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ROOM 5 (Minh Hà, Thanh Hiền, Xuân Thanh, Thanh Hoa, Mỹ Linh)

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ROOM 5 (Minh Hà, Thanh Hiền, Xuân Thanh, Thanh Hoa, Mỹ Linh)

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9. Spelling English words in English has several advantages:

- Students have opportunities to practise the English sounds, eg. A /ei/, O /ou/, E /i:/, ect.

- Students  can avoid being affected by their mother tongue when pronouncing the English words. Sounds can be similar between English and Vietnamese, but they can’t be exactly alike let alone a few English sounds that even do not have a similar pronunciation pattern in Vietnamese.
10. Advantages and disadvantages of giving written instructions in English:
Advantages:

- Create permanent record of evidence. It can be used for future reference.

- Give sts sufficient time to think, act and react.

- Be used as legal document.

Disadvantages

- Be time-consuming

- Cannot be changed easily.

- Be ineffective in the case of emergency.

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5. Yes. Absolutely, a number of students is puzzled in writing English. Some the letters combination such as wh ( whale) or gr( grapes). Spelling conventions such as fraction boulder or untouched make students have difficulty .
6. Writing activities: brainstorming, playing games, role play,Pictures arrangingThe one I like most is brainstorming, The activity that motivate the students most may be pictures arrangemen
Pictures arranging

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7. Yes. I am familiar with the term process writing and product writing. Process writing emphasizes the importance of pre-writing. This means before coming to the final product, the students have to brainstorm a lot of ideas and determine what kinds of writing that is. They have to arrange their ideas and put them into an outline, Next, they have to write the first draft and the second draft will improve the first one until they come to the final product.
8. The best way to collect and learn vocabulary is to take notes everytime they come accross new words. They should have a small textbook for that job. we can also learn and collect new vocabulary when we surf the internet or read something in newspapers. Here are some more ways
1. play vocabulary games

2. Keep a notebook of words

3. Read more

4. Flashcard

5. Vocabulary quizzes
how to check students' vocaubulary: giving tests, giving quizes, playing vocabulary games, .....

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ROOM 2: Việt Hoa, Hương Lan, Diễm My, Hồng Khiêm, Thi Võ, Bích Trâm

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ROOM 2: Việt Hoa, Hương Lan, Diễm My, Hồng Khiêm, Thi Võ, Bích Trâm

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3/ From our experience, writing is the more useful skill for our students. It is the case because of many reasons. Fist of all, our students need to have a good command of writing to report their assignments. Secondly, they regard writing as more challenging than reading. Last but worth mentioning is that they need to acquire a decent of written skill to serve their future job.
4/ It goes without further saying that teaching toward the test greatly affects the teaching of reading and writing. The current test paper structure puts more weight on the reading skill, hence the necessity of training students to better tackle reading tasks.

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ROOM 1: Thanh Hòa, Kim Nga, Thúy Nga, Văn Chương, Như Thương

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ROOM 1: Thanh Hòa, Kim Nga, Thúy Nga, Văn Chương, Như Thương

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1. What sort of things do you read and write outside school?

- I often read books, newspapers, magazines, news

What sort of things do your students read in English outside school?

- leaflets, stories, newspapers, magazines, news.

What will they probably read in the future?

- leaflets, stories, newspapers, magazines, news, emails, plans, posters, advertisement, English notices, comic strips, ….

2/ Sorts of writing are such as Letters, CV, paragraph, email, essays . In the future, students will learn and develop above kinds of writing.

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1/ Listen to me and look at what the Teacher point.

2/

-How: describe the book that Students like

-What: list things of the book that Students like

3/

-Imitate me, please.

-Do the same.

4/

-I see.

-I know.

-I understand.

5/

-By the way.

-With reference to

-Relating to.

6/

-Gist: main point, idea

-Paraphrase: Express what somebody said, using different words

-Summarize: To sum up/In conclusion,

7/

-Was that fun: enjoy

-Was that funny: much laugh

8/

-Could you expand on that a little?

-Don't get sidetracked from your lesson.

-Don't whisper

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ROOM 2: Thi Võ, Xuân Thanh, Thanh Hiền, Diễm My

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ROOM 2: Thi Võ, Xuân Thanh, Thanh Hiền, Diễm My

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1. I want you to listen to (a) part of a conversation./ Listen and repeat after me.
2. What exactly are you trying to say?
3. Can you find another word that means copy me?
4. I get your point.
5. By mean of
6. What reasons do you have for saying that?
7. Can you think of other ways of saying

8.  Would you please work in group of 5 instead of 3 ?
- Step aside, please.

-Please, speak loudly.

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1. Repeat after me. / Listen again and say it after me.
2. Did you enjoy the story? How did you feel after reading the book?/ What parts of the book do you like most?
3. Everyone, say it after me/ Repeat after me.
4. We say "I see" when we get the students' points.
5. Any other contributions? / Have you got any input on this?
6. Gist: main idea
Paraphrare: expressing by using your own words
Summarize: sum up
7. What is the difference between ....?
8. Can you explain on this a little?
Don't whisper. Say it louder.

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1. Listen here/look here means: used to ask someone to pay attention.
2. Yes, the 1st one focuses on sts' feeling, the 2nd one focuses on the book's content (more detailed).
3. Yes, I agree.

I understand what you mean.

Good.

4. We can say "I see" when we want to say we understand what the students are saying. Other phrases: I understand. I got it. Alright. i get it.
5. by means of / by virtue of
6. Gist: general idea/ meaning.
Paraphrase: use other words to ....
Summarize: go over
7. No, they don't. Was that fun? = Was that enjoyable? Was that funny? = Was that humorous?
8.
- Expand your sentences.
- Whisper your answer to your partner so that others can't here.
- The students sidetracked their teacher into talking about her hobbies.

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ROOM 4: Thanh Bình, Hoàng Lan, Thúy Phượng, Như Thương, Mỹ Linh

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ROOM 4: Thanh Bình, Hoàng Lan, Thúy Phượng, Như Thương, Mỹ Linh

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ROOM 2: Thi Võ, Xuân Thanh, Thanh Hiền, Diễm My

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ROOM 2: Thi Võ, Xuân Thanh, Thanh Hiền, Diễm My

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1. I want you to listen to (a) part of a conversation.
2. What exactly are you trying to say?
3. Can you find another word that means copy me?
4. I get your point.

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ROOM 4. Thanh Bình, Thúy Phượng, Hoàng Lan, Như Thương, Mỹ Linh

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ROOM 4. Thanh Bình, Thúy Phượng, Hoàng Lan, Như Thương, Mỹ Linh

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Room 1: (Pham Kim Nga, Phan Thi Thanh Hang, Le Thuy Le, Tran Van Chuong, Nguyen Hong Khiem)

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Room 1: (Pham Kim Nga, Phan Thi Thanh Hang, Le Thuy Le, Tran Van Chuong, Nguyen Hong Khiem)

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1/
a)Situations outside school that students can listen to and speak English:
-When they meet a foreigner
-When they make friends with native speakers and practice speaking English
-When they practice speaking English with their classmates
-
b)They listen to informal English
-They enjoy talking about topics familiar with them, such as friendship, fashion, movie,...
2/Listening in a multiple-choice comprehension test is convenient for students because they can have opportunities to select options quickly after listening. Teachers can give marks correctly. Normal listening part, students takes much time to answer and assessment sometimes depends on students’ responses.

