1. How to give effective feedback?

- Focus on behaviour rather than the person

- Be specific
- Give feedback as soon as possible after the event, be timely
- It must be known what use is tobe made of the outcomes of the
event
- Feedback must be confidential
- Give positive feedback first
- Be aware of the balance between positive and negative feedback
- Positive feedback on its own does not allow room for improvement
- What is important is how and when you give feedback not just a
matter of what you say
- Always allow those being debriefed to say something about their
session first before
- Negative feedback alone can be depressing
- effective feedback should be focused on the amount of information
that the receiver can make use of rather than the amount you feel
capable of giving
2. Present some activities for communication.
- Ranking Exercises: Put students in small groups and give them
several slips of paper which they must put in order. They must
discuss in English the reasons why they choose this order
- Story Telling: Give students a cartoon or set of pictures which
shows a story or sequence of events. Have the student tell the story
- Chain recording. Begin a story and ask the students, one at a time,
to add creatively to it.
- Information Gaps and Jigsaw Communication. In Information Gap
and jigsaw communication activities, each student has information
that the other student(s) don't have. The objective is for students to
ask questions to find out what they can from the other(s).
- Picture Description. Provide an interesting picture for the class or
each group of students Later, have the students tell about the
picture without asking them questions. and ask them questions
about it

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 - Role plays/Drama. Role-play minimally involves (a) giving a role
to one or more members of a group and (b) assigning an objective
or purpose that participants must accomplish." Brown suggested
role- play can be conducted with a single person, in pairs or in
groups, with each person assigned a role to accomplish an objective
- Chain recording. Begin a story and ask the students, one at a time,
to add creatively to it.
- Interviews. Give your students questions which they must ask of
others in the class. The others must answer them in English, too
- Free talk. Give the students open-ended questions and ask them
to discuss them in pairs of small groups. Or, give them a list of
topics and ask them to talk freely about them
3. Present some techniques for communicating the meaning of words.
 Paraphrase or define: we can explain a word by using a different
word, words or definition
 Drawing: on the black board we can draw a picture of some
words that will quickly convey the meaning
 Realia or Objects: If we are teaching ab nouns in semantic fields,
we can bring a series of real objects to class. There are not only
for seeing but for holding and passing around
 Flashcards or charts: on cards we can have a picture on one side
and the word on the other. Or on a chart we can organise groups
of words or draw diagrams
 Mime: Especially for actions, we can act out a word to
demonstrate its meaning
 Pictures: Using photograph, prints or painting we can
communicate about many types of words
 Opposites: If the students don't know a new word but they know
the opposite, we can give them the antonym
 Semantic field: To show words in relation to other words, we can
present words in semantic field
 Guessing from context: The meaning of many words can be
guessed by reading the whole sentence
 Guessing from stems and affixes: The meaning of some words
can be understood through affixes
 Translation: If it will save much time, the teacher or a student
may give a similar word in the students’ first language.
 Using the dictionary: if we need to save time or communicate
about a difficult word, the dictionary might be the best option.
4. Present the activities for teaching sounds?
- Discrimination exercises

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 + Same or different: write the symbol for a sound on the board,
having the ss as a class or individually say whether the sounds are
different or the same as sound on the board.
+ One or Two (or Three): write two (or three) symbols for sounds on
the board, read a list of words to the ss ( sheep, seep, seat,...),
having them say “one” or “two” (or “three”) to identify which sound
they hear
+ Correct or incorrect: similar to the above exercise, write a word or
list of words on the board. Pronounce some of them correctly and
others incorrectly, having the ss say or write”correct” or “incorrect”
after each one
+ Record any of the above exercises on cassette tape and have the
ss repeat what they hear
- Pronunciation exercises
+ Word elicitation: write the symbol of a word on the board and
ask ss to name the words which begin with the sound. Then ask them
for words where the end with the sound. As the ss share either write
the words on the board or have a ss write them
+ Minimal pairs: Write the phonetic symbol for o ss on the board
and have ss say as many sets of minimal pairs as they can think of
+ Sentence construction: Give ss a list words which use the
sounds or sounds they are studying. Ask them to use as many of the
words as possible in sentences
+ Tongue twisters: Write sentences on the board which contrast
difficult sound
+ Picture identification: Draw a picture of two items on the board
(or on flash cards) such as a ship and sheep (seat, feet, thin, chin,..).
Tell the ss “Point to the ship”, “Point to the sheep”, … Next, point to
the different words yourself and have the ss pronounce them
correctly.
5. Provide some activities for speaking practice.
- Repetition: The teacher can read a dialogue to the class or play a
tape. The class, together or as individuals, can repeat what they
hear. This kind of activity is very safe for the students and is good
to spend a short time on. It becomes boring quickly so it should not
be over-used
- Chaining. In this kind of exercise, students are given a simple
dialogue in which they practice a given pattern

