HANOI UNIVERSITY

ENGLISH
DEPARTMENT

FINAL ASSIGNMENT - TEACHING

PRACTICUM UNIT

CLASS OBSERVATION GROUP REPORT

Supervisor:
Ms. Vu Thi Phuong Thao
Students:
1. Nguyen Thi Thu Phuong, ID: 2007010245
2. Le Tran Khanh Linh, ID: 2007010151
3. Chu Thi Linh, ID: 1807030055

Hanoi, 2024

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 STATEMENT OF ORIGINALITY

This is to certify that to the best of our knowledge, the content of this paper is our own work. This
paper has not been submitted for any degree or other purposes. We certify that the intellectual
content of this paper is the product of our own work and that all the assistance received in preparing
this paper and sources have been acknowledged.
Date: 14/4/2024
Group leader’s name: Chu Thi Linh
Leader’s signature: Linh

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 Classroom observation group report

Part I: General description of the three teaching modules you chose.

1.1. Module 1: Contextualizing Language
This module demonstrates how language learners construct language in different contexts. It focuses
on the purpose, situation, and social needs to lead to better learning outcomes, integrating skills and
teamwork skills like pair work and group work, and fostering high-interest topics and themes. The
video is divided into 3 segments. In the video segment 1: Lower level language learner, teacher used
the light-hearted topics and utilized objects in the classroom to demonstrate the new word “canopy”
to the class. The video segment 2: Medium level language learner, the teacher used “real-world”
themes of interest to teach the lesson, and set a real situation in normal life for students to tell the
story. In video segment 3: Higher level language learner, the teacher used real themes or topics like
science and medicine, and so on, the themes and topics used tended to be more serious.
1.2. Module 4: Pair work and group work
As the name suggests, Module 4 concentrates mainly on incorporating principles and themes from a
theoretical framework and this can help students interact with their peers to facilitate their language
learning. The video is divided into two segments. Video segment 1: Students are having fun. Video
segment 2: Student self-managing.
1.3. Module 6: Classroom management for large classes
This module examines large-class classroom management from the viewpoint of pedagogical
planning, classroom learning systems, and student behavior (discipline). Three sections comprise the
video. Video segment 1: Pedagogical planning provides a number of tactics for creating a lesson that
is well-planned and will motivate and engage students. Video segment 2: Classroom learning
systems pay attention to how instructors organize their classrooms and lead group activities to ensure
a successful lesson. Video segment 3: Student behavior (discipline) focuses on how teachers use their
power to foster good behavior in the classroom for students without making them feel inferior by
using it carefully and sensibly.
Part II: Address the questions raised in each module.
2.1. Module 1: Contextualizing Language
This module shows how teachers help students understand the language by contextualizing language
instruction. In the series of examples, teachers can contextualize by using different activities such as
game and interactive activities, storytelling, singing, presentation, and projects. After watching those
examples, we should focus on the questions: Identify what themes or topics were used in those
examples? What are the benefits when teachers contextualize language in class? The level of themes
and topics used in the lessons are from easy and basic ones to more serious ones like politics, science,
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or medicine, which are equivalent to the level of students. For the lower level language learners,
teachers can use games, interactive activities, or singing to help students understand the lesson better,
easily remember vocabulary or grammar, and actively engage in lessons. For higher-level language
learners, teachers can use “real-world” themes of interest and combine them with role-play, and
discussion so that students can tell the story, and understand the problems and language in particular
contexts, and situations.
2.2. Module 4: Pair work and group work
In Module 4, some questions need to be taken into consideration when organizing pairs and groups in
class. Firstly, How is the class organized? There are several ways of grouping students in the class so
that they will have the opportunity to discuss and compare their ideas to each other. Teachers tend to
divide the class into teams. Secondly, how are pairs, and groups organized? There are many ways to
organize students in pairs or in groups such as: forming lines, grabbing the string allocating numbers,
etc. For example, in Video Segment 1, the teacher requires students to stand up in two lines with the
given numbers one and two. Students in each team need to go to the board and write True or False for
each sentence read by teachers, respectively. Finally, what kinds of group management techniques do
you see? To ensure that students are involved and disciplined in group work throughout the lessons,
teachers adopt a variety of techniques to manage groups. For example, in video segment 2, the teacher
provides clear instructions and rules for the group work activity. Afterward, the teacher asks students
to sit in a circle to hear the teacher's feedback. This technique strategically helps minimize distractions
among students and keep track of students' progress. Besides, the teacher controls groups by setting up
a supportive classroom culture. For example, in video segment 1, when students work in pairs, the
teacher comes to each group to check whether the activity is implemented properly and provides
suggestions if needed.

2.3. Module 6: Classroom management for large classes

The need for English instruction in classrooms worldwide is a topic covered in Module 6.
Consequently, 50–75 student classes are set up, which raises the following questions: How do large
classes affect instructors' ability to teach and students' ability to learn? and How do large classes
affect the quality of education? Instructors are unable to provide answers to these questions, but they
sscan address the problem by looking at pedagogical strategies and classroom management
approaches from three angles to maximize the opportunities presented by large class sizes. First, from
the standpoint of pedagogical planning, teachers are advised to acknowledge the needs, talents, and
abilities of their students before creating a plan, switch up the way they focus on each student, and
give them choices. Second, teachers can effectively manage the class by establishing classroom
procedures, making good use of teaching aids, and transitioning between lesson activities with ease.
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This is from the perspective of classroom learning systems. Finally, when teachers equitably enforce
rules and reward structures, students' discipline can be readily formed.
Part III: Knowledge learned through the three modules.
3.1. Module 1: Contextualizing Language
Using the themes and topics from the “real world” helps the lesson become more obvious to the
learners. Teachers use a variety of activities to get students involved in both language and the content
or context. Contextualizing through the use of themes, topics, and real-world situations can be a good
way to bring English alive to learners and help them actively engage in lessons.
3.2. Module 4: Pair work and group work
Pair work and group work activities possibly have a beneficial effect when adopted in the teaching
and learning procedure. Moreover, utilizing the pair and group work technique is demonstrated to be
efficient in fostering students' involvement in class activities as well as facilitating a better outcome of
the lesson. When students have pair or group discussions, they are able to share and exchange their
ideas and support others.

3.3. Module 6: Classroom management for large classes

A good classroom management strategy doesn't have a set formula, but teachers can use the concepts
offered in three perspectives to their advantage while also being creative, consistent, and well-
prepared in their lesson planning.
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