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9. not seriously, just remind slightly.
Be sensitive to students' needs and preferences. Be kind and patient.
Give the students a chance to self-correct.
When students make mistakes in these situations, we should take notes and remind the whole class later, not break their discussion at that time because that may influence the students’ discussion.
10. Yes. It really works. The teacher can have a deeper understanding about sts' answers/writing, and can make sure that the sts understand the text/exercises.

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ROOM 2-Thi Võ, Xuân Thanh, Diễm My, Việt Hà

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ROOM 2-Thi Võ, Xuân Thanh, Diễm My, Việt Hà

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3/ Listening activities:
- Spelling messenger
- Secret message
- Multiple choice
- Listen for gists
- Gap filling
- Listen and draw
My favorite activities are Secret message.
4/ Recycling language
The term really manifests itself. Recycling literally means the process of repeating and bringing sth back in to use.
Recycling is practising language that learners have seen previously. The recycled language will be re-introduced in a different context, or through a different skill. This helps the student extend their range of use of the new item.

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1.Teacher should
- Provide many kinds of activities in warm- up
- Design games to help st feel interesting
2.  Teacher should concentration on vocabulary, techniques, teaching steps..
Problems T can anticipate:  Some sts can not concentrate on the lesson or lack of vocabulary to present the ideas
3 .I think it is not important for the students to read the text aloud. However, the teacher sometimes should get students to read the text aloud to build comprehension, create a classroom community. Besides, reading aloud improves students’ information processing skills, vocabulary, and comprehension.
We can ask sts to :

+ Can you read the text aloud?

Read louder please

4.How can you check that the students have got the main ideas of the text?
-    Asks sts to summarize the main point of the lesson.

-          Provide a multiple choice  or gap fill in of quiz

-          How do you ask for the translation of a word or phrase?

5. We can teach the new vocabulary in a text by using

- synonym/ antonym

- explanation/ examples/ situations

- pictures

- miming

- real objects

Using a variety of techniques teaching vocabulary.

How do you ask for the translation of a word or phrase?

- What does this/that word mean in Vietnamese?

- What is the Vietnamese equivalent of this word?
- Can you say this/ that word in Vietnamese?

- Do you have this/that word in your mother tongue? What is it?

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Group 4 (Thanh Hoa, Diem My, Chuong, Thanh, Khiem)

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Group 4 (Thanh Hoa, Diem My, Chuong, Thanh, Khiem)

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MODULE 4: WORKING WITH THE TEXTBOOK

| Handout 3

1.      How would you make students interested in the basic text before they even start working with it?

·       Find out which songs students are singing in chorus or music. Sing them as you’re cleaning up and making the transition to the next activity.

·       Start a new activity with a fun and interesting way to physically enter the space (such as a crab walk or backward walk).

·       Organize a walk-and-talk activity (give the class a question related to the content, set a timer, and tell them to discuss the answer while walking around inside or outside for 4 minutes).

2.      When linguistically preparing for the basic text for presentation to class, what sort of things would you pay attention to? What problems can you anticipate?

• Vocabulary and Grammatical structures – fear of making mistakes, losing face, criticism; shyness.

• nothing to say – studensts have problems with using English.

• low or uneven participation.

• mother-tongue use – particularly common in less disciplined or less motivated classes, sts find it easier or more natural to express themselves in their native language

What problems can you anticipate

-          Challenge students to do this faster every day. You could provide a goal and offer a prize at the end of the trimester if they reach it, e.g. be ready in less than a minute every day.

-          Have one or more students demonstrate using an example.

-           Have students work in small groups or pairs first, before being asked to speak in front of the whole class.

-          Write ENGLISH on the board in large letters. Each time someone speaks in L1, erase a letter. Tell students that each letter represents time (e.g. 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains they can choose a game.

3.      Is it important for the students to read the text aloud? How would you get your students to read aloud?

Reading aloud is not only one of the best activities for students to stimulate language and cognitive skills; it also helps them to build motivation, curiosity, and memory.

Some techniques to help Sts read aloud

-          Have the student read the book to the class (alone or with a partner) instead of listening to the teacher read it.

-          Have the student co-teach the book by asking key questions (prepared on cards or programmed into a communication device) throughout the read aloud (e.g., “What do you think will happen next?”).

-          Have the student participate by reading the first sentence (verbally or via a communication device), the last sentence, and/or repeating or important passages.

-          Have the student play “read aloud” bingo and cross off words or phrases that he or she hears.

-          Give the student a notebook to draw images that come to mind as they listen to the story or passage (this may help to boost memory and comprehension).

-          Give the student a notebook to write key words or ideas they hear as they listen to the story or passage (this may also help to boost memory and comprehension).

-          Give the student a note card to jot questions about the text that they might ask the teacher later.

4.      How can you check that the students have got the main ideas of the text?

-          Give simple and clear instructions, requirments.

-          Make questions to check their comprehension

-          Make positive feedback.

5.      How do you teach the new vocabulary in a text? How do you ask for the translation of a word or phrase?

Using a variety of techniques teaching vocabulary.

-          What can you guess this word / phrase means in Vietnamese?

-          Can you tell me the Vietnamese meaning of this word/phrase?

-          What does thhis mean?

-          ..

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ROOM 1. TRÂM, HIỀN, VIỆT HOA, THẾ, DƯƠNG

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ROOM 1. TRÂM, HIỀN, VIỆT HOA, THẾ, DƯƠNG

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1. How would you make students interested in the basic text before they even start working with it?

T can design some activities related to the topic of the text as below.

-  Displaying a video

- Organising some mini games,

- Doing some funny quizes

- Listening to some music

- Guessing words

- Setting real-life situations and roleplaying

- Announcing some presents to give the best participants/ learners/ groups.

2. When linguistically preparing for the basic text for presentation to class, what sort of things would you pay attention to? What problems can you anticipate?

+ Things should be taken into consideration:

- material

- vocabulary

- techniques used

- teaching steps

+ Problems to anticipate

- low-level students

- not enough time

3. Is it important for the students to read the text aloud? How would you get your students to read aloud?

- Sometimes it is important for students to read the text aloud.

- Get students to read aloud:

+ Can you read the text aloud?

+ Read aloud please!

4. How can you check that the students have got the main ideas of the text?

+ What is the text mainly about?

+ What is the main idea of the text?

+ What does the text mainly discuss?

+ What is the good title of the text?

5. How do you teach the new vocabulary in a text? How do you ask for the translation of a word or phrase?

+ How to teach voc.

- Using pictures

- Explaining the meaning

- Using gestures

- Teaching vocabulary in meaningful contexts

-  Repetition, repetition, repetition

+ Can you translate  this word or phrase into Vietnamese?

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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1. Teachers should prepare motivating activities or diversify warming-up activities which:

Let students exploit related information to the basic text.

Let them brainstorm the information before carrying out the text.

Motivate students to participate in group discussions or debates with the aim at exploring what they’ve known about the text first.

2. When linguistically preparing for the basic text for presentation to class, there are something I should you attention to:

+ vocabulary (how hard; how much)

+ grammar structures (complex or not)

+ time to read (suitable or not)

Some problems:

- Students

+ poor vocabulary

+ poor comprehension

+ lack of time-management skills
+ lack of motivation to read

- The teacher sometimes can’t control
+ the reading speed of students
+ students' vocabulary
3.Definitely, it is crucial for students to read the text aloud. From my perspective, to get students to read aloud: asking questions in the text, which require more of a specific response than yes or no or just nodding as well as check whether they understand the text or not. Following the student's answer with another question. Dividing class into small groups of 4 or 5 and asking them to read aloud together and notice any differences.
4.- Ask questions to check if Ss understand the main ideas of the text. For example:

+ What is the text as a whole about?

