Using the intergrated teaching methodology to teach unit 2 clothing section getting starte listen and read english 9

INDEX
PART I. INTRODUCTION................................................................................................................. 2
1. Reasons for choosing the topic..................................................................................................... 2
2. Aims of the study................................................................................................................................... 2
3. Object of study:...................................................................................................................................... 3
4. Research methods:............................................................................................................................... 3
PART II: CONTENT OF INITIATIVE....................................................................................... 4
1. Theoretical basis:.................................................................................................................................. 4
2. The problems before initiative...................................................................................................... 4
3. The initiatives or solutions have been used to solve the problem........................... 5
3.1. What has been done and the results have been tested.............................................. 5
a. Topic learning:.................................................................................................................................. 5
b. Objectives of teaching:................................................................................................................ 5
c. Meaning, role:.................................................................................................................................. 5
d. Teaching equipment:..................................................................................................................... 5
e. Teaching activities and teaching process............................................................................ 5
3.2. Content implemented:................................................................................................................. 5
a. Knowledge: Three levels assessment:................................................................................. 6
b. Skills:.................................................................................................................................................... 6
c. About the attitude:.......................................................................................................................... 6
d. Ways of checking and evaluating about learning results, products of
students...................................................................................................................................................... 6
e. Products of students:..................................................................................................................... 6
3.3. Content of the lesson:.................................................................................................................. 6
3.4. The effectiveness of initiative for educational activities, with myself,
colleagues and the school................................................................................................................ 23
PART III: CONCLUSION AND RECCOMENDATIONS.......................................... 24
1. Conclusions:......................................................................................................................................... 24
2. Recommendation:............................................................................................................................. 24
REFERENCES............................................................................................................................................ 25

1


PART I. INTRODUCTION
1. Reasons for choosing the topic
According to the innovative orientation in teaching methods in lower
secondary schools stimulate and develop self-learning ability in order to create
positive, independent and creative thinking for the students as well as improve
capacity, find out and solve problems, practice skills to apply knowledge into
reality. It affects the emotions, bring pleasure and excitement to study for students.
English is a specific subject, in the linguistic domain, associated with the
culture of communicative language. Therefore, the environment is the most
important condition for the teacher as well as the learners to approach and develop
the skills of listening, speaking, reading and writing. However, the Vietnamese
environment and culture are much different from the British environment and
culture. So how can English become more familiar and familiar in the normal
learning environment so that students will feel excited and easy to use this
language in their lives, thereby improving the effectiveness of teaching and
learning English? This is a difficult question for a teacher of English in a small
school with lots of facility difficulties as me.
After over thinking and testing, I think, the best way to solve this problem is to
create a student environment that is close to their own lives in English. It is English
that is as close as the things around you. And the most effective way is to apply
interdisciplinary knowledge in the English teaching process. Then, English became
a means of transmitting knowledge and culture more purely Vietnamese, create
excitement and motivation for students, and make an important contribution to
improving the effectiveness of teaching and learning English at Ham Rong Lower
Secondary School. Therefore, I chose the topic "using integrated teaching
methodology to teach English" to make my initiative. Specifically: Using the
integrated teaching methodology to teach "Unit 2- Clothing- Getting started +

listen and read - English 9"
2. Aims of the study
In the present stage, the education of our country in general and the provincial
education department in particular have been focusing on the innovation of
teaching methods. It is also indispensable for students to gain knowledge as well as
the teachers apply it into reality teaching in secondary schools.
From the fact of teaching, through colleagues’ ideas I found that: Most of the
average and low grade students are afraid to learn English. Specifically, for the 9th
graders, when the number of new words is large, and access to more difficult
structures, the higher level of skills, many students are no longer highly interested
in English. Learning English is compulsive. Thus, I have experimented the
interdisciplinary integration teaching at 9th grade and got good results.
2


Therefore, inatiative ideas are carried out with the following aims:
- To reseach on students at HR Lower Secondary School , grade 9 to find out
the reasons, causes that makes them afraid of learning foreign languages.
- To seek measures to overcome the situation: students in grade 9 and other
grades who are afraid of learning foreign languages
- To apply measures , specifically integrate many subjects in teaching English
to enhance effects and stimulate the students’ interest with this subject.
- To reseach the students’ reaction , receptive ability and studying result after
applying to access the affect of inatiative ideas.
3. Object of study:
Students in grade 9 in the 2016-2017 school year of Ham Rong secondary
school.
4. Research methods:
- Surveying method.
- Statistics method.

