GROUP 5 - OBSERVATION

Bảo Hân’s feedback for Ngọc Diễm

Lesson plan Comments Suggestion

● T asks Ss to look
at the Remember! SHOWING FORM 1. Showing form
box in the
- She gave a clear model The teacher could
textbook and
and asked students to look consider using an
starts introducing
at the grammar part in the inductive approach
about to-infinitive
textbook by presenting
clauses (form +
multiple examples
use) - Show the form first and guiding
deductively. students to notice the
structure themselves.
- She followed quite
Instead of stating the
strictly to the steps to teach
rule immediately, she
grammar:
can ask guiding
1. She gives the questions such as
definition, examples, “What do you notice
use right away by about the verbs?” or
showing them on the “What is similar in
● T asks Ss to work slide these sentences?”
in pairs to
combine the 2. She gives the - Additionally, using
sentences using example color or underlining
to-infinitive to highlight patterns
clauses 3. Explain how the on the board can help
structure is formed visual learners grasp
the structure more
4.Give other situation easily.
Combine the sentences and examples
using to-infinitive 2. Showing meaning
clauses. 2. SHOWING MEANING
The teacher can
- She showed meaning improve this stage by
1. Lan went to Hue. She directly by underlining the eliciting the meaning
wanted to see the “fixed part of the structure” from students
monuments there. in each example (to pass, to through concept-
give, the first person to checking questions.
→ arrive) and introduce the For example, she
Lan________________
____
meaning of the structure. might ask “Does the
2. Minh created a student study for fun
3. Showing the use: or for a reason?” or
website. He wanted to
She showed use of structure “Why does the
give more information
directly by showing them student study?”
about local historical
on the slide. These types of
sites to visitors.
questions help ensure
- To express purpose
→ students understand
Minh_______________ Ex: He studied hard the intention or
to pass the exam purpose conveyed by
____ the structure. The
teacher can also use
3. Peter took a boat trip visuals or short role-
around the floating - To modify a noun play situations to
market. He wanted to show the purpose
listen to don ca tai tu 3. Practice the
more clearly and
there. structure
engage students
She applied a controlled more actively in the
→
practice: mechanical meaning-making
Peter_______________ process.
___ practice: Combine the
sentences using to-infinitive
4. My sister has opened clauses.
a small shop behind the
museum. She wanted to => Help Ss to
sell postcards and memorize the
souvenirs to tourists. structure pattern.

→ My sister
_______________

● T calls on each
pair to show their
answers to the
class
 ● T checks and
confirms the
correct answers

Activity 2: Role play (8 mins)

Lesson plan Comments Suggestion

● T asks students to · Meaningful practice:
work in pairs and Role play: Ss work in Post-Task
play the roles of Reflection or peer
pairs and role-play a
two characters. feedback
conversation about a
One student is the
heritage site or After the role-play,
tourist and the
tradition, using to- ask pairs to reflect:
other is the guide.
They must use at infinitive clauses ● Which to-
least 1 sentence infinitive
that have to- - By giving
sentences
infinitive clause in situations which
did you use?
it imply the
● Which one
structure, but
are you most
leave the
proud of?
students to
● One
decide exactly
● T shows a list of sentence
what to say
pictures about from your
heritage sites of => Help Ss to concentrate on partner that
traditions for Ss to meaning rather than form. you liked?
choose from (e.g.,
Ha Long Bay, Hue
Imperial City, Ao
Dai, Water
Puppetry).

● T gives an
 example dialogue
for Ss.

● T gives Ss 3
minutes to role-
play and practice
their conversation
in pairs.

● T invites some
pairs to present
their role-play in
front of the class.

● T gives
constructive
feedback for Ss
(pronunciation,
the use of to-
infinitive
clauses…)

Ngọc Diễm’s feedback for Phương Anh

Activity 1: Warm-up (4 mins)
a) Objectives:
- To get Ss involved in the lesson.
- To activate Ss’ background about our heritage and its importance.
- To introduce the topic of reading.