+ Can you tell what the text mainly talks about?

+ What is the global idea of paragraph 2?

- Ask Ss to do a multiple choice quiz.

- Ask Ss to create a tittle for the text.

- Ask Ss to label the text/ paragraphs with suitable headings.

5.

- T selects words to teach. T should teach key words only.

- T focuses on both form and meaning of the words he teaches.

-  T uses a variety of vocabulary teaching techniques (realia, giving examples, guessing the meaning of words from context, visualization, direct translation, etc.)

How do you ask for the translation of a word or phrase?

- What does this/that word mean in Vietnamese?

- What is the Vietnamese equivalent of this word?

- Can you say this/ that word in Vietnamese?

- Do you have this/that word in your mother tongue? What is it?

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ROOM 4 (T.Hoa, Chung, Hue, Thi) - M4-Handout 3

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ROOM 4 (T.Hoa, Chung, Hue, Thi) - M4-Handout 3

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1/ Teacher makes students interested in the basic text with games. The teacher also creates activities of warm up to help students interest in the topic of the lesson for making effective learning.

2*what sort of things would you pay attention to?

- find some new words to teach

- prepare teaching aids: pictures, video, sub-boadrs

- pose some questions when something is not understood

*What problems can you anticipate?

- sts can not understand the main idea of the basic text

- some words sts do not know the meaning

3. Yes, it is important and necessary for students to read the text aloud if the have mistakes in pronouncing  and intonation.
-When students have mistakes in pronunciation or spelling, teachers tell them not to be shy and less confident . Listen and repeat after the teacher's correct pronunciation.

4. Based on students' ability, teachers can ask STS to summarise, complete the given summary, complete the mind map, paraphrase the main points in their own language

5.- I will ask Sts to guess its meaning in the text  , then I can give the meaning in Vietnamese

Or I can ask them to match the words with the definition

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ROOM 3 (VĂN CHƯƠNG, HỒNG KHIÊM, XUÂN THANH, THANH HOA, DIỄM MY)

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ROOM 3 (VĂN CHƯƠNG, HỒNG KHIÊM, XUÂN THANH, THANH HOA, DIỄM MY)

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Module 4:
Handout 1
1/
a/Advantages:
+especially helpful for beginning teachers. The material to be covered and the design of each lesson are carefully spelled out in detail.
+provides organized units of work.
+gives you all the plans and lessons you need to cover a topic in some detail.

+provides you with a balanced, chronological presentation of information.
+a detailed sequence of teaching procedures that tell you what to do and when to do it.
+provide administrators and teachers with a complete program.

+excellent teaching aids, a resource for both teachers and students.
b/ Disadvantages:
+The information or event in the textbook are often old or outdated.
+Textbook questions tend to be low level or fact-based.
2/ A good language teaching textbook is written by professionals or experts. It must be flexible for all levels of learners.
3/
+Handouts
+Websites
+Authentic documents
4/
+Giving clear instructions and requirement is considered foundations of effective language teaching.
+Giving more positive feedbacks to help sts have motivation in their learning
5/
The idea that exercise management is one of the most interesting events in the classroom regarding opportunities for language used because:
+builds up an initiative for students.
+helps students to develop time management.
+encourage self-discipline for students.

6/
+Be a role model.

+Use exercise as transportation.

+Focus on fun.

+Make activity social.

+Use competition as a motivator.

+Give gifts that promote physical activity.

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1.    What are the advantages and disadvantages of textbooks for teachers and students?

Advantages:

- all teachers and students have the same framework to follow.

- there are available activities designed.
- Having standard to evaluate and assess

Disadvantages:

- there is no time left for creative activities.

- it’s very easy for gifted students, but it’s so hard for weak ones.

2.  What is a good language teaching textbook like?

- It helps students understand the requirements of textbooks.

- Students can follow the lesson well.

Students are motivated to join the lesson.
- Well-designed, eye-catching. colorfully-decorated with pictures, drawings, images, ...
- the use of standard language

3. What other materials do you offer your students in addition to the textbook – handouts, readers, authentic documents, websites?

- handouts, websites, links
- videos, pictures, diagrams, advanced books

4. When the class work on the text, what classroom routines are considered foundations of effective language teaching, e.g introducing the text?

- introducing the text

- passing the handouts around

- managing the class

- checking the time

- stopping work

5. Do you agree with the idea that exercise management – setting an exercise and going through it - is one of the most interesting events in the classroom regarding opportunities for language used, interaction and negotiated meaning? Why/why not?

Yes, I agree. Because the students are always enthusiastic about doing exercises so that they have chance to express themselves and receive marks.

6. What sort of things do you do to manage the class exercise?

Let's work individually or in pairs or groups and control them.
Go around to help them.
Encourage them to work.

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1. *Advantages of textbooks for teachers and students:

- Provide organized units of work

- are especially helpful for beginning teachers
- provide with a balanced, chronological presentation of information

- are a detailed sequence of teaching procedures that tell you what to do it

* Disadvantages of textbooks for teachers and students:
- Textbook is old and outdated
- Information shared with sts is not current or relevant

- tend to be low level or fact- based

2. It is a key component in the teaching and learning English. It serves as the basis for much of the language input learners receive and the language practice that occurs in the classroom.
*1 It provides structures and a syllabus for a program.
*2. It provides ideas , activities on how to plan and teach the lesson.
*3. They can partly train teachers.
*4. It offers a variety of learning resources.

3.Beside textbook, the other materials  I often offer my students are handouts. Because this kind of material is simple for students to finish in variety of learning resource daily activities.
4.  Introducing the text is very important because the teacher lets students know about the topic of the lesson to learn. The teacher attracts students to watch the video clip and write activities in the clip, check activities and guess the topic of the text. By using effective language teaching, the teacher focuses students to do activities to concentrate on the text and do the next steps.

5. Yes. Because setting the exercise and gong through it  is the way T can know whether  Sts can master the points they have learned or not .

6. We can manage by giving a game of voc, grammatical point,  or a short test

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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1. Advantages:

- They are convenient and available for use.

- They provide Ts and Ss with reliable information used for lesson plans and schoolwork.

- They provide Ts with a complete syllabus or teaching programme.

- They work as handy and useful teaching aids.

Disadvantages:

- Textbooks are easily outdated if updating work is periodically overlooked.

- Textbooks tend to be formulaic, thus both Ts and Ss find no space for exploration.

- Textbooks to a certain extent limit Ts’ and Ss’ creativity and flexibility.

- Most textbooks have answer keys, which somewhat makes Ss inactive and robotic.

- Textbooks can be costly.

2. A good language teaching textbook should:

+ consist of a clear structure with explicitly designed learning units and review units

+ use native accent for recording

+ be designed with eye-catching lay-out and high-quality images and is printed in colors

+ be based on multi-component approach: theme, skills, linguistic elements, and intercultural aspects

+ be organized around familiar topics and suited to students’ age

+ be based on the time frame which is allocated in the curricula of Ministry of Education and Training
3. Video clip, magazine, letter, poster or Websites: sachmem.com, oxford learner dictionary, Destination b1, solution intermediate, Website: thưvienthamkhao
4. Explaining difficult and complicated sentences for students. All of students are clear about the text. Students take a quick look at the content of the text. And then they can carefully take steps to finish the text.
5. We completely agree with this idea because of the following reasons:

+ It creates a learning environment in which students are eagerly motivated to participate in a well-organized exercise.
+ They have chances to put their input into practice.
+ They can practice their skills, or discuss how to deal with the given type of exercise.
6. Here are sort of things we often use to manage the class exercise:

+ Handouts

+ Marking scheme / weighting scale

+ Well-organized feedback to motivate students’ learning attitude.