- Analysing method.

3


PART II: CONTENT OF INITIATIVE
1. Theoretical basis:
Due to the increasing application for English to meet the demand for quality
of social labor, the development of skills suited to the needs of the subject and the
social needs of integration period is the most important task of the subject.
Teaching and learning English have only focused, on vocabulary and
grammatical structure for long time, so for the majority of students, especially
students who are not hardworking, will feel bored, afraid to learn and memorize. .
The total reform of teaching methods in a positive orientation with studentcentered. Teaching with capacity-building orientation is a common task of the
entire education sector;in order to gain basic and full reform for education and
training.
English is not out of the general trend. There are many methods, ways and
forms of innovation teaching English, in which an interdisciplinary integration
method is suitable for students in a poor economic area with little communicative
conditions about the cultural background. Interdisciplinary integration teaching
method in English will help students feel closer, more excited, and manageable of
English in other science subjects and into daily life.
2. The problems before initiative.
- Most of the 9th grade students who are afraid to learn English, unfamiliar
with the use of English, just try to learn, remember the vocabulary and
grammatical structure to serve the exam. They do not determine to learn English to
perfect skills of an employee in the future.
- The survey on the interest in English, 48 students in grade 9 of Ham Rong
secondary school, results as follows:
Total Very interested

Interested
Not interested
Hate
Number
%
Number
%
Number
%
Number
%
of
students
48
9
18,8
12
25
21
43,6
6
12,6
Thus, the number of students who is interested in English is not great, while
the number of students who are not interested and hate to learn English is very high,
accounting for 56,2%.
3. The initiatives or solutions have been used to solve the problem.
3.1. What has been done and the results have been tested
a. Topic learning:

4

Integrated subject teaching:Literature, History, Music and Civic
education,art ... via the topic: the use of interdisciplinary teaching methods to teach
English.
b. Objectives of teaching:
- The knowledge, skills and attitudes of subjects to be attained in this unit are
literature, history, music,art and civic education.
- Students need to be able to use the subject knowledge: English - language
arts, English - history, English - music, English-art, English - civics education.
c. Meaning, role:
Linking knowledge, skills, and attitudes to subjects together, with social life,
makes students more interested in the subject and loves life.
d. Teaching equipment:
- Lights
- Gangs
- Markers.
- A4 paper
e. Teaching activities and teaching process
- Due to the limited time, I just introduce my product designed: Description of
teaching and learning activities in English lesson plan of grade 9, period 8: Unit 2.
Clothing- section: Getting started + listen and read.
- To teach subject-oriented integrated topics, such as: Using interdisciplinary
teaching methodology in teaching English, namely, Unit 2: Getting stared + listen
and Read. I have used the relevant knowledge of subjects such as Arts, History,
Music, Civic education to increase the interest in learning, and stimulate the ability
to use English for solving the problem of the lesson.
3.2. Content implemented:
a. Knowledge: Three levels assessment:
- Acknowledgment.

- Understanding.
- Application (low level, high
level) b. Skills:
- Practice reading and listening skills.
- Ability to use subject knowledge to answer questions from the
unit. c. About the attitude:
- Consciousness, the spirit of participating in learning
- Sentiment of students in the subject and other related subjects.
d. Ways of checking and evaluating about learning results, products of
students.
Teacher evaluates the results, products of students.
- students self-evaluation results, products, (groups, groups)
5


