Manipulating disciplinary knowledge in teaching part a reading, unit 16 historical places english 10 effectively

INDEX

Page

I. INTRODUCTION
1. Reasons for research
2. Purposes

1

3. Subjects
4. Methods
II. CONTENTS
1. Theoretical background
2 . Realities before applying the research
3. Solutions : integrated Maths, History, Geography,
Civic Education, Information & Technology, Cultural
Knowledge in teaching Part A- Reading Unit 16:
Historical Places
4. Effectiveness of the research

3

4

19

III.CONCLUSION
1. General conclusion
2. Recommendation

20

IV. REFERENCES
V. APPENDIX


Cam Thuy 1 High School

Pham Thuy Hoa

I.
INTRODUCTION
1. Reasons for research
Nowadays, manipulating disciplinary knowledge in teaching is very
necessary. Especially is English because English is a subject that can intergrate
much knowledge of other subjects. Therefore, how to make the method of
teaching and learning advanced is vital demand to English teachers. The fact
shows that we can easily approach information and technology and get no
difficulty in communication if we are good at Listening, Speaking, Reading and
Writing in English fluently. Specially, reading is one of the basic skills that is
paid attention to in the process of teaching and learning English. For high school
students, they have chances to get more information through units based on
themes. Thanks to the passages, they will test events related to daily activities.
Moreover, they know deeply cultural diversities from lessons to lessons. If
students are bad at reading skill, they get difficulties in getting and keeping
information so long. From my experiences in teaching English at Cam Thuy 1
high school, I find that my students’s skill in reading is limitative, so exchanging
information from units to students is uneasy. This not only makes lessons
monotonic and unexcited but also affects students’ studying passively.
2. Purposes

We have all known recently that manipulating interdisciplinary knowledge in
solving a problem of lesson is essential, which makes learners not only study
and improve the knowledge from other subjects but also help them understand
and solve the matter fast and perfectly. Manipulating knowledge of subjects such
as Geography, History, Mathematics, Physics , Knowledge from Culture, Civic
education and Life in unit 16: Historical Places, English 10 provide them a
brief information about the Van Mieu – Quoc Tu Giam. Moreover, with the
images of some wonders being destroyed students are aware of their duties in
protecting heritages and the Imperial Citadel of Thang Long as well.
Based on the innovation of the Ministry of Education & Training about
manipulating interdisciplinary knowledge in teaching, I would like to give some
of my new ways of teaching part A Reading unit 16: Historical Places , English
10 effectively.
3. Subjects
In this research, I just pay attention to the 10th grade students who are going to
studying unit 16. The Van Mieu – Quoc Tu Giam is a famous place that is in
Hanoi. Besides, I give my students chances to discover the interest of the lesson
by giving each group of them a handout contained duty. As I have mentioned
above, the lesson is so attracting that my students are all excited at doing research
to get more information.
4. Methods
To make my solutions effectively, I have used some following methods.
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Firstly, I always get advices from colleagues through co-working.
Secondly, I usually study, create and use new methods in teaching English
such as using images, pictures, posters, real objects, etc
- Pictures of some historical places: The great Wall of China, The Taj Mahal, ,
The One Pillar Pagoda, the temple of Literature, Hue Imperial City, Hoan Kiem
lake, Ngoc Son temple, Hung temple, the Imperial Citadel of Thang Long,
Independence Palace, Citedal of the Ho dynasty, Hoa Lu Ancient Capital, etc;
pictures to teach new words and phrases.
Moreover, I apply science and technology in teaching, use projecters,
presents films, video clips to make the lesson actively. For example, I show a
short film about the process of building Van Mieu – Quoc Tu Giam before the
lesson to motivate the spirit of studying between students.
Next, I often teach English through real situations such as the present
situation of some world’s heritages and the Imperial Citadel of Thang Long to
raise students’s awareness of protecting these places; manipulating
interdisciplinary knowledge which make students interested and motivated in
learning .
Lastly, I classify students into groups when instructing them to search for
information, then choose the best to show before the class. And students have
chance to improve their awareness of protecting heritages through images of
current status of some historical places and know their responsibility towards
this matter with the presentation of the Imperial Citadel of Thang Long , etc.

