2018a Group-6 Portfolio

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE
GROUP PORTFOLIO
A group portfolio submitted to the
Faculty of English Linguistics and Literature
in partial fulfillment of the Practicum course
By GROUP 6
1. Hồ Trúc Chi
2. Nguyễn Thị Phương Dung
3. Trương Ngọc Kim
4. Vương Lý Tố Như
5. Lưu Thị Hồng Nhung
Supervised by
CAO THỊ PHƯƠNG DUNG (Ph.D.)
HO CHI MINH CITY, DECEMBER 2020

TABLE OF CONTENTS
1. BRIEF DESCRIPTION OF CAN THO UNIVERSITY......................................................... 2
1.1. Background information ............................................................................................................ 2
1.2. Vision and mission ...................................................................................................................... 2
1.2.1. Vision ................................................................................................................................................. 2
1.2.2. Mission............................................................................................................................................... 2
1.2.3. Core values ........................................................................................................................................ 2
1.3. School’s URL and other protocols ............................................................................................. 2
2. REPORT ON ACTIVITIES ................................................................................................... 3
2.1. Description of students’ roles and responsibilities ..................................................................... 3
2.1.1. Observation ....................................................................................................................................... 3
2.1.2. Micro-teaching .................................................................................................................................. 4
2.1.3. Planning lesson plans......................................................................................................................... 8
2.1.4. Planning and delivering the workshop.............................................................................................. 8
2.1.5. Planning and organizing the gala event ...........................................................................................10
2.2. Application of TESOL knowledge............................................................................................ 12
2.2.1. Micro-teaching .................................................................................................................................12
2.2.2. Workshop .........................................................................................................................................13
2.3. Practice of professional skills ................................................................................................... 14
2.4. Change in behavior and perception ......................................................................................... 16
3. PERSONAL REFLECTION ................................................................................................ 17
3.1. Reflection 1 – Nguyen Thi Phuong Dung ................................................................................. 17
3.2. Reflection 2 – Truong Ngoc Kim .............................................................................................. 20
3.3. Reflection 3 – Luu Thi Hong Nhung ........................................................................................ 23
3.4. Reflection 4 – Vuong Ly To Nhu .............................................................................................. 25
REFERENCES .......................................................................................................................... 1
APPENDICES ........................................................................................................................... 2
APPENDIX A: REVISED LESSON PLANS ................................................................................... 2
APPENDIX B: CLASS OBSERVATION REPORTS.................................................................... 71
APPENDIX C: WORKSHOP SLIDES .......................................................................................... 76
APPENDIX D: PHOTOS ................................................................................................................ 84
APPENDIX E: E-PORTFOLIO ..................................................................................................... 86
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1. BRIEF DESCRIPTION OF CAN THO UNIVERSITY
1.1. Background information
Can Tho University (CTU), an important state higher education institution in the Mekong Delta,
is the cultural, scientific and technical center of the Mekong Delta and Vietnam. Since its founding
in 1966, CTU has been improving and developing itself. It has an enrollment of about 54.000
undergraduate students; 3.000 students have been following Master programs; and around 300
students are Ph.D. candidates. CTU has got over 2.000 staff members including nearly 1.200
teaching staff and 800 supporting staff. From a university with a few fields of study at the
beginning, it has developed into a multidisciplinary university. Currently, it has nearly 100
undergraduates, 36 Master and 15 Doctoral training programs. Every year, CTU receives students
on internship programs from the U.S, Belgium, Japan and so on, or under agreements between
their universities and CTU.
1.2. Vision and mission

1.2.1. Vision
Can Tho University targets to be one of the leading higher education institutions in Vietnam and
recognized as one of the top universities in Asia-Pacific in training and research in 2022.
1.2.2. Mission
Can Tho University operates its resources to be the leading national institution for education,
research and technology transfer, making significant contributions to the development of high
quality human resources, fostering the talents and the advancement of science and technology to
cater for the regional and national socio-economic development. Can Tho University is the crucial
driving force for the development of the Mekong Delta region.
1.2.3. Core values

Its core values are Consensus, Devotion, Quality and Innovation.
1.3. School’s URL and other protocols

The school’s URL: https://en.ctu.edu.vn/
Other protocols:
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• https://www.facebook.com/%C4%90%E1%BA%A0I-H%E1%BB%8CC-
C%E1%BA%A6N-TH%C6%A0-Can-Tho-University-101344397912873
• https://vi.wikipedia.org/wiki/Tr%C6%B0%E1%BB%9Dng_%C4%90%E1%BA%A1i_h
%E1%BB%8Dc_C%E1%BA%A7n_Th%C6%A1
2. REPORT ON ACTIVITIES
2.1. Description of students’ roles and responsibilities
2.1.1. Observation
v Class: Intercultural Communication, first class meeting
v Instructor: Nguyen Hai Quan, Ph.D.
v Students: MA in TESOL first year students
v Venue: Foreign Languages Faculty’s auditorium, CTU campus 1
v Date and Time: 25 November 2020, 2:30 PM – 4:30 PM
v Students’ roles: participant – observers
v Students’ responsibilities: being a part of the observed class, participating in class
activities and group discussion
v Photos:
3
2.1.2. Micro-teaching
v Instructor: Huynh Nguyen Bao Ngoc, M.A.
v Students: first year students
v Room: 404/TS, Faculty of Agriculture, CTU, campus 1
v Date and Time: 26 November 2020, 7:00AM – 8:15AM
v Coursebook: Baker, A. (2006). Ship or sheep?: An intermediate pronunciation course. (3rd

ed.). Cambridge: Cambridge University Press.
v Assigned lesson: Unit 10 /ʊ/ book, pp. 36-38
v Photos:
4
5
6
No. Person in charge Detailed description of contribution
1 Nguyễn Thị Phương Dung ● Being the group leader: monitoring the group’s
progress, staying in contact with the supervisor from
CTU and the other group leaders to keep the group
updated on new information
● Delivering the first part of the lesson: Presentation of
the new sound / ʊ / in contrast with the learned sound /
ɒ /.
● Assisting the micro-teaching of other members
● Observing group 8’s micro-teaching
2 Trương Ngọc Kim ● Designing the game to practice minimal pairs
● Delivering the second part of the lesson: Drilling
minimal pairs with / ɒ / and / ʊ /; Exercise 2b (minimal
pair words)
3 Hồ Trúc Chi ● Delivering the third part of the lesson: Exercise 2c, d
& f; part 3: Dialogue
● Assisting the micro-teaching: taking photos and
recording videos
4 Vương Lý Tố Như ● Assisting the micro-teaching of other members
● Instructing students to practice the target sound in
sentences and paragraphs
● Hosting a game to distinguish the sound / ɒ / or / ʊ /
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5 Lưu Thị Hồng Nhung ● Delivering Practice section in the given handout: point
out the letter groups which are often pronounced / ʊ /,
give examples & give students practice
2.1.3. Planning lesson plans

❖ Coursebook:
− Brooks, M. (2011). Q: Skill for success – Listening and Speaking 2. Oxford University
Press.
− Brooks, M. (2011). Q: Skill for success – Reading and Writing 2. Oxford University
Press.
❖ Level: A2
❖ Assigned lessons:
− Ho Truc Chi: Q: Skill for success – Listening and Speaking 2, Unit 1
− Nguyen Thi Phuong Dung: Q: Skill for success – Listening and Speaking 2, Unit 2
− Truong Ngoc Kim: Q: Skill for success – Listening and Speaking 2, Unit 3
− Vuong Ly To Nhu: Q: Skill for success – Reading and Writing 2, Unit 1
− Luu Thi Hong Nhung: Q: Skill for success – Reading and Writing 2, Unit 2
❖ Time allotted: 45 minutes
❖ Revised lesson plans: see Appendix 1
2.1.4. Planning and delivering the workshop

❖ Venue: Auditorium 8th floor – CTU Administration building
❖ Date and time: 27 November 2020, 9:10AM - 9:50AM
❖ Topic: Developing non-verbal communication skills for teachers in language classrooms
❖ PowerPoint slides: see Appendix 3: Workshop slides
❖ Photos:
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1 Nguyễn Thị Phương ● Being the group leader who is in charge of
Dung distributing tasks to group members, setting deadlines
for the members to fulfill the job, coordinating the
activities, staying in contact with the supervisor via
email
● Discussing the content of the workshop
● Rehearsing at ERC, receiving feedback and
suggestions from supervisors
● Revising the content following the supervisors’
instructions
● Designing the survey via slido.com
● Designing PPT slides for Demo-teaching 3
● Presenting the Demo-teaching
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● Proofreading and editing the slides
● Facilitating during the workshop
2 Trương Ngọc Kim ● Discussing the content of the workshop

instructions
● Designing the slides for Demo-teaching 1
● Hosting the lead-in game on Kahoot
3 Hồ Trúc Chi ● Rehearsing at ERC, receiving feedback and

instructions
● Designing the slides for Demo-teaching 2
● Hosting the discussion of the workshop
4 Vương Lý Tố Như ● Discussing the content of the workshop

● Designing the slides of theory and discussion
● Revising the slides of the workshop
5 Lưu Thị Hồng Nhung ● Revising the content following the supervisors’
instructions
● Designing the lead-in game on Kahoot
● Taking notes during the workshop for wrap-up
session
2.1.5. Planning and organizing the gala event

❖ Venue: Holiday 1 Hotel, Can Tho City
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❖ Date and Time: 27 November 2020, 6:00 PM – 9:30 PM
❖ Performances:
− Song 1: Price tag – Jessie J.
− Song 2: Nguoi hay quen em di – My Tam
v Photos and videos:
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1 Nguyễn Thị Phương ● Discussing ideas for the gala event
Dung ● Performing as a dancer in the second performance
2 Trương Ngọc Kim ● Discussing ideas for the gala event
● Performing as a dancer in the second performance
3 Hồ Trúc Chi ● Discussing ideas for the gala event
● Performing as the vocalist in 2 performances
4 Vương Lý Tố Như ● Discussing ideas for the gala event
● Performing as a backing vocal in the first performance
5 Lưu Thị Hồng Nhung ● Discussing ideas for the gala event
2.2. Application of TESOL knowledge

