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

INITIATIVE IN TEACHING EXPERIENCE
TOPIC

EXPERIENCE TEACHING THE 28th INTERGRATED PERIOD
- UNIT 4: A CLOSER LOOK 2 – ENGLISH 7

Written by: Nguyen Thi Loan
English teacher at Dong Ninh Secondary School
The subject of initiative experience: English

TABLE OF CONTENTS


Numerical
order
1
2

3

CONTENT
TABLE OF CONTENT
A. RATIONALE

1
2

I. Aims of study.

3

II. Scope of study.
B. PROBLEM SOLVING

3
4

I. Argumentative base of the issue.

4

II. Real situation of the issue.

4
5
6

Page

5-6

III. Solution

7

1.Integrated subjects.


7

2. Process of Integrated teaching.

8-15

IV. Test result.
C. CONCLUSION AND RECOMMENDATIONS
REFERENCE BOOKS
DISTRICT – LEVEL EXPERIENCE
INITIATIVES

16
17-18
19
20

A. RATIONALE


It is undeniable that English has become an optimal part of our life and
plays an extremely important role in various fields as well. English is considered as
the international language in the world and the key leading to the success. It is also
regarded as a means to promote mutual understanding and cooperation between
worldwide countries. This is the reason why the number of people learns and uses
English increasingly, therefore English learning needs are becoming increasingly
urgent to many poeple. It has become a compulsory subject in all schools from
primary schools to high schools. In the context of international integration,
Teaching and learning English has become more and more neccessary to majority
of people at different ages. It is obvious that teaching and learning English is

interrelated. Once learning approach has been mis-executed, we probably face
challenging difficulties in achieving planned goals as a result. So finding out the
most suitable method to help the learners gain a good command of English and
great success in teaching is the desire of any English teachers. Being fluent in
English definitely allows us to improve our own status and position in the eyes of
international friends.
In setting of further global integration, the Vietnamese education has been
changing basically and the teachers are very important peoneers in this. They play
the part of the guiders for students during their English reception. In the other
word, students will take initiative in perceiving knowledge this means that
teacher’s traditional function, known as pure teaching performance, should be
taken into consideration.
The combination of many subjects in one lesson is a demand in integrated
teaching approaches in which social or natural science subjects. Integrated teaching
can be performed in the scope of one unit, one theme, or one certain period in a
class.

Based on it, students are taught how to get information, collection,

processing and assessment, thereby well applying acquired knowledge to their real
situations of daily life.
In the period of this topic, I have taken advantage of inter-subject
knowledge acquired in order to encourage students to deal well with improving
their knowledge, having a sense of preseving and promoting music and fine art


background of

our country. Literature, Fine arts, Biology, Geography, Civic


education are integrated into one subject. Therefore, the performance of the topic
of study on the period 28 UNIT4: MUSIC AND ARTS - Lesson 3: A CLOSER
LOOK 2 (ENGLISH 7) is in need of inter-subject teaching involved in subjects as
follows: English, Literature, civic education, music, fine art…
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: “ Experience teaching the 28th integrated period – Unit 4: A Closer Look
2 - English 7”
I. AIMS OF STUDY.
The purpose of this study is to combine techniques with content accordingly in
mastering the language

which the students of Dong Ninh secondary School

encounter so that some effective techniques can be given to help them improve
success of the lesson.
These are the specific aims:
- investigating the students’ attitudes towards the lesson.
- finding out the difficulties which the students face to.
- suggesting techniques with the hope of helping the students study better.
2. SCOPE OF STUDY.
This study has 36 students with different levels who came from grade 7A at
Dong Ninh secondary School in Thanh Hoa province, school year: 2018- 2019.
There are both male students and female students. All students have learnt English
for 6 years. They really wanted to study English well and took part in this study
voluntarily.


B. PROBLEM SOLVING
I. ARGUMENTATIVE BASE OF THE ISSUE.
These days, communicating in English is essential and important every corner
of the world. English is conducive for a variety of different reasons, therefore


