MODULE1 TIENGANH THPT

BÀI THỰC HÀNH CUỐI KHĨA
Mơ đun 01: Tìm hiểu chương trình giáo dục phổ thơng
2018 mơn Ngoại ngữ
Cấp THPT - Đại Trà

Họ và tên: …
Đơn vị: trường …

…, tháng … năm 2022


Chọn 01 giáo án có sẵn cho 01 tiết học tiếng Anh mà thầy/cô đang sử dụng.
The 20th period
Date of preparing: Oct 20, 2021

Unit 4: Special Education
READING
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to improve reading skill
through doing guessing words (based on Braille Alphabet), matching vocabulary (give meanings
in column A), multiple-choice questions and gap-fill (give meanings in the box 2).
2. Knowledge:
- General knowledge: Students know how to talk about school
- Language: words related to school life
II. Method: Integrated, mainly communicative
III. Teaching aids:
Teacher: textbook, board, colorful chalks, raising questions, hand-outs, projector,
Students: textbook, white chalks, notebooks, hand-outs.
IV. Procedures:
Time
3’

Teacher’s & Students’ Activities

Contents
I. WARMER
- Aims: to help Ss engage in and get used to the
topic.
Look at the Braille Alphabet in the textbook and
guess the words which are written in a, b, c.
a.  

 
MUTE



 
b.


DEAF


c.

BLIND


















Picture cue drill
2 groups
- T asks Ss to look at the Braille
Alphabet on the book and asks them
who will use it and how to use it.
- T asks Ss to work out the message .
- T gives other cues.



 


 

=> Lead to the new lesson



15’



 Set the scene: Do the mute, the deaf and the blind
have the same education with normal people? Today
we are going to investigate and read a text about
special education.
II. PRE-READING
Aims: to prepare vocabularies for the topic.
1. Vocabulary
− an opposition : sự phản đối = disagreement
(n) [Synonym]
− make effort (n) : sự cố gắng
[Example]
− to prevent So. from doing St: ngăn chặn
[Explanation]
− to be proud of (exp.) : tự hào
[Translation]
− disabled (adj) : tàn tật
[Explanation]
+ deaf (adj) : điếc
+ blind (adj) : mù
+ dumb (adj) : câm
− mentally retarded : chậm phát triển
[Translation]

2. Pre-activity
Look at the requirements. Are they necessary for
teachers in teaching disabled children?
Requirements
Yes

Aid instruments
Opposition

support

Impatience

Time

- T elicits the new words from the Ss.
- T models the words and asks Ss to
repeat.
- T gives the meaning and the stress
of new words.
- T asks Ss to copy down into their
notebook.

Table
Individually
- T runs through the questions.
- T asks Ss to give the answer
- Ss share their ideas.
- T checks and gives feedbacks.

 Set the scene: You are going to read passage about
Ms. Thuy, a teacher in a special class.
18’

III. WHILE-READING
- Aims: Read the passage for information to do the
tasks.

Matching
Pair work
- T runs through the task.
Task 1: Matching the words in A with their - T asks Ss to read the passages in
definitions in B
skim to find the new words.
A
B
- T asks Ss to give the answers.
- T corrects the answers with the


disabled
mentally
retarded
3.
timeconsuming
4.
demonstr
ation
5.
gradually

1.
2.

a. taking or needing a lot of
time
b. an act of showing or
explaining how to do
something
c. unable to use a part of the
body in the normal way
d. slowly, over a long period of
time
e. less mentally developed than
normal

 Answer keys: 1. c
5.d

2. e

3. a

4.b

Task 2: Read the passage again and complete the
following sentences by circling the corresponding
letter A, B, C or D.
1. Thuy’s class is different form other classes
because the children ______.
A. are from large families

B. are less
mentally developed
C. love Maths very much
D. are
disabled
2. At first the parents were _______ the idea of
sending their children to the special class.
A. interested in
B. opposed to
C. satisfied with
D. worried
about
3. It can be inferred from the second paragraph of
the reading passage that there has been
__________.
A. a change in the parents’ attitude towards
the class.
B. a lot of protest from the parents against the
class
C. a feeling of doubt in the teacher’s ability
D. a belief in the parents’ opposition
4. The writer describes how Thuy teaches the
children to add and subtract in order to prove
that __________
A. the children like Maths
B. the teacher is proud of her work
C. the teaching work takes time
D. adding and subtracting are important
5. The writer’s attitude towards Thuy’s work in the

whole class.