2.2.1. Micro-teaching
During the past two years, we had completely been equipped with fundamental knowledge and
professional skills in TESOL. This type of knowledge went beyond having a grasp of teaching
English grammar rules to help EFL students understand a language as a system of rules. It,
however, includes awareness and understanding of components of the language system. Teachers
need to be fluent in social and academic English so that they can serve as models for students and
share interests in learning English to them. Moreover, teachers need to be highly knowledgeable
about the content of English language they are teaching, as well as recognize how the language
changes and instruct language learners to acquire different aspects of language. In order to have
successful lessons, they are not only supposed to gain necessary knowledge and skills in TESOL,
but they also need to apply theories and do research on the process of acquiring English in order
to encourage students to achieve their learning goals. This Practicum trip granted us many valuable
opportunities to learn, to experience, and to get closer.
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Our group’s microteaching was done complying with the application of TESOL. We were assigned
to teach Pronunciation for non-English majored students. The teaching method of PPP was mainly
applied in the lesson to help students get a better understanding of the content and improve their
pronunciation skill. The lesson lasted in 150 minutes with the delivery of three main parts,
including the introduction of the target sound, the practice of pronouncing that sound, and the
completion of some required tasks. First, three members of our group instructed students how to
pronounce the target sound properly by putting it in the minimal pairs. To make the delivery of
theories more interesting, we let students take part in some activities, which helped to arouse their
interest in learning and gave them chances to recognize and distinguish the target sound
effectively. After hearing the sound from the teacher, students were asked to show their answer
for the question. Besides, the whole class was so sufficiently provided with the drilling of the
sounds that they could easily distinguish and felt confident participating in classroom activities.
After that, we spent time on practicing the target sound, in which we showed them the frequency
of some vowels, such as “oo”, “u”, “ou”, or “o”, where the target sound will be pronounced with
certain percentages. In this part, students were asked to work in pairs pronouncing all of the words
in the given list. During this time, teachers were not only the controller, but also the prompter and
facilitator, who gave them instant help when necessary. One of the important TESOL skills was
that the way teachers encouraged more classroom interaction during a lesson for better academic
performances. By doing that, we believed the classroom interaction would be enhanced a lot as we
never judged them with their mistakes, we were there as senior students sharing our experience
with them. As a result, they were able to distinguish and pronounce the target sound properly. And
for the last part, we had them apply what they had learned from the lesson to complete some
required tasks, as well as they had opportunities to join in funny games at the end for some gifts.
Finally, the lesson was successfully completed with lots of happiness.
2.2.2. Workshop
Our workshop was conducted for students in Can Tho University. The topic was discussed and
chosen regarding students' interest in this global communication context and designed in
accordance with TESOL knowledge and skills. Firstly, the topic was created by library research.
During the past two years, almost all of us had been improving this skill a lot as we were granted
so many opportunities to do research or work on some certain projects as the requirement of course
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completion. Before coming up with great ideas for the workshop, we had been searching for books,
articles, as well as theses about body language, its impacts on teaching and learning a language, as
well as some implications on teaching. Fortunately, thanks to the advance of technology, we were
able to deal with it promptly with plenty of reliable sources, which provided us with big names in
the field and authentic materials. After reading and summarizing the literature, we drew some
conclusions on the content of our presentation. Then, all members discussed to outline the
presentation and bring it to PowerPoint slides for instructor’s feedback and evaluation.
Secondly, presentation skills were applied in the workshop to engage the audience to the important
information and help us communicate with them effectively. At the warm-up stage, we invited them
to join with us in a small game named Kahoot! to enhance a friendly and comfortable atmosphere.
Besides, during the workshop, we gave them opportunities to take part in discussions for more
valuable information and professional experience on body language in teaching and learning. Later,
we ended up sharing our own teaching experience and stories on the topic. By this way, we created
a good rapport and lasting connection with the audience, and also a way for us to keep in touch
with students from Can Tho University as friends and colleagues. Moreover, an important aspect
of presentation skill was emphasized, professionalism. It was not only expressed through our
presentation skills, but the audience could also recognize it by the way we dressed up. We chose to
wear pink dresses as our dress-code on that day. And as a result, we received so many compliments
and positive feedback from the others.
Last but not least, there were several sub-skills applied in the workshop, including giving
instructions and ICQ check. To make the games and activities more understandable, we were
expected to give clear and concrete instructions for easy acquisition. Then, we had to use instruction
check questions to make sure that all the participants could understand and keep track with the
content of the workshop. In addition, to increase the audience’s understanding of the activities,
demonstrations were sometimes conducted for successful performances of our workshop.
2.3. Practice of professional skills
During the practicum trip, many opportunities were provided to apply professional skills that had
been taught throughout the academic training. In different stages, the practice of skills also varied.
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One of the most important milestones in practicum is microteaching. It was an exciting yet
challenging task for the whole group to be assigned to a pronunciation class for non-major students
at CTU. Most members were not familiar with teaching pronunciation, but had been keen on
working closely with each other to plan the lesson effectively. It was noticeable that the spirit of
teamwork was highly appreciated at this moment. Due to the tight arrival of information about the
class that was supposed to be taught, we had little time for preparation. Subsequently, the group
leader personally contacted the teacher of the class to be provided with more information about
the lesson. This helped equip us with the ability to improvise any unpredictable situations and find
out the best solutions. Moreover, the utilization of problem-solving skills was emphasized as well.
The group was required to have a higher order thinking in relation to decision-making and critical
thinking to organize every detail in the lesson plan sensibly.
However, there is no guarantee that things would happen in the way they were planned. As a result,
when delivering microteaching, the whole group was always ready to face the unexpected. First and
foremost, all members had to be aware of classroom management and time management skills. It
was the first time we met with the students in CTU so it was crucial to break the ice and get them
participated in the flow of the lesson. Meanwhile, our group also associated with another group to
co-teach this class, so we were supposed to pay attention to the amount of time for each member to
deliver their part. Last but not least, technological skills played the same crucial role as others since
we had to prepare our own devices and connect them to the projector.
Another prominent milestone during the Practicum trip is delivering workshops. To hold a
workshop, planning skills and presentation skills were considered as the most important factors. The
theme of workshops particularly focused on sharing teaching experience among teachers so our
group aimed to deliver realistic and applicable tips about teachers’ body language in the classroom.
We avoided turning our workshop into a usual presentation by adding a variety of activities to get
people more involved. Furthermore, every member of the group had to be well-prepared for
speaking in public and applying skills that had been provided when joining “Seminars on ELT
Issues” course at USSH such as facilitating, moderating or holding discussions.
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To sum up, practicum trip was a rare occasion for MA students to experience the differences in
learning cultures of the two cities and practice their professional skills. It was very difficult to name
all the skills that had been applied during the process of teaching and learning in Can Tho, but there
were some remarkable and noteworthy ones such as teamwork, planning skills and presentation
skills that helped build up a successful and memorable trip.
2.4. Change in behavior and perception
In addition to precious experiences as well as the knowledge and professional skills this practicum
brings to us, changes in our behavior and perception are other aspects worth appreciating and
treasuring. Through the academic activities such as planning lessons, delivering microteaching
presentations and workshops, we are given great opportunities to reflect on and modify ourselves.
Thanks to lesson planning, we have learnt that getting to know students before class is particularly
important. At first, we had almost no idea about the class we were assigned to teach, which caused
some difficulties in designing activities. However, after being provided with some information by
the teacher-in-charge, we had a clearer picture of what should be done to fulfill the lesson
objectives. Additionally, that being informed of the exact lesson to be taught in a short time gave
us a chance to challenge ourselves. In reality, there will be unexpected situations that we have to
be faced with, so we, as teachers, should be equipped with confidence, calmness and a positive
attitude to deal with them well. Apart from lesson planning, delivering micro-teaching
presentations is another experience from which we really learn a lot. As mentioned earlier, our
group was assigned to teach pronunciation, one of the aspects that is quite challenging to us
because it is normally taught by native teachers at the language centers where we are working. As
a result, we gained very little practical experience in teaching it. Yet, we consider it to be a valuable
opportunity for peer feedback and self-reflection. We all are aware that more improvements should
be made so that we can become English teachers who can teach any English aspect or skill
confidently and effectively. More importantly, we are truly impressed by the student-teacher
relationship in this class. The teacher’s openness, enthusiasm, devotion, support and love for her
students are all the qualities of a good teacher that we can learn in order to create a friendly learning
environment in our own classes. Concerning the workshop and gala dinner, spending time
preparing together enables us to recognize the strength of collaboration and solidarity as well as
adjust our behavior so as to get along with the whole group. It is also a good chance for us to listen,
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exchange invaluable teaching experience and learn from others. Besides, having participated in
Gala dinner made us feel more energetic and passionate about our teaching career.
3. PERSONAL REFLECTION
3.1. Reflection 1 – Nguyen Thi Phuong Dung
v Personal information
• Full name: Nguyen Thi Phuong Dung
• Student code: 186014011104
• Class: TESOL2018A
• Practicum Group 6
v Contribution checklist
No. Activities Detailed description of actual contributions

