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Ho Chi Minh City University of Technology and Education

Faculty of Foreign Languages


----------

TEACHING PRACTICUM
PORTFOLIO

Instructor: Ms. Hua Tran Phuong Thao, MA


Student: Vuong Thi Thuy Dung
Student ID: 12950014

Ho Chi Minh City, April 2016

1
Table of Contents
PART A: Introduction .................................................................................................. 4
I. HCMC UNIVERSITY OF TECHNOLOGY AND EDUCATION .................... 4
1. Brief History ................................................................................................... 4
2. Duties & Responsibilities ............................................................................... 5
3. Vision ............................................................................................................. 5
4. Missions.......................................................................................................... 5
II. FACULTY OF FOREIGN LANGUAGES ......................................................... 6
PART B: Effects of academic preparation to the teaching practicum performance8
PART C: Teaching Practice Plan and Observation Form ...................................... 10
I. Observation form................................................................................................ 10
II. Teaching Practice Plan: ...................................................................................... 11
III/ Teaching Materials (Lesson Plans) ..................................................................... 12
PART D: Evaluation ................................................................................................... 39
I. Self-evaluation Form. ......................................................................................... 39
II. Peer Evaluation Form ......................................................................................... 40
PART E: Overall Reflection ………………………………………………………. 41

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Acknowledgements

I would like to express my deepest appreciation to all those who provided me the
possibility to complete this practicum portfolio.

To our Deans, Mr. Dang Tan Tin and the ex-Dean, Mr. Nguyen Dinh Thu, whose
contribution in stimulating suggestions and encouragement, helped me to coordinate my
project especially in writing this portfolio.

To my beloved and cooperating instructor, Ms. Hua Tran Phuong Thao, who gave me the
permission and freedom to use all creative activities for my teaching practicum in four
weeks band gave me a lot of useful advice for the best productions of my teaching.

To my teammates, who were spiritly working with me in the four-week teaching


practicum. All your suggestions and comments, which I am applying for my future job,
were so suitable and essential to me.

To Mr. Le Quoc Kiet and Mr. Nguyen Trung Hieu for enthusiastically lending me your own
classes and students although I might not knowledgeable and mature enough to teach and lead them for
your teaching purposes. Besides, I have to appreciate the guidance given by other supervisors as
well as the panels especially in our class or time management skills and teaching
techniques. I would like to, furthermore, acknowledge with much appreciation the crucial roles of
others giving me the chances to observe your classes and build my teaching methods.

To all the students in my practicing classes. I extremely send you my appreciation


due to your cooperation and learning. Thanks to your help, I can complete my project and
get unforgettable memories in my final year learning.