Multiple choice
Group work
- T runs through the task.
- T asks Ss to read the text again and
work in pairs to choose the answers.
- Ss work in pair.
- T asks Ss to give explanation for
their choice.
- T gives feedback and correct
answers.


passage can be described as __________.
A. humorous
B. angry
C. suspicious
D. admiring
7’

IV. POST-READING
- Aims: Give the summary of the topic.

Gap-fill
Group work
Fill each of the blanks with a suitable word from - T gives Ss handouts and runs through
the box.
some words that Ss may not know.
read

opposition
write
disabled efforts
time- T asks Ss to
work in groups to find
consuming fingers
Maths
arms
proud
the evidence.
Twenty –five (1) _____ children have the chance of - T calls on some Ss to read aloud their
learning how to (2) ____ and (3) ____ thanks to the answers.
(4) _____ of a young teacher, Phan Thu Thuy. - T gives answers.
Although her idea, at first, met with (5) _____ from - T gives comments.
the parents of the disabled children. The reaching
work in the special class is (6) ______. For example,
in a (7) _____ lesson, the teacher has to use her (8)
_____ and (9) _____ to teach the children how to
add and subtract. The children are now (10) _____
and happy.
 Answer keys:
1. disabled
2. read
5. opposition
consuming
7. Maths
10. proud
1’

3. write

8. arms

4. efforts
6. time
9. fingers

V. HOMEWORK
− Learn by heart vocabulary.
− Read the passage carefully to remember the
main ideas.
− Prepare the new lesson : Unit 4: Special
Education _ Part B: Speaking (interview,
timetable, lower – secondary, oral, finally,
semester, honest, change, break) – P.47 & 48
+ Do Task 1 (P.47)

- T sets the homework.
-Ss listen and take notes.


Dựa trên những hiểu biết của thầy cô sau khi hồn thành mơ-đun 1
về Tìm hiểu Chương trình mơn Tiếng Anh trong Chương trình GDPT
2018, thầy/cơ hãy:
Câu 1. Viết 01 đoạn phân tích để chỉ ra những điểm phù hợp
hay chưa phù hợp của giáo án này trong việc đáp ứng các yêu cầu về
phương pháp dạy học tiếng Anh theo Chương trình GDPT 2018
Trong giáo án này, Giáo viên biên soạn chưa:
1. Thể hiện đủ thông tin ngày dạy, tuần dạy, …
2. Các mục tiêu cần đạt (Objectives) chưa có viết cụ thể đâu là mục tiêu về giáo dục, kiến thức,
kỹ năng, thái độ, kỹ năng cần đạt.

3. Nội dung giáo án chưa tập trung nhiều vào hoạt động hóa của học sinh, cịn tập trung vào hoạt
động nói, trình bày của giáo viên. Giáo án cần làm rõ hoạt động của giáo viên và của học sinh
4. Điều chỉnh sau bài dạy (Remarks)/experiences như một phần ghi chú lại những ưu điểm hoặc
hạn chế cần phát huy/ khắc phục trong các tiết học sau.
Sau khi được tìm hiểu về chương trình giáo dục phổ thơng mơn tiếng Anh, đặc biệt là về
phương pháp dạy học tiếng Anh theo chương trình GDPT 2018, tơi nhận thấy có những điểm
chưa phù hợp đã được nêu ra ở trên. Vì vậy, giáo án bên dưới đây được cải thiện bằng việc điều
chỉnh thời gian nói của giáo viên và học sinh, lấy học sinh làm trọng tâm; tạo điều kiện cho học
sinh có giao tiếp nhiều hơn thơng qua các hoạt động cặp và nhóm, … Bên cạnh đó, có một số
điểm phù hợp như sau:
1.Giáo án đề cập đến các giáo cụ được giáo viên và học sinh sử dụng trong quá trình dạy học phù
hợp
2.Giáo án đủ các mục/phần chính: warm-up, pre-reading, while-reading và post-reading.
3.Phần warm-up được điều chỉnh, phù hợp với học sinh nhưng vẫn tạo hứng thú.


