THANH
THANHHOA
HOADEPARTMENT
DEPARTMENTEDUCATION
EDUCATIONAND
ANDTRAINING
TRAINING
TRIEU
TRIEUSON
SON5 5HIGH
HIGHSCHOOL
SCHOOL

EXPERIENCE INITIATIVES
EXPERIENCE INITIATIVES

USING THE INTEGRATED CURRICULUM TO TEACH UNIT
THE INTEGRATED
CURRICULUM
TO A
TEACH
16USING
: HISTORICAL
PLACES, ENGLISH
10 WITH
VIEW TO
UNIT
16 : HISTORICAL
PLACES, ENGLISH
10 WITH A
RAISING

PEOPLE’S AWARENESS
OF PROTECTING
VIEW TO RAISING
PEOPLE’S
AWARENESS OF
HISTORICAL
PLACES.
PROTECTING HISTORICAL PLACES.

Author: Le Thi Phuong
Author: Le
Thi Phuong
Position:
Teacher
Position: Teacher
Experience
initiative in the field: English
Experience initiative in the field: English

SCHOOL YEAR: 2017
SCHOOL YEAR: 2016 - 2017
1


TABLE OF CONTENTS
I. Introduction

1

1.1. Rationale


1

1.2. Aims and objectives of the study

1

1.3. The scope of the study

2

1.4. Methods of the study

2

1.5. Design of the study

2

II. Development

2

2.1. Theoretical background

2

2.1. 1. Integrated Curriculum

2


2.1.2. CLIL (Content and Language Integrated Learning)

3

2.2. Lesson plan and Result after applying the research

4

2.2.1. Lesson Plan of Unit 16: Historical Places, English 10.

4

2.2.2. Lesson plan and Result after applying the research

19

III. Conclusion and suggestion

20

References

2


I. INTRODUCTION
1.1. Rationale
Nowadays, along with the development of society, English has become
the most popular language all over the world and it is considered as the

officially international language. Harmer (2001) says that although English is
not the largest number of native or first language speakers, it is widely used
by many people in as their second language. With its essential role, English is
gradually taught in high schools as a main subject in many countries. In
learning English in school, it is compulsory to develop skills in speaking,
listening, reading and writing that will be necessary for students to participate
in society and future life better.
I remember learning in the classroom and being taught subjects in
isolation. For instance, I was only taught reading comprehension in reading
class or math in only mathematics class or English in English class but never
in other subjects. I often wondered why some math concepts weren't taught in
English or some historical events weren’t taught in English since they
somehow seemed to have a relationship. Nowadays the integrated curriculum
has been widely used at schools. When I taught through an integrated
curriculum, my students showed higher signs of retention at an increased rate
than when an integrated curriculum was not implemented. The reason for this
is because they were able to more closely relate to content and make real
world connections in integrated curriculum approaches. Students not only
connect and create more real world connections in integrated classrooms, but
they are also more actively engaged. The fact shows that through many
periods of English subject at school, teachers can introduce knowledge in
some other subjects such as history, geography, literature, maths,etc…related
to units in the textbook.
For above-mentioned reasons, I have decided to study on the integrated
curriculum and apply this method to design a lesson plan of unit 16: historical
places in English 10. By integrating knowledge of some other subjects such as
maths, geography, history, culture, literature and civic education and life to
teach unit 16, I expect that students will not only learn more about the typical
features of historical places but also raise their awareness of protecting our
historical places.

1.2. Aims and objectives of the study
This paper sets the aims and objectives as follow:
- Have a general brief of integrated curriculum and CLIL (Content and
Language Integrated Learning)
- Bring an insight into historical places in general and Van Mieu – Quoc
Tu Giam (Temple of Literature) in particular.
- Design a lesson plan of unit 16: Historical places in English 10, which
uses the integrated curriculum and integrated subjects to introduce
knowledge of history, geography,…related to Van Mieu - Quoc Tu Giam.
- Raise people’s awareness of protecting historical places in general and
Van Mieu – Quoc Tu Giam (Temple of Literature) in particular.
3