1 Observation ● Joining the class as a participant
● Joining group discussion and sharing ideas
● Writing the observation report
2 Demonstrating ● Being the group leader: monitoring the group’s
microteaching progress, staying in contact with the supervisor,
the lecturer from CTU and the other group
leaders to keep the group updated on new
information
● Delivering the first part of the lesson:
Presentation of the new sound / ʊ / in contrast
with the learned sound / ɒ /.
3 Planning lesson plans ● Planning a lesson plan for a 45-minute long
Listening lesson. (Assigned lessons: Q: Skill for
success – Listening and Speaking 2, Unit 2)
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● Revising the lesson plan based on the
supervisor’s comments
4 Planning and delivering the ● Being the group leader who is in charge of
workshop distributing tasks to group members, setting
deadlines for the members to fulfill the job,
coordinating the activities, staying in contact
with the supervisor via email
● Rehearsing at ERC, receiving feedback and
instructions
● Designing the survey via slido.com
● Designing PPT slides for Demo-teaching 3
● Presenting the Demo-teaching
● Proofreading and editing the slides
5 Planning and organizing the ● Discussing ideas for the gala event
gala event ● Performing as a dancer in the second
performance
6 Writing group portfolio ● Being the group leader: assigning tasks to group
members, setting deadlines, monitoring the
group’s progress
● Writing “Brief description of Can Tho
University”
● Writing “Description of students’ roles and
responsibilities”
● Writing personal reflection
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v Professional skills I have learnt from the Practicum and the whole TESOL program
The Practicum trip to Can Tho University from 25th to 28th November 2020 brought to me plenty
of valuable opportunities to apply previous lessons I learnt from the TESOL program in an actual
academic-based context. This paper is a reflection on the professional skills I have learnt from the
Practicum in particular and the whole TESOL program in general.
To begin with, throughout the TESOL courses, I was equipped with researching skills and critical
thinking skills by reading course books, reference materials, and journal articles; by writing
reflections or critical reviews; by writing proposals; and by designing presentations. In the
Practicum, I had another chance to practice these skills when reading materials to prepare content
for the workshop and planning the lesson plan. Along with that, I activated my searching skill
while searching on the Internet for a tool to boost up interaction with the audience. I came up with
slido.com which allowed us to conduct an interactional survey at the beginning of our workshop.
Secondly, in terms of teaching skills, I learnt a lot from the other peers’ microteaching. To be more
specific, I learnt from one of my group members the drilling technique. Also, I learnt from them
the way to build rapport with students and to make the class more engaged. What is more, the
lecturer of CTU impressed me by her enthusiasm, her love for the students and her friendliness. I
learnt a lesson from her that it is highly important to build a close and natural relationship between
teacher and students. These aspects are my weaknesses that I need to improve in my own teaching.
Thirdly, regarding adaptability, flexibility and problem-solving skills, prior to the departure day,
we knew very little about the new context that we were going to work at. Hence, we had to prepare
for any scenarios that may happen. For example, not until the night prior to the microteaching day
did we receive the assigned text book and lesson. Right after receiving the contact of the lecturer
in charge, I actively phoned her to ask for more information about the class and the lesson we were
going to teach. As Dr. Cao Thi Phuong Dung noticed us in her previous e-mail, we might be
challenged to work in a condition with little preparation, that means we needed to react to the
situations very promptly and flexibly. This precious opportunity taught us to realize the necessity
of being proactive and decisive in real contexts.
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Fourthly, during the TESOL program, I have been practicing planning skill and time management
skill when doing assignments and meeting deadlines. These skills were strengthened thanks to this
Practicum. For instance, as one of the three groups which were selected to present in the workshop,
we needed to plan carefully for it. After receiving comments and suggestions from the supervisors,
we had 8 days left before the departing day to plan the ideas, prepare the slides, and practice
rehearsals for the workshop. Although we had to work against the clock, finally, we managed to
deliver a successful workshop in which we could involve the audience to share their experience.
Personally, I was satisfied with our presentation in the workshop. This is undeniably the result of
good preparation and hard work from the whole team.
Last but not least, throughout the TESOL program, I have practiced leadership skills as being the
group leader of almost all courses. However, this Practicum gave me a different experience of
leading a group as we had to work in a new context and to a tight deadline. To be more specific,
being the group leader, I divided tasks and assigned them to the other members. After distributing
the tasks, I set deadlines, gave comments to each member’s work, proofread the slides and
coordinated activities. One of the most important leadership skills I learnt from the TESOL
program and the Practicum is to allot the right task to the right person based on their abilities and
strengths. It is also important to keep the team’s spirit high so I learnt how to encourage team
members to work effectively and on schedule.
Personally, I think the practicum trip was a great success. Before the Practicum, I thought it was
just another course in the TESOL program. However, it has become one of the best memories that
will last forever. Thanks to the whole TESOL program in general and the Practicum in particular,
I had a chance to learn and practice precious lessons and skills not only essential for my profession
but also for my personal life.
3.2. Reflection 2 – Truong Ngoc Kim

v Personal Information
• Full name: Truong Ngoc Kim
• Student code: 186014011116
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v Contribution Checklist

1 Planning lesson plans • Designing lesson plan for a 45-minute class
individually as assigned.
• Submitting to and receiving feedback from the
supervisor.
• Revising lesson plan after being advised by the
supervisor.
2 Observation • Joining the class as a participant.

• Discussing and sharing experience in groups that
mingling with CTU students.
• Writing a report about the observation.
3 Planning and • Designing the activities to practice minimal pairs.

demonstrating micro- • Delivering the second part of the pronunciation
teaching lesson:
• Drilling minimal pairs with / ɒ / and / ʊ /.
• Instructing the class to practice the minimal pair by
activities and games (class your hands once - twice/
stand up – sit down).
• Instructing and correcting exercise 2b (minimal pair
words).
• Assisting the micro-teaching of other members
• Observing group 8’s micro-teaching.
4 Planning and delivering • Discussing the content of the workshop.

the workshop • Revising the content as the supervisors’ instructions.
• Designing the slides for Demo-teaching 1.
• Hosting the introduction and lead-in game on Kahoot.
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• Facilitating during the workshop.
5 Planning and • Discussing ideas for the gala event.

organizing the gala • Performing as a dancer in the second performance.
event
6 Writing group portfolio • Writing “Practice of professional skills”.
• Writing personal reflection
• Submitting revised personal lesson plan (Appendix 1)
v Professional skills I have learnt from the Practicum.
It was undeniable that the Practicum trip had brought me valuable opportunities to experience real
teaching situations in a prestigious university like CTU. During the time there, I had chances to
apply the practices of numerous professional skills in both TESOL and common life.
Owing to the special features of this course, teamwork was considered as the most important soft
skill that needed taking advantage of. Most of the activities in Practicum were meant to be
conducted in groups, so all members were required to collaborate well with each other under the
instructions and supervision of the team leader. Moreover, the ability to communicate with each
other was also emphasized. Each person had to ensure to be able to express his or her ideas and
opinions appropriately and constructively.
In addition, the preparation stage played a crucial role to manage the proper process of practicum
so there was a necessity of planning skills, for instance, I have to plan the activities for
microteaching or prepare the contents of the workshop and gala. This led to the application of other
related skills such as improvisation, flexibility and adaptability to be fully aware of any
unpredictable circumstances. In order to organize the activities effectively, critical thinking and
creativity were two of the most important factors, especially in making lesson plans and designing
workshops, which resulted in a diversity of delivery methods not to bore the students and
audiences.
After all of the preparation was completed, the next stage was how to convey the performances to
the learners and listeners. In this phase, it was my interpersonal skills that took the lead. I had to
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be confident and aware of the intercultural environment to show the most respect to my hearers.
As in the microteaching classroom, I had to practice some of my teaching techniques, for example,
giving instructions, asking concept-check and instruction-check questions or maintaining student
attention. For the workshop, I must be able to engage people in my speech and encourage them to
discuss the matters with me. Once in a while, the sense of humor could give my audiences a quick
relaxation and better memorization of what was being said.
Last but not least, there were times that I played the role of a listener and participant as well, such
as in the observation class and reception of other groups’ microteaching presentations and
workshops. There was a need to apply the analytical and assessment skills to report on the
teaching process of the observed lecturer and the performances of my peers. Therefore, I had time
for self-reflection and peer learning, which helped me constantly self-evaluate and reinvent, and
to analyze what could be improved within my own classes.
Thanks to the practicum trip, I was able to learn more about TESOL experiences and became aware
that teaching was a multi-tasking progress. I was required to equip myself with not only teaching
methods and techniques but also the ability to manage my students and the efforts to prepare for
whatever would come in class.
3.3. Reflection 3 – Luu Thi Hong Nhung
v Personal information
• Full name: Luu Thi Hong Nhung
• Student code: 176014011115
• Class: TESOL2018A – Group 6
• Course title: Practicum
23
Joining the class, working with the students from Can
1 Observation Tho University, participating in class activities and
group discussions
Contributing ideas to lesson planning, delivering
Practice section in the given handout, assisting
Planning and demonstrating
2 students at Can Tho University in practising
micro-teaching
pronunciation, assisting the micro-teaching of other
members
Revising the content in accordance with the
Planning and delivering the supervisors’ instructions, discussing the content with
3 workshop at Can Tho other group members, designing the lead-in game
University Kahoot!, taking notes during the workshop for wrap-
up session
Contributing to the group discussion on kind of
4 Participating in Gala dinner
performance, taking part in the group’s performance
Writing the report on the Writing the assigned section of the report, revise the
5
practicum final version
v Professional skills I have learnt from the Practicum:

Practicum is the last course we take in the whole TESOL program and also the first course we
work together at another university not in Ho Chi Minh City. During this Practicum trip, I have
been provided with tremendous opportunities to develop trained skills as well as broaden my
experience in teaching.
First, I would like to talk about the benefits that I gained from microteaching. In spite of having
been working as an English teacher for a long time, I am still a bit nervous whenever I am going
to teach a new class. Hence, delivering micro-teaching lessons at Can Tho University can be
considered as a chance to push myself out of my comfort zone. Besides, thanks to observing and
assisting the other group members in their demonstrations, I have learnt a lot about their teaching
skills, particularly the techniques for classroom management and time management. Additionally,
24
planning microteaching lessons raises my awareness of the importance of setting clear objectives
for lessons and how to meet them.
Apart from micro-teaching, class observation is another chance from which I really learnt a lot.
The class that I was supposed to make observations on is about Intercultural Communication. The
class meeting lasted about three hours, so I grabbed this great opportunity to get my
communication skills trained by actively joining the group discussions and class activities, sharing
and exchanging knowledge and teaching experience with my colleagues from Can Tho University,
who are very energetic, outgoing and hospitable. Thanks to friendly conversations with them, I
have learnt more about interesting cultural facts of the local people as well as raised my
intercultural awareness of teaching. Specially, I am deeply impressed by profound knowledge and
friendliness of the teacher-in-charge. I personally believe that he is definitely successful in
inspiring his students and creating a favorable learning environment. Those are necessary and
indispensable skills that I should seriously acquire as an English teacher.
To sum up, the Practicum trip is truly a precious time for me to develop professional skills I have
learnt before. Also, it is undeniable that this trip has given me great opportunities to put the theories
into practice. More importantly, it is the trip that gives me time to self-reflect on what should be
done to be a good teacher.
3.4. Reflection 4 – Vuong Ly To Nhu
v Personal Information:
• Full name: Vương Lý Tố Như
• Student’s code: 186014011127
25
1 Observation
● Observing a 4-period lesson of Intercultural Communicative
Course in Can Tho University
● Involving directly in classroom discussions
● Taking part in classroom activities
● Taking notes and sharing experience with students from CTU
2 Workshop
● Designing the slides of theory and discussion
● Revising the slides of the workshop
3 Micro-teaching
● Instructing students to practice the target sound in sentences

and paragraphs
● Hosting a game to distinguish the sound / ɒ / or / ʊ /
4 Gala party
● Discussing ideas for the gala event
● Performing as a backing vocal in the first performance
5 Lesson plan
● Designing a 45-minute lesson of reading skill
26
● Submitting the lesson plan to the instructor and receiving
feedback
● Revising the lesson plan and putting it in the Appendix of Group

