HO CHI MINH CITY UNIVERSITY OF

TECHNOLOGY AND EDUCATION

FACULTY OF FOREIGN LANGUAGES

TEACHING PRACTICUM

PORTFOLIO
Mentor:
Ms. Dinh Thi Thanh Hang

Student teacher:
Nguyen Thi Thuy Duong- 16950053

November 29, 2020

 TABLE OF CONTENTS
PREFACE .......................................................................................... 2
INTRODUCTION.............................................................................. 8
I. INTRODUCTION OF INSTITUTION:.................................... 8
1. Brief introduction ................................................................. 8
2. History: ................................................................................. 8
3. Vision and mission: .............................................................. 9
II. FACULTY OF FOREIGN LANGUAGE................................ 10
EFFECTS OF ACADEMIC PREPARATION TO MY TEACHING
PRACTICUM PERFORMANCE .................................................... 13
TEACHING PRACTICE LESSONS AND ..................................... 14
SELF EVALUATIONS ................................................................... 14
LESSON PLAN 1 ......................................................................... 15
LESSON PLAN 2 ......................................................................... 26
LESSON PLAN 3 ......................................................................... 35
LESSON PLAN 4 ......................................................................... 42
SELF EVALUATIONS ................................................................... 55
SELF EVALUATION 1 ............................................................... 55
SELF EVALUATION 2 ............................................................ 56
SELF EVALUATION 3 ............................................................ 57
SELF EVALUATION 4 ............................................................ 58
PEER EVALUATIONS ................................................................... 59
REFLECTION ................................................................................. 61

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 TEACHING PRACTICUM EVALUATION
The Supervisor’s Comments

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 TEACHING PRACTICUM EVALUATION
The Mentor’s Comments

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 INTRODUCTION

I. INTRODUCTION OF INSTITUTION:

1. Brief introduction
Founded in 1962, with 14 faculties in different areas such as Engineering,
Technology, Economics, and Linguistics, University of Technology and
Education in Ho Chi Minh city is considered one of the most popular engineering
schools in the South of Vietnam which has successfully trained multiple
engineers and technical teachers for the country.

2. History:
Ho Chi Minh City University of Technology and Education is a unique one. This is
the first vocational school to train technical teachers, the leading university in the
national Technical Education system, with a long history and formation and
development. In 1962, the school began its first academic year, and trained nine
batches. Since 1972, the campus was moved to Thu Duc, the school had been
8
through multiple renames from Nguyen Truong To Technical Education College
Center of Thu Duc to Education University, and, eventually, to University of
Technology and Education. Besides, the number of student admissions also
increased, and the number of majors are more diverse throughout the years (4
majors to 14 faculties). In the upcoming years, the school promises to expand to be
more and more diverse in order to meet the demand of the society on vocational
education

3. Vision and mission:

The university’s vision and mission have changed accordingly in different eras. In
pursuant to decision No. 1420/QĐ- ĐHSPKT on May 11, 2020, the school’s most
recent vision and mission are,

Vision:
“The university aims at becoming a leading hub for training, research, innovation
and entrepreneurship in Vietnam,which can be on par with other regional and
international prestigious universities”

Mission:
“HCMC University of Technology and Education provides services of practical
training applied research and community outreach. Is committed to continuous
innovation and creativity, offering high quality human resources and scientific
products to the fields of vocational education, science and Technology to meet the
demands of socio economic development of the country”.

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 II. FACULTY OF FOREIGN LANGUAGE

Faculty of Foreign Language (FFL) is a place

worth studying and experiencing.

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Established in 2007, with the initial intention of training English lecturers for the
school's technical students. Over the years, the faculty has gradually developed in
both quality and quantity of lecturers. So far, there have been about 39 lecturers.
Some of whom had completed or in the process of completing higher education
degrees of Master degree, Philosophy Doctorate. Moreover, most of the teaching
staff are young, highly experienced, and energetic.

Since 2016, the department has started to train the two primary majors which are
English interpretation and pedagogy. What makes this faculty stand out from others
in the country is Technical English. Graduates from the department can find jobs in
any areas relevant to Technical English such as, export processing zones,
companies, factories and plants, as well as for foreign offices, international and non-
governmental organizations, where English is required.

FFL constantly have their teaching materials updated, so they meet the real life
requirements, which can increase the chances for FFL graduates to get a job in their
career path; in addition, it helps the students not get overwhelmed by the differences
between working in school and working in real life .