learning English is a trend: We may use English when traveling or working abroad.
If we know English, it is easy for us to find a good job, we can trade with other
countries in English around the world to bring benefits to business and economic
development. Knowing English helps us understand documentaries written in
English such as the songs, books, movies, TV programs... In the current process of
national industrialization and modernization, further international integration is of
greater significance. What the teachers can do to be effective in teaching proccess,
the teachers need to learn, explore and be creative to have appropriate skills,
methods to apply in their lessons. In fact, English is open to all learners at any
level, but it requires reasonable learning approaches and know- hows for truly
great efficiency. In other words, how to teach English well is an issue of much
interest.
About all, learning English requires all learners to make ultimate selfmotivation, which drive them to be patient determining specific goals within a
certain period of time. What is learning English for? Just be well aware of
individual goals, like foreign business communication, abroad traveling, tourism,
or overseas learning, and so on ... Any successful teaching is in need of careful
preparations and I think that the decisive factor is how teacher performs it in class.
In detail, do class organization and direction drive students inspired to learn
English? Do they master their knowledge? Is there a synchronized combination of
lesson content- curriculum- teaching approach- class facilities or not? Once
specific goals have been set and determined, best learning English approaches are
probably found out. The same can be said about English teachers.
II. REAL SITUATION OF THE ISSUE.

Teaching and learning English at Dong Ninh Secondary School are facing a
great number of issues, caused by certain things as follows:
1. STUDENTS AND THEIR PARENTS.
It is true that a certain number of students and their parents are not clearly
aware of English significance. That is the reason why students take little interest in
learning English, while their parents pay no attention to their children’s reception
at school.


A contingent of students take no notice of their lessons due to chatting;
insensitivity to teachers’ performance, as well as distraction caused by outer-social
factors like online games, social networks and teenager tendencies ...ect.
Also, Students’ performance are uneven and low quality inputs, most of them
can’t be able to attend high schools. 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.
Students’ attitude towards preparation before class is not clearly good. They
frequently forget to review lessons, do homework and make preparations for new
classes. In addition, they do not have enough kinds of books and notebooks for that
class.
Students themselves are not really hard working. Students generally show signs
of laziness and poor awareness of self-study. Sometimes they may uncomply with
teachers’ guidelines.
2. TEACHERS.
To have success in the lesson, the teacher makes numerous efforts with a variety
of factor namedly a crowded class, students’ uneven levels, overloaded course
book contents… This demands teacher’s hard preparations. However actual results
are not always good, teaching English outcome has failed to meet the demands up
to now.
3. ENGLISH CURRICULUM.

In spite of the attraction in contents, the English curriculum, in fact, is much
difficult to students in the countryside, it can be considered as a huge challenge to
students of poor background . As a neccessity, English is in close connection with
other subjects in the over-all curriculum at secondary school levels, so it requires
learners a certain level of background which ensures them a relatively performance
at school. In reality, a lot of students meet difficulty in keep up with the curriculum
and eventually are left behind.
III. SOLUTION
1. INTEGRATED TEACHING WITH SUBJECTS.


In some cases, the allocation of English contents in each period is to some
extent uneven. Some English contents 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 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-Literature- Fine Art- Civic Education integrated teaching. It is as follows:
*ENGLISH:
Teaching vocabularies about “MUSIC AND ARTS”, introducing some model
sentences and structures in the lesson to talk about the same or differences between
kinds of music and things students like or do not like aim to teach students to keep
available music and arts of Viet Nam. Giving the pictures about the music and
artscters (Textbook English 7- page 41, 42).
* MUSIC:
Students can tell names of music,musical instruments, understanding the
differences between types of music as well.
* CIVIC EDUCATION:
Educating students not only love national music and arts but also preserve and
promote them.

* LITERATURE:
Students use their literature knowledge to introduce their classmates or schoolmates understand more about music and arts of Viet Nam. Moreover, they use
languages to propaganda everyone talking about them.
* FINE ART:
Guiding students draw some pictures about musical instruments and display
banners to propaganda people about the importance of them to our daily life.
2. PROCESS OF INTEGRATED TEACHING
1. WARM-UP:

Discussing and Writing:

Teacher divides students into groups six and asks them to write some names of
music.


Blue music

Pop music

Red music
Kinds of music

Rock and roll

Folk music

Rap

Teacher asks the volunteers of each group to say their answers before the
class.

Teacher asks others to give their opinion, then teacher shows the kinds of
music on the screen and gives marks to each group.
2. PRESENTATION:
* GRAMMAR
- Teacher gives some examples, asks students to look at them and introduce
quickly some new structures about the comparisons :
+ (not) as……..as

This bag
+ the same as

500.000 Vnd

This bag is as beautiful as that one.

That bag
The price of this bag is the same as it was last year.

500.000
Vnd
+ different from
City life is quite different from life in the country


City life

Country life

- Teacher asks students to repeat in chorus and individually.
- Get students to write down the structure and have some make up models

3. PRACTICE:
1- Put as, or from in the gaps
- Teacher divides students into two teams and orders students to do activity 1
(on page 41-) by playing game: Who is quicker?
1. The music festival this year is as good ______ it was last year.
2. The concert will be broadcast ‘live’: that means it comes on TV at the same
time ______ it is perform.
3. This camera is not as expensive ______ I thought at first.
4. Your taste in art is quite different ______ mine.
5. Some people say that Spiderman 2 is as boring ______ Spiderman 1.
6. My mother is always as busy ______ a bee
- Teacher slaps the board and one student from two teams goes to write a word
in the correct sentences, others continue when one completes.Team finishes first
that is winner.