1.3. The scope of the study
In this paper, beacause of our limited time and knowledge, I only focus
on a historical place in Viet nam, Van Mieu – Quoc Tu Giam (Temple of
Literature). In gerenal, I only show some typical features of this site.
1.4. Method of the study
I use a combination of different methods:
- Collecting materials: Data are taken from various reference books and
websites, which related to Van Mieu – Quoc Tu Giam (Temple of Literature).
Moreover, information sources are also accessed from Internet.
- Analyzing and synthesizing: Data are analyzed to choose important
information about Van Mieu – Quoc Tu Giam (Temple of Literature). After
that, synthesize them.
- Consulting our supervisor and other experienced teachers.
1.5. Design of the study
The study consists of three parts:
I. Introduction

Information about the rationale, aims and objectives, scope, method and
design of the study are provided.
II. Development
This part includes 2 chapters:
2.1. Theoretical background
I mention the definition of the integrated curriculum and the CLIL.some
benefitd of these methods are also mentinoned.
2.2. Lesson plan and the result
In this chapter I suggest a lesson plan of unit 16: Historical places in
English 10 with an aim at showing some information about Van Mieu – Quoc
Tu Giam (Temple of Literature). As a result, I hope that my students will have
more knowledge about this historical place and be aware of the need of
protecting it.
III. Conclusion
I conclude what I have mentioned in my study paper.
II. DEVELOPMENT
2.1. Theoretical background
In this chapter, firstly I mention the concepts of the integrated
curriculum and the CLIL, which are realated to teaching a subject by
integrating other subjects in classroom.. After that, I suggest a lesson plan of
unit 16: Historical places in English 10.
2.1. 1. Integrated Curriculum
An integrated curriculum is described as one that connects different
areas of study by cutting across subject-matter lines and emphasizing unifying
concepts. Integration focuses on making connections for students, allowing
them to engage in relevant, meaningful activities that can be connected to real
life. We can see the definition of the integrated curriculum from this picture .

4



Teachers often integrate history, geography, economics, and
government in an intradisciplinary social studies program. Integrated science
integrates the perspectives of subdisciplines such as biology, chemistry,
physics, and earth/space science. Through this integration, teachers expect
students to understand the connections between the different subdisciplines
and their relationship to the real world. The program reports a positive impact
on achievement for students who participate.
2.1.2. CLIL (Content and Language Integrated Learning)
CLIL, which stands for Content and Language Integrated Learning and
, refers to teaching subjects such as science, history and geography to students
through a foreign language. (see the picture below)

The term CLIL was coined by David Marsh, University of Jyväskylä, Finland
(1994): "CLIL refers to situations where subjects, or parts of subjects, are
taught through a foreign language with dual-focused aims, namely the
learning of content and the simultaneous learning of a foreign language" .
The fact shows that the themes of the units in the text book of English 10,11
and 12 have a relationship with other subjects. Therefore, using units in the
5


textbook to introduce knowledge of other subjetcs brings about many
benefits for both teachers and students.
2.2. Lesson plan and result after applying the research
2.2.1. Lesson Plan of Unit 16: Historical Places, English 10.
I. TOPIC
USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 :
HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING
PEOPLE’S AWARENESS OF PROTECTING HISTORICAL PLACES.

II. LEARNING GOALS
By the end of the lesson, Ss wil be able to improve
1. In term of knowlege
- Understanding more information about Van Mieu – Quoc Tu Giam (Temple
of Literature).
- Its dynasty when it was built.
- The place where the historical place situated.
- The purpose of the construction.
- Its age.
- Time to complete.
- Architecture of the Temple of Literature.
- Some typical scenic features of the Temple of Literature.
- Knowing the knowledge of other historical places and suggesting ways to
protect them.
2. Skills
- Develop such reading micro-skills as scanning for specific ideas, skimming
for general information, and guessing meaning in context.
- Use the information they have read to discuss the topic.
- Practise working individually, in pairs and in groups.
- Practise observing and analysing maps.
- Using intergrated subjects (Mathematics, Physics, History, Geography,
Civic Education and Cultural Knowledge, etc.) to explain some further
information.
3. Attitudes
- Having positive attitude towards the historical places in the world in general
and in Vietnam in particular.
- Raising awareness of protecting and maitaining historical places such as
Van Mieu – Quoc Tu Giam (Temple of Literature), The Imperial City of Hue
- The citadel,...
* Knowledge from subjects used for solving the topic:

- Geographical Knowledge
Students use maps to find out the location of Van Mieu – Quoc Tu Giam.
- Historical Knowledge
Students use the knowledge about the dynasties in Vietnam to know
about the time when Van Mieu – Quoc Tu Giam was buit. Moreover,
Students can use all knowledge of history to talk about the first uniniversity of
6


