TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI 2

TIỂU LUẬN

Môn học : Thực hành dạy học tiếng anh THCS

Người hướng dẫn: TS.GVC Nguyễn Thị Hà Anh

Họ và tên: TRẦN THỊ YẾN NHI

Ngày sinh: 18/05/1998

Số báo danh: 56

Lớp: NVSP Tiếng anh THCS K04.2023 NEC

2024
 Bộ Giáo dục và Đào tạo Cộng hoà xã hội chủ nghĩa Việt Nam
Trường ĐHSP Hà Nội 2 Độc lập - Tự do - Hạnh phúc

ĐỀ THI KẾT THÚC HỌC PHẦN

Môn: Thực hành giảng dạy Tiếng Anh ở trường THCS

Câu 1 (5 điểm) ( Môn này tiểu luận đánh máy đóng quyển)
Thiết kế 01 kế hoạch bài học cho một tiết học (45 phút) trong chương tiếng Anh THCS
Kế hoạch bài học cần đảm bảo các yêu cầu sau:
1. Viết mục tiêu theo hướng phát triển năng lực và phẩm chất
2. Tiến trình bài học rõ ràng, khoa học, hợp lý
3. Thể hiện sự đa dạng về hình thức, phương pháp dạy học và kiểm tra đánh giá
4. Thể hiện vai trò chủ đạo của giáo viên và tính tích cực học tập của học sinh
5. Sử dụng thiết bị, học liệu phù hợp.

Câu 2 (5 điểm)
Quay video phần thực hành dạy 1 hoạt động trong kế hoạch bài dạy đã soạn.
Cách thức nộp bài video:
1. Quay video thực hành dạy học
2. Lưu video lên google drive của chính học viên
3. Chia sẻ quyền truy cập: mọi người có thể xem
4. Học viên gửi cho trung tâm đường link driver kèm họ tên, ngày sinh, tên cấp , số báo
danh từng cấp để trung tâm kiểm tra rồi gửi cho giảng viên

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 BOOK: GLOBAL SUCCESS GRADE 6

UNIT 2: MY HOUSE

Lesson 1

I. OBJECTIVES:

* By the end of this unit, students will be able to:

- Use the words for types of house, rooms, and furniture;

- Pronounce the final sounds /s/ and /z/correctly;

- Use possesive case to describe possesion;

- Use prepositions of place to describe where people or things are;

- Give suggestions;

- Read for specific information about rooms and furniture;

- Describe hourses, rooms and furniture;

- Listen for specific information about someone's house;

- Write an email to a friend describing a house.

1. Knowledge:

- To introduce topic of the lesson My house. To teach listening and reading.

 Vocabulary:

- Use the words related to the topic My house.

- To pronounce the final sounds /s/ and /z/ correctly;

 Grammar:

- Use possesive case to describe possesion;

- Use prepositions of place to describe where people or things are;

- Give suggestions;

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2. Competence:

By the end of the lesson students will be able to pratice reading and listening the

conversation between Mi and Nick about types of rooms and houses using
possesive case to describe possesion; using prepositions of place to describe
where people or things are.

3. Quality/behavior:

To teach Ss the love of English, the love of their own room and house.

The knowledge of working in group, individual work, pairwork, cooperative

learning and communicative competence.

II. TEACHING AIDS:

- Teacher: Text book, laptop, louspeaker, projector,…

- Students: Text books, studying equipment,…

- Methods: PPP; group works; individual, …

III. PROCEDURE:

1. WARM UP & INTRODUCTION (3'-5')

 Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
 Content:
Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the subject and new class
 Outcome:
Having a chance to speak English and focus on the topic of the lesson..
 Organisation:
Teacher's instructions...
Teacher's activities Student's activities