- Questionnaire on evaluation of results, products of
students e. Products of students:
- Students read the paper and fill in the missing information to complete the
sentence
(Exercise a: Complete the sentences.Ues the information from the pasage.)
(whole class)
- Students answer the question in (Exercisse 1a). ( individual)
- Students make comparisons between traditional ao dai and modern ao dai
( extra exersise 1b) (work in groups)
- Students are able to apply to introduce about the “Aodai” and express the
love of the country, the national pride . (extraexersise 2) (individual)
3.3. Content of the lesson:
English 9- Unit 2- Clothing- Getting started+listen and read
I. Objectives:
- Helping Ss will be able to know about traditional dress of some countries,

especially "Ao dai" in Vietnam, the traditional dress of Vietnamese women.
- To help students practise listening,speaking,reading,writing skills to talk
about the Ao dai.
II.Knowledge:
* Integration with Literature
- Students know how to introduce Vietnamese Ao Dai, using the textual
knowledge of Literature in the speech.
* Integration with History, Civic education:
- Students need to know the knowledge about the developing stages of
Vietnamese Ao Dai, use the knowledge of history, Civic education to love the
homeland, the country, love, respect and pride about the traditional costume of the
nation ... in the introduction about VietnameseAo Dai.
* Integration with Music:
- Students can sing a song about Vietnamese Ao Dai.
- Students have the ability to apply knowledge of music (rhyming, ...).
III. Object of the lesson:
- Grade: grade 9 (9A, 9B)
- Number: 48 students
- Students have been learning from Unit 1 to Unit 2, English textbook 9
(Vietnam Education Publishing House).
IV. Meaning of the lesson:

6


- The lesson has been used to improve the listening, speaking, reading and
writing skills of students. Students can exchange, discuss and be able to present in
English.
- For integrated parts, students can apply in their daily lives, such as
introducing Vietnamese traditional dress, Aodai with international friends, using

Literature and also using equivalent English structures.
- Students learn and introduce Vietnamese Ao Dai through periods of
development using the language or knowledge of History, and also using the
equivalent English structures.
- Students learn how to introduce the traditional Aodai of Vietnam with
international friends, thus they are more beloved, cherished and proud of
traditional costumes of Vietnam.
V. Preparation:
- Teacher: A0 paper; Markers; Lesson Plan; Materials for teaching;
Projectors; Relevant knowledge (through local practice, books, photos, information
on the Internet ...)
- Student: Prepare the paper according to the requirements of teachers:
notebooks, learning aids…
VI. Procedures:
1. Pre reading:
1.1. Warm up: (Getting started)
- Students works in groups, look at the clothes the people in these pictures
(p.13) are wearing and take turn to decide where they come from by asking and
answering)
- Teachers clarify the meaning of new words:
A kimono : áo ki mô nô (Traditional dress of the Japanese )
A sa-ri: xa ri (Cloth wrapped around the body instead of clothes)
A veil: mạng che mặt.
- Teacher call representatives of the groups answer the questions
- T models picture a : Teacher: Where does she come from?
Students: She comes from Japan
Teacher: How do you know?
Students: Because she is wearing a kimono.
* Key:
a) She comes from Vietnam. She is wearing Aodai.

b) He comes from Scotland (Uk). He is wearing a kilt.
c) She comes from India. She is wearing a Sari.
d) He comes from the USA. He is wearing jeans.
7


e) She comes from (Saudi) Arabia. She is wearing a veil.
- Teacher shows more pictures, and asks students:

- What’s subject of these pictures?
- Ss give answer “ it’s about Ao dai”
- Teacher: “In the lesson today we will study more about Ao Dai!”
1.2. Pre teach vocabulary:
- design (v)
: thiết kế
(explanation)
- fashionable (a): (thuộc) thời trang, mốt (synonym) = mordern
- slit (n)
: đường xẻ (show the picture, look at the picture “ Ao dai
is slits on the sides” )
Ao dai is slit on the sides

8


- tunic(n)
: áo dài thắt ngang hông
(translation)
- loose (a) = baggy
: rông thùng thình

(synonym)
- pattern (n) : mẫu vẽ,hoa văn
(show the picture)

pattern

- inspiration (n): cảm hứng

(translation)

Teacher asks sts to read the new words in chorus and individually.
- Check the new words by matching words
*1.3. Pre question:
Get Ss predict the questions:
a. Who usually wears Ao dai nowadays? What about in the past?
b.What are the differences between traditional Ao dai and modern one?
2. While reading:
- Call 2 SS to tell their predictions, teacher writes down on the board.
- Let SS listen to the tape to check their predictions (once)
Let SS listen to the tape again to check and correct prediction.
- Have them open the text books,read the dialogue in silence then correct the
false statements and give the key.
a. Nowadays women usually wear it.And in the past, it was frequently worn
by both men and women.
b. Modern Ao dai look modern and very fashionable.And VietNamese
women wear the unique dress.
- Students practice reading the text silently to get information about Ao dai .
* Integration with History :
- Teachers use history knowledge and somes pictures to talk about Ao dai
Vietnam - the way history, help students get more information.