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PART A: INTRODUCTION
I. HCMC UNIVERSITY OF TECHNOLOGY AND EDUCATION
1. Brief History
Ho Chi Minh City University of
Technology and Education
(HCMUTE) is the first university in
Vietnam educating and training
technical teachers for the whole
country. Chronologically, HCMUTE
has been renamed several times due to
integration with other schools or its
own promotion. The university evolved from the Board of Technical Education, first
founded on October, 5th , 1962, then renamed Nguyen Truong To Center for Technical
Education in Thu Duc in September 1972, and later upgraded to Thu Duc College of
Education in 1974.
On 27th October 1976, the SRV Prime Minister issued a decision to establish Thu
Duc University of Technical Education on the basis of Thu Duc College of Education. This
was amalgamated with Thu Duc Industrial School in 1984 and further merged with
Technical Teacher Training School No 5 in 1991 to become the present Ho Chi Minh City
University of Technology and Education. In 1995, the university incorporated with National
University Ho Chi Minh City as an informal member. In 2000, HCMUTE became a
member under supervision of Ministry of Education and Training of Vietnam (MoET).
Recently, in November 2011, The Center Building with 12 floors was inaugurated,
provided students a better and more convenient environment to study. Not stopped by that,
in March 2012, the 3rd PhD program also started to meet the need of higher education inside
our country. Finally, in 2014, our school was renamed from HCMC University of Technical
Education to HCMC University of Technology and Education.
During more than 50 years of development, HCMUTE has been granted many
governmental awards for excellent performance, such as an Independent Decoration -
Second Class (2012), Independent Decoration - Third Class (2007), A Labor Decoration -
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First Class (2001), A Labor Decoration - Second Class (1996), A Labor Decoration - Third
Class (1985) by the SRV President, an Emulation Flag of the Government (2008), an
Emulation Flag of the MoET (2009), Emulation Flag of Ho Chi Minh City People
Committee (2012), many other certificates of Merit and so on.
Located at 1 Vo Van Ngan Street, Thu Duc District, only 10 km North-East of the
center of Ho Chi Minh City, UTE enjoys the combined advantages of a spacious,
comfortable, and peaceful suburban study environment and excellent bus service, with easy
access to the city center, the airport, and the surrounding areas.
2. Duties & Responsibilities
The HCMC University of Technology and Education assumes the following
functions:
 To train and upgrade technical teachers for technical universities and colleges,
professional and vocational schools, and comprehensive middle schools.
 To train technological engineers and technical manpower adaptable to the labor
market.
 To promote scientific research and production development in the field of
professional education and technological science.
 To expand cooperation relationships with international scientific organizations and
technical teacher training institutions.
3. Vision
HCMUTE becomes the national No. 1 center of training and applied science research
in technology and professional pedagogy, on a par with other major universities in the
South-East Asia area and the world.
HCMUTE is the motivation of sustainable development of the nationwide vocational
education system.
4. Missions
Specialized in training technical teachers at university and post-university levels for
the whole country, being the leading technical education training institution in the whole
country, having access to new methodologies and innovative teaching aids, and as a center
for research and experimentation in vocational education, UTE ought to:

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 Be an organization for training, research, and technology & professional education
science transfer.
 Provide technical manpower and high-quality scientific products to construct and
develop Vietnam.
 Actively contribute to kernel and comprehensive renewals in education and training
in the nation.
 Integrate into international education community and sustainably self-develop.

II. FACULTY OF FOREIGN LANGUAGES


Established in 2007, The Faculty of Foreign Languages (FFL) is in charge of
delivering a Bachelor’s program in Technical English and teaching General English and
ESP to students of all the other faculties
in the university.
The total number of members of
FFL is 40, including 2 Ph.D., 25
Masters, and 14 Bachelors.
The teaching staff consists
partly of highly experienced lecturers
with many years of teaching at UTE
and other large national universities and
partly of young teachers full of enthusiasm, energy and creativity. FFL encourages and
creates favorable conditions for all staff members to upgrade their qualifications either in
the country or abroad.
Within the common trend of regional and international integration, English has
assumed an ever more important role in a multilingual and multicultural working
environment. The Technical English program delivered by FFL aims to provide the labor
market with white collar workers, knowledgeable about ESP, and able to work in industrial
parks, export processing zones, companies, factories, and plants, as well as for foreign
offices, international and non-governmental organizations, where English is required.
FFL actively engages in compiling and adapting ESP textbooks to suit the student’s
requirements, as well as the University’s and employers’ expectations.

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FFL has been seeking assistance from domestic counterparts as well as support in
information and teaching materials from universities in English-speaking countries,
gradually expanding cooperation relationships and raising the teaching and learning quality.
FFL is getting ready to offer new programs in Japanese, Korean and Chinese to meet
the ever-increasing needs in these languages.

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PART B: Effects of academic preparation to the teaching practicum performance
As a senior in Faculty of Foreign Languages, I have taken many courses that
academically prepare and wonderfully effect to my practicum.

The crucial ones are Methodology 1 2 3. Methodology comprises the principles and
methods used for instruction to be implemented by teachers to achieve the desired learning
in students. These strategies are determined partly by subject matter to be taught and partly
by the nature of the learner. For a particular teaching method to be appropriate and efficient
it has to be in relation to the characteristic of the learner and the type of learning it is
supposed to bring about. It is evident that I can approach all the methods such as
communicative language teaching, direct method, grammar translation and the like. These
are so fundamental and necessary ones that build up academic background knowledge for
not only me but also for those who will be the teacher in the future.

