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22-23. N2. PP Nghe Nói TH. Đề Và Đáp Án Mid-term

The document provides guidance for a midterm assignment with two tasks: 1. Lesson design (groupwork): Students work in groups to design an English lesson plan for primary school students focusing on listening and speaking skills. The plan must include key elements and be evaluated based on specified criteria. 2. Micro-teaching (individual): Each student individually conducts part of the group's lesson plan in a 20-25 minute micro-teaching session, then reflects on their teaching in a 500-word reflective writing assignment responding to guiding questions about principles incorporated, student engagement, needed adaptations, helpful feedback, and their evolving definition of a good teacher and lesson.

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25 views3 pages

22-23. N2. PP Nghe Nói TH. Đề Và Đáp Án Mid-term

The document provides guidance for a midterm assignment with two tasks: 1. Lesson design (groupwork): Students work in groups to design an English lesson plan for primary school students focusing on listening and speaking skills. The plan must include key elements and be evaluated based on specified criteria. 2. Micro-teaching (individual): Each student individually conducts part of the group's lesson plan in a 20-25 minute micro-teaching session, then reflects on their teaching in a 500-word reflective writing assignment responding to guiding questions about principles incorporated, student engagement, needed adaptations, helpful feedback, and their evolving definition of a good teacher and lesson.

Uploaded by

Nguyễn Thuý Hằng
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© © All Rights Reserved
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Hướng dẫn bài tập giữa kỳ 2022-2023

NHÓM 2
TASK 1. LESSON DESIGN (10 POINTS) – GROUPWORK
Link nộp lesson plan:
https://drive.google.com/drive/folders/1PP7PcKNHbEBcBxT4SlX1crzscB1YEcxV?
usp=sharing
Groupwork
In groups, design a lesson plan. This plan is to develop listening and speaking skills for
primary school students. You can choose the lessons from any textbooks (e.g., Tieng Anh, I
learn smart start, Explore our world, …). The recommended series is Tieng Anh, Ministry of
Education and Training because most primary schools in Hue are currently using this series.
Your use of this series will support your teaching practice in the teaching practicum.
Here are criteria for marking a lesson design.
Evaluation criteria Scores
LESSON DESIGN
Design: The lesson plan should include main elements (as in the
sample lessons) 2 points

Learning objectives: Learning objectives should be specific, relevant 2 points


to the teaching content and the course, measurable and achievable.

Teaching procedure: Instructional activities should be logically


sequenced, appropriate for the teaching content, and various 4 points
catering differing learner needs and learning styles.

Materials/resources: The lesson is well-supported with materials and 1 point


resources. Materials and resources are appropriate for the teaching
content and children.

1 point
Presentation and English use: The lesson is clearly presented and
well-written in English

TASK 2 – MICRO-TEACHING (10 POINTS) – INDIVIDUAL WORK


Individual work: Individually, you conduct one part of the above-designed lesson plan. Time
and work should be divided equally among group members. Time for each group teaching is
about 20-25 minutes (each member is from 4-5 minutes)
TEACHING DELIVERY Scores
2 points
Teaching content: Teacher is very
knowledgeable of content, no errors

1 point
Preparation and use of materials:
Plan and materials are well-organised
Teaching strategies: Strategies are 2 points
appropriate, various and creative
addressing multiple learning styles

Classroom management: Good 2 points


pacing and timing; Teacher moves
with purpose, reaches all parts of the
classroom

Interpersonal skills: Very confident 2 points


and appears natural in class; Voice is
well controlled

English language use: Uses standard 1 point


forms, communicate thoughts clearly
Total: 10 points

2. REFLECTIVE WRITING (10 POINTS – INDIVIDUAL WORK)


Link nộp reflective writing sau khi micro-teaching
https://docs.google.com/forms/d/e/1FAIpQLScxS9Lt3FG_-
LCK99aRs5Hg_1pte57P30tGjbZnBUwF2vbMmg/viewform?usp=sf_link

After delivering the lesson, the teachers are advised to reflect on his or her teaching and
lesson and write a reflective journal of up to 500 words on the suggested questions as
below:

Guiding questions:

1. What principles for developing speaking and listening skills for young learners have
you incorporated upon designing and delivering the lesson?
2. Which activity(ies) do you find your students engage the most? Why?
3. Which activity(ies) do you find your students engage the least? Why?
4. Which activity(ies) will you adapt after having delivered? How?
5. What comment(s) suggested by your peers / teachers do you find helpful and base
on when revising your lesson?
6. How do you define a good teacher and a good lesson of speaking and listening skills?
Is there anything different from your first day of the course?
7. Your own ideas: ….

Criteria for reflective writing

- Clarity: The language is clear and expressive. (2 pts)


- Relevance: Learning experience being reflected is relevant and meaningful to course
learning goals using theory learned in the course (4 pts)
- Analysis: The reflection moves beyond simple description of the experience to an
analysis of how the experience contribute to student understanding of self, others
and/or course concepts (3 pts)
- Interconnection: The reflection demonstrates certain level of connections between
the experience and relevant materials from other courses, experience (0.5)
- Self-criticism: The reflection demonstrates the ability to question their challenges,
their biases, stereotypes and define new understanding/thinking (0.5)

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