THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING 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 – ENGLISH 8” Written by: Le Dinh Ky English teacher at Dong Ninh Secondary School The initiative experience of subject: English THANH HOA NĂM 2018 TABLE OF CONTENT Nunberical CONTENT Page order A BACKGROUND The reason of choosing the study 2 Research perpose 3 Objective of study Research Methods B PROBLEM SOLVING I Argumentative base of the issue II Real situation of the issue III Solution Integrated subjects Process of Integrated teaching 6-12 Teaching plan 13-16 IV Test result 17 C CONCLUSION AND RECOMMENDATIONS D REFERENCES 19 E A LIST OF INNOVATION INITIATIVES HAS 20 BEEN RATED 17-18 A 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 (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 – Chapterthe 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 -English 8” 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 Research documents Fact- finding Consult colleagues Statistical review 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 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 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 Ninh Secondary School are facing a great number of issues, caused by certain things as follows: 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 selfstudy They frequently forget to review lessons, 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 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 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- 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 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 PROCESS OF INTEGRATED TEACHING WARM-UP: Discussing and Writing: Teacher divide students into six groups and asks them to write some folk tales The Lost Shoe 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 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 inchorus and individual * CHECKING UP VOCABULARY: -Teacher divides students into two teams and orders students to activity (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 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 Teacher orders students to play game: Quick eyes quick hands PRACTICE: 2- Match the creatures with the pictures A.dragon B.wolf C.hare D.fox 3… 4… *Teacher divides students into six groups E.tortoise F.lion 7… G.ogre 8… H.eagle - 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 activity (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 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 Listen and repeat the sentences Paying attention to intonation What a colourful hat she is wearing? What a time we’re had today! What beautiful eyes she has! What a nise day it is! 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 Practice these sentences Then listen and repeat What a beautiful princess she is! What brave knights they are! What a big nose the wolf has! 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 CONSOLIDATION: 4-1 Teacher review the lesson by asking students to 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 MINUTES: DONGSON TRAINING DEPARTUREMENT DONGNINH SECONDARY SCHOOL ENGLISH TEST Allowed Time: minutes Full name: class: Mark Teacher’s Remarks TITLE AND TASK Match the characters of the pictures and adjectives to describe them knight lion princess witch giant cruel brave kind hard-working fat woodcutter fierce 4……………………………………… HOMEWORK Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked, fierce Prepare new lesson: Unit 6- A Closer Look TEACHING PLAN Period 43 UNIT6: FOLK TALES Lesson 2: CLOSER LOOK I OBJECTIVES: After the end of the lesson, Students can know more about “Folk tales”, use some the key language and structures to be learnt in this unit to say the characters of figures in folk tales Educating students know about the importance and improving their knowledge to read the folk tales English knowledge : Students have to practice the following requirements: *Vocabulary: Introducing some new words (nouns and adjectives) about the characters of figures in folk tales: woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked, fierce *Grammar: Introducing and practicing pronunciation “Intonation in exclamatory sentences” * Listening: Listening and practicing pronunciation “Intonation in exclamatory sentences” activity 4,5 – page 60- English Textbook in English 8) Speaking Students use vocabularies and model sentences in this lesson to say about the characters of figures in folk tales * Reading: Practicing reading vocabulary and pronunciation “Intonation in exclamatory sentences” activity 4,5 – page 60- English Textbook in English 8) * Writing: Guiding students write words to pictures and write sentences about the topic in the lesson * Skills: Students understand intonation