- The long dress exist over time, is considered the traditional costume nature
of the long history of Vietnam.

9


- The image with two Vietnamese ao dai dress has been found through the
carvings on the drums of Dong Son and artifacts from every thousand years today
(2879.BC -258.BC)

Costumes for the ancient Vietnamese shown on Dong Son .
“Giao lanh” dress (Áo giao lãnh) (the 17th century)
Primitive style of gown is assigned the four tie coat, the predecessor of the
four-shirt.

10


Vietnamese women dressed “Giao lanh” dress
Four-robe , five- robe ( Áo tứ thân – áo ngũ thân)
(the 18th century to the early 20th century)

Four-robe
11


- During the 18th century to the early 20th century, where urban women have
nighty body style variations from four-robe to show wealth and social status of
women.

Photos show the class distinctions in a family, the owner dressed in a fiverobe, the servant wearing a four-robe

( five- robe)
Lemur long dress (1939 – 1943)
- Unlike traditional wide in shape, tunic Le Mur curve hugging the body
with more westernized as bulging arms, neck carved heart-shaped, nail bow ... shirt
"hybrid". But this type of clothing only exist until about 1943.

12


Le Mur long dress (1938)

* Long dress with a sleeve raglan assembly (1960)
- 1960 Dung Tailors in Dakao ,Saigon, Saigon offer style long dress with a
sleeve raglan assembly. Item buttons are arranged to run from the neck to the
armpit diagonally, and then runs along one side. With raglan sleeve assembly fabric
tight lanes, tight-fitting tunic made every curve of the woman's body, creating more
aesthetic

Long dress with a sleeve raglan assembly
*Gown Madame Nhu ( In the early 1960s) (Áo dài Bà Nhu )
- In the early 1960s, Mrs. Tran Le Xuan, Ngo Dinh Nhu's wife, designed the
open-necked tunic style, also called neck boat neck cut. Gown Madame Nhu had
faced strong reactions because contrary to traditional habits and customs of the
society of that time.
13


Gown Madame Nhu

Waist chiffon tunic – mini

tunic (1960 – 1970)

- Approaching the end of the 60s, mini tunic became fashionable. Short shirt
and narrow tie, with the knee, wider shirt, no waists. . Sew sleeves are rolled out. .
Clothing garment apparel bears long with wide

The ao dai waist chiseled, prospered in 1960
14


*Modern Ao dai (1970 – nay)

- By the 90s, long coat is back, more sophisticated, more elegant, and began
to think about international friends as a symbol of women Vietnam.

15


- Get students work in two groups, read the text again and complete sentences on
part a, page14, use the information from the passage.
- Representatives of the groups go to the board ,complete the sentence. Each
call represents one of the groups.
- Students compare the answers of the two groups on the board.
- Give feedback and
correct * Key:
1. For a long time the ao dai has been the subject of poems, novels and
songs.
2. The ao dai is described as a long silk tunic that is slit on the sides and

worn over loose pants.
3.The majority of Vietnamese woman prefer to wear modern clothing at
work.
4.Some designers have modernized the ao dai by printing lines of poetry on
it.
5.Another alternative is to add symbols such as suns, stars, crosses and
stripesto the ao dai.
* Comprehension questions:
- Get students work with a partner, read the text again, ask and answer the
questions on part b, page 14.
- Call on some students to ask and answer before class.
- Correct
* Key:
1.Traditional, men and women used to wear the “ao dai”
2.Because it is more convenient
3.They have printed lines of poetry on it or have added symbols such as
suns, stars, crosses and stripes to the “ao dai”
*/ Integration with art:
- There are many famous painting about “Ao dai”, for example:
To Ngoc Van's painting, "The girl with lilies", is one of the first and most
famous Vietnamese paintings depicting a girl in a white dress. Side by side with a
lily flower (lilies).