Vietnam, the purpose of building the temple of Literature and the use of the
stelae carried on the backs of giant tortoises.
- Mathematical Knowledge
Students use the knowledge of Math to covert years into centuriess.
- Literature Knowledge
Students use literature knowledge to explain the meaning of Van Mieu,
a reprentative of Confucian ways of thought and behaviour.
- Cutural Knowledge
Students use their cultural knowledge about the Temple of Literature to
explain its architecture and why it becomes national pride of Vietnamese
people.
- Knowledge of Civic Education and Life
Students have chance to improve their awareness of protecting historical
places through images of current status of some historical places and know
their responsibility towards this matter.
III. LEARNERS
- Students from class 10B4, Trieu Son 5 high school.
- Number of students: 37
IV. MEANING OF THE LESSON
* For teachers:
Creating an integrated curriculum means that teachers are charged with

having to create challenging, fun, meaningful tasks that help students connect
to information. Teachers will create an interesting English period with the
integration of many other subjects. As a result, the English class will become
more and more attractive.
* For learners:
Students not only connect and create more real world connections in
integrated classrooms, but they are also more actively engaged. They have a
chance to show how master they are in other subjects by presenting related
knowledge of maths, geography, history, culture, literature and civic
education and life. As the matter of fact, Students will gain more knowledge
through the unit.
V. TEACHING DEVICES
- Using projectors, pictures, images, maps, handouts, video, diagrams, etc.
VI. ACTIVITIES AND PROCEDURES
UNIT 16 : HISTORICAL PLACES
SECTION A – READING (PERIOD 98)

7


Stages/
time
Teacher’s activities
needed
- Ask students to look at these pictures, then answer some
1
Warm- questions.
1. What are the names of the places?
up
2.Where are they located?

- Show pictures of historical places from number 1,2,3,4.

Students’
activities
-Look at
the
pictures
and
discuss
1. What
are the
names of
the
places?
2.Where
are they
located?
- Answer
the
questions

-Check student’s answers and give the feedback
+Picture 1:

The President Ho Chi Minh
Mausoleum
+
Picture1:T
he
president

Ho Chi
Minh
Mausoleu
m, Ha Noi
Sixty-nine years ago at Ba Dinh Square, on September 2, 1945,
President Ho Chi Minh read the Declaration of Independence,
proclaiming the birth of the Democratic Republic of Vietnam.

+Picture 2:

8


The Imperial City of Hue - The citadel

Famously being one of Vietnam’s seven UNESCO
World Heritage Sites, it has long been a must-see
attraction for tourists visiting a hidden charm of
Vietnam.

+Picture 3:

+ Picture
2: The
Imperial
City of
Hue - The
citadel,
Hue


The pagoda is situated on Ha Khe hill, on the left
bank of the Perfume River 5km from Hue city.

+ Picture 4:

+Picture 3:
Thien Mu
pagoda,
Hue

Temple of Literature (Van Mieu-Quoc Tu Giam)

2.Prereading
(10mn)
- Conclude that they are historical places in Vietnam

+Picture 4:
Van Mieu –
Quoc Tu
Giam
(Temple of
Literature),
Ha noi
9


- Show the pictures of Temple of Literature (Van Mieu –
Quoc Tu Giam)
Temple of Literature (Van Mieu-Quoc Tu Giam)


-Look at
the picture
and guess
the name of
this place
and its
location

- Call one student to ask “ Do you know this place and
-Listen to
what is its name?
the teacher
- Give the name of this place and its location
+ This is Van Mieu - Quoc Tu Giam(Temple of
Literature), Hanoi, Vietnam
- Lead students to the topic of reading passage. It talks
about Van Mieu - Quoc Tu Giam(Temple of Literature).
It is one of the most famous historical places in Vietnam
and it is also the first university in Vietnam.
* TEACHING VOCABULARY:
-Ask students to look at the screen and pay attention to all
the words underlined in red color in the reading passage.
-Look at
the pictures
and listen
to the
teacher
10