in exclamatory sentences, adjectives and nouns to retell some folk tales * Attitudeion: Guiding students write a short passage about the folk tales Students improve four skills to practice communicating English with their friends, every one and foreigners Using words, model sentences and structures are exactly Students can use them into the lesson and suitable situations in their life everyday IV TEACHING PROCESS: STEPS CONTENT TEACHER’S ACTIVITIES Warm-up Discussing and Writing: write * Asks students to work in some folk tales groups write folk tales (5.m) *Teacher asks the volunteer The lost shoe of each group to say their answers before the class *Teacher asks others to give folk tales their opinion, then sticks the correct folk tales and gives HoangTuCo Thach Sanh TamCam marks to each group Presentation Vocabulary Teacher gives some - woodcutter (n) ( picture ) (10.m) pictures, asks students to - emperor (n) ( picture ) look at them and introduce - knight (n) ( picture ) quickly some new words - giant (n) ( picture ) - witch (n) ( picture ) about the FOLK TALES : - hare (n) ( picture ) woodcutter, emperor, knight, - ogre (n) ( picture ) giant, with, hare, ogre, eagle, - eagle (n) ( picture ) greedy, cunning, wicked - fairy (n) ( picture ) - generous (adj) (translation) - greedy (adj)(simple sentence) Teacher translate some new - mean (adj) (simple sentence) words: greedy, generous, - evil (adj) (translation) evil mean, cunning, wicked, - cunning - wicked fierce STUDENT’S INTERA ACTIVITIES CTION Work in groups write folk Grouptales work The volunteer of each group to say their answers before the class Thach Sanh, Qua bau Tien, Hoang Tu Coc, Con Rong Individual Chau Tien… Students look at the pictures and say the names of them Examples: giant fairy woodcutter, emperor, knight, with, hare, ogre, eagle, greedy, cunning, wicked Students listen to and write down: greedy, generous, evil, mean, cunning, wicked, fierce Wholeclass Individual Individual Wholeclass - fierce (adj) (translation) Check up vocabulary A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant H.witch 2- Match the creatures with the pictures A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle Practice (20.m) 3… 4… 7… 8… 3a Put the adjectives into the correct column cheerful generous evil cruel Teacher asks students to repeat in chorus and individual * Teacher divides students into two teams and orders students to activity (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands Teacher asks students to give their answer, then correct it *Teacher divides students into six groups *Teacher asks students to match the characters with the pictures (on page 60) * Teacher asks the volunteer to give the answer Repeat in individual chorus and Students divide into two teams and orders students to activity (on page 60match the characters with the pictures) by playing game: Quick eyes quick hands 1.G 2.C 3.E 4.B 5.H 6.A 7.D 8.F Group *Students sits into six Wholegroups class Work in group & match the characters with the pictures (on page 60) *Give the answer Individual 1-G 2-F 3- A 4-E 5-B 6-C 7-H 8-D * Teacher give feedback and *Check the answers ans Pairs asks students to check their write down answers *Teacher divides students *Students sits into six into six groups and asks groups, and put the students to put the adjectives adjectives in the correct cunning fierce brave kind mean wicked greedy positive negative …………… ………… …………… ………… …………… …………… 4Listen 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! What a nise day it is! What good news it is! Practice these sentences Then listen and repeat 1.What a beautiful princess she is! Consolid-ation (8.m) 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 Activity 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 in the correct column * Teacher asks the volunteer to give the answer * Teacher give feedback and asks students to check their answers *Teacher plays the cassette and asks students to listen to pay attention to intonation about Exclamatory sentence *Teacher asks students to repeat them * Teacher corrects the intonation if necessary *Teacher plays the cassette and asks students to practice Exclamatory sentences * Teacher corrects intonation (if necessarity) column Positive: cheerful, brave, generous, kind Negative: cruel, cunning, Individual mean, evil, greedy, wicked, fierce *Students to listen to pay attention to intonation about WholeExclamatory sentences class (page 60) Students to repeat them *Listen and practice Exclamatory sentences Remember: Intonation in exclamatory sentences We use falling intonation the for exclamatory sentences * Teacher asks students to work individual, use the adjectives to describe some characters in one of their favorite folk tales *Teacher asks students to write their answer on the Wholeclass Wholeclass * Students work activity 3b individual use the adjectives Individual to describe some characters in one of their favorite folk tales *Students to write their Individual answer on the board Suggestion: There is a fairy in Tam Cam She is kind and helpful but Tam’s stepmother is very cruel Integrated another subjects a Say the names of animals in Oceania? board *Teacher correct students’ Correct the mistakes if mistakes if necessary necessary * Answer the questions *Ask students to work in a deer, crocodile, whale, pair and answer elephant, turtle, zebra horse, lion, leopard *Teacher calls some students b.