Sáng kiến kinh nghiệm THPT: Applying interdisciplinary integration teaching method to teaching English 12

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Đề tài "Applying interdisciplinary integration teaching method to teaching English 12" nghiên cứu những vấn đề lý luận về dạy học tích hợp và thực tiễn dạy học ở trường THCS làm cơ sở khoa học cho việc vận dụng dạy học tích hợp môn ngoại ngữ cho học sinh ở trường THPT Yên Định 3. Phương pháp dạy học này giúp học sinh tham gia vào các tiết học Tiếng Anh một cách chủ động, say mê, sáng tạo mà còn tạo không khí hứng khởi, nâng cao lòng yêu thích môn Tiếng Anh và các môn học khác ở các em.

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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT YÊN ĐỊNH 3 SÁNG KIẾN KINH NGHIỆM APPLYING INTERDISCIPLINARY INTEGRATION TEACHING METHOD TO TEACHING ENGLISH 12 Người thực hiện : Nguyễn Văn Long Chức vụ : Tổ Trưởng Chuyên Môn SKKN thuộc môn : Tiếng Anh
CONTENTS CONTENTS PAGE A. PREFACE I. Reasons for choosing the theme 1 1. Basis of theory 1 2. Basis of practice 1 II. Aims of the research 2 III. Objects of the research 3 IV. Methods of the research 3 B. CONTENTS 1. Background, the driving force of the solution 3 1.1. The Multidisciplinary Integration 3 1.2. Interdisciplinary Integration 4 1.3 Transdisciplinary Integration 4 2. Summary of the lessons in the English textbook 12 4 3. Detailed description of the nature and content of the solution 5 3.1. Differences 5 3.2. The novelty of the solution versus the solution that has been 5 implemented C. APPLYING THE RESEARCH TO TEACHING 5 1. Integrated lesson plan with Physical Education 5 2. Integrated lesson plans with History and Geography 10 D. RESULTS OF THE RESEARCH 15 E. CONCLUSION 16 2
A PREFACE I. REASONS FOR CHOOSING THE THEME : 1. Basis of theory : It is undeniable that English has become the most popular language in the world and it is also a popular foreign language in Vietnam as well. At present, most companies when recruiting all require English proficiency from the applicants. Therefore, mastering a fluency in English will be of a great advantage for applying for a job as well as capturing many start up opportunities from today's global integration. To keep pace with this common process requires each student while sitting on high school chairs to attain a certain level of English to communicate at least at a simple level. Over the past years, the Ministry of Education and Training has directed the compilation of many textbooks in the communication approach for students at secondary level. However, not only do new curriculum and textbooks have higher difficulties, many new or interesting topics such as Cultural Diversity, Nature in Danger, Water sports, International Organization, Life in the future…, but they also have a lot of knowledge related to other cultural subjects such as History, Geography, Civic Education, Physics, Physical Education and Literature... If the teacher just only provides students with grammar and vocabulary related to the topic of the lessons without paying attention to the interdisciplinary integration between the subjects, the lectures will always become considerably boring and hard to absorb , students may always feel scared, bored and tired after foreign language lessons[4]. From the above reasons, as an English teacher with over ten years’ experience, I have continuously been wondering and researching for the techniques to better the quality of teaching English and I am always anxious to find which method can make my students feel inspired and have fun with English lessons so as to improve the quality as well as the effectiveness of my English lectures. Through my years’ time of teaching English 12 as well as exchanging, referring to related materials and drawing experiences after each lecture, I have got an experience initiative entitled " Applying Interdisciplinary Integration teaching method to teaching English 12 ". This experience is drawn from my research and my real experimental teaching for many years, especially in 2016 – 2017 and 2017 – 2018 school years. With this initiative. I just would like to help students to apply their knowledge of History, Geography, Literature, Arts and Science ... to learning English, which makes the lessons more diversified and interesting. Beside that, students are also able to use their knowledge of other subjects to broaden their vocabulary and 3