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 - Dialogue Practice: In a dialogue, there are usually two or three
speakers. After presenting the dialogue to the class, the teacher
assigns different students to speak the different parts. After the
students have practiced and understood the dialogue, they can
practice again, using information of their own
- Dialogue Creation. Students can be given the beginning lines in a
dialogue and instructed to finish the dialogue creatively
- Songs. Students can study and learn to sing songs to practice their
speaking
- Tongue Twister and other pronunciation exercises. For numerous
pronunciation exercises
6. What are principles for teaching speaking for elementary level?
- Limit the objectives to avoid overwhelming the learners
- Mix the speaking activities which comprehension work. That is,
have the ss listen the teacher or each other before they speak
- Provide activities which involve dialogues and functional use of
the language
- Do not emphasize the significance of mistakes
- State the purposes/ goal of the activity to the ss
7. What are principles for teaching speaking for intermediate and
advanced level?
- Focus on and work toward real, spontaneous speech
- Design activities which encourage natural interaction between
speakers
- Place ss in pairs. Triads or small groups
- Provide topics interest to the ss
- At the advanced level, especially in free production, allow only
speech in the target language (English)
8. What are the principles for teaching listening?
- Use authentic materials (real texts) and present them as naturally
and realistically as possible
- Include a variety of types of texts. These can include:
conversation/ dialogues, humor (jokes), lectures
- Use primary meaning- based tasks. Listeners must not only hear
sounds; they must understand meaning

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 - State a specific purpose for listening tasks. The tasks should be
designed to practice one or more of the different sub- skills
- Introduce a listening task before presenting it. Whenever
presenting a listening text, inform the listeners of the topic or the
setting of the text. All of this will help the learners to focus their
attention
- Generally, it is best to avoid pre- teaching vocabulary items
- Usually, it is best to listen to text more than once. This will help
the students to understand more fully
 tape recorder is as important as the tape -> Teachers must be
skillful in using tape recorder
 Preparation is vital: Teacher has to
 listen to the tape in advance
 predict any problems that ss may have
 think of ways to get ready for them
 Once will not be enough
 Encourage ss to respond to the content of Listening
 Different stages demand different tasks:
 easy-> difficult
 general -> specific
 main ideas -> details
9. What are the principles for teaching vocabulary?
- Provide a context for new words to help ss to understand the
meaning and remember them better
- Do not present too many word at once. Teach a few words, ask ss
to practice and use them a lot
- Practicing words in context is more important than memorizing
isolated words.
- Teach your ss skills for guessing new words, especially when
reading. The meaning of words can be inferred from the different
types of contexts and from looking at the affixes of the word
- Avoid translation as much as possible. Only use translation as a
last resort, when it would otherwise take too long to communicate
in English
- Avoid using the dictionary as much as possible to prevent from
slowing down communication