(Students sing a song b Sing some songs Which has to say before the class which mentions animals) mentioned the animals ? c Lac Long Quan is talent and brave c Say the characters in folk tale Au Co is a hard-working : Con Rong Chau Tien? woman Homework Learn by heart vocabulary: *Ask students to write down Prepare new lesson: Unit 6- A homework and prepare new (2.m) Closer Look lesson Draw some pictures about the characters in folk tales REFERENCES 1- Textbook in English - Teacher’s book in English 3- Internet, Real pictures, pictures in text book 4- Textbook in Literature, Fine Arts, Geography Wholeclass Pair Pair Write down homework and Wholeprepare new lesson class Interdisplinary knowledge is integrated in this period 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: * 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 II TEACHER AND STUDENTS’ PREPARATION: TEACHER’S PREPARATION: * Some pictures in UNIT6: FOLK TALES- Lesson 2: CLOSER LOOK (English 8- page 60) and the pictures about animals and the figures of the folk tales * Projector, computer, some posters, * Cassette, tapes of “UNIT6: FOLK TALES- Lesson 2: CLOSER LOOK 1” English * Extra-board or table accessories, markers, paper A3 * Test for five minutes STUDENTS’ PREPARATION * Textbook, notebook, pen, rulers * Preparing questions and exercises in UNIT6: FOLK TALES- Lesson 2: CLOSER LOOK English 8- page 60 * Extra-board or table accessories, markers, paper A3 III METHODS: * Brainstorming, Discussing pair, group * Questions and answers * detecting, solving problem and practical training * Playing game: Quick eyes, Quick hands IV TEST RESULT Following a period of experiment teaching performance in class 9A, at Dong Ninh 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 (38) Good 9, 10 Number % 25 66% Fair 7, Number % 12 31,5% Medium 5, Number % Poor below Number % 2,5 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- Biology- 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, class organization and direction drive students inspired to learn English? Do they master their knowledge? Is there a synchronized combination of lesson contentcurriculum- 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: For the teachers: - Having a deep understand 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 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 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 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 -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 20th, 2018 HEADMARTER I assure this is my own initiative, I not copy the other people’s content Signature of teacher Lê Đình Kỷ D REFERENCES Textbook English and Teaching plan of English 8- Nguyen Hanh Dung A Practical English Grammar - A.J Thomson and A.V.Martinet/ Nhà Xuất Bản Trẻ (1997) 3.[11] Creswell, J W (2008) Research design: Qualitative, quantitative, and mixed methods approaches Sage Publications, Thousand Oaks, CA “English Language Teacher Training Project” book & book (The Methodology Course - E A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY THE EVALUATION COMMITTEE OF THE EDUCATION AND TRAINING DEPARTMENT, THE EDUCATION AND TRAINING DEPARTMENT AND THE HIGHER LEVEL RANKED C OR HIGHER Teacher’s name: Lê Đình Kỷ School: Dong Ninh secondary school TT Tên dề tài SKKN Nghĩa cách dùng từ Một số trò chơi để cố học tiết dạy Language Focus Tiếng Anh Một vài biện pháp luyện phát âm từ Tiếng Anh có chữ “CH” cho HS lớp Trường THCS Đông Ninh Một vài biện pháp rèn đọc cho HS yếu lớp Trường THCS Đông Ninh Educating students improves their knowledge to keep the environment through intergrated teaching period 37 “Unit 6: Getting started- Listen & Read- English 9” Cấp đánh giá xếp loại Kết đánh giá xếp loại Năm học đánh giá xếp loại Cấp huyện Cấp tỉnh A C 2001-2002 Cấp huyện Cấp tỉnh A B 2009-2010 Cấp huyện B 2011-2012 Cấp huyện Cấp tỉnh A B 2013-2014 Cấp huyện Cấp tỉnh A C 2015-2016 ... 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 -English 8? ?? RESEACH PURPOSES... shouldn’t 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... 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