knowledge of English. Consequently , they find that learning English is always a process of continuous interaction among subjects. 2. Basis of practice : As can be seen, English is a rather difficult subject to students particularly the rural ones. In the high school English curriculum, there have existed a large number of inter unitary lessons with different topics that students have studied in some other subjects such as Geography, History, Physical Education, Biology....[5]. Nevertheless, most of English teachers are usually only concerned about giving explanations to vocabulary, instructions to grammatical structures for students and asking them to do the tasks in the textbook without focussing on the use of integrated methods to teach. Hence, this results in low teaching quality and few students with flying colours. To make it worse, students increasingly lose their interests in learning English and fail to upgrade their communicative abilities. By talking and exchanging with colleagues as well as surveying 160 students in classes 12C1, 12C2, 12C6, 12C7 of Yen Đinh 3 High school, I noticed that the status of teaching and learning foreign languages is as follows : In terms of teachers’ side, most of the teachers of the school are highly qualified, enthusiastic in work, eager to learn ... However, some of them are timid in innovated teaching methods, do not dare to change or redesign textbooks, have not found many different methods to refresh the solution. In particular, a small number of teachers also believe that foreign language teaching is only teaching vocabulary, structures and guiding students how to do the tasks and exercises so that students will achieve high results in the exams. In terms of students, Firstly, the 12th grade students have accessed to three years of high school program education. They are no wonder strange with the forms of examination and evaluation that the teachers set. Secondy, they have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through such subjects as Geography, History…[6,7,8,9,10]. Thirdly, in subjects such as Literature, History, Geography ... they have learned about many subjects integrated in the lessons. As a result, when it is necessary to combine knowledge of a particular subject into Foreign Language to solve a problem in the unit, they will not feel surprised. According to the survey at the beginning of the year, 65% of students said that English is a difficult subject, to study this subject well requires students to learn not only vocabulary and structures but they have also to master other subjects to integrate the knowledge into English. From the basis of theory and practice , I find that applying Interdisciplinary Integration to teaching will help students to develop their brainstorming, logical thinking and creativity in learning and practical application. So for myself, in the past few years especially this school year 2017 4
– 2018, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interests as well as help students know how to use the knowledge of other subjects such as History, Geography, Physical Education… to learn English more effectively. II. AIMS OF THE RESEARCH : Studying the theoretical issues of integrated teaching and teaching practice at secondary schools which will serve as a scientific basis for the application of integrative teaching in foreign language to students in Yen Đinh 3 High school. This teaching method has not only enabled me to lull most of students to take part in English lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for English and other subjects[2]. This experience initiative has been applied in quite a long time of my teaching English 12 and I have got considerably hopeful result. Therefore, I decisively exchange my experience initiative with my collagues. III. OBJECTS OF THE RESEARCH : This subject is concerned with ways of applying Interdisciplinary Integration to teaching lessons of English 12. IV. METHODS OF THE RESEARCH : Using the text book English 12 to apply to each lesson . Reading reference books to improve. Referring related knowledge from other subjects such as : History, Geography, Civil Education, Physics, Physical Education and Literature... Using the soft ware POWERPOINT, pictures and other materials. Discussing with other teachers. Applying in teaching. Observing and drawing out experiences. B CONTENTS 1. Background, the driving force of the solution : Integrative teaching is one of the important principles in teaching. This is considered a modern teaching concept to promote the positiveness of students, while improving the quality of education in the school[1]. Interdisciplinary integrated learning is a form of exploration of content, intersperse between subjects, common concepts and thoughts between subjects which are related to each other[3]. These parts maybe in different subjects but they support each other to solve situations, phenomena in life. Integration is possibly understood in the following ways : Multidisciplinary Integration. Interdisciplinary Integration. 5