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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II. CONTENT
1. Theoretical Background
Normally, the teacher is considered to succeed in teaching reading skill
when he/ she helps students practise some new words, do all the tasks that
follow and understand the lesson in a limited period of time. Teaching units
related to cultural, historical, mathematical, geographical knowledge, etc is a
hard work because it requires the teacher has both technique knowledge and
understanding about the places, peoples and events from the lessons. However,
the teacher must not explain so much that makes the lesson excursive. Part A
Reading in unit 16: Historical Places is an exciting lesson that have attracted
me for a long time. As I love travelling to many historical places, specially, Van
Mieu – Quoc Tu Giam always make me excited. And to make the lessons more
interested, I have spent a lot of time to search for knowledge related to the
lesson that I am going to teach my students, about Ly dynasty, Tran dynasty, Ho
dynasty, Le So dynasty, when and why was Van Mieu – Quoc Tu Giam built,
etc. The more I get to know about the Van Mieu – Quoc Tu Giam, the more
interesting I find it is.
2. Realities before applying the research
Part A in unit 16 is difficult because it contains so much information, so many
new words and theories. In the past, I used to teach students for the following
steps.
1. Before reading
* Warm up
* New words and Phrases (10-15 words)
* Practice with new words
2. While reading
* Students do the tasks (in texbooks)

* Teacher corrects and gives feedback
3. After reading
4. Homework
In a limitation of time, I tried my best to guide and help students finish the skill.
That may be called success. Sometimes, I explained some information but not
too much, so the lesson seemed to be a bit mystery for students. Although many
students who have been provided pratical duties, some find no interest in getting
more informations, some others search for wrong or no relation to the
requirements that make the duty waste of time.
What is more, there are so much information are given from different sources
such as google, newspapers or magazines that both students and teacher find
uneasy to choose which is the best to give before the class. And the level of the
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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students is unequal that limit them in working together into groups. Therefore, I
also help my students in need so as to have a successful lesson.
3. Solutions
As the research pays attention to give some new ways of teaching part A
Reading in unit 16 English 10, I would like to present it in the form of a lesson
plan which contains both the content and the interdisciplinary knowledge inside
Here is the content.
Warm up: Name the historical places
Teacher: Shows pictures of historical places from number 1 to 4 and presents

questions.
1.What are the names of the places?
2.Where are they located?
Teacher: Asks students to work individually to look at the pictures carefully in
one minutes and name them.

The Great Wall of China

Hoan Kiem Lake in Hanoi

Ngoc Son Temple in Hanoi
Hue Imperial City
Students: Work individually in one minutes and give answer
+Picture1: The Great Wall of China
+Picture2: Hoan Kiem Lake
+Picture3: Ngoc Son temple
+Picture 4: ( not know)
Teacher: Checks student’s answers and gives feedback
Teacher: Asks students “ Which name do these places have in common?”
Students: Think about the questions then answer: they are beautiful places/ they
are heritages, historical places, etc.
Teacher: Concludes that they are historical places.
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Guessing the topic
Teacher: Shows pictures of tortoise, stele, university, talented people, banyan
tree and presents questions.
1.What are they?
2.Where can you see some of them?
Teacher: Asks students to work individually to look at the pictures carefully in
one minutes and guess the topic.

Teacher: Checks student’s answers and gives feedback
Teacher: Asks students to answer

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Students: Think about the questions then answer.
Teacher: Can you name the topic
Students: Answer the question
Teacher: Feed backs ( Manipulating Mathematical knowledge and knowledge
from life)

Teacher: Shows the picture and asks students “ Do you know this place? How
special is it?”

Students: Look at the picture and then one says : “This is Van Mieu – Quoc Tu
Giam”
Teacher: Checks the and answer
Van Mieu – Quoc Tu Giam is a famous historical and cultural site in
Hanoi. Originally built in 1070 in the Ly dynasty.
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Teacher: Sums up “ Although there are a lot of historical places in our country ,
none is more famous and mysterious than those in Hanoi capital. Today, we
make a short trip to Van Mieu – Quoc Tu Giam which is the first university of
Vietnam to discover some precious information about it.”
1. Vocabulary:
Teacher gives vocabulary by asking students to look at the extra board on the
projector and guess the words or phrases together with writing on their
notebooks.
Teacher: Shows all words or phrases to read and asks students to listen to
carefully.