+ Making sure that all the students have completed the exercise.

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ROOM 1. THÙY DƯƠNG, MỸ THẾ, TRÂM, THANH HIỀN, VIỆT HOA

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ROOM 1. THÙY DƯƠNG, MỸ THẾ, TRÂM, THANH HIỀN, VIỆT HOA

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ROOM 4(T.Hoa, Chung, Hue, Thi)-Module 4-Handout 1

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ROOM 4(T.Hoa, Chung, Hue, Thi)-Module 4-Handout 1

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Group 3 Handout 6 ( Chuong, Khiem, My, Hoa, Thanh)

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Group 3 Handout 6 ( Chuong, Khiem, My, Hoa, Thanh)

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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Room 2 (Minh Hà, Thanh Hằng, Thúy Nga, Vân Hà, Mỹ Linh)

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1. It feels a bit hot in here. Can anyone pull the curtains down, please?

2. Ok. May I have your attention, please? Just a moment. I’m going to give you some more instructions.

3. Can you Vuong just step out of the line for a few minutes, please?

4. Move your desks that way so we can have a discussion soon.

5. Ok, the whole class, put everything back where it belongs.

6. Can you help Lan to move the overhead projector overthere to the other side of the room?

7. Don’t distract your neighbour with that passing note, Suong. You’d better get back to our silent reading, please.

8. Isn’t it really freezing today? Can someone check the radiator, please?

9. I need some help with moving the chairs!

10. No more of doodling! May I have your attention?

11. Let’s tidy up before we leave!

12. What a noise! Go to your seats and have the lesson!

13. Stay calm! Everything will be okay!

14. I can’t hear myself think.

15. Work on your own!

16. Did everyone hear what I said? / Were these instructions clear?

17.Now, get ready, I’ll check your work.

18. Move closer to the front, please.

19. Come back to your seat./ return to your seat, please.

20. Where has your mind been? Concentrate on your lesson please.

21. I think it’s alright with this CD.

22. Shall we draw the curtains?

23.Well done the whole class./ good job./ How maverlous you are

24. Should we turn the lights off?

25. Why do you seem so noisy today?

26. Return your seat to its original position.
27. Be quiet!

28. No talking now?
29. Mind you. A bag is in the way.
30. Is there a reason for this amount of noise? Let's start our lesson.

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Room 6 ( Lệ, Thoa, Kim Nga, Ngọc Kiều,Phượng)

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Room 6 ( Lệ, Thoa, Kim Nga, Ngọc Kiều,Phượng)

# data[].attributes.body
1. It is too hot. Can you close draw the curtains? / Should we pull the blind down/ is the sun shining on the board/

2. Stop talking now. Listen to me./ Turn round and silence please/
3. Can you move outside a few minutes? Now it's your turn to go out.
4. Let's put the chair to that side./ Tuck the chair under the table. We have to rearrange the desks today/. Can you help Lan to move the desk?

5. Everybody. That' s all for today. You can go home now/. Complete your essay at home. You may leave now.
6.  Can you give a hand to move the OHP for more room, please?
7. Pay more attentionto reading, please!
8. Any volunteers to close all the doors and windows?
9/ Put the desks to work in groups of four, please.

10/ Stop doodling, Mai. Concentrate on your lesson.

11/ Put the desks and chairs tidy quickly, please.

12/ Go to your seats and learn the lesson, please.

13/ Keep calm and concentrate on the lesson.

14. Don't make so much noise.
15. Stop copying Don't cheat.
16. Have you got it?
17. I’ll turn round and give you support.
18. Come to the front of the class to give your presentation, please
19. Come back to your seat, please.
20. please, pay attention to our lesson.
21. We do not have a piano, so now I will use CD to accompany yours singing.
22. Can you close the door, the board is too dazzling?
23. All of you worked very well today, thanks for your cooperation.
24. The light is flickering on and off. Please, turn it off, Laura.
25. Tom, please stop drumming on your desk.
26.  Return your desks to where they belong
27.  Quiet ,please.
28.  Jack, stop using your cell phone, please.
29.  Put your bag under the table so that no one    may trip over it, please.
30.The students are standing up and talking excitedly at the start of a lesson.
Stay where you are and give your presentation, please.

# data[].attributes.headline
ROOM 1. THÙY DƯƠNG, MỸ THẾ, TRÂM, THANH HIỀN, VIỆT HOA

# data[].attributes.subject
ROOM 1. THÙY DƯƠNG, MỸ THẾ, TRÂM, THANH HIỀN, VIỆT HOA

# data[].attributes.body
1. Draw/ close the curtains, please!
2. Your attention please! Listen to me. I haven't finished yet.
3. Hey, Dung. Would you please go outside for a few minutes?
4. Could everybody lend a hand and rearrange the desks to form a U-shape, please?
5. Our room looks messy. Let's clear up the mess before the next lesson!
6. Please, work on your own and don't discuss with your friends!
7. Students at the back! Please keep quiet. We haven't finished our lesson yet.
8. Anybody still don't know wht to do for this task?
9. I will go around to see how far have you got. Raise your hand if you need help.
10. Would you please come to the front and face your friends please?
11. Put the chairs and desks back neatly, please!
12. Stop talking and pay attention please!
13. It's alright everyone. I believe it will end soon.
14. Now, everybody. One by one please!/One at a time please!
15. No cheating please!
16. Are you all sure about what to do, please?
17. ....
18. ......
19. Please return to your seat!
20. Attention please! We haven't finished yet. Don't look outside.
21. I will play the CD to accompany you. No piano today.
22.  Close the window, please.
23. Welldone, the whole class.
24. Could you turn off the lights? i will have them checked later.
25. Stop doing that, please!
26. Put the desks back to their original places, please!

# data[].attributes.headline
ROOM 2. THANH HÒA, KIM CHUNG, VÂN HÀ, TRÂM, KIM NGA

# data[].attributes.subject
ROOM 2. THANH HÒA, KIM CHUNG, VÂN HÀ, TRÂM, KIM NGA

# data[].attributes.body
1. What do think of the role of non-formal activities in the language classroom? How much time should be given to such activities?

This kind of activities are beneficial in some ways:

- to develop the relationship and interation between the teacher - students, and students-students.

- to increase students' motivation of learning.

- to enhance the application capacity of theory in real life situations.

- to create the friendly, comfortable, and effective, creative learning environment.

Well, the time spent on such activities depens on each lesson.

By this we mean if it is a practice period, we can apply these activities designed well to help students to get involved, review, and consolidate their knowledge.

2. What different types of games do you play (or have you seen) in the classroom? What benefits have you noticed?

Types of games regularly used in the classroom are mini games, video, brainstorming, quiz, These kinds of games have great benefits because they make the atmosphere in the classroom warmer, the students fell eager to pay atention to the lesson.

3. What different activities can you think of to do with songs, other than singing?

- Warm –up

- Listen and fill- in the gaps

- Multiple choices

- Listen and answer the questions.

- Matching

- Complete the sentences

- Complete the tables
...

4. Producing poster displays provides interesting language learning opportunities for students. How does making a display develop receptive and productive language skills? Why is it important to display all your students ‘work?

