VIETNAM NATIONAL UNIVERSITY – HCM
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS AND LITERATURE
TESOL CERTIFICATE PROGRAMME
Course: Teaching Practice 2
1. Schedule:
SESSIONS ACTIVITIES READINGS NOTES
Course introduction
Teaching Language Skills Harmer (2007)
1
Key issues on teaching Listening & Speaking Chapters 16, 18, 20
Sample lesson plan (L&S) – feedback
Key issues on teaching Reading & Writing Harmer (2007)
2
Sample lesson plan (R&W) – feedback Chapters 17, 19
Practice: A listening lesson
3
Peer’s feedback + Instructor’s feedback
Practice: A speaking lesson
4
Peer’s feedback + Instructor’s feedback
Practice: A reading lesson
5
Peer’s feedback + Instructor’s feedback
Practice: A writing lesson
6
Peer’s feedback + Instructor’s feedback
Presentation of the group lesson plans
7 Peer’s feedback + Instructor’s feedback
Video watching: sample lessons
8 Microteaching + Peer observation + Peer evaluation (G1&G2)
9 Microteaching + Peer observation + Peer evaluation (G3&G4)
10 Microteaching + Peer observation + Peer evaluation (G5&G6)
Teaching Portfolio: Lesson Plan + Peer observation forms + Reflective essay + Appendices
Lesson Plan: adhere to the Faculty’s format (see below)
Reflection paper: Critically think about the tasks you have completed during the class observations and microteaching experience and evaluate how
the tasks affect your learning as student teachers.
o Genre: essay
o Length: 500-700 words
o Font style: Times New Roman
o Font size: 13
o Line spacing: 1.5
o Margins: 1-inch for all sides
Peer observation forms: each student is encouraged to give feedback to their peers’ microteaching by filling out peer observation forms (1
form/microteaching/individual). There should be at least 10 observation forms attached in the Teaching Portfolio.
Appendices: Include any relevant material during the completion of the Teaching Portfolio.
2. Assessment scheme
Assessment Tasks Weighting
1. Teaching portfolio 60%
1.1. Group Lesson plan 30%
1.2. Peer observation forms 10%
1.3. Reflection paper 20%
2. Microteaching demonstration 40%
VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
TESOL CERTIFICATE PROGRAMME
----------
TEACHING PORTFOLIO
Course: Teaching Practice 2
Student’s name:
Student’s code:
Group:
Supervisor:
Ho Chi Minh City, (Date)
VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
----------
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 language skills 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 (for pairs) or 60 minutes long (for groups).
Stages & Timing Stage aim(s) Teacher’s activities Students’ activities Anticipated problems & Solutions
Additional possibilities
Homework/ further work
G. References
Acknowledge all the materials and sources that you will use in your lesson.
H. Appendices
Include all material used in the design of the lesson plan (e.g. keys, tests, reading texts, student handouts, etc.)