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 - Remember that not all words are important
- If a word is necessary for understanding an activity or passage,
teach it to the ss beforehand. Teach the meaning later or not at all
10. What are the steps for presenting a reading text? Give
demonstrations.
- Select an appropriate text.
+ Choose a short, engaging article or passage about regular
exercise, appropriate for the students’ level (e.g., an article from
a beginner-friendly health magazine).
- Give a brief introduction to get the students thinking
about the topic of the text.
 "Before we start, let’s think about exercise. Do you exercise
regularly? What are some benefits of exercising? For example,
how does it help your body or mind?"
 Encourage a few students to share their thoughts briefly.
- State a purpose for reading the text (skim, scan, read
for total comprehension).
 "Today, we will read a text about the benefits of regular exercise.
While reading, focus on identifying the main benefits mentioned
in the text. Your goal is to skim the text to find key ideas."
- Pre-teach any important vocabulary words which will
otherwise prevent the students from understanding the
text.
Write the following words on the board:
 Endorphins: Chemicals in the brain that make you feel happy.
 Cardiovascular: Related to the heart and blood.
 Boost: To improve or increase something.
Use each word in a sentence or give examples to clarify.
 "Exercise boosts your energy, which means it makes you feel
more active."
- Write one or two questions on the board to focus their
attention.
Write these questions on the board:
1. What are three benefits of regular exercise mentioned in the
text?
2. How does exercise affect mental health?

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 - Present the text and tell the students how much time
they have to read. (Do not allow them too much time,
especially in skimming and scanning exercises).
"Now, let’s read the text. You have 3 minutes to skim it and find the
answers to the questions on the board. Ready? Start!"
- Have the students answer the questions about the text.
 "Let’s check your answers. Who can tell me one benefit of
regular exercise?"
 Encourage multiple students to answer, providing feedback or
prompting further if needed.
- Present a follow-up activity. In this, the students can
share their own opinions or discuss what else they know
about the topic of the text
 Group Discussion: "In pairs, discuss how you can include more
exercise in your daily routine. Share one idea with the class."
 Writing Task: "Write a short paragraph about your favorite type
of exercise and why you enjoy it."

11. What are the steps to teach a grammar structure?

- Provide an example of the structure in context (as dialogue)
- Draw their attention to the specific structure by eliciting an
example of the structure by a question or a prompt
+ Example of eliciting past tense
T: What did you eat this morning?
SS: I ate bread for breakfast
+ Example of eliciting an indirect object
T: I gave the ball …..(ss) …..to Van
- Briefly explain the form
- Give similar examples of the same structure
- Ask ss to perform a controlled exercise to practice using the
structure
- Introduce an activity which will let ss communicate using
structure
12. What should be done during observation?
- Show your support and confidence.

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 - Try to look relaxed and interested in what is going on.
- Be silent during the lesson. Don't talk to the other teachers or to the
students.
- Don't interrupt, even if the teacher is in some difficulties.
- Don't undermine the teacher's confidence by showing despair or
exasperation.
- Don't be too obvious a presence in the eyes of the students. If you are
too friendly or chatty with the students, take the register, organize the
classroom, answer their queries, it will be very distracting
13. Match the stages of a lesson on the left with appropriate
activities listed on the right.

Stages Activities

a. Share with your partner what you ate for breakfast.

1) Review previous b. This is how we introduce ourselves in English.
lesson c. Repeat the sentence after me
2) Introduce new topic. d. Today we learned about how to describe what people
3) Present. look like.
4) Communicate. e. I want to tell you an interesting story.
5) Summary. f. Be sure to write five new sentences with these words.
6) Assign homework. g. Hide one object behind your back and have your
partner guess what it is.
h. Fill in the blanks with correct words.
i. Let us look at the meaning of “can”, “could” and
“might”.
j. Have you ever had to apologize for doing something
wrong?
k. Can anyone tell me what you learned today?