Yes. This is integral part in developing language skills since the students have to utilize all skills to design a productive posters.
It is because this gives all the students a sense of achievement. They feel confident next time and eager to contribute to the final product of the group.

# data[].attributes.body
1. What do think of the role of non-formal activities in the language classroom? How much time should be given to such activities?

Non-formal activities in the language classroom can be varied. It could be situations in which some Ss get out of classroom activity to do something personal, for example, texting messages or the T passing on an announcement from the school authorities to his Ss. The T’s role is to manage the time spent on these non-formal activities on brief and informative terms.

2. What different types of games do you play (or have you seen) in the classroom? What benefits have you noticed?

*Different types of games

-Bingo

-Simon says

-Hangman

-Hotseat

-Pictionary

*Benefits:

-All of the students are eager to take part in the games and try to fulfill their tasks

-Students feel more confident and overcome their fears to participate in these activities.

-Create cooperative activities and increase the motivation of the students to use the language.

3. The activities we can do with songs,  other than singing, are
- filling exercises or answer questions  (reading or listening skills)
- games such as freeze dance, musical drawing,....

4. Producing poster displays provide interesting language learning opportunities for students. How does making a display develop receptive and productive language skills? Why is it important to display all your students ‘work?

Making posters, models, flowcharts, etc. are good ways to improve Ss’ four language skills. T needs to design activities that involve Ss’ participation in publicizing these products. Examples of this may include doing presentations about the message of a particular poster or conducting surveys to collect information before making a flowchart. Follow-up activities involving Ss practicing the 4 language skills is also a good way to consider.

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Room 3 ( Bình, Huệ, Chương, Khiêm, Phượng) 

# data[].attributes.subject
Room 3 ( Bình, Huệ, Chương, Khiêm, Phượng) 

# data[].attributes.body
1. Non- formal education is task or skill -centered and designed to produce quite changes in the learners, As teacher we should be able to use a variety of teaching methods depending upon our student and the results we want to achieve,  Non- formal education activities are quite short, rarely longer than 5  minutes nad often much shorter than this.

2. Board Race,Hangman,20 Objects,Hot Seat,Bingo, Nought and cross.
- The biggest benefits of using video games to learn English are

+developing Improve Linguistic Skills and Cognitive Development,Providing In-Context Learning

and Making Studying Fun and Alleviate Stress

3. We can read, dance, chant or act out songs
4. It motivates, draw students’ interests. It encourages sts to participate in the activity.

- Making a display develops both receptive skills and productive skills.T can ask learners to do a presentation (speaking), while the others listen to the presentation (listening).
- they will use these useful languages as a basic; in other words, their receptive skills can be developed. When they use the suggested language in speaking and writing skills,they will develop their productive skills.
It is very important to display all my students’ work because the students can compare their work with others in the class. They can see their strong points and weak ones by themselves and in comparison with their classmates.

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ROOM 1(Thi,My,Duong, P.Hoa, Lan)-Handout 04

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ROOM 1(Thi,My,Duong, P.Hoa, Lan)-Handout 04

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Room 1 (Thi,My,Duong, P.Hoa, Lan)-Handout 04

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Group 4 (Thanh, Thoa, T. Nga, Thương, Linh)

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Group 4 (Thanh, Thoa, T. Nga, Thương, Linh)

# data[].attributes.body
1. In my opinion, non-formal activities help to decrease the stressful language environment, create the comfortable interaction between a teacher and students. We should spend about 5-10 mins per period.

2. a. some types of games:

- Bingo

- Hot seat

- Role-playing games

- Cooperative games

- Guessing games

b. Benefits:

- active learning

- funny atmosphere

- attracting students’ participation

3.

-Asks sts to listen to the song

-Ask some questions about the title of the lesson

- Focus on a particular verb tense or aspect of grammar from the songs

-Focus on vocabulary, idioms and expressions.

-Asks sts to listen to the song

-Asks some questions about the title of the lesson

- Focuses on a particular verb tense or aspect of grammar from the songs

-Focuses on vocabulary, idioms and expressions

4. Posters are used to improve students' speaking accuracy and fluency through presentation or discussion techniques. It is a good way to enhance writing skills in real-like situations. It is a channel for students to practice reading skills, getting information through visual images such as diagram, mind-map, cartoons,....

Displaying student work can help students:

+ learn from their peers

+ get inspired by seeing the work of their fellow classmates

Displaying student work can help teachers:

+ track students’ progress

+ identify areas for learning reinforcement

# data[].attributes.headline
ROOM 5. Thu Hien, Thuy Le, Thanh Hang, Kieu

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ROOM 5. Thu Hien, Thuy Le, Thanh Hang, Kieu

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Group 4 (Thoa, Thanh, T.Nga, Thương, Linh)

# data[].attributes.subject
Group 4 (Thoa, Thanh, T.Nga, Thương, Linh)

# data[].attributes.body
1. Managing the learning environment is the control and the management of the interaction and impact of teacher's activities as well as student's activities on the learning environment. It can be included in taking steps to maximize attention, reducing distraction, and being as productive as possible. Positive environment is that teachers who establish classrooms that are caring, supportive, safe, challenging, and academically robust. To make a positive learning environment: make learning relevant, give compliment, help students develop motivation, respond with positivity.

2. - Students can make some noise when they get involved in learning activities. The level of noise is acceptable when it doesn’t affect other classes.

- To gain students’ attention, we can use some tactics:

+ provide students with opportunities of cooperative learning

+ get students moving

+ set limited time for students to work

+ allow students share what they think

+ use some expressions and structures to grab students’ attention

+ allow students to share what they think

3. The instructions should be clear and short so students can follow easily.

Teacher use the common phrases to meet all different levels of students

Teacher should design and implementation of different activities.

4. Positive behavior: be punctual, concentrate on the lesson, pay attention to the teacher, actively join in all activities, raise hand, be kind to partners, stay on task, be creative, ...

Negative behavior: be late, fool around, interrupt the lesson, refuse to work in groups, throw things, be talkative, tease others, use vulgar language, refuse to stay in seats, be overdependent on others in group work, have no books or learning tools, use violence, bully, be reluctant to join in activity, sleep in class, ..

5. When the misbehavior is at an acceptable rate: inattentiveness, talkativeness, moving around the room, annoying others, … it can be dealt with in the foreign language.

When the aforementioned misbehavior is repeated over and over again or serious like aggression and fighting or cheating, it should be dealt with in the mother tongue.

Gaining attention:
+ Im waiting for you to be quiet.
+ We won't start until everyone is quite. + Stop talking and be silent.
+ Settle down now so we can start.
+ Can I draw your attention, everyone?
+ Is everybody ready?
+ Now are you ready?
+ Now we can get down to work.
Giving instructions:
+ Pay attention to the instruction please.
+ Don't forget to look at the instruction sheet.
+ Please focus on the instruction.

Coping with problems:
- Settle down

- Calm down

- That’s enough of that

- This is my final warning
Stop fooling around.

Don’t push/fight.

Work on your own/by yourself.

No copying from your neighbor.

# data[].attributes.body
1. What, in your opinion, goes ‘managing the learning environment’ include? What makes a positive learning environment for you? How can this be created?
- This should be all the classroom activities the T has planned before class.
- There would be some unexpected situations and their possible solutions the T has in his mind.
- It would count if the T knows how to monitor his class successfully.