FFL consistently look to expand their network domestically, and internationally to

gain teaching and learning quality. Currently, FFL also offer programs in other
languages such as Japanese or Korean.

Besides, the faculty also holds diverse extra activities and programs for the students
in the faculty to connect, experience and improve professional competences. Such
as,

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 Step Up English Club

Student exchange programs

Translation workshop

12
 EFFECTS OF ACADEMIC
PREPARATION TO MY TEACHING
PRACTICUM PERFORMANCE
Prior to practicum, I had to pass three courses of teaching methodology, material
evaluation, testing and assessment, media, and teaching philosophy due to schools'
requirements. At the time, I could not imagine how advantageous it can be later on.

It wasn't until Practicum that I realized the benefits that the subjects can bring. The
three subjects that have major contributions to my teaching practice are media,
pedagogical methodology and material evaluation. Media provides me the skills
of editing and creating images, videos and audios to help customize my lessons. It
makes the lesson more lively, the students are more engaged in a decent lesson
presentation. Not to mention, a lot of useful software was introduced, and
thankfully, I was able to have access to them.

Additionally, the three courses of pedagogical methodology have assisted me with

my lesson planning. I am capable of writing a proper lesson plan and applying the
techniques to different types of lessons though some mistakes persist. I learn the
steps to teaching English skills, I know how to prompt and elicit the students
towards the lesson point.

Another one is material evaluation. This one provides me with the techniques
of judging study materials, after that, adapt them to make the lesson friendlier to
students in certain contexts.

Thanks to such subjects, I did not have to struggle with the presentations and writing
lesson plans for the Practicum.

13
TEACHING PRACTICE
LESSONS AND
SELF EVALUATIONS

14
UNIT 1.C: My behaviors

Supervisor: Ms. Dinh Thi Thanh Hang

Student teacher: Nguyen Thi Thuy Duong

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16
ENGLISH 1 - Venue: A304
Unit 1: My behaviors (lesson C) #vocabulary # conversation
Class profile: Non-English majored students
Student’s level:
Number of students: approximately 40
Allotted time: 50 minutes
Date and time: October 17, 2020
Assumptions: Students already know
Anticipated problems:
- Students may not understand the instructions.
- Some students are shy to work in groups and talk in front of class.

Possible solutions:
- Give examples to students so that they can understand the instructions.
- Have check back questions
- Motivate students by giving candies or bonuses.

Teaching approach: PPP Material: Richards, J.C. & Bohlke, D. (2013). Four
Corners Student’s Book 3. Cambridge University Press
Teaching aids: power point slides, Four Corners 3- Text book
OBJECTIVES:
After the lesson students can be able to:
- Learners can understand and use vocabulary of emotions and feelings
- Practice a conversation about feeling nervous

17
Timing Stage / Procedure Stage Aim Materials Interaction Trainer
5 Reviewing lesson 1B: To review
minutes - Ask the whole class the previous Slides, Whole
what they had studied lesson Pictures class
in the last lesson.
(prohibitions and
obligations)
- Ask if they remember
the structures of the
last lesson
+ Show 2 pictures
which are signs of
prohibitions and
obligations
+ Ask Ss to tell the
meaning of the signs
by prompting them
with the structures To lead
that they have learned students to
4  so students can the lesson Slides
minutes practice the six pictures Whole
structures class
T-S
Expressions of To introduce
prohibitions and the topic of
obligations the lesson Whole
(Structures): class
- You can’t/ must/ +
V-bare-infinitive
15 - You’re not allowed
minutes to…
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 - You’re not permitted
to… To teach Ppt,
vocabulary textbook
Warm-up: 4’ Individual
Speaking: &
- Ask students 3 Whole
questions about class
feelings and
emotions:
+ How are you today?
+ Why do you feel
10 like that?
minutes + What makes you
feel happy? Vocabulary
+ When do you feel controlled-
sad? practice

Lead in
Lesson introduction: Words’
1’ concept
- After the first activity, checking
6 T asks Ss what they
minutes think today’s lesson
is.
Handouts
Presentation stage –
15’ Whole
1. Introducing new class
words: Individual
- T introduces the 10
words in the text book

19
 by showing pictures
from the slides which
follows the pattern.
10
minutes o T shows picture  Ss
guess the word/ Elicit
 T shows the word
form/ spelling  T
shows
pronunciations Ss
repeat chorally and
individually
o After each showing a
word form. T writes
the word on the board
simultaneously So
there will be a list of Handouts
10 words which can be
minutes used as a vocabulary Practice
digest. vocabulary in
 The 10 words: angry, conversations Student-
busy, hungry, Student
jealous, lonely,
nervous, scared,
sleepy, thirsty, upset.