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  Greeting
 Chatting
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how
about the previous lessons. to do it.
 Warm-up
- T may introduce some warm-up - Ss answer the teacher's questions
activities to create a friendly and and equirements.
relaxed atmostphere to inspire Ss to
warm up to the subject and new class...
- T encourages Ss to talk in English as
much as possible
+ T leads to the first unit of the new + Students listen and learn how to
school year. do the tasks.
- T writes the unit title My house on - Ss open their book and write.
the board.
2. NEW LESSON (12')
Activity 1:
 Aims:
- To set the context for the introductory text;
- To introduce the topic of the unit.
 Content:
To listen to conversation to get used to the topic; the vocabulary; the grammar
points.
 Outcome:
Know more new words. Understanding the conversation; topic of the lesson,
grammar points...
Organisation:
Teacher's instructions....
Teacher's activities Student's activities
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1. Listen and read.
- T set the context for the listening and
reading. Introduce Mi and Nick: they
are pen friends.
- T listens carefully to the context
- T has Ss look at the pictures and
answer some questions, e.g. What are
Nick and Mi doing? What might they
talk about?
- T encourages Ss to give their
answers, but do not confirm whether
their answers are right or wrong.
- T asks them to talk a bit about the
place where they live.
- T plays the recording twice for Ss to
listen and read along.
- T asks Ss to underline the words that
are related to the topic of the unit while
they are listening and reading.
 Teach vocabulary:
+ T uses different techniques to teach
vocabulary (situation, realia....)
+ T follows the seven steps of teaching
vocabulary.
+ T checks vocabulary.
- T invites some pairs of Ss to read the - Ss listen carefully and read aloud.
dialogue aloud.
- T asks Ss what exactly Mi and Nick
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talked about.
- T confirms the correct answer.
- T has Ss say the words in the text that
they think are related to the topic My - Ss finds out the words related to
house. the topic.
- T quickly writes the words on one
part of the board.
- Comment on Ss'answers.
3. PRACTICE (15’)
ACTIVITY 2:
 Aim:
To help Ss understand the text.
 Content:
To listen and read the convaersation and tick the column.
 Outcome:
Practice reading the conversation and tick the correct column.
 Organisation:
Teacher's instructions....
Teacher's activities Student's activities
2. Which family members does Mi talk
about? Put a ()
- First, T asks Ss to give the answers - Ss listen carefully to the
without reading the conversation again. instructions.
Then T asks them to read the
conversation and check their answers.
- T has Ss highlight the sentences that - Ss follows the teacher's
have the answers. instructions
- T invites some Ss to give answers and
their evidence.
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- T confirms the correct answers.
- T allows them to share their answers
before discussing them in groups or as
a class.
- T calls on Ss to give the answers.
- T gives the correct answers.
- Ss gives the answers and check.

ACTIVITY 3:
 Aim:
To help Ss further understand the text.
 Content:
To listen and read the conversation again complete the sentences.
 Outcome:
Understanding more about the text. Complete the sentneces.
 Organisation:
Teacher's instructions...
Teacher's activities Student's activities
3. Read the conversation again.
Complete each sentence with ONE
word.
- Tasks Ss to work independently to fill - Ss listen to the instructions clearly
each blank with the word from the
conversation.
- T may instruct them how to do the
exercise:
(1) read the sentence and identify the
kind of information to fill the blank.
e.g. In sentence 1, we need a noun that
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shows the relationship between Elena
and Nick to fill the blank; (2) read the
conversation and locate the place to
find the word to fill the blank.
e.g. Line 2 in the conversation contains
the word
needed to fill the blank in sentence 1.
- T models with the first sentence.
“sister” - - Ss practice saying the sentneces
- T allows Ss to share answers before and give the answers.
discussing as a class. Write the correct - Ss share the answers and copy
answers on the board. them
- T gives correct answer
ACTIVITY 4:
 Aim:
To develop Ss knowledge of the vocabulary about types of house.
 Content:
To complete the word web, using the words from the convarsation.
 Outcome:
Remember and Use the words correctly.
 Organisation:
Teacher's instructions
Teacher's activities Student's activities
4. Complete the word web. Use the
words from the conversation and the
ones you know.
- T asks Ss to work in pairs to complete
the word web about types of house. - Ss do themselves and give the
- T tells them that they should read the
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text again to get the words and use the answers
words they know. - Ss listen carefully and learn how to
- T asks them to draw the word web in do.
their notebooks and do the task in five
minutes.
- T has pairs exchange their word
webs.
- T invites two pairs with the most
number of words to draw their word
webs on the board.
- Other pairs look, comment and add
any words they know.
- Introduce some other types of house
if needed.
This activity can be organised as a
competitive game where Ss work in
groups to add as many words to the
word web as possible.
- The group with the most answers
wins.
- T shows the winner
4. PRODUCTION (8’)
ACTIVITY 5:
 Aim:
To help Ss practise asking and answering about where they live.
 Content:
To ask your friends where they live. Report the answers.
 Outcome:

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Asking friends where they live. To improve speaking and listening skills.
 Organisation :
Teacher's instructions
Teacher's activities Student's activities
5. Work in groups. Ask your friends
where they live. Then report their
answers.
- T has Ss work in groups to take turns - Ss listen to the instructions
to ask and answer about where they carefully then do the tasks.
live. - Ss model with one student to make
- T asks one student in each group to be sure Ss know how to ask and
the secretary and to take notes of other answer.
- T gives examples of how to report the - Ss' answers so that by the end of
finding (e.g. In my group, Lan and the activity the group secretary will
Nam live in flats. Ngoc lives in a report the findings to the class.
country house, etc.).
- T moves around to observe and offer
help needed.
- T invites some Ss to ask ans answer - Ss ask and answer
in front of the class.
- T asks group secretaries to report
their findings.
5. WRAP-UP & HOMEWORK (2’)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson. If there is a
projector in the classroom, show the conversation, highlight the key words
related to the topic.
- It would be helpful if T highlights the present continuous and the words with
the sounds /s/ and /z/ and tells Ss that they will learn these language points in
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the following lessons.
 HOMEWORK
- Read again the conversation on page 16.
- Do more exercises in workbook.
- Prepare new lessons.

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