Teacher’s activities Comment Suggestion

- Divide class into 2 - The puzzle game at → So, there’s no suggestion

 groups. the beginning was for change in this part, it
- Give each group a fun and creative, and was effective.
puzzle and ask it worked well as a
students to arrange lead-in to the reading
the pieces to form a topic. (E.g. Teacher
complete picture. used Ha Long Bay,
Cai Luong for the
- Ask Ss to guess the
game to lead in and
pictures.
they were related to
- Ask Ss to discuss our topic - heritage)
whether the heritage
in the picture is
important.
- Lead in to the topic
of the reading lesson:
How to protect our
heritage

Activity 2: Presenting new vocabulary and giving guiding questions (11 mins)
a) Objectives:
- To help Ss learn and memorise new vocabulary related to the topic.
- To help Ss expect what to learn in the texts.

Phuong Anh’s lesson plan Comment Suggestion

- For the vocabulary → It would be more

- T shows pictures to elicit presentation stage, it mostly engaging to vary the
Ss’ answers and presents relied on showing pictures presentation by using other
new vocabulary. and then presenting the methods, such as introducing
words, which can get a bit vocabulary through
- T asks Ss to repeat after boring if that’s the only situations or context.
presenting each vocabulary. method used every time. - Phuong Anh should present
the more difficult words
directly, and let students
guess the easier ones using
context or picture prompts.
E.g. Words like "appreciate
(v)", "give voice to
something" (phr. v.), and
"keen" (adj) are quite
abstract and difficult for
students to guess if they're
only presented with pictures.
Therefore, it's better to
create a short situation or
story that includes these
words in context, so students
can understand and guess the
meaning more easily.
→ Appreciate (v)
Context:
"Anna worked really hard
on the group project. She
stayed up late to finish the
slides and practiced the
presentation many times.
After the presentation, her
classmates said thank you
and told her she did a great
job. Anna smiled because
she felt that they really
appreciated her effort."

→ After telling this story,

you can ask:
"Do her classmates
understand and feel
thankful for her effort?"
"What does 'appreciate'
mean in this situation?"

2. Give voice to
something (phr. v.)
Context:
"In the school
meeting, some
students talked about
the problems in the
canteen, like the food
being too expensive.
Before, no one talked
about it, but now the
school knows. These
students gave voice
to the problem."

→ Ask students:
"What did the students do
with the problem?"
"Did they keep quiet or
 speak out?"
→ Then guide them to the
meaning: to express an
idea or opinion that wasn’t
heard before.

3. Keen (adj)
Context:
"Tom is very keen
on football. He
watches every match,
reads football news
every day, and plays
with his friends every
weekend. When you
talk to him, he
always talks about
football first."

→ Ask students:
"Do you think Tom likes
football a little or a lot?"
"Is he interested or
bored?"
→ Help them guess that
'keen' means very
interested or excited about
Consolidation something.
- T asks Ss to complete a
gap-filling exercise for
consolidation.

- T asks Ss to peer-check if
they finish.

Guiding question

- T asks Ss to look at the title - In the guiding stage, → Before you read the text,
and quickly read through the Phuong Anh should let look at this picture and guess
passage and choose the main students look at the title and what the topic of our reading
idea of the text. picture to guess the main is.
idea of the passage.
- Don’t ask them to read the
text quickly and choose an
answer, because once they
read the text, it becomes part
 of the while-reading stage.