Transdisciplinary Integration.[11]. 1.1. The Multidisciplinary Integration : Multi disciplinary approaches focus primarily on subjects. Related subjects share a content orientation and teaching technique, but each has its own curriculum. Multidisciplinary integration is conducted in a way that organizes standards from the subject area centering a topic, a theme, a project, creating conditions for learners to synthesize the knowledge of the subjects concerned. There are many different ways to create an integral program of multi disciplinary, and they differ in the degree of integration effort. 1.2. Interdisciplinary Integration : According to the interdisciplinary integration approach, teachers organizes the learning activities around common learning content : topics, subjects, concepts and interdisciplinary skills / subjects. They connect the cabinet in general academic content included in the courses to emphasize the concepts and interdisciplinary skills. Subjects can be identified, but they give less importance than the multidisciplinary approach. Interdisciplinary integration is also understood as an option in which many subjects related learning is bundled into a new course with a system certain topics go through various grades. For example, Geography, History, Biology, Society, Civic Education, Chemistry, Physics, are integrated into " Social and Environmental Studies " in the elementary education program in England, Australia, Singapore and Thailand. 1.3 Transdisciplinary Integration : With an integrated, crosscurricular approach, teachers organize curriculum that addresses students issues and concerns. Students develop living skills as they apply subjects and interdisciplinary skills to the real contexts of life. The two paths lead to the integration of 6 cross disciplines : project based learning and negotiating the curriculum. From the above, we see integrated thinking rooted in the basis of science and life. First of all, life is a great encyclopedia, a great collection of knowledge, experience and method. Every situation in life is always an integrated situation. It is not possible to solve a problem and task of theory and practice without using the combined and coordinated multi disciplinary skills of many different fields. Integrating in the school will help students learn smartly and creatively apply knowledge, skills and methods of a comprehensive, harmonious and sensible amount of knowledge in solving various and new situations in modern life. 2. Summary of the lessons in the English textbook 12 : English textbook 12 has 16 units ( currently reduced to 2 units Unit 7 and Unit 9 ). Corresponding to 16 lessons is 16 topics. Different topics are quite familiar and close to other subjects ( eg : Unit 1 Home life, Unit 3 Culture diversity, Unit 4 School Education System, Unit 5 Higher Eduction, Unit 11 Books… contain knowledge content close to Literature and Civic Education, 6
the theme of Unit 10 Endangered species is related to Biology, the topics of Unit 12 Water sports and Unit 13 The 22 nd SEA Games have the same background with Physical Education, and the topic of Unit 14 International Organizations shares the background knowledge with History and Geography[5]. 3. Detailed description of the nature and content of the solution : 3.1. Differences : Teaching foreign languages through the integration of background knowledge of other subjects such as History, Geography and Physical Education… From the actual teaching, I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows. The integrated teaching lesson plan is not an outline of the ways to teach for teachers to lecture the classes, transmission imposed for students but a design of activities, steps to organize for students to perform during class time to acquire knowledge, develop capacity and personality for the purpose of educational purposes of the subjects. A good design should consist of two components. First, the system of the teaching situation is set out from the objective content of the unit, appropriate with the nature and level of acceptance of the students. Second, the system of activities animated, manipulated correspond to the above situations by the teachers’ logical arrangement so as to guide students step by step access and master the lessons in a positive and creative way. The integrated instructional design lesson must be embedded in the content of knowledge of related subjects. It is essential that teachers should ensure the specific content and structure but not squeeze into a rigid patterns that creates open horizons for creative exploration in the student's alternatives on the basis of ensuring the purposes and general requirements of the school. Integrated teaching should focus on designing scenarios integration and corresponding activities are complex ones for students to use coordinate the knowledge and skills of the different disciplines into the process available situations in which students not only gain knowledge and skills of each subject separately but also master the knowledge and develop the integrated capacity of the related subjects. 3.2. The novelty of the solution versus the solution that has been implemented : Bringing concrete integrated activities to each of the following types. The following integrated curriculum lessons are taught in 12 th grade in Yen Đinh 3 high school in the school years 2016 – 2017 and 2017 – 2018. C APPLYING THE RESEARCH TO TEACHING 7