* VOCABULARY

and guess
the words
or phrases

Van Mieu – Quoc Tu Giam is a famous historical and cultural
site in Hanoi. Originally built in 1070 in the Ly dynasty, Van Mieu
was representative of Confucian ways of thought and behaviour. Six
years later, Quoc Tu Giam, the first university of Vietnam, was
established on the grounds of Van Mieu. Between 1076 and 1779,
Quoc Tu Giam educated thousands of talented men for the country.
In 1482, Van Mieu became a place to memorialize the most brilliant
scholars of the nation. The names, places of birth and achievements
of top students in royal examination were engraved on stone stelae.
These stelae, carried on the backs of giant tortoises, are still standing
today and they attract great interest from visitors.
After more than 900 years of existences, Van Mieu is an example of
well-preserved traditional Vietnamese architecture. The banyan trees
in Van Mieu , which witnessed festivals and examinations during
feudal times, continue to flourish. Van Mieu – Quoc Tu Giam is a
site of national pride for Vietnamese people.

- Give vocabulary by asking students to look at the
pictures on the projector and guess the words or phrases
or give the synonym and explanation of vocabulary.
- Show the first word “originally” and ask students to
guess the meaning with synonym word: “Firstly”
- Show the second word “representative” and explain “
This is a typical person or thing in a group”. And then

students give its meaning.
- Show the third word “Confucian” and explain “Khong
Tu was the pioneer thinker”. And then students give its
meaning.
- Show the fourth word “talented” and give its synonym
Whi “very excellent” and then students give the meaning.
le- Show the fifth word “ engrave” and show the picture and
read then ask Students “What is he doing?”.Then Students give
ing its meaning.
(
20m
n)

- Show the next “ stele or stelae”, show the picture and ask
11


“What is this/are they?”. And then Students answer.

- Show the next “ tortoise”, show the picture and ask
“What is this/are they?” . And then Students answer.

- Show the next “ banyan tree”, show the picture and ask
“what is this?”. And then Students answer.

- Show the last “flourish”and give its synonym: “grow

-Look at
the board
and listen

to the
teacher
-Write
down on
the
notebook
and read
after the
teacher
-Read the
words or
phrases
12


well” and ask students to give its meaning.
- Show all words or phrases, then ask students to look at
the board and listen to the teacher first.
* VOCABULARY
- Originally /ə'riʤnəli/ (adv) = Firstly
Đầu tiên,trước tiên
- Representative (n) /,repri'zentətiv/ Đại diện
- Confucian (n) /kən'fju:∫n/ Người ủng hộ Khổng Tử, người
ủng hộ nho giáo
- Talented (adj) /'tỉləntid/ Có tài

- Engrave (v) /ɪnˈɡreɪv/
- Stele /'sti:li/ (n) Stelae
- Tortoise (n) /'tɔ:təs/


Khắc, chạm, trổ
(plural noun)

Bia , tấm bia

Rùa

- Banyan (tree ) (n) /'bæniən/ Cây đa
- Flourish (v) /ˈflʌrɪʃ/ mọc sum sê, phát triển

- Ask students to write down on their notebook, then read
after the teacher
- Call 1or 2 students read the words again, then check
pronunciation
- Use Task 1 to check vocabulary:
Task 1:
Choose A, B, or C that best suits the meaning of the
italicised word.
1. Van Mieu was originally built in 1070 in Ly dynasty.
A. beautifully
B. initially
C. finally
2. It is representative of Confucian ways of thought and
behaviour.
A. typical
B. fond
C. traditional
3. Van Mieu was a place to memorialize the most brilliant
scholars of the nation.
A. ignore

B. gather
C. honor
4. The stone stelae were engraved with the names of the
top students in royal examinations.
A. printed
B. carved
C. washed
5. The banyan trees in Van Mieu continue to flourish even
now.
A. slow down
B. fall off
C. grow well
-Teacher asks students to read each sentence and all
options and translate into Vietnamese(Give any help if
necessary). Make sure that all of them understand all
sentences in task 1.
- Ask them to give their answers by calling on some
students to give their explanation.
Answers:

again
-Review the
vocabulary
with the
part of
vocabulary
checking:
Task 1
-Give
answers

1. B
2. B
3. C
4. B
5. C

- Students
describe
the temple
of
Literature
based on
the
pictures.

13


1. B 2. B 3. C 4. B 5. C
- Show the Picture 1 and 2 of the architecture of Van Mieu
– Quoc Tu Giam. And then ask students to descbibe the
structure of Van Mieu in Vietnamese or English.
Picture 1:

Picture 2:

- Listen to
the video.