Students write words in turns

- Teacher gives feedback & marks for teams and asks students to check their
answers:
1-as

2-as

3- from

4-as

5-as


6-as

- Students check the answers and write down.
2- Put one of these phrases in each gap in the passage
friendly as
the same as (2)

as narrow as

- Have students compare two pictures

* Teacher gets students to work in table groups.
- Students sits into groups 4.

different from
as quiet as


* Teacher asks students to write the responses on the paper.
- Students work in group and write down.

Students exchange their responses

* Teacher gives students a chance to fix each others’errors.
- Students look at the key given to correct
1, the same as

2, as quiet as

3, different from


4, as narrow as

5, friendly as

6, the same as

* Teacher chooses the best group.
* Students write down in their notebook
3 - Work in pairs. Compare the two music clubs in the town: Young talent
and Nightingale.
* Teacher organises a game : Who is better? for students to play
- Teacher guides students how to play.
* Teacher calls 2 students to play one two three to choose the beginner.
- Students in two big groups
* Teacher shows out 6 questions, students of each group have 3 turns to
choose.
- Each right answer is 10 points
- Teacher gives points to the correct responses and find the better group


* TOO AND EITHER
- Teacher uses the example to present too and either
too: used to express agreement with a positive statement.
either: used to express agreement with a negative statement.
4 – Complete the following sentences with “too” or “either”
* Teacher divides students into groups.
- Students work in table groups to write down the answers on the paper.

Students work in groups


* Teacher collects students’s paper to give the marks.
- Give the feedback on the screen, students check and write down in the
notebook.
1. too

2. either

3. either

4. too

5. too


5 - What music and arts are you interested, or not interested in? Make a
list by completing the sentences below. (you can use the words given or your
own ideas)
pop music
rock and roll

dance
painting

play the guitar
going to the art gallery

drawing
acting


* Teacher shows the slide on the screen, students look at the pictures to find
suitable words to fill.

1. I’m very interested in

2. I think

is very boring.

3. What I like to do most in my spare time is

4. In my spare time, I often


5. I never

even if I have time.

- 5 students go to the board and write down
* Teacher gives the feedback and remarks.
1. pop music

2. drawing

3. rock and roll

4. dance

5. play the


guitar
6- Work in pairs. Share your list with your partner. Then report to class
using too/ either.
* Teacher sets two examples on the screen.
Example a.
A: Are you interested in pop music?
B: Yes, I am. I like pop music.
A: You are interested in pop music and I am too.
Pop music is as exciting as rock and roll.
Example b.
A: Are you interested in rock and roll?
B: No, I am not. I don’t like rock and roll .
A: You don’t like rock and roll and I don’t either.
Rock and roll is different from classical music.
* Teacher has students work in pairs like the example given.
4. CONSOLIDATION:
4-1. Teacher review the lesson by asking students to do the following
exercise
* Teacher asks students to work individually and say their sentences aloud.
1. Films / not / long as/ plays .
2.The photograph/ as big/ the painting.
3.This picture/ different/ the picture in our room..


4.This film / the same / the one we saw last week.
5. I/short/ than/ my sister.
4-2. Integrated another subjects
+ Geography: Say the origin of types of music.
Suggestion: (Tuong - The South; Cheo - Ninh Binh;….. )
+ Music: Call names of some instruments. Which has mentioned in the unit?

Call names of the famous music bands in Viêt Nam.
Suggestion: (The Wall; Zero 9;…)
+ Literature: Say the role of music in our modern life.
Suggestion: (Relaxation, Entertainment,…)
4-3.Test for 5 minutes
DONGSON TRAINING DEPARTUREMENT

ENGLISH TEST

DONGNINH SECONDARY SCHOOL

Allowed Time: 5 minutes

Full name: ...................................................................... class: 8......................
Mark

Teacher’s Remarks.

* Complete the following sentences, using the words in the box.
1. I am not as good at English ………. my sister. She is the best in her class.
2. My sister’s personality is very different …….….mine.
3. I don’t like the new soap opera on VTV6 now. I don’t like it…………...
4. The music festival will be at the ………... time as last year.
5. Hoa is not ……….tall as Lan.
5. HOMEWORK
1. Learn by heart grammar
2. Prepare new lesson: Unit 6- A Closer Look 2
IV. TEST RESULT.



