Manufacturer Name: Ministry of Education and Training/Primary School Teacher Development Project

- Know some main features of our country's economic sectors.

- Initially know how to read economic maps, analyze diagrams, charts, and tables of population and economic data at a simple level.

- Have awareness to respect and protect the fruits of human labor

2) Basic content of the group of articles on Vietnam's economy

Main characteristics of economic sectors: agriculture, forestry and fishery, industry, transportation, trade and tourism.

3) Some points to note when teaching groups about Vietnam's economy

When teaching a group lesson about Vietnam's economy, teachers need to pay attention to helping students:

- Recognize some main characteristics of economic sectors in our country.

- Form and practice skills in analyzing maps, charts, statistical tables, and economic diagrams.

- Connecting to practice, exploiting students' knowledge

- Establish a simple relationship between conditions (natural, population, etc.) and production activities.

A specific example of teaching economic lessons in groups is shown through a video clip.

4) Answer the study sheet by watching the video clip

Question

Observer Response
1. The teacher has created interest in learning and	- The teacher mobilized students' practical knowledge to
orienting learning content for	connect with the tasks and content of the lesson to
How do you? If you were me,	promote students' initiative, create interest right from the start
You will start teaching this section as follows:	first minute of the excerpt.
how?
2. The teacher used the following methods:	- Methods: Question and answer, research, discussion, history
teaching methods and organization	use maps, charts, pictures.
which study to guide students to study	- Teaching forms: individual, group, class.
practice? If it were you, what would you do?
how
3. What innovations did the teacher have in teaching?	- Guide students to use the chart to know the structure.
use teaching aids?	fisheries industry, compare the height of the columns
Does that creation make sense?	graph to know the change in output and growth rate
	output of the fisheries industry.

Maybe you are interested!

Observer Response
4. What changes did the teacher make to the structure?	- Change the structure of the lesson compared to the textbook. The textbook writes
content structure when instructing	in the forward direction, from condition to development situation
Students study aquaculture.	development of the industry; the teacher guided students to learn about the basics
	structure, development situation then ask students to find
	cause (development condition)
5. The use of a combination of	- Synthesize information sources: Text channels,
information resources to help students continue	image channels in textbooks, pictures, wall maps,
gain knowledge and practice local skills	practical knowledge of students
how?
6. Organizing games for students	- Partly reasonable, has promoted the ability to consolidate
when the summary of the excerpt is reasonable	students' spirit of competition in learning
not yet, has fully developed the ability	However, specific assessment for each individual
of students in consolidating the lesson	HS is not really effective.
yet? The combination of assessment and self-assessment
Assess student learning outcomes
How about this step? If
you, you will change like that
How to achieve high results in the process
consolidate and evaluate this?

Question

Observer Response
6. In summary, you see the quote	Demonstrate the nature of economic geography; specifically
To what extent has the passage been shown?	can:
(Good, fair, average) in content	+ Content: Students see the conditions and situations
and innovation in teaching methods	production of the fisheries industry; identify the area
an economic geography article. You see	Main distribution of fisheries industry in the country
What needs to change?	me
	+ Method: guide students to exploit knowledge
	based on economic maps, pictures, knowledge; determine
	establish the relationship between nature and economic development in
	simple level (natural conditions, socio-economic
	with the speed of development, natural conditions with the distribution
	Fisheries industry

Question

Activity 4:

Learn about World GeographyMission

Task 1: Study the lessons on world geography (from lesson 17 to lesson 27) in the Geography section in the History and Geography textbooks for grade 5.

Task 2: Record your personal opinions on the following issues:

- Determine the objectives and main content of the group of lessons on world geography.

- Identify some points to note when teaching lessons on world geography.

Task 3: Plan a specific lesson on world geography and discuss with your class.

colleague.

Task 4 : Test teaching and gain experience from the lesson.

Feedback

1) Objectives of the group of articles on world geography

- Present some characteristics (pointed) about nature and people in

continents of the world

- Describe the location and some characteristics of the world's oceans.

- Identify the location of each continent and ocean on the map.

- Have a spirit of respect for ethnicities and races.

2) Basic content of the group of lessons on world geography

- Location, natural characteristics, population, and economy of the continents: Asia, Europe, Africa, America, Oceania, and Antarctica.

- Location and some characteristics of some countries representing the continents.

- Location and main characteristics of the world's oceans.

3) Some points to note when teaching lessons on world geography

When teaching group lessons on world geography, teachers need to pay attention to helping students:

- Recognize the structure and order of learning about the geography of a continent: Each continent is learned in the following order: (1) Geographical location, boundaries; (2) natural features; (3) population; (4) economic activities; (5) countries representing the continent.

- Form symbols and concepts based on pictures and maps.

- Deeply engrave the distinctive, recognizable features of each continent.

Regarding teaching methods: Teachers need to pay attention to the comparative method in the process of building geographical symbols and concepts for students, thereby helping students easily recognize and remember the characteristics of each continent.

Here is a specific example: Lesson 23 - Africa

- The basic objective of this lesson is, through maps, pictures, and students' knowledge, the teacher guides them to recognize the geographical location and boundaries of Africa, some prominent features of terrain, climate, and natural landscape of Africa.