Portfolio
6 Group Portfolio
● Writing “Application of TESOL knowledge”
● Writing Personal Reflection
● Generating all members’ parts to make a Group Portfolio
v Professional skills I have learnt from the Practicum and the whole TESOL program
I have been so proud of myself being a part of class 2018A and a student of USSH, where my
knowledge and professional skills in language teaching are being nurtured day by day. Practicum is
a compulsory course that every student enrolling in a full-time TESOL MA program has to complete
as one of qualifications for graduation. Like other students, I have been given a great opportunity to
take part in a four-day trip to Can Tho City, where we have a valuable chance to teach and meet
distinguished professors and friends from Can Tho University.
To begin with, the valuable lessons that I have learned from my observation and micro-teaching
process will be discussed. Our group has been offered a great chance to make observations on
Intercultural Communication Course instructed by Dr. Nguyen Hai Quan, an excellent and dedicated
lecturer at CTU. We were there not only for observation, but it was also our pleasure to get involved
in his classroom discussions and activities. Therefore, I am able to acquire a considerable amount
of knowledge about IC and gain more new information and experience from the professor and CTU
students as well. One of the effective teaching methods which I have experienced during this trip is
the inductive method. Indeed, it is very essential for teachers to have students firstly recognize the
important points in the lesson and then clarify them again to draw conclusions. In doing so, teachers
can not only encourage students to develop their critical thinking ability, but also help them form a
positive habit of independent and active learning.
27
In addition to the observation process, I have gained much experience by making a lesson plan.
Many opponents think that a lesson plan is available designed according to the curriculum of various
schools and institutes and it has been repetitively used for years at certain education systems.
However, it does not obviously match the reality in the age of approaching modern education. In
fact, an effective lesson plan has to reflect the teacher's qualifications and identification. It must be
varied from different teachers in order to make the lessons become more interesting and be
appropriate to students’ levels and learning styles. Furthermore, I have also learned from useful
guidance and feedback of my instructor, as well as helpful advice of my peers to complete every
single task during this trip.
Moreover, my soft skills have been enhanced a lot during the MA program, and in this Practicum
trip. In particular, my communication skills have gradually been improved by the way I
communicate with my classmates, professors, and supervisors. Before the trip, I had to spend time
discussing the plan for the trip, including making lesson plans and preparing the content of the
workshop with my teammates. To do that, I had created a suitable schedule and necessary deadlines
to complete the task effectively. Besides, I had to discuss with the instructor of the micro-teaching
class for a successful lesson. In fact, our group did not have much time preparing the lesson plan
because the update of lesson information was limited. In addition, I have built good relationships
not only with my classmates, but also with friends from class 2018B as we had four days taking part
in so many activities together, such as taking group photos, having meals every day, and going
sightseeing in Can Tho city. Since then, we have usually talked and kept in touch with each other
for teaching experience and other interesting stories.
However, there was a remaining shortcoming in this trip, which I would like to give my suggestions
for the improvement. Due to the spread of pandemic, our planned trip to Nha Trang was delayed,
which made all of us feel a bit sad. However, the trip to Can Tho has compensated for that. Under
the enthusiastic and professional arrangement of Dr. Dung, Dr. Phuong, and Dr. Nguyen, the trip
was completely successful and ended up with memorable moments. Nevertheless, we did not have
updated information from CTU, which resulted in our preparation for lesson plan and micro-
28
teaching. Like other students, I expect a sufficient update of all essential information for the trip so
as to obtain a good preparation for better performances and high-qualified products.
To conclude, although there still exists some shortcomings, I have finally completed this Practicum
trip with satisfaction and happiness thanks to useful advice and constant encouragement from my
beloved professors as well as my best friends, classmates and relatives. Besides, learned lessons
during this period will completely equip me with both necessary knowledge and professional
techniques for my current major and future career development.
29
REFERENCES
Bixby, J. & McVeigh, J. (2011). Q: Skills for Success 2, Reading and Writing. New York: Oxford
University Press.
Brooks, M. (2011). Q: Skill for success – Listening and Speaking 2. Oxford University Press.
Can Tho University. (n.d.). Retrieved December 19, 2020, from https://en.ctu.edu.vn/
1
APPENDICES
APPENDIX A: REVISED LESSON PLANS
Full name: HO TRUC CHI

Student code: 186014011102
UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
Masters of Arts Program in TESOL

Course: Practicum
LESSON PLAN
A. Students and Setting

1. Students:
▪ Level: elementary
▪ Age: adults (18 – 22 years old)
▪ Learners’ needs: improving necessary English skills (listening, speaking, reading and writing) for
elementary level ▪
Most of the students in this class are interested in discussion in groups or in pairs.
▪ Teacher’s expectation:
2
Students are expected to join in class activities enthusiastically, cooperate with their teacher and other students in
class. Teacher also hopes students are keen on learning new knowledge.
▪ Learners’ characteristics affect the success of the lesson:
Though every student has different characteristics and learning styles, most of them try their best to improve their
English ability and enhance their knowledge. Due to the variety of learning styles, teacher has to design a suitable
lesson plan so that students can take part in it.
▪ Teaching method: task-based learning and audio-lingual method are mainly used in this lesson.
2. Setting:
Institution: Can Tho University
Subject: Language Skills (Listening – Speaking)
Time-table fit: 45-minute lesson
Class size: 60 students.
B. Lesson background
Previous lesson: Listening Unit 1: “Why do people follow fashion trends?”
In the previous lesson, students practiced skills about how to predict content, and acquired the knowledge of how
to listen for expressions of opinion to understand a speaker’s attitude.
Current lesson:
The lesson focuses on listening skill so the teacher will expand the previous listening part which is to listen for
3
main ideas and details. To be more specific, students also apply some techniques to find out the main ideas and
details of the listening passage.
C. Aims and Objectives

1. Aims: Teacher will:
2
- Introduce to students some new words
- Let students practice distinguishing the listening skills: Listen for main ideas and listen
for details - Instruct students to make a conversation using vocabulary related to
fashion/trend topic
2. Objectives: At the end of the lesson, students will be able to:

- Predict content of the listening text.
- Acquire the knowledge of how to listen for main ideas.
- Acquire the knowledge of how to listen for details.
- Takes note to prepare for a presentation or group discussion.
D. Materials and Sources:

Materials: A ball, paper.
Sources: Room, laptop, speaker, micro, projector, blackboard, chalk, handouts.
E. Procedures
4
Anticipated
Stages
& problems
Stage aims Teacher activity Students activity &
Timing
Solutions
Lead-in -To introduce the - T tells students to look at the -Ss their -P: Ss are not
opinions.
(2 topic of the picture on page 2. T asks students to willing to
minutes) listening lesson: read and consider the Unit question - Ss listen to T, answer.
then answer the
“Why do people for a moment and imagine that they questions. -S: T invites
follow fashion are watching a fashion show. T asks some Ss
trends?” Ss to answer the questions:
- To help students + Think about clothing you
have knowledge bought recently. Why did you
P: Some Ss
and preparation for buy it?
may be
answering the more + What fashion trends are popular
reluctant to
abstract Unit now?
give the
question. - T invites some Ss to speak up their answers.
answers and call on volunteers to
S2: T should
share their experiences with the
class. encourage them
to do this.
-T introduces the topic of the listening
lesson.
5
- To let Ss apply Activity 1: T ask Ss to work in -Ss identify a
Pre- - P: Ss may be
listening knowledge about pairs. Circle the statement that they cause and an
reluctant to
(16 describing agree with the most. Then compare effect.
minutes) make
someone’s their answers with a partner.
predictions
(Appendix 1) -T walks around the -Ss correct the
appearance in - S: T
class, then listens and corrects their answers.
speaking. encourages
opinions.
- Helps activate
-Ss do the them by
the vocabulary -T invites Ss to stand up and play a
exercise with giving
schemata of the game called “Don’t pass it to me”. T
partners. bonus or gift for
student related turns on music. While the music is their prediction
to the topic. -Ss read their
playing, Ss passes a ball around. One S
answers, listen
- To clarify for who is holding a ball when music stops
to T’s
students some will be a selected one. This S will
words related to explanation.
answer the questions based on exercise
fashion, trend can (Appendix 1) shown on the screen. - T
help students listen gives comments to each statement.
better and speak Activity 2:
more -Ss listen and
- T has students to think about a take note if
fluently.
classmate, what is she/he wearing and necessary.
carrying?
- T asks students to complete the
6
chart (Appendix 2). Include as much -Ss look
information as they can. around the
- T asks students to work with a classroom
partner. Describe the classmate to and chose
their partner. Use the information in any classmate
the chart. So ask students whether who they
their partner guesses who they want to
describe or not? describe their
- T walks around the class to appearance.
monitor the classroom and listen to -Follow
contribute or correct students’ teacher’s
mistakes.
instruction,
Activity 3: then work
- T directs students to read the P: Ss may have
individually
highlighted words and definitions in problem
to
the box (Appendix 3). T asks guessing the
complete the
students to try to find out any words meaning of the
which are new to them. T try to task.
word. S: T
give a hand and explain the new -Ss work with a
should give as
vocabularies for students. partner and
many clues as
***Multilevel option: T has high- describe the
possible and
level students to give definitions of classmate to
7
the highlighted words in the box to their partner. make it easy.
lower level students from their own
knowledge or by looking them up in
-Ss take a quick
a dictionary.
look to find out
-T pronounces and has students
any new
to repeat these words.
vocabulary.
- Have students work with a partner
to complete the sentences. Call on
volunteers to read the correct -Ss repeat the
sentences aloud. new
words and work

with a partner to
complete
sentences.
While -Help students Activity 1: -Ss listen to the

listening develop their - T asks Ss that they are going to conversation
and
(20 listening subskill: listen to a conversation between
minutes) two journalists, Vicky and John. answer the
Skimming to get
questions.
general Vicky has to write a story about a -Ss read the
8
information fashion show. What do you think questions
about the she has to write about? then listen to
listening test - T has students to listen for the find out the
article, and then detail of the conversations. (Track 3 correct
make use of the -CD1 – Appendix B-1)Then check answers.
information they for the right answers. (Appendix 4) -Ss answer to