1h 2 i,j,e 3 b,c 4 a,g 5 d,k 6f

Make a lesson plan for a 20 minute- microteaching of the writing

topic ‘Write about your family.’
Lesson Plan for 20-Minute Microteaching

8
Topic: Writing – Write about your family
Time: 20 minutes
Class: [Insert Class]
Material: English 10 – Global Success
I. OBJECTIVES
1. Knowledge:
o Students learn and use basic vocabulary and sentence structures
to describe their family.
2. Skills:
o Writing: Write a short paragraph about their family.
3. Attitude:
o Students appreciate family relationships and express their ideas
confidently.
4. Anticipated problems:
o Students may lack vocabulary or confidence.
o Solution: Provide a word bank and sentence starters.
II. TEACHING AIDS
 Teacher: Board, chalk/marker, sample paragraph, word bank.
 Students: Notebooks, writing tools.
III. PROCEDURE
1. Warm-up (2 mins)
 Aim: Activate students’ interest and introduce the topic.
 Activity: Ask the question: “Who is the most important person in your
family, and why?”
 Organization:
o Students give 1-2 word answers.
o Teacher leads into the topic: “Today, we’ll learn how to write
about our family!”
2. Pre-writing (5 mins)
1. Vocabulary (3 mins):
o Aim: Equip students with necessary words to describe their
family.
o Activity: Present a word bank on the board:

9
  parents, siblings, grandparents, kind, supportive, caring,
spend time.
o Organization:
 Teacher explains meanings with examples.
 Students repeat and take notes.
2. Structures (2 mins):
o Aim: Provide sentence starters to help students write.
o Activity: Write and explain on the board:
 There are ... members in my family.
 My father/mother is ...
 We enjoy ... together.
o Organization:
 Students practice orally by filling in the blanks.
3. While-writing (8 mins)
1. Task: Write a short paragraph about your family (4-5 sentences).
o Aim: Help students apply vocabulary and structures.
o Organization:
 Teacher gives a sample outline:
 Introduction: Number of family members.
 Body: Describe one or two family members.
 Conclusion: What makes your family special.
 Students write individually.
2. Peer Review (2 mins):
o Aim: Foster peer feedback and improvement.
o Organization:
 Students exchange paragraphs with a partner.
 Use a checklist to check grammar and vocabulary.
4. Post-writing (3 mins)
 Activity: Volunteer students read their paragraphs aloud.
 Aim: Build confidence and celebrate progress.
 Organization:
o Teacher selects 2-3 students to share.
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 o Provide positive feedback and minor corrections.
IV. CONSOLIDATION (2 mins)
 Recap vocabulary and sentence structures.
 Highlight the importance of organizing ideas clearly.
V. HOMEWORK
 Rewrite the paragraph with corrections and Add 2 more sentences
about your family.

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Make a lesson plan for a 20 minute - microteaching of the structure
‘to have to’.
20-Minute Microteaching Lesson Plan
Teacher: Ha Thi Thu
Date of Teaching: [Insert Date]
Class: [Insert Class]
Material: English 10 – Global Success
Topic: Grammar – The Structure "to have to"
I. OBJECTIVES
1. Knowledge:
o Understand the meaning and usage of the structure "to have to"
for expressing necessity or obligation.
o Learn to form positive, negative, and interrogative sentences
with "to have to."
2. Skills:
o Practice constructing sentences and using "to have to" in
context.
3. Attitude:
o Encourage active participation and confidence in using grammar
structures in communication.
4. Anticipated Problems:
o Students may confuse "to have to" with other modal verbs like
"must."
o Solution: Provide clear examples and focus on contextual
differences.
II. TEACHING AIDS
 Teacher: Board, textbook, projector, slides, markers.
 Students: Textbook, workbook, pen, notebook.
III. PROCEDURE
1. Class Organization (1 min)
 Teacher greets students and takes attendance.
2. Checking Homework (2 mins)
 Check a few students’ homework from the previous lesson and give
quick feedback.