Practice stage – 18’

2.1.Doing exercise
1.A and 1.B/pg.8
- Ss will do exercise Reviewing
1.A individually to what Ss have

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 discuss the answer to learned Individual
5 the questions from the and whole
minutes textbook. class
- Peercheck in pairs
- T corrects the
answers. While
correcting the
answers, T asks
students the questions
in exc.1.B/pg.8 -
“Why do you think
the people in the
pictures feel the way
they do?”
 Answer: 1-h; 2-d;
3-j; 4-a; 5-f; 6-b;
7-c; 8- g; 9-i; 10-e

3.Extra exercise – 6’:

- Divide the class into
groups
- Distribute the
handouts (meanwhile
ask the Ss to face
their paper down so
everyone can do the
exercise at the same
time)
- As the T says start, all
groups should do the
exercise

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 - Which group that
submits their answers
to the T the earliest
and with the most
correct answers will a
bonus.

4.Conversation (doing
exercise 2A- exercise
2.B):
- Show the picture in
the textbook, ask Ss
“How many people
are there in the
picture?”, “What are
they doing?”
- Pre-listening: T
speculates some
words from the
conversation that Ss
may not know and
show the meaning of.
- Ask Ss to close the
books, meanwhile
show the questions
from exercise 2.A
(Why is Nate eating
so late?) on the slide
- Play the audio for the
first time
- Ask the Ss to practice

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 the conversation in
pairs
- Play the audio again
- Ask them to answer
the questions and
exercise 2.B (Why
did Laura call Nate?)

Production stage
(speaking activity):
10’
- Distribute handouts to
each student
(APPENDIX 1)
- Divide the Ss into
groups of 5
- Have them stand up
and start to find their
classmates to
interview
- A student can only
have their classmate’s
name filled up until
the classmate says
“yes” to one of the
questions. After that,
they can continue
asking a follow-up
question. (People in
the same group
cannot interview each

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 other).
- After the “interview
session”, T will ask
the Ss to go back to
their groups and start
sharing the
information that they
have collected
- T, then, pick 3-5
random individuals
from each group to
share a fact thay they
find most interesting
about their
classmates.

Wrapping up: 5’
- Ask what the Ss about
the topic of todays’
lesson
- Words that they have
learned and the
meaning of each word

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APPENDIX 1

25
UNIT 2.A: What were you doing?

Supervisor: Ms. Dinh Thi Thanh Hang

Student teacher: Nguyen Thi Thuy Duong

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27
Unit 2: Personal story (lesson B)
Class profile: Non-English majored students
Student’s level: Elementary
Number of students: approximately 40
Allotted time: 75 minutes
Date and time: October 31, 2020
Assumptions: Students already know forms and meaning of simple past tense and
past continuous tenses
Anticipated problems:
- Students may not understand the instructions.
- Some students are shy to work in groups and talk in front of class.
- Students may not be able to do the Speaking game because of their English
level

Possible solutions:
- Demonstrate so that they can understand the instructions.
- Have check back questions
- Motivate students by giving rewards and bonuses for their participation

Teaching approach: TTT Material: Richards, J.C. & Bohlke, D. (2013). Four
Corners Student’s Book 3. Cambridge University Press
Teaching aids: powerpoint slides, chalks, board, handouts

OBJECTIVES:
- By the end of the lesson, Ss should be able to:
+ Practice simple past and past continuous with when and while.
+ Pronouncing complex sentences with simple past and past progressive
+ Describe what was happening in the past

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Timing Stage / Procedure Stage Aim Materials Interaction
Grammar Activity 1: Elicit Powerpoint Activity 1: T-S
Activity 1: Board (T- whole
- T divides the class into groups of 5 to Activity 2: class,
discuss what was happening in the Practice the individual)
picture. grammar point
- T shows the picture on the page. 125 Activity 2:
with an additional context. Activity 3: (S-S:
Practice individual
speaking in work,
context pairwork)