- T has students read the questions the
have found to
(Appendix 5), then listen again and teacher the
match the given
answer the questions. reasons why
questions with
-Check Ss’s answers. (Answer key: they choose this
the
C) and ask them why they choose option. And
corresponding
this answer. (What are the keywords then answer to
answers.
they can hear from the audio tracks). the teacher
-T asks Ss about how they listen to about the
this audio track? (Pay attention to keywords they
the key words in the questions or can hear from
listen to the whole content?). Elicit the audio
Ss know that this is listening for tracks).
detailed skill. -T consolidates Ss’s
understanding of the listening for
details skill: - Ss take notes
on
“Listening for details means
9
students listen for groups of
specific
words and phrases at
features of
sentence level”.
anything
Activity 2:
they feel
- T asks students to discuss
strange and
the questions in a group:
new.
1. Do you agree that celebrities start
fashion trends? Why or why not?
Give examples?
2. What are other ways to
start fashion trends?
3. There’s an old saying: “Clothes
make the man” (or woman). What
do you think this saying means? Do
you agree? Why or why not?
Activity 3:
- T asks Ss to listen to a short
presentation on personal style. T

directs Ss to circle the answer that best -Ss listen to
matches the main idea of the whole teacher’s
listening text which best states the instruction and
10
speaker’s main idea. (See appendix 6) discuss with
(Audio: Track 3 – CD5 - Script: other group
Appendix B -2) members.
- Ss answer the
- Put Ss in pairs to compare
questions to the
answers. - T calls randomly some
students to answer this question and teacher.
explain the reason why they choose

this answer (Answer: 2)
- T introduces that this is the exercise
to practice skill: Listen for the main
ideas. It means that: “Students listen
to identify the overall ideas
expressed in the whole recording”.
Activity 4:
- T shows on the slides and asks Ss
which of these words from the
listening did you not understand?
Circle them (Appendix 7)
-T asks Ss some questions:
+ Did you understand the main
idea without knowing these
11
words? How? Expected answer:
Yes, I did. I will not listen to every
single word. Try to ignore words - Ss work in
that I think are less important. I pair to
will use my general knowledge as compare the
well as the context to find out the answers.
meaning if there are words or Then rise their
issues that I don't hand to
understand. answer the
questions and
+What examples did the speaker
explain why.
use? How did the examples help you
-T can
to understand the main idea?
imagine and
Expected answer: “Tex”, “A friend at
understand
the university who is interested in the
skimming
movies of the 1930s and 1940s”.
skill in
“Because these answers strongly
listening.
confirm that people often dress to
look like the people they want to be.”
- T listens to the students’ answers. -
- Ss listen to
T introduces that: The activity 4 is to
T, then take a
help students with the skill:
12
Listening for the main idea. Then look at the
elaborate more: “In listening table to circle
comprehension, a good listener will the words that
not listen to all the words of the they don’t
listening text. Instead of listening to understand
every word in their first language, the meaning.
many language learners tend to
integrate their linguistic competence,
- Ss listen and
experience and
choose the
background knowledge to comprehend answers.
the text. Once they try to comprehend
every single word, there is little chance -Answer the
for them to discover the key words questions and

explain why.
which give them clues to understand
the listening text.” - Ss take notes
on
specific
features of
anything
they feel
strange and
new.
13
- Ss answer the
questions.
-Listen to the
teacher’s
instruction and
take note of some
important
information.
Post- -Enable Ss to -T introduces the video “Fashion -Listen to the P: Ss may be
listening
practice in the 1950’s” teacher’s tired and
(4
integrated skill: instruction. reluctant to
minutes) (https://www.youtube.com/watch?v
speaking about -Watch the listen.
=Y1PJLeMRF-U) – in 2:25 mins. -T
the topic they video.
gives the Ss a question needing to S: T
have just encourages
answer after watching this video:
learned. them by
+ Whether or not they would wear the
traditional clothing from their country giving
on an evening out with their friends? bonus.
+ Put the students into small groups.
14
Give them some time to have short
conversation about traditional
clothing people wore 50 years ago in -Answer
this video and talk about whether or teacher’s
not they would wear it to “impress” question.
other people?
- Encourage each group to share one
or two interesting things they talk
about.
Homework/ Assignments: (2 mins)
- Write a short paragraph (200 – 250 words) about the topic: “Do you agree or disagree that it is
important to keep up with the latest fashions.” “Why?”
Students must post their writing work on Facebook as well as read and give comments to more than 2 essays
from your friends.
Deadline for post: midnight Sunday (17/12/2020)
Deadline for giving comments: midnight Tuesday (19/12/2020)
Additional Possibilities:
15
Stages Anticipated
Stage Aims Teacher Activity Students Activity
& Time Problems &
Solutions
Post – - Widen Ss’ -Give definition of idiom: A -Works in pairs. P: Ss find the
listening vocabulary speech form or an expression -Discuss with partner to task too
(10 with of a given language that is match which idiom into difficult.
meaningful peculiar to itselfs which definition.
mins)
idioms grammatically or cannot be S: T equips
-Take notes on specific
relating to understood from the individual Ss with
features of any idioms they
way of meanings of its elements. Idiom
feel strange.
Dictionary to
communicating
and processing -Raise your hand to
look up.
information. -Explain the meaning of some answer their questions.
words:
-The pair has the most
-Get Ss to complete task (See correct answers will
receive 4 “stars”.
Appendix 8).
-Go round the class and assist
when necessary.
-Discuss the answers with the
whole class in terms of
meaning, culture and
16
language.
(Answer key: 1-C, 2-A, 3-B, 4-

D, 5-E, 6-F)
F. References
Bixby, J., Kisslinger, E., & Zemach, D. E. (2013). Skillful: Listening & Speaking. Oxford: Macmillan
Education. http://list25.com/25-dangerous-situations-and-how-to-escape-them/1/
http://mp3.zing.vn/bai-hat/Sugar-Maroon-5/ZW6D70EC.html
https://www.youtube.com/watch?v=Y1PJLeMRF-U
G. Appendices:
Appendix 1. Circle the statement (a or b) that you agree with the most. Then compare your answers with a partner.
17
Answers must be depended on students’ opinion.
Appendix 2: Think about a classmate. What is your classmate wearing and carrying? Complete the chart. Include
as much information as you can.
18
Appendix 3: The words in bold are in listening 1. Read the sentences. Then match each word with its
definition below.
19
Appendix 4: Listen to the conversation. Please tick a check the two statements that express main ideas of
the conversation.
20
Answer key: 3-4
Appendix 5. Listen for details. Read the questions. Then listen again. Answer the questions.
21
Answer keys:
1. It looked like a black garbage bag.
22
2. No, they didn’t.
3. She says she doesn’t understand it.
4. A celebrity can start a trend.
5. He said he wouldn’t invite the journalist to his shows again.
Appendix 6: Listen to a short presentation on personal style. Check the sentence ⌧ that best states the
speaker’s main idea.
Answers: 2.
Appendix 7: Which of these words from the listening did you NOT understand? Circle them?
Cattle commentator elegant sophisticated caveman costume fantasy vintage
Appendix 8:
Task: Line match: Connect the idiom on the left to it definition on the right.
23
1.Get the picture A. Someone who spoils other people’s enjoyment of social
activities by not getting involved.
2.Party pooper B. A relaxed, happy atmosphere, usually a bit disorganized
3.Jubilee year C. To perform (or play an instrument) without practice or

preparation; indicate uncertainty in a situation
4. To break with D. Good news; information that makes someone happy

tradition
5.Carnival atmosphere. E. A specially celebrated anniversary, especially a 50th anniversary
6. Music to someone’s F. To do something different from what is usually done

ears.
7. Play by ear G. Understand a situation.
24
Appendix B: Script
Script - B1 (CD3 – Track 3)
25
Script B2 (CD3 – Track 5)
Listening skills: Listening for main ideas:
26
27
Full name: NGUYEN THI PHUONG DUNG