12
3. New Lesson
Activity 1: Warm-Up (5 mins)
a. Aim: Introduce the topic and engage students.
b. Content:
 Slide 2: Show a picture of a school setting. Ask:
“What rules do you follow at school? What are you required to do?”
Example answers: We have to wear uniforms. We have to arrive on
time.
c. Outcome:
 Students relate their experiences to the concept of obligation.
d. Organization:
 Teacher writes “We have to…” on the board and introduces the topic:
“Today, we’ll learn about the structure ‘to have to.’”
Activity 2: Knowledge Acquisition (8 mins)
a. Aim: Explain the meaning, usage, and structure of "to have to."
b. Content:
 Usage:
o "To have to" expresses necessity or obligation.
o Example: I have to finish my homework before dinner.
 Structure:
o Positive: Subject + have/has to + base verb (e.g., She has to
study.)
o Negative: Subject + don’t/doesn’t have to + base verb (e.g., He
doesn’t have to leave early.)
o Interrogative: Do/Does + subject + have to + base verb? (e.g.,
Do we have to submit the assignment today?)
c. Outcome:
 Students can explain the meaning and identify the structure.
d. Organization:
 Teacher explains with examples and writes structures on the board.
 Students copy notes.
Activity 3: Practice (7 mins)
a. Aim: Help students practice using "to have to" in context.
b. Content:
 Slide 10:

13
 o Exercise 1: Complete the sentences using "to have to."
Example:
1. She ________ (wake up) early every day. (Answer: has to
wake up)
2. They ________ (not/clean) the classroom today. (Answer:
don’t have to clean)
o Exercise 2: Turn sentences into negatives and questions.
Example:
 Positive: I have to study tonight.
 Negative: I don’t have to study tonight.
 Question: Do I have to study tonight?
c. Outcome:
 Students accurately complete the exercises.
d. Organization:
 Students work individually for 3 minutes and then check answers as a
class.
Activity 4: Application (5 mins)
a. Aim: Apply "to have to" in real-life scenarios.
b. Content:
 Task: In pairs, students create 3 sentences about their school rules
using "to have to."
Example:
o We have to bring our textbooks every day.
o We don’t have to come to school on Sunday.
o Do we have to wear uniforms every day?
c. Outcome:
 Students create accurate and meaningful sentences.
d. Organization:
 Students share their sentences with the class. Teacher provides
feedback.
4. Consolidation (3 mins)
 Recap:
o Usage and structure of "to have to."
o Highlight the importance of using "to have to" to express
necessity.

14
5. Homework (2 mins)
 Slide 11: Write 5 sentences about your daily routines using "to have
to."
 Example: I have to clean my room every Saturday.
IV. COMMENT (Reflection)
Good Points:
Weak Points:

Make a lesson plan for a 20 minute - microteaching of speaking skill.

Topic: Talk about your school.
20-Minute Microteaching Lesson Plan
Skill: Speaking
Topic: Talk about your school
I. OBJECTIVES
1. Knowledge:
o Students will learn and use vocabulary and sentence structures
related to describing their school.
2. Skills:
o Speaking: Students will practice speaking fluently and
confidently about their school.
3. Attitude:
o Encourage students to feel proud of their school and express
their thoughts clearly.
4. Anticipated problems:
o Students may struggle with vocabulary or feel shy to speak.
o Solution: Provide a word bank and use pair work to build
confidence.
II. TEACHING AIDS

15
  Teacher: Board, chalk/marker, flashcards, visual aids (pictures of a
school).
 Students: Notebooks, textbooks, and writing tools.
III. PROCEDURE
1. Warm-up (2 mins)
 Aim: Activate students' interest and introduce the topic.
 Activity: Ask the question:
“What is the first thing that comes to mind when you think of your
school?”
 Organization:
o Teacher calls on 2-3 students to share a quick response.
o Teacher introduces the lesson: “Today, we’ll practice talking
about our school!”
2. Pre-speaking (5 mins)
1. Vocabulary (3 mins):
o Aim: Provide students with useful words to describe their school.
o Content: Write on the board:
 classrooms, library, teachers, students, playground, clean,
big, friendly.
o Organization:
 Teacher explains each word with visuals or examples.
 Students repeat and note down.
2. Sentence Structures (2 mins):
o Aim: Equip students with sentence patterns for the topic.
o Content: Write on the board:
 My school is called...
 It is located in...
 There are... students and... teachers.
 I like my school because...
o Organization:
 Teacher models sentences and has students practice
repeating in pairs.
3. While-speaking (8 mins)