(Answer: Different ways

young people can help
preserve cultural heritage)"

Phương Anh’s feedback for Song Hảo

WHILE-READING

Lesson plan Comments Suggestions

Activity 3: Read for

main ideas

- Ask Ss to identify the - This activity is

key words in each effective based on the
heading. Remind Ss that theory. Underlining the
the correct heading must key words helps students
express the idea of the analyse the questions
whole paragraph, not and determine what
just one detail; information they should
look for.
- Invite Ss to share their
key words;

- Tell Ss to read - Teacher applied silent

individually and match reading which is the
the headings with the quickest and most
appropriate paragraphs. efficient way and
Remind Ss that there is appropriate for extensive
one extra heading that reading. Additionally,
they may not need to matching heading
use. Ss will have 4 exercises helps students
minutes to read; (In the practice reading for
actual classroom, main ideas.
teacher gave students 3
minutes to do this - Teacher walked
task.) around, observed and
 supported the students.
⇒ Allocate more
- However, the time the
appropriate reading
teacher gave students to
complete the task is not time based on students'
enough, especially they proficiency level.
are pre-intermediate
learners.

- Tell Ss to compare
their answers with their
- Peer-check is effective,
partners;
which can help enhance
the interaction among
students and allow
students time to discuss
and reconsider their
answers. However, in
the actual lesson, teacher
forgot to tell students to
check their answers with
their partners (it can be
due to the running out of
time) but when
observing the video, I
still see the students
peer-checked
themselves.
- Invite Ss to share their
answers and evidence
from the text; (In the
actual classroom, - Teacher corrected
students only shared students’ pronunciation
their answers.) to make sure they
pronounce the words
- Provide the correct correctly.
answers and give
explanations.

- Teacher explained the ⇒ Teacher can ask

answers after students students to give the
gave answers to all the evidence or briefly
questions, which was a
 bit boring and students explain when they give
may not really pay the answer and teacher
attention. She took a lot corrects it immediately.
of time providing all the It can help check
explanations, which students’ understanding
made the activity longer and focus on the current
than expected. question. Besides, it can
increase student talking
time and save time.
- Additionally, the
correction activity is not ⇒ Teacher can make the
interesting, as it only correction activity more
consists of asking and engaging by
answering. incorporating games or
movement-based
activities to encourage
student participation,
especially for those with
a kinesthetic learning
style.

Activity 4: Read for

specific information

- Ask Ss to read the text

again and decide which - Teacher observed and
paragraph includes the supported the students.
information. Ss will
have 3 minutes to read;
- Students peer-checked
- Tell Ss to compare
themselves.
their answers with their
partners; (Teacher
forgot this step.)

- Invite Ss to share their

answers and evidence - Students gave their
from the text; answers and evidence
from the text, which can
reflect their
understanding.
 - Teacher corrected the
students' pronunciation.

- It is not necessary for

the teacher to give the
explanations again after ⇒ Teacher should
- Provide the correct
answers and give all, as it takes up a lot of correct students when
explanations. time while students have they provide evidence to
already provided the help them pay attention
evidence. to the current question
and should not explain it
again. Besides, teacher
can incorporate games
or movement-based
activities to encourage
student participation
instead of just asking
and answering.
- Besides, this type of
question is a little boring ⇒ Therefore, teacher
because in the previous can modify the questions
task, students had with various types that
matching questions are suitable for
already. practicing reading for
specific information
such as T/F/NG,
multiple choice
questions, table
completion.
Additionally, with
modifying the task,
teacher can add
inference and referential
questions.

Activity 5: Reflection

- Ask Ss to work in - Teacher followed the

pairs, discuss the steps as planned.
question. Remind Ss to
give reasons for their - Teacher effectively
choices. Ss have 2 provided feedback to
minutes to discuss; students, corrected their
pronunciation, and
- Invite some pairs to offered sample ideas,
share their ideas. helping to improve their
understanding and
language skills.

- Students are asked to

work in pairs, which
enhances their
interaction and is well-
suited for those with a
group learning style.