Course: Practicum
LESSON PLAN
Listening (45 minutes)
STUDENTS:
The students are first-year university English non-major students aged from 18 to 20.
They are at A2 (Elementary) level. Before this class, they have finished A1 level
class in their previous semester. Since all of the students are young adults, they are
very active, emotional and willing to learn new things.
SETTING:
• This class takes place at Can Tho University. There are 40 students in the class. The main
course book of this class is Q: Skills for Success – Listening and Speaking 2. This class
will be taught in 10 weeks with 10 lessons (each lesson is taught in 1 week). The class
meets 3 times per week. Each class meeting is 45 minutes long.
• The classroom is well-equipped with a projector, speakers, a TV with 52-inch screen, a
blackboard, chalks, chairs and desks. The main course books are appointed and some
reference books are suggested from the first day. Also, handouts and necessary extra-
materials will be delivered to support learning.
• Course book: Brooks, M. (2011). Q: Skill for success – Listening and Speaking 2. Oxford
University Press.
• Previous lesson: Unit 1 – Why do people follow fashion trends? In the previous lesson
28
(Unit 1), students have practiced these following Listening skills:
- Predicting content
- Listening for main ideas
- Listening for details
- Listening for expressions of opinion to understand a speaker’s attitude
- Listening for intonation to determine a speaker’s attitude
• Today’s lesson: Unit 2 – How can colors be useful? Listening 1: The Colors of Nature,
pp. 22-26.
The topic of Unit 2 is Color. In this unit, students are going to listen to a nature program
about ways animals use color.
The main skill of this lesson is: Listening.
The sub-skills of this lesson are:
- Previewing and Predicting
- Listening for main ideas
- Listening for details
- Listening for causes and effects to understand relationships among ideas
The integrated skills are: Speaking, Reading and Writing.
Ø Content:
- Students are going to listen to a nature program about ways animals use colors.
- Students practice Listening sub-skills (Predicting, Listening for gist, Listening for
detail, Listening for causes and effects to understand relationships among ideas.)
- Students increase their understanding of the target vocabularies for this unit.
- Students discuss questions about the topic in groups.
- Students practice reading a post on web and writing a comment using so and because
to show cause and effects as homework.
Ø Activities:
- Teacher ask some questions related to the topic to lead in;
- Students discuss some questions about the topic;
- Students do vocabulary exercise and learn the new words;
- Students look at some photos and discuss some questions for previewing;
29
- Students predict the main idea before listening;
- Students listen and do exercise;
- Students learn how to show cause and effect using connecting words like so and
because; then they listen for causes and effects to understand relationships among
ideas;
- Students write sentences using so and because to show cause and effect; then they
take part in a class mingle activity for production.
• Next lessons: Unit 2: Listening 2 - Building with color (pp. 27-31). Students will listen to
a class presentation about how different architects use color in their work. The Listening
sub-skills of this lesson are: Previewing and Predicting, Listening for main ideas,
Listening for details, Understanding a presentation well enough to complete a summary.
• Aims:
- Aim 1: To develop student’s skills of Listening Comprehension: Predicting;
Listening for main ideas; Listening for detail; Listening for causes and effects to
understand relationships among ideas.
- Aim 2: To further develop student’s integrated skills (Speaking and Reading).
- Aim 3: To provide students with knowledge and vocabulary about wildlife biology.
• Objectives: At the end of the lesson, students will be able to
- Apply predicting skill to predict the content before listening;
- Apply Listen for gist skill when listening for main ideas;
- Apply Listen for detail skill to answer questions;
- Distinguish the use of connecting words “so” and “because” to express cause and
effect;
- Talk about different ways animals use colors.
D. Materials and sources

• Materials
- Brooks, M. (2011). Q: Skill for success – Listening and Speaking 2. Oxford University
Press.
- Laptop: to run the audio and PowerPoint file
30
- Projector: to help students follow the lesson easily with the large scale of slides
- Screen: to show the lesson
- Speakers: to amplify the sound
- Board, markers / chalks, worksheets, audio script, photocopied books, pencils or pens.
• Sources
- Reynandez, R. (n.d.) 32 examples of camouflage in nature. Project Learning Tree.
Retrieved November 24 2020 from https://www.plt.org/educator-tips/camouflage-
nature-examples
31
E. Procedures
Stages & Stage Anticipated problems &

Teacher’s activities Students’ activities
Timing aim(s) Solutions
Lead-in
(5 minutes)
- Introduce the unit question “How

- To get Ss
can colors be useful?”
think about
- Ask related information questions
the topic;
about personal experience: What
- To activate
colors do you like to wear? Why? - Ss give answers to the questions.
Ss’
What are good colors for cars?
background
What colors do people wear for
knowledge /
Group work special occasions, such as weddings
schemata
or funerals? Can you use colors to
about the
organize things?
topic
- Ask Ss to discuss in groups of 4 or
- To arouse
5 the following questions: - Ss may not have enough
Ss’ interest
1. “Look at the photo on page 21. - Ss look at the photos and discuss vocabularies when
in the lesson
Why do you think the butterfly is in their groups. discussing.
yellow?” - Ss learn the new word camouflage => T can provide them with
32
2. “Look at the photo in part D on and drill it. the English words they need.
page 22. The woman is wearing a - The word camouflage is
special kind of clothing called originated from French so it
camouflage. It has the same colors might be difficult to Ss to
as the forest. Why is this clothing pronounce it correctly => T
useful for her job?” have Ss drill in choral and
- Before letting the students discuss, individual to check their
T checks understanding of the word pronunciation
camouflage and has Ss drill the
word.
- Invite each group to share their
opinions.
Pre-Listening
Total time:10 mins
Activity 1: - To prepare - Ask Ss to do the vocabulary - Ss do the exercise. - Some Ss may not
Teaching Ss for exercise on page 23, then compare - Ss compare the answers with a understand the meaning of
vocabulary listening their answers with a partner. partner. vocabularies.
(4 minutes) content; - Check answers with the whole - Ss check their answers with the T. => T will explain in English
individual - To help Ss class and check their understanding - Ss ask T questions about the and try to let them figure out
work and practice of new vocabs (using Concept meaning of new vocabs if they’re the meaning by themselves
pair work integrated checking questions) not clear.
33
skill: - Have Ss drill the new vocabularies or ask for help from the
Reading students who know.
- Ask SS to look at the 3 photos on - Ss look at the photos, drill new - Ss may have difficulties in
Activity 2:
page 24. Ask them some questions vocabs pronouncing the new words
Previewing
- To help Ss about the photos (e.g. “What can => T drill with whole class
(4 minutes)
preview you see in the photos? Are there any and individual to check
Group work
what they animals?” pronunciation.
are going to “Is it easy or difficult for you to see
listen to them?”; What color are they?”)
- To - Drill the 3 animals: a false-leaf
introduce katydid; a cryptic frog; a blue
the lesson poison dart frog
topic - Ask Ss to discuss in groups of 4 or - Ss may not have enough
- To practice 5 the 3 questions on page 24 - Ss discuss in their groups vocabularies when
integrated (Preview Listening 1, p.24). discussing.
skill: - Introduce the lesson topic: “The => T can provide them with
Speaking colors of nature”. the English words they need.
- Introduce the listening task: “You
are going to listen to part of a nature
program. A famous scientist talks
34
about ways animals use colors”.
- Ask Ss to predict to match the - Ss predict the animal with its use
Activity 3: - To help Ss
animal with its use of color before of color before they listen.
Predicting practice
they listen (Listen for main idea,
(2 minutes) Listening
p.24).
Individual sub-skill:
work Predicting
While – Listening
Total time: 20 mins
- To practice - Ask Ss to listen and match the

Activity 1 (4 - Ss listen and do exercise. - Ss may not be able to get
Listening animal with its use of color.
mins) - Ss compare their answers with their the correct answers as they
sub-skill: - Play the audio (CD1 – track 14) one
individual partners. fail to follow the CD. => T
Listen for time (Audio script - Appendix B).
work and - Ss check the answers with the T. helps them by eliciting key
gist (For this first listening, T won’t stop
pair work words.
the audio).
35
- Ask Ss to compare their answers
with a partner.
- Check answers with the whole class.
- To practice - Ask Ss to read the instruction for - Ss read the instructions carefully.
Listening the exercise on page 25 (Listen for
sub-skill: details, p.25): listen again and circle
Listen for the answer that best completes each - Ss skim through the questions and
details statement. For each question, T underline key words.
instructs Ss to underline the key - Ss listen and answer questions.
words. - Ss listen to the audio and do the
Activity 2 (8
- Play the audio (CD 1 – Track 15). exercise.
mins)
- Ask Ss to compare their answers - Ss compare answers with their
individual
with their partners. This time, T asks new partners.
work and
Ss to change their partners by - Ss check their answers. - Ss may miss some details
pair work
turning around and sitting face to and cannot answer the
face with the person behind them. questions.
- Play the audio the third time, => T stops the audio at
stopping at every important point to important points and gives
help Ss catch up with the CD and some hints (e.g. write on the
elicit answers. board the line in the audio
36
leaving one or two blanks for
Ss to fill in).
- Draw Ss’ attention to the Listening

Skill box on p.26 and present the
- To help Ss meaning and use of “so” and
practice “because” to show a cause or an
Listening effect.
sub-skill: - Have Ss practice recognizing the
Activity 3 (8
Listening cause and effect by doing exercise A - Ss listen to T’s instruction and do
mins)
for causes p.26. exercise A p.26.
individual
and effects - Check answers with individuals.
work and
to - Have Ss listen to Track 17 and do
pair work - Ss may not be able to get
understand exercise B p.26: match each cause - Ss listen and do exercise B p.26
the correct answers as they
relationships with the correct effect (audio script –
fail to follow the CD. => T
among ideas Appendix B).
helps them by eliciting key
- Have Ss compare their answers - Ss compare their answers with
words.
with a partner, then check answers their partners and check with the T.
with the whole class.
Post – Listening
10 minutes
37
- Write 2 sentences on the board, one - Ss follow T’s instruction.
with so and one with because:
I wear red on test day / because it
helps me feel awake.
- To help Ss
Traffic police wear orange vests / so
achieve
drivers can see them.
language
- Explain that each part of a sentence
proficiency - Ss may not understand the
will be written on different strips.
- To help Ss instruction of this activity.
Draw boxes around the clauses on
use so and => T gives clear instruction,
(10 mins) the board (e.g. a box around “I wear
because to models 1 example and asks
pair work red on test days” and another box
show cause Instruction Checking
and class around “because it helps me feel
and effect. Questions to check Ss’
mingle awake”
- To practice understanding before starting
- Distribute 2 strips of paper to each
integrated the activity.
student. Have Ss work in mixed- - Work in pairs to write sentences
skill:
level pairs to write a sentence about
Speaking
clothing and/or colors. Half the pairs
and Writing
will use so to show cause and effect,
and the other half will use because.
- Have Ss copy their sentences on
the strips of paper, dividing the
sentences so that the cause appears
38
on one strip and the effect on the
other.
- Collect the strips and redistribute,
so each student gets one half of a
sentence.
- Have SS walk around the room and
say the words on their strips to find - Ss go around to find their
their matches (the other half of the matches.
sentences).
Additional possibilities
- Have Ss discuss in groups of 4 or 5

the following questions:
1. Most large predators, like lions,
Post- are not brightly colored. Why do you
- Ss discuss in their groups.
Listening think this is true?
- Ss share their opinions.
(10 minutes) 2. What are some ways people use
color as camouflage or as a sign of
danger?
- Invite Ss to share their opinions.
Homework/ further work
39
- To make
use of
authentic
material to
expose Ss to - Ss review the vocabs and
real life knowledge they learned from the
- Have Ss read the post “32
language lesson
examples of camouflage in nature”
- To - Ss read the post and write a
on Project Learning Tree website
encourage comment using so and because.
(https://www.plt.org/educator-
Ss to use
tips/camouflage-nature-examples)
English to
- Have Ss leave a comment or write
interact in
something they remember after they
real life
finish reading the post using so and
situations
because to show cause and effects.
- To help Ss
practice
integrated
skills:
Reading and
Writing
Consolidation
40
F. References
Reynandez, R. (n.d.) 32 examples of camouflage in nature. Project Learning Tree. Retrieved
November 24 2020 from https://www.plt.org/educator-tips/camouflage-nature-examples
G. Appendices
Appendix A: Summary of Unit 1&2
41
Appendix B: Audio script
CD1 – Track 14&15
42
CD1 – Track 17
Appendix C: Answer key
Vocabulary p.23
43
1. A 2.B 3.A 4.A 5.B 6.A 7.B 8.A
Listen for main ideas, p.24
1.B 2.A3.C
Listen for details, p.25
1. B 2.B 3.A 4.B 5.A 6.A
Listening skill Exercise B, p.26
1.C 2.D 3.A 4.B
44
Full name: TRUONG NGOC KIM