1. Integrated lesson plan with Physical Education : UNIT 12. WATER SPORT Lesson 1: Reading I. Aims : Reading a passage about water polo. II. Objectives : By the end of the lesson, students will be able to : 1. Knowledge : Be updated a new sport – water polo 2. Skills : Develop such reading micro skills as scanning the text & find out the specific information to complete the table about water polo with the help from teacher. Understand the text and answer all the questions in task 3 correctly ( can repeat sentences in the reading text ). Complete the table to compare between football and water polo ( places to play, numbers of players, ...). 3. Education : Apply the knowledge of Physical Education to learn English, especially to comprehend the text through some types of exercises: interpreting video clip to answer questions and gapfilling. Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively. III. Teaching aids : Lesson plan Pictures, video clips about water polo. Projector IV. Procedure : Teacher’s activities Students’ activities and Lesson contents Integration of other → Applying Physical Education knowledge subjects to teaching to guess the name of the lesson and the English. content of the reading passage. I. Warm up : I. Warm up : * Questions : 1. Look at these pictures and tell me what type of sport it is. T shows Ss pictures of some sports and ask Ss to tell the type of sport. Lead in the topic of the 8
lesson : WATER SPORT Lead in the new lesson : Today we are going to learn about Water sports. 2. Look at these pictures and match with the T shows some pictures suitable sport ( Water polo or Football). and ask Ss to apply the knowlege of Physical Education to match with the name of sport. ( Water polo or Football) Integrating the knowledge of Physical Education. * Expected answers : Football : 1, 4, 6 II. Before you read : Water polo : 2, 3, 5 Ask Ss to watch a video → Applying Physical Education clip and answer some knowledge to watch video clip and questions. ( T teaches some analyze the scences to give the Vietnamese vocabularies) names for the words. II. Before you read : Watch video clip and answer some + Where is water polo questions. played ? * Vocabularies : + Do people play it by hand pool (n) : bể 9
or foot ? cap (n) : mũ + How do people goal (n) : khung thành, gôn distinguish the players ? vertical post (n) : cột dọc + Can you use some words crossbar (n) : xà ngang to goalie (n) : thủ môn describe about water polo ? opponent (n) : đối phương Call on a student to speak foul (n) : phạm luật out the answers. minor (a) : nhỏ # major (a): lớn, quan trọng III. While you read : penalize (v) ~ punish : phạt ( In this part, teacher asks eject (v) : đuổi ra students to read the tie (n) ~ the same score : trận hoà passage in the textbook and referee (n) : trọng tài do the tasks – using the typical method of foreign III. While you read : language teaching to teach ) * Task 1 : Ask Ss to work in pairs, match the words in column A with their meanings in column B. Work in pairs, match the words in column A with their meanings in column B. Check the answers with the whole class. A B 1. opponent a. to make someone leave a game. 2. penalize b. an action in sports that is agaist the rules. Feedback and give correct c. to punish a team or player answers. 3. eject who breaks the rules. d. a situation in a game 4. foul when two teams have the same scores. e. someone who tries to * Task 2 : Complete the 5. tie defeat another person in a sentences, using the competition. information from the passage. + Suggested answers : 1 e 2 c 3 a 4 b 5 d Ask Ss to open their books, scan the passage and do the Read the passage and find information to do 10
task. the task. Call Ss answer before the Change the answers witheach other. class. Check up and give + Expected answers : feedback. 1. 1.8; 30 metres; 20 metres 2. white caps; blue caps; red caps with the * Task 3 : Ask and answer number 1 in white the questions. 3. their own goal lines Ask Ss to read the 4. holding or punching the ball. passage, find information to 5. five to eight minutes. answer the questions. Go around and help Ss if Read the passage and do the task. necessary. + Expected answer : Call Ss answer the 1. People can play it in a pool. questions. 2. It is in the centre of the pool. Give feedback. 3. The ball can be advanced by passing with one hand or swimming with the head above the water and the ball between the arms so it rides on the wave created by the swimmers’s head. IV. After you read : 4. Only the goalie can hold/ is allowed to hold * Integration : To do this the ball with both hands. task, Ss have to apply the 5. The player is ejected after commiting five knowledge of Physical personal fouls. Education and their IV. After you read : understanding about football. Ask Ss to work in groups. Work in groups. Complete the table of Complete the table to comparision. compare football and water polo using the Work in groups following suggestion. Football Water polo + places to play Place to play on the in a pool + number of players ground + main rules + length of game Number of 11 players 7 players Encourage Ss to find players as much information as There are 2 There are 4 possible. Length of parts. Each parts. Each Call on some students game part lasts 45 part lasts to present in front of minutes from 5 to 8 the class. minutes Be played Be played by foots. by hands. 11