2. Discuss what level of noise is acceptable in your classroom and different tactics that can be used to gain students ‘attention.
- Noise is a matter of course in language classrooms. But T should be fully aware of those kinds of noise made by Ss who like disrupting class learning. In this case, remind these Ss and focus them on the task. Another good way is put them together into one group and a assign this group with an “energetic” task providing that they are still able to practise English.
- Noise can affect neighbouring classes, so T may reduce the noise to a level that is good enough for your Ss and the other Ss in the classrooms nearby.
- Attention can be drawn by T giving interesting anecdotes or foucusing them on the lesson with nice warm-up activities. Short, private small talks with Ss is also a way to consider.

3. How can instructions be presented effectively so as to avoid repeating them unnecessarily?

- have the students’ full attention before giving instruction.

- shoud be clear and polite.

-develop the good relationship with students

-create good atsmosphere

-suitable, suportive types of questions

4.
Positive behaviour: Students
-  listen attentively
- interact with the teacher and their partners
-
Negative behaviour: Students
- lookout while the teacher is teaching
- speak to their neighbor during the class time,....
- not understand the lesson
- miss behaviour
5. In general, misbehaviour can be dealt with in ENGLISH when this is not serious and we focus on communicative competence; it is encouraging and motivating. Misbehaviour should be dealt with in Vietnamese when the students's ability of understaning English is not good enough

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Room 3 ( Huệ , Bình, Chương , Khiêm, Phượng)

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Room 3 ( Huệ , Bình, Chương , Khiêm, Phượng)

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Points to think and talk about

1.      What, in your opinion, goes ‘managing the learning environment’ include? What makes a positive learning environment for you? How can this be created?
-->+  It involves creating an optimal classroom environment where learning and teaching can take place effectively.

+ interacting with students, putting routines in place, ensuring the rules are consistently carried out, negotiating rules with students,arranging classroom furniture.

+ negotiate class rules, identify consequaences for, consistently uphold agreed classroom rules.
|

2.      Discuss what level of noise is acceptable in your classroom and different tactics that can be used to gain students ‘attention.

1/Level of noise is acceptable in classroom: from 10 to 40 decibels (dB), not too soft, and not too loud.
2/ T can draw students’ attention by: applauding, waving, hitting the table/board, changing the speed of speaking, etc.

3.      How can instructions be presented effectively so as to avoid repeating them unnecessarily?

I think instructions can be presented simply and concisely so that students can know what to do.

4.      What types of positive or negative behaviour do you most readily expect to find in the classroom?

Positive behavior is that the students should cooperate among each other and have a friendly attitude.

5.      When can misbehaviour be dealt with in the foreign language and when should it be dealt with in the mother tongue?
-when Some Sts may keep teasing their friends
--> T may say " Stop that!"
- when they distract from the lesson
--> T may say " Look at the board, Tom"
| when should it be dealt with in the mother tongue?  | - When Sts ignore what T is saying ( may be they don't understand whay T say in English)

# data[].attributes.headline
ROOM 2. THANH HÒA, KIM CHUNG, VÂN HÀ, BÍCH TRÂM, KIM NGA

# data[].attributes.subject
ROOM 2. THANH HÒA, KIM CHUNG, VÂN HÀ, BÍCH TRÂM, KIM NGA

# data[].attributes.body
1. The classroom should be spacious enough to hold 40-45 students. There’s enough light  whatever season of the year is. Equipment should be a priority.

2. The sourroundings of the classroom should always be made fresh, eye-catching and motivating with mottos, posters, mini-boards, etc on the walls. Desks and chairs should be arranged in a way that supports pair work and group work. An overhead projector and a screen would definitely be a must.

3. Think of some of the problems that can occur in the classroom environment. How can these problems be made into language learning opportunities?

- T fails to use equipment due to electronic faults. If this is the case, demonstrate the lesson verbally with the help of pictures, realia, gestures, etc. Anyway, a language teacher always has an actor inside.

- Another common problem can be Ss feel bored with the lesson. T will then quickly change the activity or just simply stop to spend a few miniutes having them playing games or watching funny English movie clips.

*Keeping the classroom comfortable

-Is it very hot today?

- Let’s have the door open

*Keeping the classroom safe

-Don’t sit on the broken chair.

-Put your bag under the table

*Making space

-Please check everyone has enough space

-Let’s find the suitable space

*Moving around the classroom

- Take your sit

-Come overthere

*Moving furniture

-we need to move the desks

-Can you help me to move the desk

- let’s move your desk to the back/ front

*Hands and gestures

-put hands up,

-please raise your hands

-raise your hands if you know the answer

-take your seat

-sit down please

-come and stand by the corner

# data[].attributes.headline
ROOM 5. Thanh Hang, Thu Hien, Thuy Le, Ngoc Kieu

# data[].attributes.subject
ROOM 5. Thanh Hang, Thu Hien, Thuy Le, Ngoc Kieu

# data[].attributes.body
Points to think and talk about

1. nice-looking, tidy, bright enough, well-organised. and well-equipped, and easy to set pairwork and groupwork / work in teams.

2. Organizing mini games in order to students fully participate in activities.  Some interesting or attrative prizes for the winnersof the games, such as pencils, erasers ...

3. Some of the problems: noise from schoolyard or street, power cut, no TV or interactive whiteboard, large number of sts in a class, .......

Language to think about

1. Who volunteers to come and stand at the front of the classroom? / Any volunteers to come and stand at the front of the class? .

2. I would like to divide all of you into groups of 3 students. Now work in groups of 3 students, please!

3. Please put their hands up ? / Raise your hand please?

4. It’s too hot today, could you open all the windows and turn on the fans,  please?

5. Take your seat, please./ Please be seated.

Keeping the classroom comfortable

- Turn on all the lights and fans before we begin.

- Turn off all the lights and fan before you go out, please!

- Remember to clean the board before the teacher come in!

- Don't forget to sweep the floor everyday!

- It seems to be stuffy  in here.

- Please open the windows

- Can you draw/ put up the curtains?

# data[].attributes.headline
Room 3 ( HUỆ, BÌNH, CHƯƠNG , KHIÊM , PHƯỢNG) 

# data[].attributes.subject
Room 3 ( HUỆ, BÌNH, CHƯƠNG , KHIÊM , PHƯỢNG) 

# data[].attributes.headline
ROOM 2: THANH HÒA, KIM CHUNG, VÂN HÀ, BÍCH TRÂM, KIM NGA

# data[].attributes.subject
ROOM 2: THANH HÒA, KIM CHUNG, VÂN HÀ, BÍCH TRÂM, KIM NGA

# data[].attributes.headline
Group 4 (Thoa, Thương, Thanh, T. Nga, Linh)

# data[].attributes.subject
Group 4 (Thoa, Thương, Thanh, T. Nga, Linh)

# data[].attributes.body
Points to think and talk about

1.      If you could design your ideal classroom, what would it look like?

- Enough lights, temperature, space.

- Convenient furniture

- Equipped with modern learning tools

2.      Think about different ways the surrounding of the classroom can be used to support the use of English.

- Important in some activities

- comfortable atmosphere

- favorable conditions

3.      Think of some of the problems that can occur in the classroom environment. How can these problems be made into language learning opportunities?

- Classroom: too hot, stuffy

- light: poorly-lit rooms

- Disruptive noise: noisy surroundings, phone ringing
Useful language:

+ It’s too stuffy in here.

+ Could you open the door.

+ Turn on the fans, please.

+ It’s so blinding.

+ Open the curtains, please.

+ Can you turn on the lights.

+ The room is chaotic.
+ There’s little space in the middle of the room.

+ We need a large space in the middle of the room.

+ Let’s make a space in the middle of the room.