After a period of experiment teaching performance in class 7A, at Dong Ninh
Secondary School, I know that the students’excitement about learning English has
been improved considerably. At the beginning of this year, many students felt
afraid of studying English and disliked learning it. Until now, students’ study
pasion has been changed. Most of students like learning English and lessons
become more exciting with the increasing number of students participating in
answering questions in lessons. It is clear that students are more aware of learning
English in mastering core knowledge. The more they take part in the lesson, the
more eager they are. Also, the weak students feel no longer worried and hesitated
about proving themselves. In general, all the students have got engaged in all
possible activities during the lesson. Students are more interested in and focused
on lessons. Teachers’ teaching method has been more effective than ever before. It
is clear that getting updated information for better English communicative
activities seems eaisier, students are much concious of protecting and promoting
our country music background. Moreover students have a chance to enhance their
competence in performing English or Vietnamese text. In addition, further progress
has been also made and shown through making charts or pictures related to the
lesson content.
Quality

Class
7A (36)

Good
9, 10
Number %
22

61%


Fair
7, 8
Number %
12

33%

Medium
5, 6
Number %
2

6%

Poor
below 5
Number %
0

0

C. CONCLUSION AND RECOMMENDATIONS
I. CONCLUSION.
Despite ongoing difficulties in teaching and learning English at Dong Ninh
Secondary School, the experimental performance of inter- subject Literature- Fine
arts- Music- Civic education integrated teaching in an English period has brought
about remarkable effectiveness. A great majority of students in class 7A and other
ones in my school has got excited about it. They have confirmed about their further



confidence, better in-class performance and greater passion for learning English.
Although little progress has been made, anyway, we felt extremely delighted at
inspiring students to learn English well. Such integrated teaching approach is
mostly focused on promoting students’ awareness of self-study, further practice,
self-testing; practical application and improvement. In reality, integrated teaching
method must be performed in line with renewed over-all curriculum, and upgraded
class facilities on a large scale. Apart from it, integrated teaching, in one subject or
inter-subject manner, must be specifically implemented in every lesson, every
period in class. Integrated teaching should be early 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. Factually, it is of
great significance to improve any subject teaching quality, not only English. Thus,
the application of inter-subject integrated teaching approach are of much
importance to a higher English teaching quality in our school.
II. RECOMMENDATIONS.
Nowadays, Integrated teaching and learning is necessary for teachers and
students to understand not only English but also other subjects deeply. Thus, There
are important things to both teachers and students:
1. For the teachers:
- Prepare lessons carefully, all necessary appliances and tools..
- Choose techniques in line with the content of lessons, poor student’s
background, and poor awareness of self-improvement.
- Organize activities from easy to difficult level, not in reverse order.
- Have enough knowledge and confidence to apply their favorite teaching
approaches to all lessons.
- Research all things related to lessons aimed at students’ quick learning, good
memory and interest.
2. For the students:
- Reading and preparing the lesson carefully before class.

- Refering all kinds of books for class service and other subjects.


- Complying the instructions and guidance of the teachers.
3. For the leaders:
The current means and teaching aids for the English subject ear not still
supplied enough, So the leaders should equip adequate equipments such as radios,
tapes, pictures, projector and functional rooms so that the teachers can successfully
carry out the integrated teaching English in this stage.
The above - mentioned opinions are my certain teaching experiences in the
topic: “ Experience teaching the 28th integrated period – Unit 4: A Closer Look
2 - English 7”
I would like to receive the colleague’s construction feedback and support for a
better performance in my topic.
I sincerely thank you!
CONFIRMATION OF THE
HEADMARTER

Thanh Hoa March 10th, 2019
I assure this is my own initiative, I do not
copy the other people’s content
Signature of teacher

Nguyễn Thị Loan


REFERENCE BOOKS
1. Teacher’ book of English 7.
2. David Cross (1994): Practical handbook of language teaching
3. Penny Ur ( 1998): A course in language teaching - Practical and Theory

Cambrige university press
4. Nguyen Hanh Dung: Methods of teaching English at Secondary education
5. Tong Ngoc Huyen (2017): Further Practice about English Grammar of grade 7.


DISTRICT – LEVEL EXPERIENCE INITIATIVES
1. Experience using techniques to attract students of grade 4 in learning Eng lish
(2010-2011)
2. Experience using techniques to attract students of grade 3 in learning Eng lish –
(2013-2014)
3. Using language games to improve speaking skill for the sixth form students –
(2015-2016)