Activity 4: Activity 3:
Practice the (S-S:
grammar point individual
and the warmer work,
of the pairwork)
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“Pronunciation”
minutes
section
- T shows the picture and say,
“This is what happened at Stella café last
Saturday at 4:41”.
“What was the weather like in the picture?
� it was rainy ”
“Now in your own groups (1 table) discuss Presentation:
what was happening at the café when it Test what Ss have
started to rain?”-2 minutes of already known
discussion and not known,
- After the discussion, T asks an individual then start to
from each group to share their group’s teaching what
answer. they do not know
Presentation:
- T points out the grammar point by asking
Ss to do the following exercises using
29
 simple past and past continuous.
- E.g1: When it (start) to rain last

Saturday, the man and the woman (sit)

outside the café.” (started- were sitting).
- E.g2: While he (talk), his baby (sleep)
- E.g3: I (have) breakfast when the
telephone (ring)
- E.g4: While John (watch) football on the
TV, Jane (cook) in the kitchen (was
watching- was cooking)

Teaching pattern
- T shows one exercise at a time, and
ask them to do it:
+ If they do it correctly, T asks how they
know it
+ If they do it incorrectly, T will start
prompting and lead them to the point.
- For example, T shows e.g 1 on the
screen and asks the Ss to do the exercise.
T says,
“This is the sentence that I made from the
picture (p.g.125), but I need you to help
complete the sentence with the correct
form of the word using simple past and
past continuous.

+ If Ss do it correctly, T asks, “why do you

choose “started- were sitting, but not
“was starting- sat” ?”. If they can not
explain start prompting like “if the Ss do
it incorrectly”
+ If the Ss do it incorrectly, T start

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 prompting questions
“what tense should we use in this case?”,

● Regarding examples with “when”, T

prompts
“Which action happened first and was
longer, which action was shorter?”
“Which action interrupts which action?”

● Regarding examples with “while”, T

prompts:
“When did the action happen? ”
“Were the two actions happening at the
same time?”

- Do the same to the other exercises.

Activity 2: Doing exercise 3.A-

3 minutes

- T asks Ss to do exercise 3.A/p.g 15

- Let Ss to do the exercise individually in
1-2 minutes

- Peer Check in pairs

- Asks 3 or 4 Ss to write down their
answers on the board, then T checks
them in

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 Activity 3: Doing an extra exercise
(APPENDIX 1)- 5 minutes
- T explains what they are going to do.
- T distributes handouts and ask Ss to do
the exercise in pairs
- First five pairs to submit their answers
with the all of the answers correct first
will get bonus.
- T asks one person from each group to
read their answer aloud (read the whole
sentence)

Pronunciation
- T plays the audio (track 20) once Practice
- T draws Ss’ attention to intonation in pronouncing
complex sentences (the rule: Mệnh đề complex
chính đứng trước thì hạ giọng, mệnh đề sentences with
2 … đứng sau thì ngang) simple past and
minutes - T plays the audio again, and have 2 past progressive
individuals repeat the two sentences in
the book
- Pick 2 individuals to say the sentences to
the class

- Game Review and S-S

Practice groupwork
vocabulary and
grammar point
20
minutes

- T divides the class into 4 groups

- T reads the stem sentence (incomplete
sentence) in the book aloud

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- On 3, all groups have to raise their hands
to get the chance to answer. The fastest
one will win the chance to answer.
- The chosen group will have one person
stand up and complete the stem with
adverbs. The person to answer can not be
the same next time.

- After the group finishes the sentence

correctly / can not finish the sentence.
They have to choose another group to
complete the sentence.

- Side note: each sentence must be

relevant to the earlier sentence and in
terms of content, and has adverbs in it.
- Any sentence of any group that doesn’t
meet the criteria will lose.
After 4 turns, any group that has the least
losing points will win.

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APPENDIX 1:

Activity 3

Complete the sentences with simple past and past continuous:

1. He (listen)_________________ to the radio while he (to making)

___________________breakfast at 7:30 a.m yesterday. .

2. Last Saturday afternoon, my father ( drive) _______________ at 70 km/h

when a policeman (stop)_____________him.

3. While we (wait) _______________, we (do)______________ crossword

puzzles at Jane’s last party. .
4. ____________ he was watching TV, I was studying. (when/ while)
5. Two days ago, Mike (watch)________________ a film at 6 p.m when all
the lights (go)____________________ out.