# data[].attributes.body
1. Our ideal classroom is a learning-friendly one equipped with modern technology. It would be best if the number of students is limited to under 30 each.
2.
Some other ways to encourage English in classroom

Start each lesson by asking students about their week, weekend or previous evening. Talk about yours in a natural way: “Did anyone see that funny film on TV last night?”

Ask students about their area or information you may need to know. Simple requests for help, such as:  ask for the time, the date, how to get to places nearby etc.

Ask for explanations in English whenever students are able. This stretches students.

Avoid asking “Do you understand?” Try to get more comments with questions to check understanding: “Why is there an 's' on this verb?” or “Can you pronounce this word?”

Get students to refer to an English-English dictionary (take your own if necessary). Play games involving definitions (eg. Guessing a described object; animal, vegetable or mineral?; or What’s my line? with job descriptions.) Do simple crosswords with clues.

Play games where use of the mother tongue loses points for the team.

Practise and encourage all common classroom requests: “Can I have another piece of paper?” or “May I go to the toilet, please?” - Students may not use English requests amongst themselves but insist they do with you.

3. Situation: A student is using his phone during class and is caught. This can be turned into a language learning opportunity in a funny way. If you are teaching or revising grammar structures, you can ask that student to produce some examples to express his promise not to repeat his wrong. If it is a speaking lesson, this can be a chance to switch to learning something about phoniquette at school, etc.

# data[].attributes.headline
Group 5 (Hoà, Thế, Thương, Huệ, Kim Nga)

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Group 5 (Hoà, Thế, Thương, Huệ, Kim Nga)

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A. 1. I'm sorry. I’m tired today so I can’t speak aloud.

2. Have you been ill?

3. Hopefully, the annual flu epidemic hasn’t started!

4. You will win the match. Goodluck!

5.  Happy birthday to you, Norbert

B. 6. I'm going to see a short video about winter sports.

7. I'm sorry for treading on your foot, Margarete.

8. Can you see the screen clearly?

9. Can you hear the sound aloud?

10. Please close the window to see it clearly.

C. 11/Talk about your winter hobbies briefly, please

12/ Talk about their winter hobbies briefly, please.

13/ Let discuss in pairs for five minutes.

14/ Susana, try your best. Talk about something, please.

15/ Talk about your hobbies loudly, Minna.

16/ Have anyone had the answer at least once ?

D. 17. Who can help me to clean the board?

18. Thanks for your help

19. Work in group of four, please .

20. You belong to group 4,  Ruyd

E. 21. Role play. One of you is  the customer in a sports shop and the otheris the salesperson

25.  You’ve done enough of that. You can stop now

26. We can stop here. See you again next time.

# data[].attributes.attachment_link.title
Room4 (Minh Ha, My, Thi, Binh, Viet Hoa)

# data[].attributes.body
1. I’m under the weather.

2. Are you cold? Do you want me to close the window?

3. Hopefully, there is no thing like epidemic.

4. Good luck to you, guys!.

5. Many happy returns, ...!

​6. Lets get started with a video about winter sports.

7. I’m terribly sorry, Margarete. Are you okay?

8. Can you see the screen, everybody?

9. Is the sound alright ? Any one at the back can’t hear?/  Can the students at the back hear the sound?

10. Don’t worry. I will move you to another seats so that you can see the board.

11. I would like to invite some students to talk about your winter hobbies. Keep silent, listen to your friends and you will present later.

12. Now, work in pairs for 5 minutes.

13. Susana, say something about it/ Can you say something about it, Susana? /Come on, Susana, you can do that. Say something about it.

14. Can you speak louder, Minna?

15. Sorry, Piia! You ar very good today, but give another a chance to speak. Okay?

16. All of you have great effort.

17 . Oh, Who can be a volunteer to help me clean the board, please?

18. Thank you, Linh. You did a good job!

19, I would like all of you to work in groups of 4 students.

20. Oh, Ruyd, Which group do you want to be in? It is up to you.

21. Work in pairs. One is a customer and the other is the saleperson

22.  .The customer asks the saleperson some questions about the product in 3 minutes. After that, you change your rơle.

​

23. You speak like a native speaker, Uwe!

​

24. Let me help you, Anton and Dirk.

25. All of you have worked so hard. Thank you so much.

26. Goodbye. See you soon.

# data[].attributes.headline
ROOM 6 THANH HIỀN, THU HIỀN,, TRÂM, THANH, KHIÊM

# data[].attributes.subject
ROOM 6 THANH HIỀN, THU HIỀN,, TRÂM, THANH, KHIÊM

# data[].attributes.headline
room 2 ( Hằng , Nga, Lan,Phượng , Dương)

# data[].attributes.subject
room 2 ( Hằng , Nga, Lan,Phượng , Dương)

# data[].attributes.headline
Group 1 (Ngọc Kiều, Thanh Hoa, Vân Hà, Mỹ Linh)

# data[].attributes.subject
Group 1 (Ngọc Kiều, Thanh Hoa, Vân Hà, Mỹ Linh)

# data[].attributes.body
1. Oh, terribly sorry! but my throat and head were on fire now.

2. Ohh! What’s the matter with you, Minh?

3. The only thing we hope now is that the epidemic will send immediately.

4. Good luck to all.

5. Wish you all the best on your special day. Happy birthday to  Norbert!

6. Do you like winter sports? Can you join to design a video on it?

7. Terribly sorry. Hope you are alright.

8. can you see clearly the whole class?

9. Is the screen shinning? How about turning off the lights?

10. Let’s draw the blinds down

11. Spend more time remembering what you see.

12. Now, work in pairs please.

13. Don't worry about the spelling/your pronunciation.

14. Can you speak more louder?.

15. Piia, may be another time.

16. Does everyone practice?

17. Who volunteers to clean the board?

18. Many thanks.

19. Now I would like to divide our class into 4 groups.

20. Ruyd, have you made up your mind?

21. Now its time to have a short role-play activity. Please work in pairs, one is the customer in a sports shop, the other the salesperson.

22. Let me tell you what you should do in this activity: The customer should ask some questions about a product and after three minutes the roles are reversed.

23. Wow, your pronunciation is great, Uwe.

24. How is everything getting on, Anton and Dirk? Come on, you are doing well, guys!

25. It’s time to say goodbye. Thank you for your cooperation today.

26. By the way, one more thing before you go. Enjoy your holiday!

# data[].attributes.body
1.     There's no need to rush. (time)

- Time is on your side

2. I'd like you to get into two teams. (divide)

- I'd like you to divide into two teams

3. I'm sorry, I didn’t notice that at all. (overlook)

- I didn't overlook

4. All right. When you're ready, Laura. (time)

- All right. take your time Laura

5. It’s all the same to me which group you join.

- It makes no differece which group you join.

6.      What you said was perfectly correct. (single)

- There wasn't a single mistake in your answer.

7.      Have I missed somebody? (turn)

- Has everybody got your turn?

8.   Excuse me, do you mind moving? (squeeze)

-  Would you please squeeze yourselves a bit?

9.  Let me see more of this good work! (up)

- Keep up this good work!

10.  You've improved a lot. (like)

-  I like the way you have make a lot of improvement.

11.  You found this one difficult. (trouble)

- You've got trouble with this one?

12.  If you can't hear, come a bit closer (front)

- Come closer to the the front if you ca't hear.

13.  You try it on your own, Mats. (yourself)

- Do it yourself, Mats.

14.  Let's read. One after the other, please. Lena, you start. (turns)

- Take turns to read it. Lena, you go first.