The next two subjects, Phonetic and Phonology and Morphology and Lexicology,
provide me the internal structure of words or how they are formed. I have, in addition, more
opportunities to practice my speech and master my saying performance via writing and oral
exercises. Moreover, learning lexical and phonology helps me easily to understand the
words origin and their definitions. Since then I can diversify my vocabulary source. It is
apparent that a good teacher is the one who can attract her students by her fluency, accuracy
and diversification in speaking, Phonetic and Phonology and Morphology and Lexicology
are the most essential factors satisfy these requirements.

I have also equipped the presentation skill, asking and response for questions from
audiences via Public speaking course. I much more confidently and professionally speak in
the public, predict some anticipated questions listeners might ask and lead some strategies to
attract them after practicing during the course. These fundamentals are good for me to
performance in front of my practicing classes.

The last ones for my detailed list are skilled subjects like Listening and Speaking,
Reading and Writing. It is no doubt that these skills play an important role in language

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development. I am a language learner now, and also a language teacher in the future, so
mastering English especially these skills are too noticeable and significant for me to
perfectly teach others. Moreover, through those lessons, a nice environment for practicing
English skills are largely provided me.

Last but not least I would like to spend some moments for other subjects. British and
American Literature, Translation 1,2, Pragmatics or British and American civilization, for
examples, provide me many views, knowledge and comprehension for a lot of aspects in
studying and teaching. It is impossible that we learn some courses only since each one gets
its own necessity and function.

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PART C: Teaching Practice Plan and Observation Form

I. Observation form

Order Subject Date Observed teacher


1 General English 2 January,18th ,2016 Mr. Pham Van Khanh
2 General English 2 January,19th, 2016 Mrs. Nguyen Ngoc Thao
3 General English 2 January, 20th, 2016 Mrs. Phan Nguyen Huyen Chau
4 General English 2 January,21st, 2016 Mrs. Dinh Thi Thanh Hang
5 General English 2 January,23rd, 2016 Mr. Huynh Trong Luan
6 General English 2 February, 23rd, 2016 Mr. Le Quoc Kiet
7 General English 2 February, 26th, 2016 Mr. Nguyen Trung Hieu

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II. Teaching Practice Plan:

Order Class Lesson Date Place


1 English Unit 5: Our World March,11th, A217
2 Part B: I Don’t Believe it 2016

2 ESP Unit 2: Electrical Units and Energy March, 14th, A2-


Lesson: Electrical Units and Conventional 2016 303
power plants

3 English Unit 7: Personalities March, 18th, A114


2 Part A: You’re extremely curious! 2016

4 English Unit 6: Organising Your Time March,22nd, A114


2 Part C: Can You Do Me A Favor? 2016

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III/ Teaching Materials (Lesson Plans)

The first lesson

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Supervisor: Ms. Hua Tran Phuong Thao, M.A.
Trainee: Vuong Thi Thuy Dung
March,11th, 2016

LESSON PLAN
UNIT 5: OUR WORLD
PART B: I DON’T BELIEVE IT!
1. Topic: Interactions-Interesting and unknown facts
2. Total time: 30 minutes
3. Class profile: about 50 students at pre-intermediate English level
4. Method: Communicative Language Teaching
5. Materials: textbook
6. Teaching aids: board, chalk, laptop, audio, loudspeaker, handouts, PowerPoint,
projector
7. Overall objectives: After learning this lesson, students will be able to:
- Express disbelief and say they do not know by various ways/ sentences.
- Improve listening and speaking skills.
8. Anticipated problems:
- Students may not understand difficult vocabulary or teacher’s instructions.
- Students cannot speak correctly.
- Students may be too passive to take part in class activities.
9. Possible solutions:
- Teacher will explain difficult words carefully in English, give the short and clear
instructions and then may translate them into Vietnamese.
- Teacher will help students pronounce appropriately.
- Teacher should create an actively communicative atmosphere by different kinds
of interaction with gifts or bonuses.
10. Procedure:

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TiTiming Stages and Teacher’s Students’ Interaction Teaching
aims activities activities aids and
materials
8 mins Warm-up -Divide students -Listen to Teacher – Papers with
- To get into 5 groups of their teacher Students world’s
students ten. instruction wonder
involved in -Give the and play the pictures.
the topic instruction about game.
- To create the game.
friendly and +Name of game:
funny “Matching Group work
atmosphere wonders and its
in the class. countries”
+ Students get 2
mins to match. The
group finishing
first and getting
most correct
answers will be + Listen and
winners and get repeat after
gifts/ bonuses. the teacher.
+ Teacher checks
the answers for
students and shows
them how to
pronounce those
wonders correctly.
5 mins Listening -Give and check -Listen to Teacher- Textbook
- To provide the instruction their teacher Students Audio track
students -Read the -Individual 19

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some textbooks to work Laptop
background -Play the audio prepare for Loudspeaker
knowledge. twice answering Board
two Chalk
-Give and explain questions:
the correct answers + “What
question can’t
Rachel
answers?
+ “ What
doesn't Keith
believe in?”
-Listen to the
audio
-Listen to
their teacher
and take notes
5 mins Practice -Give and check -Listen to Teacher- Handout2
- To provide the instruction their teacher Students Board
students time -Go around the -Practice the Chalk
to use what class and help conversation Pair work
they have them if necessary with their
just learned -Call some partner
in real. students to practice
speaking the -Listen to
conversation their
-Give feedback on classmates
their pronunciation
-Listen to
their teacher
and take notes

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10 Expressions -Divide the class -Listen to Teacher- Handout3
minutes into 5 groups their teacher Students Audio track
-Deliver the -Read the 20
handouts handouts Group work Laptop
-Give and check -Discuss the Loudspeaker
the instruction answers with Board
-Monitor the class other Chalk
members
-Show the -Look at the
powerpoint slides screen
and explain -Listen to
-Check each their teacher
group’s answers and take notes
10mins Production -Give and check -Listen to Teacher- Power
the instruction their teacher Students point
-Go around the -Discuss and Pair work Handouts
class and prompt make a
them some conversation
vocabularies, call with their
pronunciation, etc. partner
-Call some pairs to -Some pairs
make their will each
conversation in come to the
front of the class front of the
-Give feedback to class to make
their performance their
such as conversations
vocabulary, while others
pronunciation, are listening.
grammar, and -Listen to
structures their teacher

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and take
notes.
2 mins Post activity - Deliver the - Listen to Teacher- Handouts
- To handouts to their teacher students
reinforce students and then keep the
the instruct them how task.
knowledge to do the task at
for students. home.

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Handout 1: Write names of these wonders and its countries using clues on the screen

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Handout 2: Put these phrases into two collum, expressing disbelief and unknown facts

I don’t believe it I’m not sure Are you kidding me?

I’ve been wondering the same thing

I can't believe you! Seriously? Who knows?

Incredible I haven’t got a clue Unbelievable

I don’t believe it I’m not sure Are you kidding me?

I’ve been wondering the same thing

I can't believe you! Seriously? Who knows?

Incredible I haven’t got a clue Unbelievable

I don’t believe it I’m not sure Are you kidding me?

I’ve been wondering the same thing

I can't believe you! Seriously? Who knows?