Teacher: Calls 1, 2 students to read the words again, then checks their
pronunciation
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Vocabulary checking
Teacher: - Uses the vocabulary checking to review the vocabulary for them
- Shows pictures in number from 1 to 4 ,then asks them to look at the
number of the pictures and give the picture’s names
Students: work individually to give the pictures’names
Teacher : - Calls 2 students to go on board and write down the words
1. Brilliant scholar
3. Banyan
2. Stele (n) / Stelae (plural)
4. Tortoise
- Checks and shows pictures again

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Teacher: Shows the video about processing of building the Van Mieu – Quoc
Tu Giam
Video clip

After one minute watching film, teacher shows the content of reading
passage and, then ask students to look at on the projector and listen
carefully to the audio

Van Mieu – Quoc Tu Giam is a famous historical and cultural site in
Hanoi. Originally built in 1070 in the Ly dynasty, Van Mieu was representative
of Confucian ways of thought and behaviour. Six years later, Quoc Tu Giam, the
first university of Vietnam, was established on the grounds of Van Mieu.
Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men for
the country. In 1482, Van Mieu became a place to memorialize the most brilliant
scholars of the nation. The names, places of birth and achievements of top
students in royal examinations were engraved on stone stelae. These stelae,
carried on the backs of giant tortoises, are still standing today and they attract
great interest from visitors.
After more than 900 years of existence, Van Mieu is an example of
well – preserved traditional Vietnamese architecture. The banyan trees in Van
Mieu, which witnessed festivals and examinations during feudal times, continue
to flourish. Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamese
people.
2. Practice
Task 1: Choose A, B or C that best suits the meaning of the italicised word.
Teacher: shows and asks students to work individually in one minute.
Students: work individually to choose the best answer.
Teacher: - Calls 1,2, students to give answers
- Checks student’s answers and gives the correct answers

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Pham Thuy Hoa

Teacher: Presents brief of the development of education through the following
dynasties, the Ly, Tran, Ho, Le So and the meaning and aim of engraving on the
stone stelae to prove.
Students: Paying attention. Answer ….
Teacher: Gives information (Manipulating Historical Knowledge and
Knowledge from Life)
Brief presentation of the development of education through the following
dynasties, the Ly, Tran, Ho and Le So
( Main ideas in page 105 of History 10 grade)
* The Ly, Tran, Ho:
Due to the need to recruit talented people to serve the country, the education
and examination are respected by dynasties.
- Ly Dynasty:
+ In 1070, King Ly Thanh Tong built Van Mieu to worship Khong Tu in Thang
Long.
+ In 1075, the first national exam was opened.
+ In 1076, Quoc Tu Giam was built in the citadel by Ly Nhan Tong.
- Tran Dynasty:
+ Education was more and more expanded.
+ In 1247, Tran Thai Tong established the Tam Khoi system.
- Ho Dynasty:
Enforced regulations to put the examinations into order, Maths was added at this
time.
* Le So Dynasty:
Most strongly developed during the dynasty of Le Thanh Tong ( 1460 – 1497).

- Expand state public schools to localities.
- Royal examinations was held every 3 years to choose Doctors of Philosophy
- The names, places of birth and achievements of top students in royal
examinations were engraved on the stone stelae.
Meaning: The development of education has created conditions for improving
intellectual standards and educating talents and selected many talent people
through many examinations to serve the country.
The meaning and aims of engraving on the stone stelae
( Question 2, page32, Literature 10, Episode 2)
- Showing respect for talented people and saving the list of them eternally.
- Encouraging talents to participate in helping the King, flourishing the country.
- The wicked take it as a commandment, the good people follow it.
Task 2: T/ F statements.
Teacher: Shows 6 statements and asks students to predict whether the statements
are true ( T ) or false ( F )
Students: Work in groups.
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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1. The construction of Van Mieu took place between 1076 and 1779.
2. Quoc Tu Giam is considered to be the first university of Vietnam.
3. Thousands of talented men were trained in Quoc Tu Giam from the 11 th to
the 19th century.
4. Van Mieu has now lost most of its traditional Vietnamese architecture.

