyện

B

2011-2012

Cấp huyện
Cấp tỉnh

A
B

2013-2014

Cấp huyện
Cấp tỉnh

A
C

2015-2016