16


*/ Integration with Literature, music,art:
- There are so many essays, poems, songs taken inspiration from “Ao dai”
+ “ Ao dai” in Nguyen Tat Nien's poetry:
“ Tháng giêng em áo dài trang nhã

Tỉnh lị còn nguyên nét Việt Nam
Đài các chân ngà ai bước khẽ…”
+ Nguyen Sa also praised “Ao dai” in “Tuong Tu”:
“Có phải em mang trên áo bay
Hai phần gió thổi, một phần
mây Hay là em gói mây trong áo
Rồi thở cho làn áo trắng bay…”
- There are many beautiful songs about “Ao dai”. Do you know any songs
about it? Yes,one of them is “ 1 thoáng quê hưong”.
Can you sing “Mot thoang que huong – Thanh Tung” with me ?(Teacher and
SS sing only the first theme of the song)

17


“Mot thoang que huong”
Tà áo em bay bay bay bay trong
gió
nhẹ
nhàng.
Tà áo em bay bay bay bay trên
phố
dịu
dàng.
Áo bay trên đường như mây
xuống
phố,
áo tung sân trường tựa cánh
chim
câu.

Đẹp xiết bao, quê hương cho ta
chiếc
áo
nhiệm
màu.
Dù ở đâu, Paris, Luân Đôn hay ở
những
miền
xa.
Thanh Tung musician.
Thoáng thấy áo dài bay trên
đường phố,sẽ thấy tâm hồn quê
hương ở đó ... em ơi!
- “ Ow! What’s wonderful song ! Let’s learn by heart this song at home and
we can perform it in the class activities.
3. Post reading:
3.1.Speaking : Tell something about the “ao dai”:
“Now, I think you’ve known clearly about Ao dai, in order to people in the world
know more about Vietnam,can you tell about Ao dai now?
*/ Integration with Literature, civic education:
- Teacher asks SS to do this exercise in group of four to compare traditional
Ao dai with modern Ao dai and talk about Ao dai which show love of country,
ethnic pride (about 8-10 sentences).
- Teacher calls two representatives of two groups to compare and talk about
Ao dai.
- Give remarks and marks to strong students.
- Teacher shows suggestions on the screen:
In the past
Nowadays
Who worn? When? (everyday)

Who wears? When? (on
special occasions)
Material?
Materials?
- Pattern?
- Pattern?
3.2. Grammar review: (Eliciting from the text) and practice (optinal)
a. The past passive:
- Eg: Traditionally, it was frequently worn by both men and women.
Form: S + was/were + Vpp
18


b. The present perfect:
- Eg: They have added these patterns to the Ao dai
- Form : S + have/has + Vpp
- Use :
4. Consolidation
- Teacher shows the pictures of Ao dai, and consolidates the leson at the
same time:
“In the lesson today ,we’ve known more about Ao dai, the people in the
world know more about Vietnam through Ao dai- a traditional dress of Vietnamese
women,the unique dress,which is now both traditional an fashionable.
“Chiếc áo dài quê hương người người yêu mến
Nét đặc thù quê hương nước tôi đi khắp cùng năm
châu Chiếc áo dài quê hương đời đời yêu quý
Nước Việt còn khi em khoác lên chiếc áo dài quê huơng.”
(The song “ Chiec ao dai que huong”- Thanh Tam)
- Especially,In The APEC summit in Vietnam 14th, tunic was honored to be
the main costumes for the leaders of the heads of state of countries even during the

closing ceremony of the conference ended. Dresses are spiritual ambassadors of
Vietnamese culture.

19


Long dresses worn at the 14th APEC Summit in Vietnam
5. Homework:
- Learn by heart vocab,form,use
- Reread and translate the text into Vietnamese
- Do exercises 1,6 (P12 17) (workbook)
- Find out new words in “Speak” (P.14 15)
VI. VALUATING THE RESULTS OF THE STUDENT:
1. Class activities:
- Students read the text and fill in the missing information to complete the
sentence. (Exercise a: Complete the sentences.) (work groups)
- Students answer questions in (Exercisse 1a).
- Students make comparisons between traditional ao dai and modern ao dai
(extra exersise 1b). (work groups)
- Students apply to introduce ao dai and show the love of the country, the
national pride .. (extra exersise 2) ( work individual)
- Exercise 2 (Worksheet): Students make comparisons between
traditional Ao dai and modern Ao dai
- The teacher collects and marks the students’ homework:
- Result:
Grade total
1-4 points
5-6 points
7-8 points
9-10 points