- This activity is not in

the textbook but is
added to make the
reading lesson more
meaningful, allowing
students to put what they
have learned into
practice.
- However, it should be ⇒ Teacher does not
in the post-reading stage need to add this activity
as the while-reading in the while-reading
stage is where we help stage.
students develop reading
comprehension and
learn new language
while post-reading is
where students can
produce language based
on what they have
learned. Additionally,
the discussion question
is speaking activity
which is suitable for the
post-reading stage.
⇒ Therefore, there
- Teacher omitted the
should be 3 activities in
 this stage which are
guessing vocabulary
vocabulary guessing,
activity in the textbook
while this activity helps reading for main ideas
students practice and reading for specific
guessing the words from information. Teacher
the context and learning can modify or replace
vocabulary while tasks in the textbook if
reading. they are found to be
ineffective.

Song Hảo’s feedback for Bảo Hân

Bảo Hân’s lesson plan My comments My suggestions

- This activity is based - Bảo Hân can eliminate
- Have Ss to work in completely on the the drawing mind maps
group textbook. activity and substitute it
- Bảo Hân already has with the discussion
- Ask them to discuss
two big activities in her activity as I suggested
each question
post-stage, which are below. The discussing
- Ts ask Ss to present discussions and mind question should also be
their ideas in front of the maps. I think she should modified.
class only keep one of the two
activities.
- Teacher responds and
gives them feedback.

- The content of the - The reading text is

- Give students a mind reading text is fairly about some ideas
map with only the main easy and the Ss have proposed by teenagers to
label thoroughly understood preserve our heritage.
the text in the while- Bảo Hân can put Ss in
- Explain the task:
stage. Therefore, groups and assign each
Students will work in
although completing a group with an idea
pairs/groups to recall
mind map is creative, it proposed in the text
and fill in the missing
is just an activity of (organizing photo
details in the mind map.
recalling available competitions, creating
- Show the completed information and can be postcards…). Each
mind map model for tedious. In ELT2 group has to imagine
 coursebook, we have that if this idea is put
students some notes for follow- into practice, what
up activities: “if texts preparation they should
- Show them the criteria
are fairly short and make to conduct their
for evaluating the
simple and contain activity successfully. For
mindmap
language which is useful example:
- Give feedback for each for students to produce + Explain the task:
group. as well as understand, “Imagine the ideas in
they can be used as a the text are being
basis for language implemented. What
practice”. preparations should be
- Therefore, I think Bảo made to ensure
Hân should eliminate success?”
this mind maps activity + Divide Ss into groups
and replace it with a and assign each group
speaking activity. an idea from the text.
+ Provide guiding
questions, such as:

● What resources
are needed?
● Who will be
responsible for
different tasks?
● What challenges
might arise? How
can they be
solved?

Consolidation: - Wrapping up a lesson - Bảo Hân can create

by just showing the some flashcards on some
a. Wrap - up vocabulary list is not websites such as Canva
enough. Since this is a or Quizlet to help Ss
- Ts show the list of of
reading lesson, Bảo Hân learn vocabulary
vocabulary
should also reinforce efficiently.
- Ts ask Ss to talk about some tips for matching - Bảo Hân can ask Ss to
what they have learned headings exercise and sum up some tips for
in the lesson. matching information each type of reading
exercise as shown in the exercise. She can elicit
b. Homework: while-stage. answers from Ss in some
ways:
- Learn vocabulary by + “In the matching
 headings exercise, can
heart the correct heading just
contain one detail of the
- Prepare for Lesson 4:
paragraph? … So, what
Speaking
should a correct heading
contain?”
+ “How about the
matching information
exercise? Is the
information in the
statement the same as
the information in the
text? … Remember, the
information in the
statement is …
(paraphrased)”
+ “When doing a
reading exercise, what
should you do first? …
You should read through
the questions and the
text to locate the
answers, then you read
the text again to choose
the correct answer.”
- The way Bảo Hân told - Bảo Hân can tell Ss
Ss to prepare for lesson what they should
4, speaking is too vague. prepare exactly for the
Ss will be questioning speaking lesson. For
what specific aspect they example: “At home,
should prepare. please think of some
ideas to preserve our
cultural heritage. You
can find specific ways to
preserve our traditions,
festivals or forms of
music.”