Course: Practicum
LESSON PLAN
STUDENTS:
• Age level: 18 years old and above
• Proficiency level: Intermediate
SETTING:
• Type of institution: Can Tho University (CTU)
• Size of class: 40 students
• Length of class meetings: 45 minutes
• Frequency of class meetings: once a week
• Previous unit: Unit 2
o Listening: Cause and effects.
o Vocabulary: Nouns and verbs.
o Grammar: there’s and it’s.
o Pronunciation: the schwa
o Speaking: Asking for and giving examples.
• Current unit: Unit 3
45
o Listening: Predicting
o Vocabulary: Synonyms.
o Grammar: should and shouldn’t.
o Pronunciation: |s| or |z| sounds.
o Speaking: Giving advice and making recommendations.

• Aims:
o to equip students with the predicting skill while doing listening exercises.
o to get students acquainted to listening procedures:
Predicting à Listen for main ideas à Listen for details
• Objectives: At the end of the lesson, students will be able to:

o apply the predicting skill and follow the procedures to do listening exercises
precisely.
o recognize and react to people’s rude behaviors.

• Textbook:
Brooks, M. (2011). Q: Skill for success – Listening and Speaking 2. Oxford University
Press.
E. Procedures
Anticipated
Stages & Students’
Stage aim(s) Teacher’s activities problems &
Timing activities
Solutions
LISTENING 1
46
(page 41-44)
1. PRE-
LISTENING
(10 minutes)
a. Warm-up - Activate - Give each team one of the - Work in teams - Sts may not
student's prior situations below and ask sts - Discuss and how to explain
knowledge how they would react to explain their their reactions
each one. answers. in English.
- Brainstorm v Situations: àT suggests
and get + Someone steps on your some common
involved in the shoes. phrases about
topic + Someone barges in front reactions
of you in a queue. è Elicit the topic- Ex:
relating words: + Scream at…
è Elicit the topic-relating manner, rude, + Shout at…
words: manner, rude, polite… based on + Yell at …
polite… T’s hints and + Hit …
instructions.
b. Vocabulary - Prepare sts v Exercise A

teaching with necessary - Present 6 new words in the - Sts practice
vocabulary table by PPP: Behavior (n); pronouncing
Courtesy (n); Etiquette (n); vocabulary and
Manners (n); Polite (adj); memorize their
Rude (adj). definitions.
- Check pronunciation
- Ask sts to look at 5

sentences in the book and - Work in pairs and - Sts may be not
47
work in pairs to decide decide which one is aware of the
which one is behavior/ behavior/ different
courtesyà Explain their courtesy between
decision. à Explain their behavior and
decision courtesy.
à T reminds sts
again of each
v Exercise B definition
- Ask sts to match the bold
words with their best - Match the bold
definition and compare their words with the
answers with a partner. definitions and
share with a
- Assign randomly a bold partner.
word for each student and
ask he/she to make a - Make a sentence
sentence with it. with the assgined
word.
v Memory check
- Ask sts to match the words
with their definitions.
(Appendix A) - Work in groups - Sts may not
and match words remember all
with their definitions
definitions. à T gives sts a
few minutes to
practice in pairs:
1 student say
the word, the
other say
48
definitions.
2. WHILE-
LISTENING
(25 minutes)
a. Preview - Prepare sts - Explain the way to apply - Listen to T’s - Sts may not
Listening - with predicting predicting skill in listening. instructions. know how to
Predicting skill skill to make it predict the
easier to listen. - Give sts some topics to topic(s).
predict what they may hear - Predict what they à T gives write
from. may hear from the WH-question
Ex: given topic(s) words on the
A documentary about tigers board for sts to
è Lead to the main make some
listening part: “A radio questions
program called Book Talk”. (What,When,
Where,How…)
- Ask sts to discuss
questions of each part in the
book with their groups. - Discuss questions
of each part in the
- Divide the blackboard into book with their
3 columns for Part 1,2,3 and groups.
invite each group
representative to write down - Group
their predictions for each representatives
part. write down their
predictions on the
- Listen and check with sts. board.
49
- Read through statements;
Instruct sts to underline key - Listen and check
words. with T.
- Enable sts to
b. Listen for pick out the - Read through
main ideas key words and - Ask sts to listen and focus statements and
main ideas. on the key words. underline key
words.
- Check answers with sts.
- Listen and focus
on the key words. - Sts may not
hear the tape
- Ask sts to justify their - Check answers clearly.
choices and correct the with T. à T can play
mistakes in the statements. the tape more
than one time.
- Justify their
choices and correct - Sts may not
- Ask sts to read through the the mistakes in the know how to
questions and underline the statements. justify their
keywords. answers.
à T does 1
- Enable sts to - Read through the example.
c. Listen for pick out the - Ask sts to listen to the tape questions and
details key words and and pay attention to the underline the
pay attention to keywords. keywords.
details
- Ask sts to circle the correct - Listen and pay
answers. attention to the
keywords. - Sts may not
50
- Ask sts to justify their hear the tape
choices. - Circle the correct clearly.
answers. à T can play
the tape more
- Justify their than one time.
choices.
3. POST-
LISTENING
(10 minutes)
a. Task 1: - Synthesize all - Ask sts to sit in pairs; close - Sit in pairs and - Sts may not
Summary the key points their books and talk about talk about what know what to
what they remember from they remember share.
the radio program in 1 from the radio à T can model
minute. program in 1 once.
minute.
- After 1 minute, ask sts to - Change their

change their partners and partners and share
share again. again.
- Integrate to
b. Task 2: speaking skill - Put sts in groups of 3-4 - Sts may not
Discussions and ask them to share about - Sit in groups of 3- know what to
question 1/p.44 4 and share about share.
“Think of a time when questions. à T can share
someone was rude to you. his/her own
What did you do and say?” experience first.
- Invite a few sts to share

their experience.
51
- Share their
experience with
class.
Additional possibilities
Homework/ further work
H. References
I. Appendices
Appendix A
v Instruction: Teacher will cut out the table below into pieces of paper. Then, scramble them and
ask students to match the correct definition to each word.
Behavior (n) The way you act.
Courtesy (n) Pleasant behavior that shows respect for other people.
Etiquette (n) The rules for courtesy and polite behavior.
Manners (n) Acceptable behavior in a culture.
Polite (adj) Having good manners and showing courtesy
Rude (adj) Not polite.
Admit (v) Agree it is true.
Society (n) The people of one country or area.
Increase (n) Growing number.
Violence (n) Actions done to hurt someone.
Scream (v) Speak in a very loud voice.
52
Full name: LUU THI HONG NHUNG

Course: Practicum
LESSON PLAN
STUDENTS:
• Age level: 18-20 years old
• Proficiency level: Pre-Intermediate (A2)
SETTING:
• Type of institution: a university (Can Tho University)
• Size of class: 35-40 students
• How often the class meets: twice a week
In the previous lesson, the students learnt how to write a descriptive paragraph about a
trend that interests them. Particularly, they were provided with steps in writing a paragraph. That
is also the last part of Unit 1. Thus, this lesson plan is intended for the first part of Unit 2-
Reading.

• Aims: This lesson is aimed at providing students with strategies so that they can get
meaning from the context, knowledge of colors and its meaning in different cultures.
• Objectives: By the end of the lesson, students will be able to:
- get main ideas and details of the text
53
- get meaning of the text through its context
- understand and use new words given in the reading text
- be aware of the effects of colors on people’s emotions and their cultural meanings.

- Coursebook: Q: Skills for Success 2, Reading and Writing by Joe McVeigh & Jennifer Bixby,
Oxford University Press.
54
E. Procedures:
Duration: 45 minutes
Stages & Anticipated problems

Stage aim(s) Teacher’s activities Students’ activities
Timing & Solutions
Warm-up To make students * Hot seat game - Listen carefully to the - Some students may be
(7 mins) wide-awake and - Explain the game rules: teacher’s instructions and ask confused with the rules
get them engaged + Split the class into 2 teams, then take an empty chair for clarifications if any => The teacher should
into the new topic for each team and place it at the front of the class, facing - The students in the hot seats explain the rules clearly
the team members. These chairs are called “hot seats”. listen to their teammates and and do modelling in
+ Invite 1 member from each team to come up and sit on try to guess the words. advance.
that chair so that they have their backs to the board and - Other students try to find - The teacher should
can not see the words on the board cues to explain to their friends. control time during the
+ Prepare a list of about 5-8 colors in advance (blue, red, game.
yellow, green, black, white, etc)
+ Write an item on the board
+ Ask the students in the teams to describe the color to
their team mate who is in the hot seat by using
55
words/phrases related to that color. E.g: they can say
“blood”, “love”, “fire”, etc. to indicate blue color.
+ The first student in the hot seat to say the word wins a
point for their team.
+ Change the students in the hot seats
+ Continue the game until the time limit is over.
- Conduct the game and declare the winner
- End the game by quickly asking the students if they can
guess the topic of today’s lesson.
- Briefly introduce the topic “Colors”
Pre-reading Get students * Pair work: - Some students may