Incredible I haven’t got a clue Unbelievable

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The second lesson

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Supervisor: Miss Hua Tran Phuong Thao
Trainee: Vuong Thi Thuy Dung
March, 14th, 2016
LESSON PLAN

Unit 2: Electrical Units and Energy


Lesson: Electrical Units and Conventional power plants
Total time: 40 minutes
1. Class profile: about 20 students at intermediate English level
2. Method: Communicative approach
3. Materials: textbook “Material for Electrical and Electronic Engineering”
4. Teaching aids: board, chalk, laptop, loudspeaker, video clip , PowerPoint, projector
5. Overall objectives: After learning this lesson, students will be able to:
- Know and remember some basic electrical units: ohm, volt, ampere, watt, etc.
- Distinguish different types of power plants: nuclear power plants, thermoelectric
power plants, and hydroelectric power plants.
- Skill and Language focus: reading
6. Anticipated problems:
- Students may not understand difficult vocabulary.
- Students may not distinguish three kinds of power plants.
- Students cannot pronounce new words correctly.
- Students may be too passive to take part in class activities.
7. Possible solutions:
- Teacher will explain difficult words carefully in English and then may translate
them into Vietnamese.
- Teacher provides main and simple different points between those three kinds of
power plants.
- Teacher will help students pronounce appropriately by pronouncing first then
asking them to repeat.
- Teacher should create an actively communicative atmosphere by different kinds
of interaction with gifts or bonuses.

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8. Procedure:

Timing Stages and Teacher’s Students’ Interaction Teaching


aims activities activities aids
5mins Lead-in -Elicit -Listen to their Teacher - Projector
To get information by teacher and answer Students Screen
students asking a few the questions Laptop
involved in questions:
the topic +What do these
letters stand for?
I, F, R
+ What are their
electrical units?

10 Reading 1 -Instruct -Listen to their Teacher- Textbook


mins students in ways teacher Students
of reading and - Read the text and
support them find out the
while they are answers.
reading. .

-Give and check -Listen to their Teacher- Textbook


the instruction teacher Students
-Show the -Listen to their Individual
answers on the teacher, look at the work. Powerpoint
screen and screen and take
explain some notes or correct the
typical units to mistakes.
students.

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2 mins Game - Ask students -Listen to their Teacher- Textbook
-To create to match the teacher and match Students
interesting pictures with the the pictures with Pair work
ways of name of power the name of power
checking plants in pairs. plants.
answers and -Give and check - -Listen to their
catch the instruction teacher and look at
students’ - Show the the screen.
attention. answers and -Listen to their
introduce a few teacher and take
things about notes
power plants.
-Give feedback
on their
pronunciation
8mins Reading 2 -Guide the -Listen to their Teacher- Textbook
-To provide students what to teacher Students
students do. -Read the text Individual
information -Give and check individually. work
about kinds of the instruction -Discuss the
power plants. -Monitor the answers with other Group
. class members. work
-Listen to their
teacher and take
notes
10 Game - Divide -Listen to their Teacher- Powerpoint
mins - To create students into 5 teacher Students
interesting groups of 4.
ways of -Give and check
checking the instruction. -Play game, Group
answers and -Show the receive the work

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catch power point knowledge and
students’ game on the correct if essential.
attention screen and -Listen to their
control the class teacher and take
while they are notes.
playing the
game.

5 mins Post-reading - Show the - Teacher- Projector


- To widen video clip. Watching students Screen
and support the clip. Speakers
students’ -Explain - Listen to
knowledge information to their
about the the students in teacher.
lesson. teacher’s
language.

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The third lesson

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Supervisor: Ms. Hua Tran Phuong Thao
Trainee: Vuong Thi Thuy Dung
March, 18th, 2016

LESSON PLAN
UNIT 7: PERSONALITIES
PART A: YOU’RE EXTREMELY CURIOUS.
1. Topic: Speaking my true self
2. Total time: 40 minutes
3. Class profile: about 50 students at pre-intermediate English level
4. Method: Communicative Language Teaching
5. Materials: textbook “Four corners 3A”
6. Teaching aids: board, chalk, laptop, audio, loudspeaker, handouts, PowerPoint,
projector
7. Overall objectives: After learning this lesson, students will be able to:
- Remember and use adjectives to describe human personalities.
- Improve listening and speaking skills via speaking and listening activities.
8. Anticipated problems:
- Students may not understand difficult vocabulary or teacher’s instructions.
- Students cannot speak correctly.
- Students may be too passive to take part in class activities.
9. Possible solutions:
- Teacher will explain difficult words carefully in English, give the short and clear
instructions and then may translate them into Vietnamese.
- Teacher will help students pronounce appropriately.
- Teacher should create an actively communicative atmosphere by different kinds
of interaction with gifts or bonuses.
10. Procedure:

26
Timing Stages and Teacher’s Students’ activities Interaction Teaching
aims activities aids and
materials
5 Presenting -Present some -Listen to their Teacher - Powerpoi
minutes - To remind and more vocabularies teacher explanation Students nt
provide students on the powerpoint and Laptop
more slides to students Chalk
vocabularies and help them Board
about distinguish those
personality words in two
adjectives aspects, negative
and positive.

- To create a -Ask students to -Listen and repeat


friendly repeat new words, after the teacher.
communicative
atmosphere
between teacher
and students.
10 Practicing -Divide class into -Group their Teacher- Handouts
minutes (crossword 7 small groups. members. Students
game) -Give the - Get the handouts Group
-To develop handouts to each then work in groups work
their teamwork group. to complete the
skill. -Give and check tasks.
- To review the instruction
some
vocabularies for -Give and explain
students. the correct
answers

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15 Production -Give and check -Listen to their Teacher- Handouts
minutes - To help the instruction teacher Students
students imitate -Go around the -Practice the Students-
the class and help conversation with students
conversations them if necessary their partner
with their -Call some -Fill in the tables
classmates and students to - Speak in front of
describe practice speaking the class about their
people’s about their friends’
personalities friends’ personalities basing
through star personalities. on the handouts
sign. -Give feedback on they get.
their
pronunciation. -Listen to their
classmates

-Listen to their
teacher and take
notes

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Across 1
Down
3. Determined to be 1. Willing to give
2
successful, rich, money, help,
famous etc kindness, etc.,
5. Thinking you are especially
better or more more than is
important than usual or
other people expected
7. Able to wait for a 3 4
2. Thinking about
long time or deal the needs and
with a difficult feelings of
situation without other people
becoming angry 5 6
4. Unwilling to
or upset talk about your
8. Not caring or abilities or
worrying about 7
achievements
the possible bad 6. Behaving in an
or dangerous angry or rude
results of your way, as if you
actions want to fight or
9. Continuing to 8 attack
support someone someone
or be their friend,
even in a difficult 9

situation
10. Behaving in a
happy friendly 10
way
EclipseCrossword.com

Now use the same personality adjectives to complete the following sentences.

1. I’m sure you’ll get a reply soon. Just try to be …………………………….


2. She is trying to be …………………………….despite her problems.
3. When I disagreed with him, he became …………………………….and started shouting.
4. He is very …………………………….about his role in the success of the film.
5. My aunt always gives me expensive presents. She’s so …………………………….!
6. He is extremely …………………………….. He wants to become prime minister one day.
7. He was so …………………………….he thought he could not possibly lose.
8. It was very …………………………….of you to offer to drive us to the airport.
9. He is such a …………………………….driver that he has had two accidents over the past
month. 29
10. While he was ill, his …………………………….servant stayed at his bedside day and night.
Handout 2:

What does your Star Sign say about you?

Repeat this dialogue with 3 friends in your group:

My birthday is
When is your _______________!
Birthday?

Use this picture below to help you find out your friends' star signs.

Write the students' name below.


Name Birthday Star sign

30
Noisy

Easily Excited
Energetic
Friendly

Good at Studying
Honest

Lucky

Look at the list of words.


Talk with a partner and write the names of a student in the class under the box that
matches their personality.