5. Festivals and examinations used to be held in Van Mieu - Quoc Tu Giam.
6. Visitors can still see more trees which have been in Van Mieu for a long
time.
Teacher: Calls 2 groups to predict the statements and writes down their
prediction.
Students: Predict the statements
Teacher:Checks students’ answers and gives explanation.
Students: Correct the answers

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

Pham Thuy Hoa

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

Pham Thuy Hoa

Teacher: Shows 4 questions and underlines Wh-question and delivers handouts
1. Why is Van Mieu – Quoc Tu Giam a place of interest?
2. When and where were they built?

3. What were their functions?
4. What is special about the stelae there?
Teacher: Asks students to work in groups in 5 minutes and need a student to be
the secretary to write down the scores on board.
Students: work in groups to find out the answers on handouts
Teacher: Shows lucky historical places and explains the rules of game “to
partipate in the game, you must work into two groups. There are 6 pictures of
historical places, one in which has no question but lucky historical place. If you
answer the question correctly, you certainly have 10 points. But if you don’t
have any answer, the other will have chance. And if you are lucky , you are
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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given 10 points and continue choosing the next number. At the end of the game
the group has the higher scores will be the winner. The winner will be awarded a
present. Now, let’s start the game”
Students: work into two groups to choose numbers with the questions inside and
try to give the answer quickly and correctly.
Teacher: Checks students’ answers and asks the secretary to write down the score.
Lucky historical places

1. The One Pillar Pagoda

3. Independence Palace

5. Citedal of the Ho dynasty

2. The TajMahal, Indian

4. Hung Temple

6. Hoa Lu Ancient Capital

The first picture The One Pillar Pagoda is gone with the question 3; Citedal of
the Ho dynasty contains question 1; The Taj Mahal, India is with question 2;
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Hung Temple and Independence Palace have the lucky historical places, Hoa
Lu Ancient Capital comes with the last question.
The answer for question 1
►Because it is a famous historical and cultural site in Hanoi. It was
representative of Confucian ways of thought and behaviour.
►It is paragraph 1, lines from 1 to 3
The answer for question 2
►They were built in Hanoi by King Ly Thanh Tong in 1070 and in 1076.
►It is paragraph 1, lines from 1 to 4
The answer for question 3

►Between 1076 and 1779, Quoc Tu Giam was a place to produce the talented
men for the nation. And 1482, Van Mieu became a place to memorialize the
most brilliant scholars of the nation, who were successful in royal examination
students.
►It is paragraph 1, lines from 5 to 9
The answer for question 4
►On the stone stelae, standing on the back of giant tortoises, were engraved
the names, places of birth and achievements of top students in royal
examinations.
►It is paragraph 1, line from 10 to 14
3. Further Practice
Complete the table below with the given Words/ Phrases
Teacher: presents table and delivers handouts
Teacher: Asks students to work in pairs and complete the table below with the
given Words and Phrases on handouts.
Students: work in pairs to complete the table.
Teacher: Calls 2 students to write the result on board.
Students: 2 students give the answer on board, others look and check
Teacher: Gives feedback
Van Mieu – Quoc Tu Giam
1. Originally buit
1070
2. Dynasty
In the Ly dynasty
3. Between 1076 and 1779
Educated thousands of talented men
for the country
4. In 1482
Became a place to memorialize the
most brilliant scholars of the nation.

5. Engraving
The names, places of birth and
achievement of top students in royal
examination were engraved on stone
stelae which carried on the backs of
giant tortoises.
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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6. Existence
More than 900 years
Teacher : Provides some pictures of the heritages in the world and in Vietnam
which are being destroyed day by day.

1. Baalshamin Temple

2. The Imperial Citadel of Thang Long

3. Hatra Temple
4. Brazilian National Museum
Teacher: Asks students “Discuss about the status of these famous places?”
Students: Look at the pictures and discuss in pair about the status reflected in
pictures .
Teacher: Calls 1 or 2 students answer then checks “They have been destroyed

seriously for the weather and people”. (Manipulating Knowledge of Life)
Teacher: Asks students “What should we do to protect these place?”
Students: think about the question, and some have the answers “ We should tell
people to stop things that harm these places and protect them from being
damaged by the weather,etc
Teacher: Gives feedback (Manipulating Civic Education)
We should
- Raise people’s awareness of protection need
- Governments have to enact law to protect
Wonders from being destroyed
- International Organisation especially UNESCO should test to certificate
special places so that they are preserved completely
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Teacher: Shows
Some images about the Imperial Citadel of Thang Long in Hanoi, Vietnam
Before

Now

Students : look at the two images
Teacher: asks students “Tell some information about the Imperial Citadel of
Thang Long?”

