SKKN Educating students keep reading the folk tales of Viet Nam through intergrated teaching period 43 unit 6: a closer look 1 – English 8

• BACKGROUND

• THE REASON OF CHOOSSING THE STUDY.

Nowadays, English has played an important in our life and it has been considered as the international language all over the world. In the context of further international integration, Teaching and learning English are greater and greater significance. accordingly, a good command of English and great success gained in putting English in action definitely enable you to improve your own status and position in the eye of international friends. Generally, English is widely considered the most popular language on the globe, at the same time it is the key to the world. For the businessmen circle, English is regarded as the tactic for every potential achievement.

About all, English absolutely raises its voice on every aspect of daily life. It is not only a compulsory subject in educational setting at any level, but also been developed into an all-round critical communicative tool. Thus, it is more increasingly important to determine which English study approach is the most effective.

Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in class. In the period of this topic, I have made most use of inter-subject knowledge acquired in order to enable students to well deal with improving their knowledge and protecting our environment. Therefore, the performance of the topic of study on the period 43 UNIT6: FOLK TALES – Lesson 2: CLOSER LOOK 1 (ENGLISH 8) is in need of inter-subject teaching involved in subjects as follows:

• Biology: Educating students not only keep effectively wild animals but

also understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9).

• Literature: Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam . Moreover, They use languages to propaganda everyone reading them..

* Fine arts: Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them.

Being a teacher in the current situation, I am well aware of greater

significance of integrated teaching approaches in dealing with potential problems in each subject, facilitating students to have further understanding of every aspects of the subject involved. Integrated teaching helps students bring into full play their

own thinking and creativity in knowledge acquisition and application in reality. In the sprit. I would like to express certain experiences in integrated teaching in the topic: “ Educating students keep reading the folk tales of Viet Nam through integrated teaching period 43th – Unit 6: A Closer Look 1 -English 8”

1. RESEACH PURPOSES.

In fact that once learning approach has been mis-executed, we probably face bigger challenges in achieving planned goals as a result. As a rule, Teaching and learning English are interrelated. In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers in this. They play the role as the guider for students during their English acquisition. In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration.

There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject. Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life.

• OBJECTIVE OF STUDY.

Objective of study includes thirty-eight students of class 8A at Dong Ninh Secondary School, Dong Son District, Thanh Hoa Province.

• RESEARCH METHORDS.

1. Research documents
2. Fact- finding
3. Consult colleagues
4. Statistical review
   

• PROBLEM SOLVING

• ARGUMENTATIVE BASE OF THE ISSUE.

In the current process of national industrialization and modernization, further international integration is of greater significance. In the spirit, our State and Party have reaffirmed the policy “Education is National Top Priority”, English has been paid more and more attention and listed in the compulsory educational curriculum

In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- haws for truly great effectiveness, In other words, how to learn English well is an issue of much interest.

About all, Learning English requires all learners to make ultimate self- motivation, which drive them to be patient determining specific goals within a certain period of time. What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism, or overseas learning, and so on … Once specific goals have been set and determined, best learning English approaches are probably found out. The same can be said about English teachers. Thus, integrated teaching should be soon taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives.

• REAL SITUATION OF THE ISSUE.

Teaching and learning English at Dong Ninh Secondary School are facing a great number of issues, caused by certain things as follows:

1. STUDENTS AND THEIR PARENTS.

A certain number of students and their parents are not clearly aware of English significance. As the result, students take little interest in learning English, while their parents pay no attention to their children’s performance at school.

A contingent of students take no notice of their lessons due to chatting; inattention in teachers’ performance, as well as distraction caused by outer-social factors like online games, social networks and teenager tendencies …ect.

Also, students generally show signs of laziness and poor awareness of self- study. They frequently forget to review lessons, do homework and make preparations for new classes. In addition, they fail to balance their interests in their life. Many students have lost their English background, that is proven via the outcome of school year beginning placement test.

1. TEACHERS.
   

Regardless of numerous efforts made during their lessons, namely diversified teaching approaches aimed at further students mobilization, eventual result are to some extent limited. Teachers fall to apply their favorite teaching approaches to all lessons. It is partly because of overloaded course book content, over-sized classes, poor student background, and poor awareness of self-improvement. As the result, teaching English outcome has failed to meet the demands up to now.

1. ENGLISH CURRICULUM.

In spite of its further attraction in content, the English curriculum, in fact, is much more difficult, therefore, acts as a huge challenge to students of poor background. Apart from it, English is in close connection with other subjects in the over-all curriculum at secondary school level. Thus, it requires learners a certain level of background which ensures them a relatively performance at school. In reality, a lot of students fail to keep face with the curriculum and eventually are left behind.

• SOLUTION

• INTEGRATED TEACHING WITH SUBJECTS.

In some cases, the allocation of English content in each period is to some extent uneven. Some English content can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, teachers are forced and raven to adjust their own teaching approaches that are much more in line with such new situation. At the same time, new goals are set, as the result, one of new teaching approaches is taken into consideration in my topic, namely English- Biology- literature- Fine Art- Civic Education integrated teaching. It is as follows:

*ENGLISH:

Teaching vocabularies about “FOLK TALES”, Introducing some model

sentences and structures in the lesson and things students should or shouldn’t do to keep available folk tales of Viet Nam. Giving the pictures about the folk tales and good and bad characters (Textbook English 8- page 60)

• BIOLOGY:

Educating students not only keep effectively wild animals but also

understand the importance of them. (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9).

• LITERATURE:

Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam . Moreover, They use languages to propaganda everyone reading them.