Noisy Quiet

Excitable Energetic

Friendly Happy

Good at Honest
studying
Sleepy Sad

Lucky Selfish

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The fourth lesson

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Supervisor: Ms. Hua Tran Phuong Thao
Trainee: Vuong Thi Thuy Dung
March, 26th, 2016

LESSON PLAN
UNIT 6: Organizing your time
PART C: Can you do me a favor?
Skill: Speaking
1. Total time: 40 minutes
2. Class profile: about 50 students at pre-intermediate English level
3. Method: Communicative Language Teaching
4. Materials: textbook
5. Teaching aids: board, chalk, laptop, audio, loudspeaker, handouts, PowerPoint,
projector
6. Overall objectives: After learning this lesson, students will be able to:
- Make requests, promises and offers different ways using modal verbs
- Improve listening and speaking skills.
7. Anticipated problems:
- Students may not understand difficult vocabulary or teacher’s instructions.
- Students cannot speak correctly.
- Students may be too passive to take part in class activities.
8. Possible solutions:
- Teacher will explain difficult words carefully in English, give the short and clear
instructions and then may translate them into Vietnamese.
- Teacher will help students pronounce appropriately.
- Teacher should create an actively communicative atmosphere by different kinds
of interaction with gifts or bonuses.
9. Procedure:

33
Timing Stage and aims Teacher’s Students’s Interaction Teaching
activity activity aids and
material

10 Warm-up - Showing the -Watching the Teacher- Projector


mins short video clip clip. Students
(Video and Screen
about ways to ask
game)
for help and Powerpoint
- To get students reply.
involved in the
teaching part of
the new teacher.

- To create a - Deliver the


nice atmosphere handouts and
in class. give instructions
for playing game -Receiving the Students-

called “ Put the handouts and Students

phrases inthe working in

right column” groups.

5 mins Presentation - Teacher correct -Listen to their Teacher- Board


the answers for teacher’s Students
-To reinforce Chalk
the game first. correction and
sample
explanation.
sentences of - Then base on
asking and the game’s keys
responding for on the board, the
favors that teacher explains
students have for students.
just learned so
that they can
apply for next -Ask -Repeat after

34
speaking students to their teacher.
activities. repeat
those
sentences.

10 Practicing Deliver the card et the card game Teacher- Cards


mins game to each and listen to their Students
“Speaking in
group then give teacher’s
groups with card
instructions. instruction, then
game”
work in group.
-To encourage
-Ask their Group
students to apply - Go around the
teacher if work
the sample class and help
necessary.
sentences for the them if
situations in the necessary.
card game with
motivation and
funny
atmosphere via

it. Laptop
Students-
Playing “Passing students Speakers
bears game”
-Give the Bears
-To encourage
Doraemon and
students to -Get the bears
Oggy bear to
speak then listen to
students. Then
conversations their teacher.
give the
they have just
instruction for -Pass the bears
practiced in their then stand up and
the game.
groups in front speak out the
of the class. -Play and pause
conversations if
the song then
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listens to they have the
students’ bears in their
speaking. hands.

10 Production -Give and check -Listen to their Teacher- Handouts


mins the instruction teacher Students
Speaking in
pairs with - Go around the -Practice
handouts class and help building the
Pair work
them if necessary conversation
- To encourage
with their
students apply -Call some
partner.
their knowledge students to
to their own practice speaking -Listen to
situations of the conversation their
asking and classmates
-Give feedback
responding for
on their
favors.
pronunciation
-Listen to
their
teacher
and take
notes

5 mins Post activity - Deliver the - Listen to their Teacher- Handouts


handouts with teacher then keep students
(Assignment)
sample ways for the task and do
-To review and the lesson today it at home.
reinforce the to students and
knowledge for instruct them
students and how to do the
give them the task at home.
tasks to do at

36
home.

Handout 1: Put these sentences in the correct columns, asking and responding for favors.

1. Can you give me a hand with this?


2. Sure. I will do it.
3. Could you possibly make my lunch?
4. I’m sorry. I don’t have time right now.
5. Would you mind helping me?
6. Okay. No problem
7. Would you please help me for this?
8. So sorry. I’m busy now.
9. Can I ask a favor?
10. Sure. I’d be glad to.