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 UNIT 4: AIR POLLUTION

Supervisor: Ms. Dinh Thi Thanh Hang

Student teacher: Nguyen Thi Thuy Duong

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36
37
Class profile: English majored students.
Student’s level: Intermediate
Number of students: approximately 40
Room: A204
Allotted time: 50 minutes
Date and time: 3/11/2020
Material: Dang, T.V.A & Phan, V.B.M. 2016. English for Environmental
Technology. Ho Chi Minh City publishing house.
Assumptions: Students have already have some background knowledge of air
pollution.
Objectives: At the end of the lesson, students will be able to:
o Understand the specialized vocabulary about effects of air pollution.
o Know the general knowledge about effects of air pollution
o Skills: Develop reading skills in scanning and inferring.
Teaching aids: Laptop, LCD, speakers, board, chalk, slides and hand-outs.
Teaching approach: P.W.P

Anticipated problems:
o Students may not understand the reading text.
o Some students may hesitate to join in-class activities.
o Students may not understand the instruction of the activities.
Possible solutions:
o Teacher gives students enough time to discuss before inviting students to give
their answers.
o Teacher divides the group in the class appropriately and delivers certain tasks
for each group to complete.
o Teacher observes and reminds students to participate in class activities.
o Make the instructions clearer and shorter, then check their understanding of
the instructions with check-back questions.

38
 - Procedure:
Timing Stages Procedure Stage’s Intera Mate Instruction
aim ction rials
17 Pre- Vocabular T- - Mini “We’ll continue
- T divides the class
minut reading y teaching whole board the lesson with a
into 5 groups, and
es class s fill in the blank
distributes mini
task
boards. (2 tables/
-
1 groups)
Slides First, I will divide
- Identifying divided you into 5
groups. - groups
Stude
- T asks Ss to open
nt Identifying
their books.
book groups:
- T shows pictures, “Where is group
videos, definitions 1? Where is
of the words group
anticipated by T 2?,…Where is
that the Ss may group 5?”
not know
- T asks Ss to write I’ll show you
their answers definitions and
write down on the pictures of some
mini boards, and words from the
raise them as fast task2/ p.g 40-41.
as they can to get
a point. Your job is to
find them and
 The words: write them down
Algae, infiltrate, on your boards,
aggravate, then raise the
nausea, asthma, boards as quickly
emphysema, as you can
bronchitis.
- During the You can use the
vocabulary game, book to help
T asks for meaning you”
of each word after
each turn.
3 T- “Here are the
- T shows one slide
minut whole words that we
including all the
es class have been
words that were
talking about
mentioned in the
Now repeat after
39
 game. me:
Ex: T: algae
- T reads each word
Whole class:
from the list and
algae
ask the whole class
to repeat one by
one.

12 While Reading T- Stude “Now look at

- T asks Ss to read
minut reading for gist whole nt task 2/ pg.40-
through the passage
es class Book 41”
individually in 30
seconds.
“I’ll give you one
- After 30 seconds, T minute to read
shows the two the passage,
questions and asks then, answer the
one student to questions”
answer:
1. What is the
1. What is the passage
passage about? about?
Effects of air
2. What are
pollution the effects
2. How many of air
effects are there pollution?
in the passage?
What are they?
 4 effects. They’re
acidification,
eutrophication,
ground-level
ozone,
particulate
matter
- T shows videos
and photos of the
4 effects
10 While- Reading S-S Stude “Now read the
- T asks Ss to read
minut reading for details Pair nt passage again
again to speculate
es (doing work Books and this time pay
the part of speech is
task 2) attention to the
the blank (n, v, adj,
blanks if it’s a
adv, ect…)
noun or verb or
- After that, they an adjective, ….
40
 select a suitable
word in the box to For example,
fill in by examining look at blank
its meaning from number (1). The
the context. word to fill in is a
noun, a verb, or
- T asks Ss to do task
an adjective?
2/p.g 40-41
- T asks some 5 Now tell me
individuals to write word forms from
down their answers (2) to (10)
on the board for
checking. Now do the task
in pairs”
-

7 Post Free S-S Slides “As you can see

- T shows a
minut reading speaking Pair air pollution
questionnaire on
es work causes a lot of
the screen and ask
effects on
Ss to discuss in
human’s health.
pairs in 5 to 7
minutes.
Now let’s discuss
1. How bad is air about air
pollution in pollution in your
your hometown.
hometown?
In pairs, please
2. What causes
discuss about air
air pollution
pollution? ”
there? How
does it affect
the local life?
3. Have you ever
done anything
to help reduce
air pollution
there?