* Tructure of Temple of Literature:

The Van Mieu is built in the shape of a parallelogram,
modeled after the Temple to Confucius in Qu Fu, China. It
consists of five courtyards lined out in order, entrance to
the first, via the impressive twin-tiered Van Mieu gate
leads to three pathways that run through the length of the
complex. The centre path was reserved for the King only,
the one to its left for administrative Mandarins and the one
to its right for military Mandarins.
- Show the content of reading passage and, then ask ss to
look at on the projector.
- Open the video of the content’s reading passage and
ask them listen carefully.

- present
the source
and
location of
Van Mieu –
Quoc Tu
Giam
(Temple of
Literature).

14


- Give the maps of Vietnam and Hanoi and ask students
to present the source and location of Van Mieu – Quoc
Tu Giam (Temple of Literature).


Map 1:

Map 2:

-Read
passage
again to
decide the
statements
are T or F.

- Listen to
the teacher.
►It can be called Temple of Literature (Van Mieu - Quoc
Tu Giam). It is located in Hanoi capital,northern Vietnam
and situated at the centre of the city.
Task 2: T/F statements
1. The construction of Van Mieu took place between 1076
and 1779.
2. Quoc Tu Giam is considered to be the first university of
Viet Nam.
3. Thousands of talented men were trained in Quoc Tu
15


Giam from the 11th to the 19th century.
4. Van Mieu has now lost most of its traditional
Vietnamese architecture.
5. Festivals and examinations used to be held in Van Mieu
– Quoc Tu Giam.

6. Visitors can still see some trees which have been in Van
Mieu for a long time.
- First , Teacher asks students to explain all sentences and
underline some key words in each sentence.
- Next, Teacher divides class into 2 groups: A and B so that
they will play a game called “Lucky Places”
+ Rules of the game: There have 8 pictures of 8 famous
places on the screen. Each place is a question or a lucky
place. Each team has a leader to choose a place. If the
leader calls out one of the lucky places, the team will get 2
marks without answering question and you have the right
Postreading to choose the next one. Each correct answer to a question
will get 1 mark. If the answer is incorrect, that team can
(10 give their answer.
mn)

1

Homew
ork
(2mn)

2

4

6

3


-Give
answers by
playing a
game.
Answer:
1. F
2. T
3. F
4. F
5. T

- Look at
the picture
and answer
question
about King
Ly Thanh
Tong

5

7

8

Answers:
1. The construction of Van Mieu took place between 1076
and 1779. F  it was built in 1070.
Evidence: Van Mieu – Quoc Tu Giam is a famous
historical and cultural site in Hanoi. Originally built in


- Listen the
question
carefully
and answer
question
about Van
16


1070 in the Ly dynasty, Van Mieu was representative of
Confucian ways of thought and behaviour.
- Give the picture and ask students “ What do you know
about King Ly Thanh Tong?”

Mieu.

- Give
answer and
give
evidences
in the
passage.

- Look at
the picture
- Call on one students to give some integrated information and talk
he knows about this King.
about the
- Teacher gives feedback and add more information.

site of the
► Ly Thanh Tong( ruled 1054–1072) was not only a wise old
king but also good at managing talented people and
university
soldiers. The art of war under Ly Thanh Tong’s reign was in Van
so famous that Song Dynasty was interested in learning the Mieu way he organized the army.
Quoc Tu
Ly Thanh Tong also set many marks in the history of the
Giam
Vietnamese culture. The king was the person who founded
the Temple of Literature with statues of Zhou Gong,
Confucius and 72 ancient sages, aiming at teaching the
people to avoid sins and training many talents to help the
country and the King.
- Teacher ask students to answer the question: “Why is it
said that Van Mieu was representative of Confucian ways
of thought and behaviour?”
Answer:
►Temple of Literature is an old cultural monument of the
Vietnamese people. It was built in 1070 in the reign of King
Ly Thanh Tong for the worship of Zhou Kung and
Confucius - the two founders of Confucianism and the
education of princes.
2. Quoc Tu Giam is considered to be the first university of
Viet Nam. T
- Answer
Evidence: Originally built in 1070 in the Ly dynasty, Van
the
Mieu was representative of Confucian ways of thought and question
behaviour. Six years later, Quoc Tu Giam, the first

and give
university of Vietnam, was established on the grounds of
evidences
17


Van Mieu.
- Ask Students to look at the picture and answer question
“Where were the old classes in Temple of Literature?”

in the
passage.
- give the
way to
convert
years into
centuries.