Number

%

Number %

Number %

Number %

9A

24

0

0

4

16,6

10

41,7

10

41,7

9B

24

0

0

3

12,5

11

45,8

10

41,7

20


* Remark:
- Students know how to use their knowledge to make comparisons.
- Exercise 3 (worksheet): talk about Ao dai which show love of country,
ethnic pride (about 8-10 sentences).
- The teacher collects and marks the students’ homework:
Result:
Grade Total

1-4 points
5-6 points
7-8 points
9-10 points
number

%

number

%

Number %

Number %

9A

24

0

0

7

29,2

10

41,6

7

29,2

9B

24

0

0

6

25

11

45,8

7

29,2

*Remark:
-Students use the knowledge this lesson to write about ao dai.
- Students know how to use the present perfect verb to describe the changes
of the traditional ao dai to the ao dai present.

- Students combine the knowledge of history, literature, music, civics into
writing.
- Students learn how to use simple structures, good or suitable words, and
literary knowledge when writing articles.
- Students show their love of the homeland, their national pride in writing,
their interest in the subject, and know how to write an essay in English with
interdisciplinary knowledge
- Some students’ works:

21


3.4. The effectiveness of initiative for educational activities, with myself,
colleagues and the school
- Biginning of the school year : The survey on the interest in English, 48
students in grade 9 of Ham Rong secondary school, results as follows:
Total
Very interested
Interested
Not interested
Hate
Number
% Number
% Number
% Number
%
of
students
22

48

9
18,8
12
25
21
43,6
6
12,6
- At the end of the first semester : The survey on the interest in English, 48
students in grade 9 of Ham Rong secondary school, results as follows:
Total Very interested
Interested
Not interested
Hate
Number
%
Number
%
Number
%
Number
%
of
students
48
16
33.3

25
52.1
7
14.6
0
0
- For educational activities: Students are more excited about English then,
the quality of learning has been improved markedly. English teaching and learning
have also become more flexible as students become more active in their studies
and meet the requirements of innovating teaching and learning methods.
- For myself: The design of the lesson according to interdisciplinary
orientating method has helped improve the teacher's knowledge. Then, the use of
active teaching methods has been more flexible. The quality of the subject has been
improved.
- For the school: From the practical effect for the 9th graders, when
replicating this practice in other classes, surely the quality of teaching - learning
English will have many positive changes.
PART III: CONCLUSION AND RECCOMENDATIONS
1. Conclusions:
After applying this study in practice at Ham Rong Secondary School, the
writer draws to some following conclusions:
- Students, in fact, have a good attitudes and capacities in learning English.
They, however, haven’t got available opportunities to access to an effective
and flexible approaches. This leads to the low results in learning.
- Applying mentioned approaches is not only suitable to leading points by
education leaders – learner-centered approaches but also motivate students
and change their learning attitudes with the aims of improving the learning
results.
- From this points, we can define that changes in the teaching approach plays
vital roles in developing students abilities in learning process. This shift is

not only to motivate students in learning but also to require teachers to
update new things for knowledge fulfillment in teaching process.
2. Recommendation:
- The writer hopefully likes to take part in more training session on upgrading
teachers ability in teaching process with a desire of exchanging and learning
teaching experiences from other teachers to develop teaching skills
23


- To school: the writer greatly expects to be supported with teaching
equipment and other modern materials to help teaching process more
available and effective. This allows teachers to apply new approaches more
flexible and effective to the teaching conditions and students abilities. It also
helps students to sharpen the skills in learning English to meet new
challenging demand in qualities of human resources.
Confirmation of the leader
Ham Rong

Ham Rong junior secondary school, April 5, 2017
I guarantee that this experience initiative is mine, not
copied and never published.
Writer

Tran Thi Quynh Anh

REFERENCES
References

Sources
24

1.Dresses Vietnam - the way history
2.English textbook 9
3.Understanding and Using English Grammar
4.Oxford Picture Dictionary
5.English 9 teacher book

25

www.vietnam-culture.com
Vietnam Education Publishing House
Betty Schrampfer Azar
Oxford university press
Vietnamese education publisher