41
UNIT 2.C: I was really frightened!

Supervisor: Ms. Dinh Thi Thanh Hang

Student teacher: Nguyen Thi Thuy Duong

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43
Unit 2: Personal story (lesson C)
Class profile: Non-English majored students
Student’s level: Elementary
Number of students: approximately 40
Allotted time: 75 minutes
Date and time: November 14th, 2020
Assumptions: Students have already known several words such as interest, excite,
challenge
Anticipated problems:
- Students may not understand the instructions.
- Some students are shy to work in groups and talk in front of class.
- Students may not be able to do the Speaking game because of their English level

Possible solutions:
- Mimicking, translation so that they can understand the instructions.
- Have check back questions
- Motivate students by giving rewards and bonuses for their participation

Teaching methodology: PPP Material: Richards, J.C. & Bohlke, D. (2013). Four Corners
Student’s Book 3. Cambridge University Press
Teaching aids: powerpoint slides, chalks, board, handouts

OBJECTIVES:
- By the end of the lesson, Ss should be able to:
+ Comprehend and use vocabulary indicating reactions
+ Practice a conversation about telling stories

44
 Timing Stage / Procedure Stage Aim Materials Interaction
Warm-up: Activity 1: Powerpoint Activity 1: S-S
reviewing some Board groupwork
Activity 1: Game - Back to
emotions and
the board
feelings Activity 2:
- T divides the class into 2
vocabulary (T-S:
groups, and asks one person
individual
from each group to come to
Activity 2: work, whole
the board and does the
teaching class)
guessing.
vocabulary in
- As T shows the words on the
exercise 1.A/ Activity 3:
Activity 1: screen (1 word at a time)
pg.18 (T-S: Whole
7 minutes
- Their group-mates have to class
describe the word by acting Activity 3: doing S-S:
out the emotion or explain exercise 1.A/ pairwork)
Activity 2:
the word so their friend on pg.18
25 minutes
the board can guess

- The group that answers first

Activity 3: will get a point. The group
5 minutes that has the most points will
win

Instruction:
Activity 4:
5 minutes "Now I'll divide you into 2
groups.

My left hand- group 1, my

right- group 2

Group division checking :

"Where's group 1? Group
2?"

One person from group 1

please come here, one person

45
 from group 2 please come
here

I’ll show the word on the

screen.

Everybody down here will

use your body language or
explain it to your friend, up
here, in English.

Your friend, up here, will

guess the word

The person from any group

that says the correct answer
first will get a point

Remember: No Vietnamese”

Lead-in

- T introduces the lesson's

topic by showing all the
words in the game in one
slide to steer the Ss to the
topic of the lesson
- T explains what reaction
means → Reaction is a
feeling or action that
happens quickly when
something happens

Instruction:

" Here are the words from

the game

I need one person to tell me

46
 what the words are
describing/ expressing →
feelings and emotions

The feelings and actions we

have when something
happens to us is called the
reaction

For example, watching Tom

and Jerry makes me happy,

Happy is the feeling I have

when I watch Tom and Jerry

Do you understand it now?

Can somebody tell me what

“reaction” means in
Vietnames? → Reaction (n):
phản ứng, phản xạ

So our today’s lesson will

about some Verbs that
describe reactions

Activity 2: Vocabulary
teaching

- T draws Ss’ attention to the

words in the book so they
know where to refer to the
vocabulary during the elicit
process.
→ Vocabulary: confuse,
amuse, disgust, challenge,
embarrass, excite, interest,
frighten.

47
 Teaching pattern:
- T shows a picture and asks Ss
how they feel about the
picture, or what is the
character in the picture
feeling.
- T gradually lead the Ss to the
word
For example:
“Today we will do exercise
1.A/ p.g.18, but before that
I have some words to explain
to you”

-T shows the slide 1 and

asks:
“Look at slide 1
Who is he? → Huynh Lap
What is his job? → He’s an
actor
Do you like his movies? →
Yes
feel funny watching his
movies? → Yes
Do his movies make you feel
funny? → Yes
So, his movies make you feel
funny. It means that his
movies amuse you”

Activity 3: Doing exercise

1.A/ p.g.18
- T asks Ss to describe what

48
Practicum has altered lots of my assumptions on pedagogy. Before learning this
course, education to me was just about sharing knowledge meaning that showing all
the things you know about a subject. Nonetheless, there are more things to work on
than just knowledge.

