1. Reading skill standards in grade 5 are demonstrated in 3 areas: reading fluency, reading comprehension and applying reading skills to practice (see details in the feedback for activity 1, section 1.4).
2. Point out activities to practice reading aloud (pronouncing some words correctly, reading without missing any words, reading a passage expressively), practice reading comprehension (understanding the meaning of words; finding the correct details and images in the text that express a certain content of the text; stating the main idea or meaning of the whole text; commenting on the characters in the story read; stating the beauty of a detail with artistic value in the text, poem, or play read; summarizing the reading; relating the content of the reading to reality); activities to apply reading skills to understand diagrams, tables, etc. (if any).
3. Students need to clarify whether their questions are about the content or the teaching method. If the question is about the content, they can review the general introduction to Reading at the beginning of the Vietnamese 5th grade book, volume one for teachers. If the question is about the method, they need to discuss to reach an agreement on what the purpose of the activity that the student raises is compared to the reading standards for grade 5, to achieve that purpose, what the teacher needs to organize for the students to do by what means (questions or additional exercises, extracurricular activities ...).
IV. Part of Practicing words and sentences
1. Please state the points to note about the content and teaching methods.
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Practice words and sentences grade 5.
2. Based on the lesson plan of the lesson Practicing words and sentences you have prepared, analyze in that plan what activities you have focused on organizing for students to learn in order to effectively carry out the purpose and requirements of the lesson.
3. Please ask any questions about the content or teaching methods of Practicing words and sentences.
Grade 4, discuss with colleagues and come up with solutions.
V. Storytelling Part
1. What are the inherited and developed points of the exercise " Retelling the story you just heard your teacher tell in class" in grade 5 compared to lower grades?
2. What are the characteristics of listening and reading exercises ? The process of teaching listening and reading exercises . To successfully teach listening and reading exercises , what should teachers pay attention to?
3. What are the characteristics of the type of exercise KC has witnessed or participated in ? Compare the level
Difficulty of 3 types of storytelling exercises.
4. Teaching process of the lesson KC witnessed or participated in. To successfully teach the lesson KC witnessed or participated in , what should teachers pay attention to?
VI. Writing section
1. Please state the points to note about the content and teaching methods of TLV grade 5.
2. Based on the lesson plan of a TLV lesson you have prepared, analyze which teaching methods you have paid attention to in that plan to effectively implement the teaching content and fulfill the correct purpose and requirements of the lesson.
3. You raise a question expressing a concern or something you are most concerned about when teaching the 5th grade TLV subject (for example, about teaching different types of lessons, applying innovative teaching methods, etc.); then discuss with your colleagues in the school so that the whole group can answer your question.
VII. Testing and Evaluation Section
1. What's new in the content, testing methods, and assessment of Vietnamese language learning outcomes of students according to the Grade 5 Vietnamese Textbook?
2. What are the advantages and disadvantages of each type of test (essay and objective multiple choice)?
3. Analyze a Vietnamese language test for grade 5 - a multiple choice test - to clarify the test preparation technique and the higher level of requirements compared to grade 4.
Video tutorial
I. Video excerpt teaching Reading
1. Briefly introduce the purpose of the video
1.1. Video name : Reading practice grade 5 - Lesson Next year I will be seven
1.2. Video content : introduces a teaching plan for the parts of Expressive Reading Guidance and Memorization Guidance in a Reading lesson with a poem as the text.
1.3. Teaching methods introduced in the video
Teach expressive reading and recitation by organizing students to do the following activities:
- Discuss in small groups to find ways to read each paragraph and the whole poem well based on understanding the content and meaning of the poem (emphasizing important words, pausing at the right rhythm, choosing a reading voice that matches the content of the poem).
- Practice reading expressively in small groups and in class reading competitions.
- Practice reciting each stanza of poetry, reciting the whole poem in small groups.
- Practice reciting poems in a class-wide recitation contest.
2. Activities while watching the tape
2.1. Preparation activities for watching the video (before watching the video)
- Read the reading lesson Next year I will be seven in Vietnamese 5 book, volume two, week 33.
- Read the teaching instructions in the Vietnamese 5 teacher's book, volume two.
- Think and imagine what students in your class can do correctly and what students can do incorrectly in the expressive reading section of this reading exercise. Think and predict whether students in your class can recite this poem in about 3 to 4 minutes, and if there is any way to help students memorize the poem in that amount of time.
- Think about and find ways to help students learn how to read well; ways to help the whole class be able to recite the poem in 3-4 minutes (what teaching aids to use, what questions or requirements to add, what types of activities to give students, ...).