Câu 2: Viết lại hay cải thiện giáo án nói trên cho phù hợp hơn với yêu cầu của Chương
trình GDPT 2018.

Week 5 – Period 13
Date of preparing: Sep 30, 2021
Date of teaching: Oct 6, 2022

UNIT 4: SPECIAL EDUCATION
Reading
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to improve reading
skill through doing guessing words (based on Braille Alphabet), matching vocabulary
(give meanings in column A), multiple-choice questions (in task 2).
2. Knowledge:

a. General knowledge: - Knowledge about special education and the Braille Alphabet.
b. Language: - The past simple tense, the present simple tense.
- Vocabulary concerning special education.
3. Skill:
- Speaking: talk in pairs and in groups.
- Reading comprehension: to match words in column A with their meaning in column B,
to choose the best answers.
4. Attitude / quality:
- Be confident in communicating with friends/ teachers
- Show sympathy for friends/people who aren’t physically perfect
5. Forming competence:
- Co-operation (ready to help friends in pair work/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
II. Method: Integrated, mainly communicative
II. Anticipated problems:
- Students may have no ideas about special education and Braille.


III. Teaching aids:
Teacher: textbook, board, colorful chalks, raising questions, hand-outs, projector.
Students: textbook, white chalks, notebooks, hand-outs.
IV. Procedures:
Contents
Time
3
I. WARMER
mins - Aims: to help Ss engage in and get
used to the topic.
Look at the Braille Alphabet in the
textbook and guess the words which

are written in a, b, c.
a 




b.





c. 




















MUTE





 




DEAF

BLIND

 Set the scene: Do the mute, the deaf
and the blind have the same education
with normal people? Today we are
going to investigate and read a text
about special education.
13 II. PRE-READING
mins Aims: to prepare information and
vocabularies for the topic.
List out your daily activities and which
ones would be difficult for disabled
people to do (3mins)

Teacher’s Activities

Students’ Activities
Picture cue drill
2 groups

- T asks Ss to look at the
Braille Alphabet on the
book and asks them
who will use it and how
to use it.
- T asks Ss to work out
the message in groups
- T gives other cues
- T give bonus marks to
the group having
quicker and correct
answers on board.

- look at braille alphabet
on page 44
- answer the questions
individually (“the
disabled people”)
- find out the message
(in groups)
- write on board

=> Lead to the new
lesson

- listen to T

- Ask Ss to work in
groups of 4 or 5 to list
out their daily activities.
- Ask some Ss from
different groups to
report their ideas.

- Work in groups to list
out.
Eg: get up, wash my
face, have breakfast, go
to school by bike, listen
to the teachers, write
the lessons, talk to
friends, play soccer,
watch TV, etc.

- Ask Ss to write the list
on the board and point
out what activities
would be difficult for

- Point out some
activities.
Eg: go to school by
bike, listen to the

disabled people to do.
1. Vocabulary (10 mins)
− an opposition: sự phản đối =
- T elicits the new
words from the Ss.
disagreement (n)
- T models the words
[Synonym/pictures]
− make effort (phr): cố gắng = try, and asks Ss to repeat.
- T gives the meaning
attempt [Example]
and
the stress of new
− to prevent SO. from doing St:
words.
ngăn chặn [Explanation]
- T asks Ss to copy
− to be proud of (exp.): tự hào
down into their
[Translation]
notebook.
− disabled (adj): tàn tật
[Explanation/pictures]
+ deaf (adj): điếc
+ blind (adj): mù
+ dumb (adj): câm
− mentally retarded: chậm phát
triển [Translation]
 Set the scene: You are going to read

passage about Ms. Thuy, a teacher in a - T sets the scene
special class.
17 III. WHILE-READING
mins
- Aims: Read the passage for
information to do the tasks.