The first two weeks of observation was a walk in the park. There was not much to
do apart from attending classes to learn from performances of the lecturers. After the
section, I could recall plenty of pedagogical knowledge of the past year.
Furthermore, it offered the opportunity to experience what a proper teaching is like
from manners to pedagogical techniques. There were multiple things I have drawn
from each performance of . I got to learn about prompting from Ms. Dinh Thi
Thanh Hang, and Ms.Phuong Ly which I still need to improve a lot on. Furthermore,
I got to learn different ways of re-organizing exercises. Instead of asking students to
write down their answers to the exercises in the book, the teacher can be creative to
make the lesson more interesting. For example, Ms. Phuong Ly employed a virtual
platform, Socrative, for her writing exercise to elementary students. She sent a
Socrative forum link to the students before class, then she asked them to log into the
link. Each of them had to write a short paragraph (about 5 sentences) using the
grammar point that they were learning; also, had to comment on their peers’ writing.
The entire process was being projected on the screen. Thanks to the observation,
many of the activities in my practice sessions got inspired by. I have collected a lot
of ideas on the activities for my assigned session such as using mind-map for
summarizing the knowledge of an ESP class from Ms.Hanh Dung.

After the observation, I had 4 weeks of practice teaching. I got to actually teach a
proper class with students who are not my friends. This segment also made me
nervous the most as I had never experienced anything like this before. Prior to that, I
got the chance to practice teaching in the courses that I took at school about teaching
methods, but the students were my friends, and the number of learners were half the
number of the ones that I was going to take on. Everytime I planned a lesson, the
first concern was how to group the students so everyone could participate; when is

62
for pair work and when is for a big group work; how to make sure that the students
understand the lesson, and how to check all of the students’ answers at the same
time without exceeding the time limit because there were so many of them. Another
concern was about communicating with them in English. Their English level was
elementary, throughout the sessions I tried to use common English, thus, sometimes,
the explanation and instruction can be lengthy.

Also, throughout the sessions, I always had a look back at the things that I had been
taught. The more I learned about it, the more I found that there were many things
that I was still in a blur of in terms of teaching. I had never been such a bookworm
as I was, then. I read all the resources that I could find either on the internet (from
Youtube videos to e-books), or notes from the three methodology courses. Despite
my attempt to cram the past semester's knowledge of Methodology 1, 2 and 3,
nothing seemed to work out. When the lesson plans and the PowerPoint got
reviewed by the mentor, I felt frustrated because I could not get anything right as
compared to my group mates. There were always some mistakes here and there; my
lesson plans were not sufficiently detailed. The instructions were vague and
incomprehensible. Additionally, the Powerpoint design was too simple and boring,
especially in the first two classes. Nevertheless, things seemed to get better in the
ESP and the third GE. Part of the reason was the one week break; thanks to that, I
could spend more time researching my sections. I could even rehearse my lesson
plans, as a result, there was a massive improvement on my performances in the ESP
and the third GE classes.

The upside of this subject is that I got to hear thorough feedback before and after my
performances. Unlike other feedback sessions of the three courses of methodology
which was group feedback, this one offered an individual commenting. This helps
me see my own strengths and weaknesses, and I am in forever appreciation for those
criticisms.

63
 Particularly, one of my problems consists of time management. I kept getting cut on
the last section in my lesson plans due to the time limit. I taught 4 classes, and all 4
included an extra activity. But there was only one activity in the second GE can be
implemented. According to the mentor, too much time was spent on certain
unnecessary sections. For example, in my first performance of vocabulary teaching;
the mentor commented it was unnecessary to give thorough explanations on certain
words. However, sometimes, one of my sections got cut because my group mate got
overtime, and the mentor had to stop me earlier than planned.

Another thing is that there were certain subconscious behaviors that I did without
being aware of, such as pointing at the students (the second GE), too close contact
with the students such as touching them on the shoulder, whispering to a student
(the third GE). Running to a student when I wanted to call them out, which is said to
waste time. Because the class is big, subsequent

64

he