The player The players is ejected V. Homework : Main rules who break after Ask Ss to learn new the rules will commiting words and write a be ejected. five personal paragraph to compare fouls. football and water polo. V. Homework : Learn new words Write a paragraph to compare football and water polo. 2. Integrated lesson plans with History and Geography : UNIT 15 WOMEN IN SOCIETY Lesson 4: Writing I. Aims : Writing a passage to describe a chart. II. Objectives : By the end of the lesson, students will be able to : 1. Knowledge : Write a passage to describe a chart. 2. Skills : Develop writing skill through writing a report describing the information shown in the column chart 3. Education : Apply the knowledge of Geography to learn English, especially to analyze the chart to answer questions and the write the report. Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively. III. Teaching aids : Lesson plan Pictures. Projector IV. Procedure : Teacher’s activities Students’ activities and Lesson contents Integration of other subjects → Applying Geograpphy knowledge to to teaching English. guess the name task of writing. I. Warm up : I. Warm up : * Questions : Look at these pictures and tell T shows Ss pictures of me what they are. some charts and ask Ss to tell the name. 12
Lead in the topic of the lesson : Describing a chart Lead in the new lesson : Today we are going to learn how to describe a chart. II. Before you write : * Expected answers : They are charts Ask Ss to hand in their II. Before you write : homework ( Work in groups to Hand in the homework. collect a chart description * Outline : learned in Geography )  Topic sentence : tells what the chart is about, what is the time, the location and what is being described. Ask Ss to look at the handout Structure : The chart shows/ describes/ and give the outline based on presents/ illustrates ......................... the geography knowledge.  Supporting sentences :  A sentence that sums up the general trend. Structure: As can be seen from the chart, ...  Sentences that describe the chart in detail. Structures to describe proportion : Chiếm tỷ trọng cao nhất/ thấp nhất : Ask Ss to point out some make up the largest/ smallest percentage/ words used in describing chart. proportion/ amount contribute the largest/ smallest percentage / proportion / amount tăng/ giảm nhẹ/ manh : + There was a slight / sharp decrease/ increase in + ....... fell/ decreased/ increased slightly/ sharply.  Concluding sentence : (optional) III. While and after you summarises the main points or draws a write : ( Teacher use the relevant conclusion. typical method of foreign III. While and after you write : language teaching to teach ) Task 1 : Have sts read task1. Introduce sts how to do Task 1 : exercise and explain some new Listen carefully. words. 13
Ask sts to work in pairs to look at the chart and answer Pairwork. the questions. Answers : 1. In general, married women do more housework than men do. Go around and help when 2. They have to do more housework when necessary. they have more children. 3. Married men have to do less housework + Provide new words or the when they have more children. way to describe. 4. Married men and women without children spend 20 and 30 hours on their housework Call sts to present their per week respectively. answers orally. 5. It takes men and women with one or two Correct. children 15 and 50 hours respectively to do their housework every week. 6. They are 10 and 55. 7. Married men should spend more time Task 2 : sharing the housework with their wives. Ask sts to read task 2. Task 2 : Explain and guide Ss to do Whole class. the exercise. Provide some connectors. Listen carefully. Ask Ss to work in group of 4 Work in groups to write a report describing to write a report describing the the information shown in the column chart in information shown in the Task 1. column chart in Task 1 on the The column chart illustrates the average extra board. hours of housework per week done by Go around to check and help married women in comparison with married sts when necessary. men… UNIT 16 THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 1: Reading I. Aims : Reading a passage to get to know about the Association of Southeast Asian Nations ( ASEAN ). II. Objectives : By the end of the lesson, students will be able to : 1. Knowledge : Be updated their knowledge about ASEAN in English. 2. Skills : Understand and interpret the information in the text by analyzing the map and answering questions. 14