2.2. Activities while watching video
- Record the teaching aids the teacher has used, how to use these aids and their effectiveness.
- Record students' learning activities (thinking, speaking, writing, discussing) and student learning formats (individual learning, small group learning, whole class learning).
- List the activities of the teacher.
- Record the segments in the videotape that need to be reviewed several times to clearly see the activities of students and teachers.
2.3. Activities after watching the video
- Group discussion about:
+ Teachers' activities to organize students to learn expressive reading, organize students to recite poems (which activities have clear instructions, which activities have unclear instructions; students' reading comprehension effectiveness compared to the lesson's objectives).
+ Points that can be learned, points that cannot be learned on the video, points that need to be adjusted to suit the situation of the school or class where the teacher is working.
- It is possible to organize a trial teaching of expressive reading and recitation in another reading exercise in Vietnamese 5 book, in which the lessons learned on the videotape are applied to improve the quality of teaching reading exercises with poetry as the material.
II. Video clip of teaching Vocabulary and Sentence Practice
1. Briefly introduce the purpose of the video
Manufacturer name: Ministry of Education and Training - Primary Teacher Development Project.
Video name: Practice words and sentences: Expanding vocabulary about nature (Exercises 3, 4) (Week 8, Vietnamese 5, episode 1)
Time: 20 minutes
Teaching method introduced in the video : The video Practicing words and sentences aims to introduce a teaching method of the Expanding vocabulary type. With this type of lesson, the teacher is the one who organizes learning activities for students to mobilize their vocabulary. The teaching method introduced in the video is mainly the communication practice method.
2. Activities while watching the tape
2.1. Activities before watching the tape
- Study the lesson: Before watching the tape, review the lesson Practicing words and sentences: Expanding vocabulary about nature (Exercises 3, 4; Week 8, Vietnamese 5, volume 1); prepare a lesson plan or discuss with colleagues about teaching methods for exercises 3, 4; think about how you would teach these exercises.
2.2. Activities while watching the tape
While watching the tape, quickly take notes of the classroom steps, teaching content and methods, and student activities. Specifically:
About content and teaching methods:
- Is the teaching content accurate?
- The way the teacher introduces the lesson content and creates learning situations for students (Does the teacher create interest in learning in students? Do students actively develop vocabulary about nature?...).
- Did the general instruction for the whole class help students understand how to find words and mobilize vocabulary?
- Is the timing and method of dividing study groups and the way of guiding work groups reasonable?
- How do teachers help students overcome difficulties?
- Does the teacher pay attention to motivating and encouraging students?
About duration:
- How much time is spent on each activity? Is it reasonable?
- Is the time spent for students to practice speaking adequate?
2.3. Activities after watching the tape
- After watching the tape, you can discuss the following points:
+ Discuss and agree with colleagues on the content you noted while watching the tape.
+ Relate the conditions in the videotape classroom to your classroom. If your classroom's learning conditions (students' abilities, facilities, etc.) are different from the classroom in the videotape, how will you adjust them to ensure the success of your lesson?
- After discussing, analyzing the video, and comparing the teaching conditions of your class, plan the lesson Practice words and sentences: Expand vocabulary about nature and teach that lesson for your colleagues to participate.
- After teaching, discuss the lesson with your colleagues to learn from experience.
III. Video excerpt teaching Writing
Manufacturer name: Ministry of Education and Training - Primary school teacher development project.
Excerpt 1: Practice writing dialogue
( Vietnamese 5, volume 2 , week 25, pages 77, 78)
Exercise 1, 2
Based on the content of an excerpt from the story "Grand Tutor Tran Thu Do", write some more dialogue to complete the play.
(Time: 17 minutes)
Compiled and directed by: Associate Professor, Dr. Hoang Hoa Binh, Institute of Education Policy and Program
Performed by: Teacher Tran Thanh Huyen, Tran Quoc Toan School, Hanoi
I. Purpose and requirements
Based on the story of Grand Tutor Tran Thu Do and knowledge of a play, students can continue writing dialogues to complete the play "Please forgive me, Grand Tutor!".
II. Videotape content
The video clip shows the method of organizing activities, helping 5th grade students do well in the creative exercise of writing dialogue, which first appeared in the Writing section, Vietnamese book 5, volume 2. From week 20, students have read and learned the content of the reading exercise Thai Su Tran Thu Do. By week 25, based on an excerpt of the story, for the first time, they will practice writing the dialogue to complete the play called "Please forgive me, Thai Su!".
