TABLE OF CONTENTS
Nunberical
order
1
2

3

4

CONTENT

Page

TABLE OF CONTENT
A. BACKGROUND

1
2

1. objective of study.

3

2. Scope of study.
B. PROBLEM SOLVING

3
4

I. Argumentative base of the issue.

4

II. Real situation of the issue.

4

III. Solution

5

1.Integrated subjects.

5

2. Process of Integrated teaching.

6-10

3. Teaching plan.

11-15

IV. Test result.
C. CONCLUSION AND RECOMMENDATIONS

A. BACKGROUND

16
17



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.
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.
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. OBJECTIVE OF STUDY.
Objective of study includes thirty-eight students of class 8A at Dong Minh
Secondary School, Dong Son District, Thanh Hoa Province.
2. SCOPE OF STUDY.
School year: 2018- 2019

B. PROBLEM SOLVING


I. 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.
II.REAL SITUATION OF THE ISSUE.
Teaching and learning English at Dong Minh 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.
2. 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.
3. 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.
III. SOLUTION
1.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- Biologyliterature- 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.
* FINE ART:
Guiding students draw some pictures about characters in folk tales and decorate
banners to propaganda people about the importance of them.
2. PROCESS OF INTEGRATED TEACHING


1. WARM-UP:
Brainstorming:
Teacher divide students into six groups and asks them to write some folk tales.
Cinderella
Con rong chau tien
Qua bau tien
Folk tales

Thach Sanh

Hoang Tu Coc

Tam Cam

Students work in group and write some folk tales

Teacher asks the volunteer of each group to say their answers before the class.
Teacher asks others to give their opinion, then teacher ticks the folk tales and
gives marks to each group.
2. PRESENTATION:
*VOCABULARY
- Teacher gives some pictures, asks students to look at them and introduce
quickly some new words about the FOLK TALES : woodcutter, emperor, knight, giant,
with, hare, ogre, eagle, greedy, evil, cunning, wicked.
- Teacher asks students to repeat in chorus and individual.
* CHECKING UP VOCABULARY:
-Teacher divides students into two teams and orders students to do activity 1 (on
page 60- match the characters with the pictures) by playing game: Quick eyes quick
hands.
A. woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant H.witch

1

2

3

4


5
6
7
8
Teacher choose four students in each team to stick words in the correct pictures, Team
finishes first that is winner.

* Teacher gives feedback & marks for teams and asks students to check their answers.
1-G
2-C
3- E
4-B
5-H
6-A
7-D
8-F
- Students check the answers and write down.

Students play game: Quick eyes quick hands
3. PRACTICE:
2- Match the creatures with the pictures.
A.dragon
B.wolf
C.hare
D.fox

E.tortoise

F.lion

G.ogre

H.eagle

1..
2..
3…

4…
5...
6...
7…
8…
*Teacher divides students into six groups.
- Students sits into six groups .
*Teacher asks students to match the characters with the pictures (on page 60).
- Students work in group and match the characters with the pictures


Teacher guidess students to do activity 2 (page 60)
* Teacher asks the volunteer to give the answer.
- Students give the answers
* Teacher give feedback and asks students to check their answers
1-G
2-F
3- A
4-E
5-B
6-C
7-H
8-D
- Students check the answers and write down
3a. The adjectives in the box are often used to describe characters in folk tales.
Put them into the correct columns.
cheerful
generous
evil
cruel

cunning
fierce
brave
kind
mean
wicked
greedy
positive
negative
………………………………………
……………………….……………..
………………………………………
………………………………………
* Teacher asks students to work in pair and write the adjectives in the correct column.
- Students work in pair and write the adjectives in the correct column.
*Teacher calls 2 students to write their answers on the board.
- Students write their answers on the board
* Teacher give feedback and asks students to check their answers
Positive: cheerful, brave, generous, kind
Negative: cruel, cunning, mean, evil, greedy, wicked, fierce
- Students check the answers and write down
4. Listen and repeat the sentences
Paying attention to intonation.
1. What a colourful hat she is wearing!
2. What a time we’re had today!
3. What beautiful eyes she has!
4. What a nise day it is!
5. What good news it is!
*Teacher plays the cassette and the tape; asks students to pay attention to
intonation of exclamatory sentences.