►Vietnam's first University was founded in 1076 by king
Ly Nhan Tong as a school for the crown prince, and
expanded the following year to admit sons of the man in
aristocracy chosen by the king. It was later opened to a
wider spectrum of society through an examination system
that provided the theoretical possibility of social mobility
based on merit.
Classes were held in two houses along the sides of what is
now the fifth courtyard of the Van Mieu. The yard also held
six dormitory houses, each a row of 25 rooms, with two
students to a room. In addition, there was a print shop for
school texts. At the time, the school and temple were

closely integrated.
3. Thousands of talented men were trained in Quoc Tu
Giam from the 11th to the 19th century.F from the 11th to
the 18th century
Evidence:Between 1076 and 1779, Quoc Tu Giam
educated thousands of talented men for the country.
- Teacher asks one student to give the way to convert years
into centuries.
►Answer:
One century: 100 years
The 1st century : Year: 0000 to Year: 0099
The 2nd century: Year: 0100 to Year: 0199
The 3rd century: Year: 0200 to Year: 0299
18


...............................
The 19th century: Year: 1800 to Year: 1899
The 20th century: Year: 1900 to Year: 1999
The 21st century: Year: 2000 to Year: 2099
 Between 1076 and 1779 = from the 11th to the 18th
century.
- Teacher asks students to look the picture and answer a
question: “what do you know about the stone stelae in the
Temple of Literature?”

►Answer:
Van Mieu – Quoc Tu Giam currently has 82 preserved
doctoral laureates’ stelae, which bear the names and
places of birth of 1307 graduates from 82 royal

examinations which were held from 1442 to 1779 under the
Le and Mac dynasties. Each stele consists of two parts:
Stele and stele sole. The stele includes two main parts:
The stele pediment is an arch shape and has various
designs and The main section is a rectangle engraved with
the stele text in ancient Chinese characters. The stele sole
are tortoises with different designs and symbolize the
longevity, immortality of the talented and virtuous people,
the education and laureates’ stelae.
4. Van Mieu has now lost most of its traditional Vietnames
architecture.F  It is an example of well-preserved
traditional Vietnamese architecture.
Evidence: After more than 900 years of existences, Van
Mieu is an example of well-preserved traditional
Vietnamese architecture.
- Teacher presents some pictures of the old and present
temple of literature to show that Van Mieu is wellpreserved traditional Vietnamese architecture.
- Ask students to compare these pictures with each other
and give feedback.

- Listen
carfully the
question
and give
information
about the
stone stelae
in the
Temple of
Literature.


-Answer
the
question
and give
evidences
in the
passage.

19


5. Festivals and examinations used to be held in Van Mieu
– Quoc Tu Giam.T
Evidence: The banyan trees in Van Mieu , which witnessed
festivals and examinations during feudal times, continue to
flourish.
- Teacher asks students “What are the royal
examinations?”
►Answer:
Education at the Quoc Tu Giam prepared students for
the royal examination. The multi-stage examination
process could take several months. The first step, called the
Thi Huong was a regional examination held triennially.
Those who passed then came to Hanoi with their sleeping
mats, brushes, and ink stones to sit for the four-part Thi
Hoi. A candidate had to pass each part in sequence in
order to qualify to sit for the following part. The first part,
called Kinh Nghia, was based directly on the Confucian
classics. For the second part of the examination, the Che

Chieu Bieu, a candidate had to write as though he were the
king, discussing matters of state. The final part of the
doctoral exam was the Van Sach, in which candidates were
asked to comment on how to handle problems facing the
country, drawing from their knowledge of the four classics
and the history of previous dynasties. Those who completed
all four were conferred the title of doctor laureate (Tien

-Answer
the
question
and give
evidences
in the
passage.
- Listen
carefully
the
question
and give
information
about The
Royal
Examinatio
n.
-Listen the
instruction
of the task
in handouts
and do the

task
individually
.