1. Can you give me a hand with this?


2. Sure. I will do it.
3. Could you possibly make my lunch?
4. I’m sorry. I don’t have time right now.
5. Would you mind helping me?
6. Okay. No problem
7. Would you please help me for this?
8. So sorry. I’m busy now.
9. Can I ask a favor?
10. Sure. I’d be glad to.

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Handout 2: Look at the examples and work with your partner. Write down your own favors
then ask and respond to them. You have some clues at the back page.

response for fav

Back page

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PART D: Evaluation

I. Self-evaluation Form.

NO. TEACHING DATE MARK NOTE

Enough good preparation for


1 First teaching 9.25 materials and teaching
techniques.
Should explain some more new
2 Second teaching 8.75 words for students before
reading.
Should pay more attention to the
3 Third teaching 7.5 time and manage it effectively to
avoid burning lesson plan.
Good point when giving students
4 Fourth teaching 8.75
homework handouts.

AVERAGE MARK 8.5

Signature

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II. Peer Evaluation Form

NO Trinh Tran Thi Vo Thi Gai Nguyen Thi


Tien Dat My Duyen Hoai Tram

1st lesson

2nd lesson

3rd lesson

4th lesson

General comments:
-------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
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Signature

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PART E: Overall Reflection

"To teach is to learn twice", George Bernard Shaw said. This quote is obviously
correct, and I totally believe in it after my four- week teaching practicum. I have got so
many real experiences, methodologies, obstacles and remedies for anticipated problems in
teaching that I have not gained before in my studying process.

Luckily, at the first day being a student teacher, I had no nervousness as I have
experienced this role before. I was confidently performing in front of the class and
enthusiastically inspiring them to lessons. Via the careful preparation for materials and the
observation for these students before, I could smoothly go through the lesson. They seemed
to be involved in the topic and freely participate in my explaining and activities.
Nevertheless, there are some small mistakes that I unintentionally made. The initial one was
the unsuitable way I use the blackboard for my teaching and the communicative words with
my students. Then my instructor gave me the advice to fix them. Thanks to those reminding,
my next lessons were much better and enhanced.

On the second time, I was a trainee in an ESP class. As my aimed students were
majoring in English, I did not get many difficulties for explaining lesson and
communication. One of my students gave me the comment on my facebook page that I was
so smooth, confident and energetic, yet I was somehow too fast at the beginning of the
lesson and too slow at the end, which a little bit confused them. I realized that I was not
balanced in teaching speed, and I have to improve this weakness. In addition, my beloved
instructor and teammates also supported me via lots of suggestions and encouragement.

Nobody can deny the fact that trainees can advance their skills and reduce the
mistakes during working process. For me, on the contrary, the third lesson was the
worst one of my practicum. My lesson plan burnt for my carelessness in time management
and quiet hard handouts for learners . I did not manage the time effectively ,hence, could not
provide all the intentional activities and games. One of the significant causes was that I
think too much about effective methods of teaching and not enough about effective methods

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of learning. Thus, the lesson ended with unexpected problems and I was so regretful as I
was not able to transfer all my passion, efforts and knowledge to my students. Positively, I
had some experiences and improvements in my class time controlling skill despite this
unsuccessful lesson.

Due to the third teaching, I would be more careful about the time and handouts for
students. Besides, I also prepared homework handouts for classes. My teaching acceptably
finished in my instructor's pleasure and mine, but I definitely got some troubles with my
handouts' size. They were a little bit small while the class is too large. I wished I could
change that issue in order to bring perfection to my students.

In conclusion, I would like to express my gratitude to this teaching practicum and my


supportive supervisors, my group's members as well since I have got several cognitive
benefits to enhance my teaching from this period and these factors. I have comprehended
firmly that It is the mission of the pedagogue, not to make his pupils think, but to make
them think right, and the more nearly his own mind pulsates with the great ebbs and flows
of popular delusion and emotion, the more admirably he performs his function. He may be
an ass, but that is surely no demerit in a man paid to make asses of his customers.

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