(13 mins) engaged into the - Ask 1 student to read the questions in part A “Preview - Listen carefully to their not be interested in the
new topic the unit”section (p. 23) and questions in part C (p. 24), friends while he/she is reading topic, so they may not
then invite another student to read the captions of 4 be very enthusiastic
pictures in part C about working with their
- Ask the students to work in pairs, discussing those - Join the discussion by partners. The teacher
questions sharing ideas, making needs to encourage them
comments, listening, etc. and make them involved
- Take notes during the into the discussion by
56
discussion asking questions related
- Invite some students to share their ideas with the whole - Listen to their friends who to their personal life
class. are chosen to share ideas and (their favorited color,
make comments/ask questions the color of their
(if any) bedrooms , etc.)
Give students * Pre-teach vocabulary:

meanings of the - Prepares 8 pieces of paper with 8 sentences given in -Listen to their teacher’s
key words for Vocabulary section on each requirements,
better - Ask students to sit in groups of 3 or 4 and give each work with their group
understanding group a piece of paper members to finish the assigned
- Ask students to read the sentences on the paper and task.
guess the meaning of the bold words.
- Show the definitions of the bold words on the screen
and ask students to match the bold words with the
definitions
- Check answers with the whole class and make
corrections (if any); at the same time, give explanations -Attentively pay attention to
and clarifications to make sure that the students get the the teacher, note down the
meanings of the key words mistakes (if any) and correct
57
them
While Give them an - At first, ask students to look at the titles/ photos in the -Listen to the teacher and
reading overview of the reading text (pp.26-27) to have a general idea about what follow the instructions
(17 mins) reading text, they are going to read.
instructions to get - Then, ask students to read through the text to get the
main ideas and general ideas; simultaneously, ask them to underline the
details as well as key words/ phrases/ sentences in the reading text and tell
meaning from the them that they can use “Main ideas” exercise (p. 28) for
context more support
- Quickly draw students’ attention to “Reading skill”
section (p.29), then explain the strategy and give
examples
- Split the class into groups of 3 or 4, then ask students to -Listen to their friends and
tell their friends about what they can remember in the share ideas.
text.
Post Recall what - Prepare a set of questions/ statements related to the - Follow the teacher’s
reading students have read reading text. instruction and actively take
(5 mins) and check their - Turn on music and ask students to pass the ball (given part in the activity
58
understanding by the teacher) to their friends until the music stops.
- Read a question/statement.
- The student with the ball has to answer the question or
decide whether the statement is true/false.
- Check answers with the whole class, make comments
(if any)
Wrap-up Wrap things up, - Ask students to check whether they remember what - Listen carefully to the
(3 mins) give students a have been mentioned in the lesson or not teacher & take notes
chance to reflect on - Summarize the main ideas
the lesson - Assign homework
Homework/ further work: Part A&B, p. 29
F. References
Bixby, J. & McVeigh, J. (2011). Q: Skills for Success 2, Reading and Writing. New York: Oxford University Press.
G. Appendix: Unit 2 – Reading (pp. 26-29), Q: Skills for Success 2, Reading and Writing by Bixby, J. & McVeigh, J.
59
60
61
Full name: VUONG LY TO NHU

Course: Practicum
LESSON PLAN
Reading (45mins)

STUDENTS:
• Age: 18-22 years old
• Level: Pre-intermediate (A2)
SETTING:
• Institution: Can Tho University (CTU)
• Class size: 40 students
• Class meetings: twice a week
• This is the first lesson of the course book Skill for Success focusing on Reading
and Writing 2 in the series of 6 levels. Therefore, students are going to learn new
different strategies to improve their reading and writing skills.
• Students are going to explore and gain more new information about trends and
social networks.
• Aims: This lesson helps students improve their reading skill by using the strategy of
scanning. Students are about to learn new vocabulary and get more new information
in marketing and business field.
• Objectives:
By the end of the lesson, students are able to:
- identify main ideas and details for a text
- order ideas to recognize the sequence
- make predictions before reading
62
- use learned vocabulary to talk about trends
Materials and sources
• Materials: textbook, projector, screen, laptop, whiteboard, marker, ppt slides

Source:
Textbook: Q: Skills for success – Reading and Writing 2
McVeigh, J., & Bixby, J. (2015). Q: Skills for success. Oxford: Oxford
University Press.
Procedures
Time Content Stage Teacher’s activities Students’ Anticipated

aims acitvities problems
and
solutions
5’ WARM- -engage -T lets Ss play Kahoot! -Ss log in to the -P: Ss cannot
UP student in regarding to the topic website kahoot.it connect to the
the mood “Social networks”. T and join the game. Internet for the
of learning shows Ss an image of a game.
social networking site and -S: T lets Ss
has Ss choose the correct play in pairs or
name of that site. groups.
-T gives the best 3 Ss in
the game some small gifts.
7’ LEAD-IN -lead -T asks Ss some - Ss discuss with P: Ss are afraid

student to questions: “How often do their partners and of sharing their
the topic you use the Internet? share their ideas. -S: T
of the What websites do you answers in front of encourages
lesson visit?” the class. them to share in
groups or gives
-T lets Ss discuss in pairs
them bonus.
and invites some Ss to
share their answers.
63
-T introduces the topic of -Ss listen to T’s
the lesson. introduction.
10’ PRE- -scaffold -T shows the pictures or - Ss look at the -P: Ss are not
READING students meaning of the new pictures or read sure about the
new words from Reading 1, the meaning of meaning of new
vocabulary then introduce and the words. words.
explain those words -S: T gives
(clear, connected, them hints to
contribute, express, find guess the
out, keep in touch, words.
spread, trend)
-T asks Ss to complete
the task (Vocabulary A,
p.5)
-Ss complete the

task.
20’ WHILE- help -T assigns the paragraphs -Ss sit in groups -P: Ss cannot
READING students in the text for 6 groups. and read their recognize the
identify Each group is in charge of paragraph, main ideas of
the main 1 paragraph. T asks Ss to underline the main the text.
ideas of read and find the main ideas in the -S: T instructs
the text ideas of their paragraph. paragraph. them to read
-T walks around to monitor -Ss raise their carefully and
and give help. hands or ask for discuss with
-T lets Ss share the main help. their partners.
idea of their paragraph. -Ss share the
Meanwhile, the other main ideas,
groups listen and underline underline the main
the main ideas of other idea of other
paragraphs. paragraphs.
64
-T listens and checks their -Ss listen to their
answers. friends
-T has Ss complete the - Ss complete the
assignments for main ideas required tasks.
and details in the book
(Task A, B p.8)
7’ POST- wrap up -T asks Ss to choose 1 -Ss choose a -P: Ss do not

READING what have question and discuss with question and have ideas to
been their partners for some discuss with their share
taught ideas. partners. -S: T has them
listen to their
-T invites some Ss to share
-Ss share their friends and take
their opinions.
opinions. notes some
-T asks Ss to list 3 things -Ss lists 3 things ideas.
they have learned from they have learned
the lesson, then wraps up. from the lesson.
D. References
• Game: Kahoot !
https://kahoot.com
Textbook:
McVeigh, J., & Bixby, J. (2015). Q: Skills for success. Oxford: Oxford University
Press.
Unit 1: Trends
Reading 1: The popularity of social networks (p. 5, 6, 7, 8, 9)
Appendices
65
66
67
68
69
70
APPENDIX B: CLASS OBSERVATION REPORTS
71
72
73
74
75
APPENDIX C: WORKSHOP SLIDES
76
77
78
79
80
81
82
83
APPENDIX D: PHOTOS
84
85
APPENDIX E: E-PORTFOLIO
Please click on the following link for more information on our e-portfolio:
https://hotrucchi92.wixsite.com/group6-eportfolio
86

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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

HO CHI MINH CITY, DECEMBER 2020

1.2. Vision and mission

1.2.3. Core values

1.3. School’s URL and other protocols

v Instructor: Huynh Nguyen Bao Ngoc, M.A.

v Students: first year students

v Room: 404/TS, Faculty of Agriculture, CTU, campus 1

v Date and Time: 26 November 2020, 7:00AM – 8:15AM

v Coursebook: Baker, A. (2006). Ship or sheep?: An intermediate pronunciation course. (3rd

v Assigned lesson: Unit 10 /ʊ/ book, pp. 36-38

2.1.3. Planning lesson plans

2.1.4. Planning and delivering the workshop

2 Trương Ngọc Kim ● Discussing the content of the workshop

3 Hồ Trúc Chi ● Rehearsing at ERC, receiving feedback and

4 Vương Lý Tố Như ● Discussing the content of the workshop

2.1.5. Planning and organizing the gala event

v Photos and videos:

2.2. Application of TESOL knowledge

2.3. Practice of professional skills

2.4. Change in behavior and perception

No. Activities Detailed description of actual contributions

3.2. Reflection 2 – Truong Ngoc Kim

No. Activities Detailed description of actual contributions

2 Observation • Joining the class as a participant.

3 Planning and • Designing the activities to practice minimal pairs.

4 Planning and delivering • Discussing the content of the workshop.

5 Planning and • Discussing ideas for the gala event.

v Professional skills I have learnt from the Practicum.

3.3. Reflection 3 – Luu Thi Hong Nhung

• Full name: Luu Thi Hong Nhung

• Student code: 176014011115

• Class: TESOL2018A – Group 6

• Course title: Practicum

v Professional skills I have learnt from the Practicum:

3.4. Reflection 4 – Vuong Ly To Nhu

• Full name: Vương Lý Tố Như

• Student’s code: 186014011127

● Involving directly in classroom discussions

● Taking part in classroom activities

● Taking notes and sharing experience with students from CTU

● Designing the slides of theory and discussion

● Revising the slides of the workshop

● Facilitating during the workshop

● Instructing students to practice the target sound in sentences

● Hosting a game to distinguish the sound / ɒ / or / ʊ /

● Observing group 8’s micro-teaching

● Performing as a backing vocal in the first performance

● Performing as a dancer in the second performance

● Revising the lesson plan and putting it in the Appendix of Group

● Writing Personal Reflection

● Generating all members’ parts to make a Group Portfolio

Full name: HO TRUC CHI

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

Masters of Arts Program in TESOL

A. Students and Setting

Institution: Can Tho University

Subject: Language Skills (Listening – Speaking)

Time-table fit: 45-minute lesson

Class size: 60 students.