Students : Answer“It is at the heart of Hanoi, Vietnam. It is a world heritage
certificated by UNESCO in 2010”
Teacher: Checks through presenting images and provides more information
(Manipulating Geographical, Historical and Cultural Knowledge)
Situated at the heart of Hanoi, the Central Sector of the Imperial Citadel of
Thang Long is an outstanding place of interest not only for the capital city but
also for the country as a whole. The site is one of the ten special national
heritage sites proclaimed by the Prime Minister in 2009 and was inscribed on
the World Heritage List by UNESCO’s World Heritage Committee in 2010. Its
Outstanding Universal Values are reflected in its historical longevity, its
continuous role as a seat of power, and its multiple cultural layers.
The World Heritage Site comprises two sections: the archaeological site at 18
Hoang Dieu Street and the central axis of the Nguyen Dynasty’s Citadel of
Hanoi, which together create an integrated heritage complex. This was the most
important sector of Thang Long Citadel, the capital of Dai Viet under the Ly,
Tran, and Le dynasties from the 11th to the 18th centuries. It was also the core
of the earlier Dai La Citadel, dating from the period when the region was ruled
directly by China (7th to 9th centuries) and the headquarters of the North
Vietnamese government and army during the Resistance War against the
Americans (also known as the Vietnam War) between 1954 and 1975.
Standing monuments in the Nguyen Dynasty’s Ancient Citadel include the Flag
Tower (Ky Dai), the South Gate (Doan Mon), the Kinh Thien Palace
Foundation, the Princess’s Pagoda (Hau Lau), and the North Gate (Bac Mon).
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

Hanoi Flag Tower

Pham Thuy Hoa

The South Gate (Doan Mon)

The North Gate (Bac Mon)
The Princess’s Pagoda (Hau Lau)
The 18 Hoang Dieu Archaeological Site, located about 100 meters to the West of
Kinh Thien Palace Foundation, is an important part of the Central Sector of the
Imperial Citadel of Thang Long-Hanoi. This is a site of immense archaeological
value, which accommodates a huge complex of architectural relics and an
exceedingly large volume of artifacts overlapping and alternating one another,
dating back to the Dai La (7th to 9th centuries), Dinh Dynasty, Anterior Le
Dynasty (10th century), Ly Dynasty (1009-1225), Tran Dynasty (1226-1400),
Early Le Dynasty (1428-1527), Restored Le Dynasty (1593-1789) and Nguyen
Dynasty (1802-1945).

The Kinh Thien Palace Foundation
Teacher: summarises “ The standing monuments and subterranean vestiges of
palaces, together with numerous other unique artifacts unearthed in the Central
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

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Sector of the Imperial Citadel of Thang Long-Hanoi are invaluable assets not
only of Vietnam but also the entire human race.”
“The Imperial Citadel of Thang Long have been well preservered to be the
ideal destination not only for Vietnamese but also foreigners”
HOMEWORK
Teacher : Asks students
- to learn by heart the new words
- to write a passage (100-120 words) about their favorite historical place.
- to prepare for part B- Speaking
Students: Write the requests on notebooks
4. Effectiveness of the research
To consolidate the lesson I had students done a 15 minutes test with ten multiple
choice questions on the worksheets. After 15 minutes I collected the papers,
gave marks and feedback.
From the results of applying my new solution in teaching, I realize that most
students understand and do well. Besides, most of them are interested in learning
from manipulaing interdisciplinary subjects which provides the students a wide
range of information related to the lesson. Below is the statistics I have collected
from the school year 2018-2019 that my experiences have been done in four
classes 10A4, 10A8, 10A9 and 10A10 at Cam Thuy 1 high school.
Class