- Give
answers
20


si), and invited to the palace for the Thi Dinh, or palace
examination.
Further Practice: Match events with suitable period of time
and then summarize the history of Van Mieu – Quoc Tu
Giam (Temple of Literature). (in handouts)
Period of
time

Events

1. 1070

a. Quoc Tu Giam was established

2. 1076

b. The period when Quoc Tu Giam
educated many talented men for the
country

3. 1076-1779


c. Van Mieu was built

4. 1482

d. After those years, Van Mieu still well
preserves its traditional Vietnamese
architecture.

e. Van Mieu became a place to
memorialize the most brilliant scholar of
the nation
- Ask students to match first and then call on some of them
to summarise the passage based on the historical events in
the table.
- T gives correction and feedback.
1. c 2. a 3. b 4. e 5. d
IV .HOMEWORK
- Ask students learn by heart the new words
- Write a passage (100-120 words) about your favorite
historical place in Vietnam
- Prepare for part B- Speaking
2.2.2. Result after applying the research
Since I applied this research for my teaching at Trieu Son 5 high school
I have got better results: Students have increasingly desired English lesson,
which they have ever felt bored with before. Additionally, they become more
creative and active in developing their reading abilities. Scecially, they have a
chance to integrate some other subjects such as history in one English class.
As a result, they are aware of what they have to do to protect the historical
places in Vietnam.

In the year 2016-2017, I taught 10B1. I didn’t use these applications.
The number of students who are good at this skill is not high. In the same
year, when I taught 10B4 after by integrating some other subjects, I asked my
5. 900

21


students to the same mini test about Van Mieu – Quoc Tu Giam (Temple of
Literature) after the lesson. It is clear that the result is far higher.
The result of mini test at the end of lesson 2016- 2017
(not applied the research)
- Giỏi:
Số lượng: 2
Tỷ lệ: 6.25 %
Class: 10B1
Number of
Students: 32

- Khá:

Số lượng:

10

Tỷ lệ:

31.25 %

- Trung bình:


Số lượng:

15

Tỷ lệ:

46.88%

- Yếu:

Số lượng:

5

Tỷ lệ:

15.62 %

- Kém:

Số lượng:

0

Tỷ lệ: 0 %

The result of mini test at the end of lesson 2016- 2017
(applied the research)
- Giỏi:

Số lượng: 14
Tỷ lệ: 37.84 %
Class: 10B4
Number of
Students: 37

- Khá:

Số lượng:

17

Tỷ lệ: 45.95 %

- Trung bình:

Số lượng:

6

Tỷ lệ: 16.22 %

- Yếu:

Số lượng:

0

Tỷ lệ: 0 %


- Kém:

Số lượng:

0

Tỷ lệ:

0%

III. CONCLUSION AND SUGGESTION
Using the integrated curriculum and the CLIL to teach is not a new
method. However, in Vietnam, this has just been applied for recent
years.Clearly, integrating other subjects in class brings about many
advantages and benefits for both teachers and students. The most important
meaning of this method is that it can make students or learners get
information easier and in more creative and active ways. It can be denied that
students feel more attracted when learning English in a combination with
other subjects.The result after applying for students in class 10B4 obviously
show that using integrated curriculum in teaching English firmly gains high
effectiveness in comparison with other traditional methodologies. The most
important result after this lesson is that knowing the historical values of Van
Mieu – Quoc Tu Giam helps students raise their awareness of protecting this
historical place.
I hope that this study will benefit teachers and learners in teaching and
learning English. Nevertheless, this study may include some mistakes and
limitation. This is unavoidable because of the limitation of our knowledge,
time and materials for my studying.
I have tried my best to complete my study. I have also received much
enthusiastic help and encouragement from other teachers as well as my

friends. Therefore any comments and suggestions will be highly appreciated
so that I can perfect my later study.
Xác nhận của thủ trưởng đơn vị Thanh Hoá, ngày 31 tháng 05 năm 2017
22


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Người thực hiện

Lê Thị Phương
REFERENCES
[1]. Meeting standards through integrated curriculum, Susan M. Drake and
Rebecca C. Burns
[2]. Creating Standards-Based Integrated Curriculum: The Common Core
State Standards Edition3rd Edition, Susan M. Drake
[3]. Di sản văn chương Văn Miếu Quốc Tử Giám, NXB Hà nội
[4]. Hỏi đáp về 82 Bia tiến sĩ Văn Miếu Quốc Tử Giám Hà Nội, NXB Quân
đội Nhân dân
[5]. Tham khảo một số tài liệu trên mạng Internet
- Nguồn: />- Nguồn: />- Nguồn: />- Nguồn: />
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