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VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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TEACHING PORTFOLIO

Course: Teaching Practice 1

Student’s name:
Student’s code:
Group:TABLE OF CONTENTS
Instructor:
Lesson plan 1................................................................................................................................
Lesson plan 2................................................................................................................................
Peer observation 1........................................................................................................................
Peer observation 2........................................................................................................................
Peer observation 3........................................................................................................................
Reflection paper...........................................................................................................................
Microteaching video link.............................................................................................................

Ho Chi Minh City, (Date)

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

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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LESSON PLAN

A. Students and Setting

STUDENTS:
 Briefly describe students’ age level, proficiency level and previous experience.
 Include other characteristics if necessary to better understand students.

SETTING:
 Include the type of institution (an English language center, a private school, a public
school, a university, etc.).
 Include the size of class (number of students).
 State how often the class meets and for how long.
 Include anything that will help better understand the situation where the lesson will be
taught.

B. Lesson background
 Describe briefly what lessons have immediately preceded this one. Clarify if this is the
first or the final lesson. Are you expanding a previously learned? Beginning a new
module? Offering extended practice? What are going to come after this lesson?
 Include anything that will help visualize the lesson context.
 Focus on one language skill (listening, speaking, reading, or writing) which should be
integrated with other skills in real life communication.
 Teach one or two grammatical points which should aim at giving learners practice in
the 4 language skills to get fluency rather than doing exercises or explaining the rules to
get accuracy.

C. Aims and Objectives

 Aims: Describe what language content or skills you intend to teach to students.
 Objectives: Describe how students will improve or change as a result of this lesson.
Include what students will be able to DO as a result of the lesson.

D. Materials and sources

 List realia that you need to make or collect and authentic materials that will be used and
consider whether you need to prepare or enhance them beforehand
 Include instructions and guidelines for using them appropriately
 Include their sources so that students may find them.

E. Methodology
 Justify the teaching method selected for the lesson.
F. Procedures
 List all main stages with appropriate time allocation and clarification of the aim(s) of
each stage.
 List step by step what you will do in class (teacher’s activities), and what you expect
students to do (students’ activities).
 Include guidelines for using the activities appropriately
 Anticipate problems and solutions in case.
 Your lesson should be about 45 minutes long.

Stages & Stage Teacher’s Anticipated problems

Students’ activities
Timing aim(s) activities & Solutions

Additional possibilities
Homework/ further work

G. References
Acknowledge all the materials and sources that you will use in your lesson.

H. Appendices
 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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PEER OBSERVATION
Observer Microteaching presenter

Name: ____________________________________ Name: _________________________________

Group: ___________________________________ Group: ________________________________

1. Introduction
Rating scale (1 =promoted interest
very poor, and oriented
2 = weak, participants
3 = average, to the
4 = good, 5 =topic. 1 2 3 4 5
excellent, NA = not applicable) NA
2. Goals and objectives of the lesson were clearly stated. 1 2 3 4 5 NA
CONTENT ORGANISATION
3. Body of lesson highlighted main idea(s). 1 2 3 4 5 NA
4. Lesson was targeted to the audience (material was not too advanced; terminology 1 2 3 4 5 NA
was explained).
5. Content was appropriate for the time allotted (lesson was able to complete logically 1 2 3 4 5 NA
within the time limit).
6. Wrap-up and summary at the end. 1 2 3 4 5 NA

Comments:

PRESENTATION
7. The material was explained in an understandable way. 1 2 3 4 5 NA
8. The lesson was smooth, sequenced, and logical. 1 2 3 4 5 NA
9. The lesson was well-paced (not too slow, information identified in introduction was 1 2 3 4 5 NA
covered, nothing felt too rushed).
10. Directions were clear, concise, and participants were able to carry them out. 1 2 3 4 5 NA
11. Answered questions satisfactorily. 1 2 3 4 5 NA
12. Showed enthusiasm for the subject taught through facial and physical expression. 1 2 3 4 5 NA
13. Demonstrated understanding of the concepts presented and provided accurate 1 2 3 4 5 NA
information.
14. Extemporaneous delivery (e.g. no reading off notes or slides) 1 2 3 4 5 NA
Comments:

PERSONAL CHARACTERISTICS
15. Patience in eliciting responses. 1 2 3 4 5 NA
16. Clarity, tone, and audibility of voice. 1 2 3 4 5 NA
17. Pronunciation, intonation, fluency. 1 2 3 4 5 NA
18. Appropriate and acceptable use of language. 1 2 3 4 5 NA
19. Communicates effectively in speech. 1 2 3 4 5 NA
20. Appropriate personal appearance 1 2 3 4 5 NA
Comments:
TEACHING METHODS AND TECHNIQUES
21. Applied appropriate principles of ESL/EFL learning and teaching methodology. 1 2 3 4 5 NA

22. Effective activities/exercises chosen to achieve the objectives. 1 2 3 4 5 NA

23. Appropriate use of small groups/pair work during each activity. 1 2 3 4 5 NA
24. Used examples/illustrations effectively to clarify points. 1 2 3 4 5 NA
25. Encouraged participants to engage in activities. 1 2 3 4 5 NA
26. Asked questions at different levels.
27. Sufficient wait time for participants’ responses. 1 2 3 4 5 NA
28. Good rapport with participants. 1 2 3 4 5 NA
29. Provided informative feedback to participants. 1 2 3 4 5 NA
30. Was able to adapt to unanticipated situations. 1 2 3 4 5 NA
31. Nonverbal gestures enhanced the lesson (and were undistracting). 1 2 3 4 5 NA
32. Moved appropriately during lesson to interact with audience or emphasize 1 2 3 4 5 NA
important points.
33. Sufficient and appropriate eye contact with audience. 1 2 3 4 5 NA
Comments:

USE OF TEACHING AIDS

34. Clear and well-organized projector screen/chalkboard content. 1 2 3 4 5 NA
35. Visual aids can be easily read. 1 2 3 4 5 NA
36. Provided an outline/handouts. 1 2 3 4 5 NA
37. Appropriate use of technology (video, laptop, audio, web materials) 1 2 3 4 5 NA
38. Particularly creative use of technology, realia, and/or other teaching tools. 1 2 3 4 5 NA
Comments:

39. What were the presenter’s major strengths as demonstrated in this observation?

40. What suggestions do you have for improving upon this presenter’s teaching skills?

VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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5
 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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REFLECTION PAPER
Student’s name: ……………………………………… Student Code: …………………

Supervisor’s name: …………………………………... Group number: ……………..….

I. INTRODUCTION

II. MICROTEACHING EXPERIENCE

Critically think about the tasks you have completed during the MICROTEACHING
experience and evaluate how the tasks affect your learning as student teachers, as follows:
 Class observations
 Microteaching demonstration
 Group work and your own progress after the course

III. CONCLUSION