16
 1. Task 1: Guided Speaking (4 mins)
o Aim: Help students build confidence through structured
speaking.
o Activity:
 Students answer questions with a partner:
1. What is the name of your school?
2. Where is it located?
3. How many students and teachers are there?
4. What do you like most about your school?
o Organization:
 Teacher monitors pairs, offering support as needed.
2. Task 2: Mini Presentations (4 mins)
o Aim: Encourage students to speak independently.
o Activity:
 Students prepare 3-4 sentences about their school and
present to the class.
o Organization:
 Teacher selects 3-4 volunteers to share their descriptions.
 Provide positive feedback.
4. Post-speaking (3 mins)
 Activity: Reflection and Q&A.
 Aim: Reinforce confidence and review.
 Organization:
o Ask: “What do you like most about speaking English today?”
o Encourage students to applaud each other.
IV. CONSOLIDATION (2 mins)
 Summarize key vocabulary and sentence structures.
 Emphasize the importance of practicin g speaking in daily life.
V. HOMEWORK
 Prepare a 5-sentence speech about your school for the next lesson.

17
Make a lesson plan for a 20 minute- microteaching on writing.
Topic ‘Writing a postcard’.
20-Minute Microteaching Lesson Plan
Skill: Writing
Topic: Writing a Postcard
I. OBJECTIVES
1. Knowledge:
o Students will learn the structure and language features of a
postcard.
2. Skills:
o Writing: Practice writing a short, engaging postcard.
3. Attitude:

18
 o Students feel motivated to use English for personal
communication.
4. Anticipated problems:
o Students may lack vocabulary to describe experiences.
o Solution: Provide a vocabulary bank and a template.
II. TEACHING AIDS
 Teacher: Postcard template, vocabulary flashcards, and sample
postcard.
 Students: Notebooks, writing tools.
III. PROCEDURE
1. Warm-up (2 mins)
 Aim: Activate students’ interest and introduce the topic.
 Activity: Show a picture of a postcard and ask:
“Have you ever sent or received a postcard? Who would you write to?”
 Organization:
o Students give brief answers.
o Teacher introduces the topic: “Today, we’ll learn how to write a
postcard!”
2. Pre-writing (5 mins)
1. Vocabulary (3 mins):
o Aim: Provide students with words to describe experiences and
places.
o Content:
 Words: greetings, weather, sightseeing, enjoying,
exploring, wish you were here.
o Organization:
 Teacher writes words on the board, explains with
examples, and uses flashcards.
 Students repeat and note them down.
2. Postcard Structure (2 mins):
o Aim: Familiarize students with the layout of a postcard.
o Content:
 Write the structure on the board:

19
  Greeting (Dear…).
 Message (Where you are, what you are doing, how
you feel).
 Closing (See you soon, Best wishes).
o Organization:
 Teacher explains the structure using a sample postcard.
3. While-writing (8 mins)
1. Guided Writing (4 mins):
o Aim: Help students write a simple postcard using the given
structure.
o Activity: Students write a postcard to a friend or family member.
 Prompt:
“Imagine you are on a holiday. Write about where you are,
what you are doing, and how you feel.”
o Organization:
 Teacher provides a sample sentence:
 Dear [Name], I’m in [Place] having a wonderful time.
The weather is [description], and I’ve been [activity].
Wish you were here!
 Students write individually.
2. Peer Review (4 mins):
o Aim: Encourage collaboration and feedback.
o Activity: Students exchange their postcards with a partner for
feedback.
o Organization:
 Provide a checklist:
 Is the structure correct?
 Are the sentences clear?
 Is there a greeting and closing?
4. Post-writing (3 mins)
 Activity: Sharing postcards.
 Aim: Build confidence and share ideas.
 Organization:

20
 o Ask 2-3 students to read their postcards aloud.
o Provide positive feedback.

IV. CONSOLIDATION (2 mins)

 Recap key points: postcard structure, vocabulary, and creative writing.
 Encourage students to practice writing postcards for real-life occasions.
V. HOMEWORK
 Write a full postcard about your last vacation and bring it to the next
class.

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