1. To understand correctly the intention of the author of the videotape and the method of organizing this type of exercise teaching and learning activity, before watching the tape, students need to read the following documents:
- Reading exercise: Grand Tutor Tran Thu Do ( Vietnamese Textbook 5, volume 2 , pp. 15, 16).
- Content of Writing lesson : Writing a dialogue (Textbook Vietnamese 5, volume 2 , p.77,
78).
- Lesson plan : Writing dialogue ( Vietnamese Textbook Grade 5, volume 2 , pp. 130, 131, 132).
- Video script (if any).
2. When watching the video, students need to pay attention to:
- Teaching process of writing dialogue exercises .
- Forms of organization for students to work individually, in groups, and on the floor
class, aiming to make all students in the class active and develop writing, listening and speaking skills.
- Imagine in the specific conditions of your class, how will students do it?
teaching hours are successful.
3. After watching the tape, students will discuss a number of issues. Specifically:
3.1. Requirements of the exercise type : Writing a dialogue . Creativity level of the exercise type:
This.
3.2. In order for students to correctly perform the requirements of the exercise type: Writing a dialogue (story of Grand Tutor Tran Thu Do ), what teaching process should they follow? How many steps does this process include?
a) What is special about the step of stating the requirements of the exercise ? Why is it necessary to help students deepen the character of the Grand Tutor Tran Thu Do, the character of the person who wants to apply for the position of Cau Duong? What is the effect of reminding students to read clearly and distinctly the suggestions about Character, Scenery, Time ; Suggested dialogue; and to read and distinguish the characters' words?
b) Step: Help students understand what is special about the requirements of the lesson ? Why is it necessary to ask students to re-read the suggestions in the textbook; remind students to clearly express the character's personality when writing? What is the effect of stating criteria for evaluating a good script?
c) How does the teacher help the groups continue writing the dialogue to complete the play?
d) What do you think about the way the teacher organized the students to present their scripts in front of the class? How do you rate the level of creativity in each group of students' scripts?
3.3. How are the perspectives on communication, integration and activating students' activities expressed through the tape?
3.4. Compare your students' ability to perform the above type of exercises with the conditions of your class.
3.5. State the points you have gained after watching the video.
Excerpt 2: re-reading or rehearsing the play
( Vietnamese 5, volume 2 , week 25, pages 77, 78)
Exercise 3
(Time: 19 minutes)
Compiled and directed by: Associate Professor, Dr. Hoang Hoa Binh, Institute of Education Policy and Program
Performed by: Teacher Tran Thanh Huyen, Tran Quoc Toan School, Hanoi
I. Purpose and requirements
After students continue writing dialogues to complete the play "Please forgive me, Grand Tutor!", they will be able to cooperate with their group members to re-read or re-enact the play naturally and vividly.
II. Videotape content
1. To understand correctly the intention of the author who compiled the videotape and the method of organizing teaching and learning activities in the form of the lesson " Role-playing" or "rehearsing" a play composed by students, before watching this videotape, students need to watch the video " Practice writing dialogue to complete the play " Please forgive me, Grand Tutor !"" and read the following documents first:
- Reading exercise: Grand Tutor Tran Thu Do ( Vietnamese Textbook 5, volume 2 , pp. 15, 16).
- Content of Writing lesson : Writing a dialogue (Textbook Vietnamese 5, volume 2 , p.77,
78).
- Lesson plan : Writing dialogue ( Vietnamese Textbook Grade 5, volume 2 , pp. 130, 131, 132).
- Video script (if any).
2. When watching the video, students need to pay attention to:
- Teaching process in the form of exercises: Role-playing, re-reading or rehearsing the play .
- Forms of organizing student activities aim to make every student in the class
are all active and actively involved, developing writing, listening, speaking skills - speaking combined with movement, gestures, and acting.
- Imagine in the specific conditions of your class, how you will do the exercise to be successful.
3. After watching the tape, students will discuss a number of issues. Specifically:
3.1. Requirements of the role-playing exercise: Re-read or rehearse the play. Compare the level
Creativity of role-playing and acting activities .
3.2. In order for students to perform well the requirements of the role-playing exercise (story of Grand Tutor Tran Thu Do ), what teaching process should be followed?
a) Step: Help students understand what is special about the requirements of the lesson ? Why do teachers need to remind students to try to have natural dialogue when acting out their roles, not relying too much on the script the group has written? What is the effect of stating criteria for evaluating the performance of the play?
b) How did the student groups in the video practice their roles?
c) What do you think about the way teachers organize students to re-read or re-enact the play in front of the class? How do you evaluate the creativity in the way each group of students presents the play?
3.3. How is the perspective of communication and activating students' activities expressed through
tape?