+ Task 1: Matching.

- Ask Ss to read the
passage individually in
Task 1: Matching the words in A skim and do Task 1
with their definitions in B (7 mins)
- Encourage Ss to guess
A
B
the meaning of the
1. disabl a. taking or needing a
words in the context.
ed
lot of time
2.
b. unable to use a part - Tell Ss to compare
mental of the body in the
their answers with a
ly
normal way
partner.
retard c. slowly, over a long
ed

period of time
- Call on some Ss to
3. Time- d. less mentally
read their answers aloud
consu developed than
in front of the class.
ming normal

teachers, write the
lessons, talk to friends,
play soccer, watch TV,
etc.
-

say the words

-

repeat the words

-

practice and copy
down on Ss’
notebooks

- pay attention to T

Matching
Pair work

- Read the passage and
do the task individually.

-guess the meaning of
the words
- Discuss and Share
their answers with their
partners.
- Some Ss give out their
answers.
-Listen and self-correct


- Give correct answers
and have Ss explain all
the words carefully to
make sure the students
understand the meaning
of the words

4. gradua

lly

 Answer keys: 1. b
a
4.c

2. d

3.

- T asks Ss to read the
Task 2: Read the passage again and text again and work in
complete the following sentences by groups to choose the
circling the corresponding letter A, answers through a game
“Secret boxes”.
B, C or D. (10 mins)
- T lets each group
1. Thuy’s class is different form
choose a box and
other classes because the
answer. Group will
children ______.
receive bonus marks if
A. are from large families
having a correct and
B. are less mentally developed
fastest answer.
C. love Maths very much
- T asks Ss to give
D. are disabled
explanation for their
2. At first the parents were _______ the
choice.
idea of sending their children to the
- T gives feedback and
special class.
correct answers.
A. interested in

B. opposed to
C. satisfied with
D. worried about
3. It can be inferred from the second
paragraph of the reading passage that
there has been __________.
a. a change in the parents’ attitude
towards the class.
b. a lot of protest from the parents
against the class
c. a feeling of doubt in the teacher’s
ability
d. a belief in the parents’ opposition
4. The writer’s attitude towards Thuy’s
work in the passage can be described
as __________.

the exercise.
- Copy down

Multiple choice
Group work

- read the text
- work and discuss in
groups.

-explain their choice
-listen and correct

A. humorous
C. suspicious

B. angry
D. admiring

Answer key: 1.D - 2.B - 3.A - 4.D
10 IV. POST-READING (10 mins)
mins - Aims: to share their opinions.
Handout:
Imagine you are an interviewee. Your
friend took part in a volunteer work
last summer. You interview your friend
about the activities that he/she did to
help the disabled
Cues:
- Where did you work?
- How long have you done?
- What did you do to help the
disabled?
- What difficulties did you meet?
- …
1min V. HOMEWORK
− Review the new words and Do
the rest of tasks.
− Read the passage carefully to
remember the main ideas.
− Prepare the new lesson : Unit 4:
Special Education - Speaking –

P.47 & 48

Interview
- T gives Ss handouts
and runs through some
words that Ss may not
know.

-

Think and
brainstorm some
other questions if
possible

- T asks Ss to move
round to interview
- Move and interview
- T calls on some Ss to
share their work
.
- Share their work
- T gives comments and
bonus marks.
- listen
- T sets the homework.
-Ss listen and take
notes.

Remarks/Experiences: .........................................................................................................

.............................................................................................................................................
.............................................................................................................................................