REMEMBER:


We use falling intonation for exclamatory centences
5. Practice these sentences. Then listen and repeat
1. What a beautiful princess she is!
2. What brave knights they are!
3. What a big nose the wolf has!
4. What a fierce ogre it is!
5.What a handsome prince he is !
*Teacher plays the cassette and the tape; asks students to pay attention to
intonation of exclamatory sentences.
*Teacher asks students to repeat.
4. CONSOLIDATION:
4-1. Teacher review the lesson by asking students to do acitivity 3b (page 16)
3b. Now use these adjectives to describe some characters in one of your favorite
folk tales.
Example: There’s a wolf in a little Red Riding Hood. He’s cunning and wicked.
* Teacher asks studens to work individual and write their answer on the board.
Suggestion: There is a fairy in Tam Cam . She is kind and helpful
Tam’s stepmother is very cruel.
4-2. Integrated another subjects
+ Geography and Biology: Say the names of animals in Oceania?
Suggestion:( deer, crocodile, whale, elephant, turtle, zebra horse, lion, leopard)
+ Music: Sing some songs Which has mentioned the animals ?
(Students sing a song which mentions animals)
+ Literature: Say the characters in folk tale : Con Rong Chau Tien?
Suggestion: (Lac Long Quan is talent and brave. He educated fifty his sons to catch
fish and protect our sea of Viet Nam . Au Co is a hard-working woman. She and her
sons and people grow vegetables, raise the catle… )

4-3.TEST FOR 5 MINUTES:
DONGSON TRAINING DEPARTUREMENT
DONG MINH SECONDARY SCHOOL

ENGLISH TEST
Allowed Time: 5 minutes

Full name: ...................................................................... class: 8......................
Mark
Teacher’s Remarks.

TITLE AND TASK

Match the characters of the pictures and adjectives to describe them
knight
lion
princess
witch
giant
woodcutter
cruel
brave
kind
hard-working
fat
fierce


1.............................................................. 2.........................................................


3............................................................

4………………………………………..

5........................................................... 6................................................................
5. HOMEWORK
1. Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare, ogre,
eagle, greedy, evil, cunning, wicked, fierce.
2. Prepare new lesson: Unit 6- A Closer Look 2

IV. TEST RESULT.
Following a period of experiment teaching performance in class 8A, at Dong
Minh Secondary School, I realize that all of students have got much more excited


about learning English. They are more eager to take part in the lesson. Also, the weaker
feel no longer worried and hesitated about proving themselves. generally, all the
students have got engaged in all possible exercises during the lesson.
Via the period, Students are well aware of learning English significance in
mastering core knowledge, getting updated information for better English
communicative activities, as well as protecting our environment, also improving
competence in performing English or Vietnamese text. In addition, further progress has
been also made via making charts or pictures related to the lesson content.
Quality

Class
8A (28)

Good
9, 10

Number
%
18

64%

Fair
7, 8
Number
%
9

32%

Medium
5, 6
Number %
1

3%

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 artsBiology- Geography- Civic education integrated teaching in an English period has
shown remarkable signs. A great majority of students in class 9A and other ones in
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. Any successful teaching is in need
of detailed preparations. However, 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? in fact, 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 are 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:
- Having a deep understanding about the lesson.
- Referring many kinds of books, documents and other subjects.
- Being responsible, enthusiastic for students.

- Preparing the means and appliances of teaching carefully
2. For the students:
- Preparing the lesson carefully before class.
- Reading all kinds of books for class service and other subjects.
- Obeying 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 equipment 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 is my certain teaching experiences 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”
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 Thanh Hoa March 12th, 2019
HEADMARTER
I assure this is my own initiative, I do not
copy the other people’s content
Signature of teacher

Pham Thi Hoa


THANH HOA DEPARTMENT OF EDUCATION &TRAINING

DONG SON OFFICE OF EDUCATION AND TRAINING
ry


INITIATIVE IN TEACHING EXPERIENCE
TOPIC

EDUCATING STUDENTS KEEP READING THE FOLK TALES
OF VIET NAM THROUGH INTERGRATED TEACHING
PERIOD 43 “ UNIT 6: A CLOSER LOOK 1 – ENGLISH 8”

Written by: Pham Thi Hoa
Position: Teacher of English
Address: Dong Minh secondary school
Field of initiative: English

THANH HOA YEAR 2019