- When teaching this lesson, first of all, teachers need to pay special attention to instructing students to observe figure 1 (natural diagram of Africa) page 116 of the textbook, wall map or globe to answer the question: Which continents and oceans does Africa border? Which part of the continent does the equator pass through? On that basis, teachers emphasize that students recognize that Africa is the only continent with the equator passing through the middle of the continent, most of the territory lies between the two tropics. That is the most important feature of Africa's geographical location. That feature is one of the main reasons why Africa's climate is the hottest in the world, deserts and savannas occupy the largest area in Africa. In addition, teachers also need to let students compare the area of Africa with other continents (based on the data table in lesson 17) to know that this is a continent with a large size (ranked 3rd).

in the continents); compare the coast of Africa with the coast of Europe (based on the map) to see that Africa does not have a deep sea. These are the characteristics that contribute to Africa's hot and dry climate.

- Next, teachers need to focus on teaching students to rely on the colors of the diagram and natural map to recognize that Africa's terrain is relatively high, the entire continent is considered a giant plateau. Teachers can remind students about the terrain color scale: from 500m and up is called a plateau. Teachers can let students rely on the colors on the map to compare the terrain of Africa with Europe to clearly see the difference in terrain height of the two continents, on that basis depicting the image of Africa's terrain.

- When guiding students to learn about the climate and natural landscape of Africa, teachers need to pay attention to having students rely on maps, pictures, text channels, and students' knowledge (through watching TV, books, newspapers, etc.) focusing on questions that both develop synthetic and relational thinking, establish connections between natural elements, and create profound symbols about African nature such as:

+ How is the climate of Africa different from the climates of the continents studied?

+ Why is Africa's climate the hottest and driest in the world? (Location in the tropical zone)

large territory, no sea encroaching deep into the mainland).

+ Identify the location of the Sahara desert on the map and describe the characteristics of this desert.

+ Based on the map, what natural landscapes are there in Africa? Which natural landscapes cover more area? Why?

+ Based on pictures and knowledge, describe the natural scenery in the African savanna.

- Teachers should help students build a diagram showing the relationship between natural elements of Africa, of a natural landscape of Africa (desert, savanna).

IV. Products

- An article about the objectives, content, and some points to note when teaching each group of new knowledge lessons in the Geography section of the History and Geography textbooks for grade 5.

- Answer the study sheet by watching the video.

- Design of some specific lessons.

C. Summary of assessment Topic assessment exercise 1

Through the sub-module, please list the basic similarities and differences in the content of the old and new 5th grade geography program and textbooks.

Topic 2 Assessment Exercise

1. Present the objectives, main content and points to note when teaching lessons on Vietnam's natural geography.

2. Present the objectives, main content and points to note when teaching lessons on Vietnam's population geography.

3. Present the objectives, main content and points to note when teaching lessons on Vietnam's economic geography.

4. Present the objectives, main content and points to note when teaching lessons on world geography.

* Response to topic 1 self-assessment question

Feedback for activities 1 and 2

* Response to topic 2 self-assessment question

1. For self-assessment question 1: Compare with feedback for activity 1

2. For self-assessment question 2: Compare with feedback for activity 2

3. For self-assessment question 3: Compare with feedback for activity 3

4. For self-assessment question 4: Compare with feedback for activity 4

VIDEO STUDY GUIDE

I. Introduction to the video clip

1. Manufacturer name : Ministry of Education and Training/Primary School Teacher Development Project

2. Videotape name : Lesson 11: Forestry and fisheries (Excerpt: section 2. Fisheries industry)

3. Time : 20 minutes

4. Learner characteristics : Teachers directly teaching History and Geography for grade 5 have been trained in changing books.

5. Purpose of video :

- Illustrate the innovation of teaching methods of geography in the History and Geography textbooks for grade 5.

- Specify the innovation of teaching methods in a lesson on Vietnam's economic geography.

II. Before watching the video

1) Before watching the tape, teachers need to read section 2, lesson 11 (Forestry and Fisheries) in the textbook and History and Geography teacher's book for grade 5 to grasp the objectives, basic knowledge content and suggestions on teaching methods of the excerpt.

2) Read the questions in the study guide through the tape in advance to determine the requirements and orientation of the study through the tape.

Video learning worksheet

Please watch the video clip carefully and answer the questions by filling in the table below:

Question

Observer Response
1. How did the teacher create interest in learning and orient the learning content for students? If it were you, how would you start teaching this section? how
2. What teaching methods and forms of organization did the teacher use to guide students in their studies? If you were me, what would you do? how
3. What innovations have teachers had in using teaching aids? ? Is that creation reasonable?
4. Did the teacher change any content structure when instructing students? learn aquatic part
5. Using a combination of information sources to help students acquire knowledge and practice geographic skills how?

Observer Response

6. Is the organization of games for students when summarizing the excerpt appropriate? Does it fully develop the students' abilities in consolidating the lesson? How is the assessment and self-assessment of students' learning outcomes combined in this stage? If you were you, how would you change to achieve high results in this stage?

consolidate and evaluate this?

6. In summary, to what extent do you think the excerpt demonstrates (Good, Fair, Average) the innovation of teaching methods in teaching an economic geography lesson? What changes do you think need to be made?

Question

2) Other comments on the video clip

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III. While watching the video

Because it is only an excerpt illustrating the innovation of teaching methods and not a model lesson with standard teaching methods, when watching the tape, teachers need to pay attention to the following points:

1. Don't focus too much on commenting and evaluating teaching hours.

2. It is necessary to focus on monitoring the content of the tape to know:

Comment