Enhance reading skills through TrueFalse, Table Completion and Gapfilling exercises. Guess the meanings of the words from the contexts. Skim for main ideas. Scan for specific information. 3. Education : Apply the knowledge of Geography to learn English, especially to analyze the map to answer questions. Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively. III. Teaching aids : Lesson plan. Pictures, map and handout. Projector. IV. Procedure : Teacher’s activities Students’ activities and Lesson contents Integration of other → Applying Geography knowledge to look at subjects in teaching the map to find out places. English. I. Warm up : I. Warm up : Look at this logo and answer the questions : 1. Which organization is this ? 2. What does ASEAN stand for ? 3. Do you know anything about ASEAN and Southeast Asian Nations ? T shows Ss the logo of ASEAN ask Ss to give the name of this organization. * Expected answers : 1. It is ASEAN. 2. It stands for The Association of Southeast Asian Nations. 3. Yes, we do. Lead in the new lesson : 15
Today we are going to learn about ASEAN ( The Association of Southeast → Applying Geography and History Asian Nations ) knowledge to find out the Asian countries, the Integrating the knowledge years they took part in ASEAN and the major of Geography and History. economic branches in ASEAN. II. Before you read : * Activity 1 : II. Before you read : * Activity 1 : Show a map and ask Ss to find out the ASEAN countries. * Expected answers : 1. Laos (1997) 2. Myanmar (1997) 3. Thailand (1967) 4. Vietnam (1995) Encourage Ss to point at 5. Cambodia (1999) 6. Philipines (1967) the map and call the names 7. Brunei (1984) 8. Malaysia (1967) of ASEAN countries. 9. Singapore (1967) 10. Indonesia (1967) Ask Ss to tell the * Activity 2 : participation years of Name major economic branches in ASEAN ASEAN countries. contries ( based on the knowledge of * Activity 2 : Geopraphy and given pictures ). Ask Ss to name major economic branches in ASEAN contries ( based on the knowledge of Geopraphy ) T can give some suggested pictures. ( Ss can speak English or Vietnamese ) 16
T teaches some new words. * New words : finance (n) : tài chính trade (n) : thương mại Check the answer with the agriculture (n) : nông nghiệp whole class forestry (n) : lâm nghiệp Feedback and give correct tourism (n) : du lịch answers. transportation and communication (n): giao thông vận tải * Activity 3 : energy (n) : năng lượng T divides Ss into small * Activity 3 : groups of 4. Handout : Use your Geography and History T distributes knowledge to complete this table about the handout and gets Ss to ASEAN (Ss may write in English or complete the table. Vietnamese ) Time Events th Then T calls different 8 August groups to present their 1967 answers. 1984 * Lead in the reading 1995 passage : to check your 1997 information if it is True or 1998 False, let’s read the passage 1999 about ASEAN in page 173. 2020 III. While you read : ( Teacher use the typical III. While you read : method of foreign language teaching to teach ) * Task 1 : Ask Ss to read the text and then compare the * Task 1 : 17
information in the text with Read the text and compare with your table their handouts. (handout) to check your answer. * Task 2 : Decide whether the following statements are true (T) or false (F) * Task 2 : Ask Ss to say T or F and Work in groups to decide if the statements are explain for their choices. true (T) or false (F) Give feedback. * Keys : * Task 3 : Comprehension 1. T 2. F 3. F 4. T 5. F 6. F questions * Task 3 : Work in groups, read the passage carefully to answer the questions. * Suggested answers : 1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Ask Ss to work in groups to Singapore and Thailand. answer the questions 2. The two main goals of the Association are to accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region. 3. It was about US$ 1405 billion. 4. It was adopted in 1998. 5. It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation IV. After you read : and communication, science and technology, *Integration : To do this small and medium enterprises, and tourism. task, Ss have to apply the IV. After you read : knowledge of Geography. Look at these flags and name countries and Ask Ss to look at some their capital. flags and name the countries and their capital. Call some students to write the answer on the board and check the whole class. D RESULTS OF THE RESEARCH To check students’ learning outcomes by topics, after each lecture I usually give students a short " Test " on the content of the lessons they have just learned in class. To test results, evaluate the most accurately, I carried out 18