Number
of
students

10A4

41

10A8

40

10A9

41

10A10

45

Contents
excited
unexcited
excited
unexcited
excited
unexcited
excited
unexcited

Before appying/
Rate (%)
15
26
17
23
18
23

22
23

36,59%
63,41%
42,5%
57,5%
43,90%
25,55%
48,89%
51,11%

After applying/
Rate (%)
35
6
33
7
32
9
37
8

85,37%
14,63%
82,5%
17,5%
78,05%
21,95%
82,22%

17,78%

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Pham Thuy Hoa

III. CONCLUSION
1. General conclusion
In a lesson of teaching reading skill, the teacher not only help students
understand the meaning of the passage but also manipulate plexibly techniques
which are agreeable with the instant unit to motivate students’s interest in
learning and create activities to make them practise better. However, English is
by far different from Vietnamese because it is too difficult to learn and
remember. Reading in Vietnamese is much easier as students do not get
difficulty in understanding the passage. Moreover, many students have a
limitation of words, some are lazy in practising at home or preparing the lesson
before going to school that prevent them from having good results.
Reading, writing and thinking such a difficult lesson like unit 16 in Engish 10
requires students both having numerous words and phrases but also
understanding historical places. And if they pay much attention to explain
correlative information, the content of the lesson will not be recoiled. What is
more, if they just cover on the content, there is little time for explaination.
Anyway, I have just presented my lesson plan from which I both teach my
students knowledge and manipulate disciplinary knowledge
2. Recommendation

* For my office and colleagues.
I would like to offer my office to invest more refererence books and pictures,
hold English clubs so that students have chances to practise and exchange
knowledge more often. I also take this hope that my colleagues will always
cooperate and help me in the process of teaching English at school.
* For Department of Education and Training.
I am looking for being paid attention to our teaching in a mountainous school as
mine that we feel interested in our career.
Being a young teacher, I know my research could be limited. I would like to
receive good comments from colleagues and sponsors so that my given solution
become more perfect and effective.
Finally, I would like to show my sincere thanks!

Approved by

Cam Thuy, May 19th 2019
I speak with full conviction that this is the
experience I do it myself, not copying
from the others.
Written by

Pham Thuy Hoa
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

Pham Thuy Hoa

Tran Duc Toan
( The headmaster of my school )

IV. REFERENCES
(1*) />(Unit 16. Historical Places – English 10 )
(2*) Main ideas in page 105 of History 10 grade
(3*) Question 2, page32, Literature 10 , Episode 2
(4*) Bài tập Tiếng Anh 10 – Mai Lan Hương, Nguyễn Thanh Loan – NXB Đà
Nẵng

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
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Cam Thuy 1 High School

Pham Thuy Hoa

V. APPENDIX
The 15 minutes written test
Full name:...........
Class:....................
School:..............
Marks

TESTING
Subject : English 10- Topic: “ Historical
Places” and People’s responsibilities to

heritages and historical places
Time: 15 minutes
Teacher’s comment

QUESTIONS
1. Temple of Literature is a famous historical and cultural _________in Hanoi.
A. temple
B. remain
C. ground
D. site
2. All the pillars of the old house were carved with ornamental designs.
A. written
B. engraved
C. painted
D. decorated
3. Van Mieu was a place to _________ the most brilliant scholars of the nation.
A. remember
B. memorialize C. certify
D. impress
4. Hard work is important, but it is no substitute for natural _________
A. pride
B. interest
C. thought
D. talent
5. Quoc Tu Giam used to be a Confucian school reserved for sons of the
_________.
A. royalty
B. imperialism
C. feudalism
D. Confucius

6. Few businesses are flourishing in the present economic climate.
A. growing well
B. setting up
C. closing down
D. taking off
7. Van Mieu is an example of well – preserved _________ Vietnamese
architecture.
A. tradition
B. traditional
C. traditionally D. traditionalism
Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
23


Cam Thuy 1 High School

Pham Thuy Hoa

8. His novels were originally published in serial form in a magazine.
A. actually
B. unusually
C. truly
D. initially
9. Mount Rushmore is one of the United States’ _________ monuments.
A. history
B. historian
C. historical
D. historically
10. Reunification Hall _________ the collapse of the US – backed government

of South Viet Nam
A. saw
B. watched
C. told
D. witnessed

Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical
Places English 10 effectively
24