testing students in four classes ( two classes are subjectively taught , the rests are not ) Specific results : Classes follow project Classes do not follow project (12C6, 12C7) (12C1, 12C2) Talent Good Mediu Weak Talent Good Mediu Weak m m Unit 12 Reading 39% 38% 23% 0% 15% 33% 24% 28% Unit 15 Writing 38% 40% 22% 0% 13% 37% 29% 21% Unit 16 Reading 43% 37% 20% 0% 12% 35% 32% 21% From the above results, it can be seen that the application of teaching methods of integration to foreign language teaching has yielded higher results than traditional teaching methods. That motivated me to constantly strive bad luck to always achieve higher results in teaching. Together with the application of this method to teaching English for 12 th grade students, I was strongly eager to participate in the contest " Using inter disciplinary knowledge to solve the practical situations ” and “ High School Integrated Teaching Contest ” organized by Thanh Hoa Department of Education as well as by the Ministry of Education. In school year 2015 – 2016, I was awarded National and provincial consolation prizes . In school year 2016 – 2017, I was given the 3 rd provincial awards and had a chance to be submitted to the national exam. In addition, over the year end survey over 62 students surveyed at the begginning of the school year gave me a surprising result. At first 65% of students said that learning English does not need to integrate with other subjects, by the end of the year 100% of children all assert that integrating other subjects into the English language helps them remember the words easily and get closer to the lesson's information. Moreover, they have found that teacher transformed and designed the activities in the textbook make them more motivated and interested in learning, they often look forward to what they are going to experience through what activities. It can be concluded from the results that the application of the teaching methodology above is appropriate, I realize that students are more eager and excited during English lessons. The results show that this initiative is highly feasible and can be applied not only to students in the same class at Yen Đinh 3 High school but also widely applied to high school students in the province. E CONCLUSION 19
From the results of my study, I found that when teaching by interdisciplinary integration : Teachers will have to add a lot of knowledge to complement the lively, easy to remember lessons, enhance their thinking skills and apply knowledge to solve real problems. Interdisciplinary teaching is the identification of content related to two or more subjects to teach, avoiding the repeated re learning of the same content in different subjects. That requires the teachers to constantly improve professional knowledge and fast update. This program encourages teachers to create, deliver subject based teaching, topics that cover a wide variety of subjects and are closely linked to practice. In addition, it has contributed to the reform of teaching organization, innovation in teaching methods, renovation of teaching techniques, evaluation of learning outcomes, enhancement of the use of teaching equipment and exchanges and exchanging experiences among teachers. For students, the subject of interdisciplinary integration is practical, so lively, attractive to students, has the advantage of creating motivation, interests in learning for students. Learning the subject of interdisciplinary integration, students are strengthened to use their knowledge integrated in solving practical situations, less memorized knowledge mechanically. It is more important that interdisciplinary topics help students avoid repeating the same content multiple times in different subjects, both overloaded, boring, and without knowledge. General as well as the ability of the application of knowledge integrated into practice. Thus, through integrated teaching, I find that not only are students more interested in learning, but they are also more effectively, helping them become more confident in learning English, but they also gain more knowledge about other subjects. Although hard, but I'm glad that the quality of teaching is improved, students have the basis to do, say, think easier. In the renovation period of teaching methods, there have existed a wide range of techniques used to improve the quality of teaching and studying. From my years’ time of experience, accessing to a various number of positive and advanced teaching methods and techniques, I myself have drawn a productive technique of applying Interdisciplinary Integration to teaching English 12 . In this method, I realized most students worked harder, expressed more ideas, became more active and interested in the lessons and especially had more satisfactory results despite the fact that they are the students of Yen Đinh 3 a mountainous high school. Above is my experience initiative, although I have tried, I can not avoid the shortcomings and I am looking forward to be supported the contributions and suggestions from my colleagues to improve my project. 20