15.  Nicely done. (job)

- Good job!

16.  I'll be back in a moment, so don’t stop working.

- Go on with what you are doing.

17.  It's May 7th today. (date)

- The date today is ....

18.  You need some more practice with this. (spend)

- You need to spend more time on this.

19.  OK. It’s alright. (damage)

- It's no damage!

Would someone like to clean the board? (volunteer)
- Anyone volunteer to clean the board?

# data[].attributes.headline
ROOM 6. TRÂM, THU HIỀN, THANH HIỀN, KHIÊM, THANH

# data[].attributes.subject
ROOM 6. TRÂM, THU HIỀN, THANH HIỀN, KHIÊM, THANH

# data[].attributes.headline
Room 5 (Thanh Hòa, Mỹ Thế, Minh Huệ, Kim Nga, Như Thương)

# data[].attributes.subject
Room 5 (Thanh Hòa, Mỹ Thế, Minh Huệ, Kim Nga, Như Thương)

# data[].attributes.headline
Group 1 (Thanh Hoa, Vân Hà, Ngọc Kiều, Mỹ Linh)

# data[].attributes.subject
Group 1 (Thanh Hoa, Vân Hà, Ngọc Kiều, Mỹ Linh)

# data[].attributes.headline
Room 4 (Minh Ha, Thanh Binh, Diem My, Van Ha, Thi Vo, Viet Hoa)

# data[].attributes.subject
Room 4 (Minh Ha, Thanh Binh, Diem My, Van Ha, Thi Vo, Viet Hoa)

# data[].attributes.body
1.      There's no need to rush. (time) -  You still have plenty of time.

2.      I'd like you to get into two teams. (divide) - I'd like to divide you into two teams.

3.      I'm sorry, I didn’t notice that at all. (overlook) - I'm sorry I have overlooked that.

4.      All right. When you're ready, Laura. (time) - Take your time, Laura.

5.      It’s all the same to me which group you join. (difference) - It makes no differece which group you join.

6.      What you said was perfectly correct. (single) - There wasn't a single mistake in your answer.

7.      Have I missed somebody? (turn) - Has everybody got your turn?

8.      Excuse me, do you mind moving? (squeeze) -  Would you please squeeze yourselves a bit?

9.      Let me see more of this good work! (up) - Keep up this good work!

10.  You've improved a lot. (like) -  You have improved like nothing else I have known, mate! / I like the way you have make a lot of improvement.

11.  You found this one difficult. (trouble) - You've got trouble with this one?

12.  If you can't hear, come a bit closer (front) - Come closer to the the front if you ca't hear.

13.  You try it on your own, Mats. (yourself) Do it yourself, Mats.

14.  Let's read. One after the other, please. Lena, you start. (turns) - Take turns to read it. Lena, you go first.

15.  Nicely done. (job) - Great job!

16.  I'll be back in a moment, so don’t stop working. - Go on with what you are doing.

17.  It's May 7th today. (date) - The date today is ....

18.  You need some more practice with this. (spend) - You need to spend more time on this.

19.  OK. It’s alright. (damage) - It's no damage!

Would someone like to clean the board? (volunteer)
Anyone volunteer to clean the board?

.

# data[].attributes.body
Pair off and discuss with your partner the following questions.

1.       Think back to your own language learning experiences. What sort of feedback did your teacher(s) give you?

Oral feedback and written feedback: Possive feedback

2.       Now think about yourself as a teacher. Do you think you give more positive or more negative feedback?

-More possive feedback

3.       Which language do you use to give feedback and encouragement?

*Giving feedback

-That’s right.

-That’s quite right.

-Is that right?

-Is there another way to say it?

-That’s also possible

*Giving encouragement

-Well-done.

-Keep up the good work

-You are doing well.

-You’re getting better everyday.

-You’ve improved a lot

4.       Do you think there are cultural differences in how much positive feedback teachers give to their students? Is public praise (or even shaming) a part of your classroom culture?

-Yes. I think there are cultural differences in how much positive feedback teachers give to their students. Positive feedback should be used to  Some students feel shy and ashamed when the teacher encourages them.

5.       Do you give feedback differently, depending on whether you are dealing with individual students, pairs, groups, or the whole class?

-Yes. Teachers should  give feedback differently with individual students, pairs, groups, or the whole class

-With individual students,

Yes,I give feedback differently with individual students because of students' level.

6.       How can you tell whether the feedback you give is effective? How could you make it even more effective?

-The feedback is effective when it is critical for positive environment and the learners are able to receive the information and adjust his or her performance accordingly.

7.       Recasting is a useful technique when correcting a student's mistakes. Instead of drawing attention to the mistake and interrupting the student, you repeat or rephrase what the student intended to say in a correct form, as part of the conversation. For example, the student says I did went to cinema. Your reaction: OK, that’s great. I went to the cinema, too. What did you see? What are the advantages of this technique?

* Benefits of recasting

- Providing supportive scaffolding that helps students participate in lessons when the target forms in question are beyond their current abilities.

- Taking attention away from the actual error and encouraging the students to speak.

- Being  ideal for facilitating for the delivery of complex subject matter

8.       Which are more important to correct, mistakes in structure (for example, verb forms, prepositions, articles) or mistakes that affect communication (for example, mispronunciations, use of the wrong word)? Does it depend on the type of activity? Which do you focus on?

It’s important to correct mistakes that affect communication. I may be interested in getting the students to communicate than in accurace

# data[].attributes.headline
Group 1 (Ngọc Kiều, Thanh Hoa, Vân Hà, Mỹ Linh)

# data[].attributes.subject
Group 1 (Ngọc Kiều, Thanh Hoa, Vân Hà, Mỹ Linh)

# data[].attributes.body
1.       Teachers  gave more negative feedback of grammar

2. Teachers are becoming more and more positive in giving feedback

3. English

4. Yes, Obsolutely,

5. Yes

Sure

Definitely

6. Compliment.

You are awesome

you're a smart cookie

your sacrifices don't go unnoticed.

7. The 1st advantage of this is correcting Sts' mistakes in a polite way. They don't feel lose face.

The 2nd is Sts can learn correction from T immidiately

8.

- mistakes in structure

- Yes

- structure

# data[].attributes.attachment_link.title
discussion Language for confirming and Encouraging

# data[].attributes.headline
ROOM 6 (Thanh Hiền, Thu Hiền, Xuân Thanh, Trâm, Khiêm)

# data[].attributes.subject
ROOM 6 (Thanh Hiền, Thu Hiền, Xuân Thanh, Trâm, Khiêm)

# data[].attributes.body
1. We were given both (little)negative and positive feedback; however, more positive
2. We often give more positive fedback
3. We usually give feedback and couragement by using English
4. Yes. There are much cultural differences.
Yes, it is.
5. Yes.
6. a. The feedback we give should be encouraging and motivating such as WELL-DONE!, GOOD JOB! EXCELLENT! FANTASTIC!
b. We can use gestures, body language
7. Advatanges of this technique is preveting students from embrassed, ashamed and not discouraging students
8. It depends on the type of activity. In terms of writing task, we focus on correcting mistakes in structure; in the period of teaching speaking, we should focus on mistakes that affect communication

# data[].attributes.headline
Room 4 (Minh Ha, Thanh Binh, Viet Hoa, Thi Vo, Diem My)

# data[].attributes.subject
Room 4 (Minh Ha, Thanh Binh, Viet Hoa, Thi Vo, Diem My)

# data[].attributes.body
1. In the past, teachers tended to give more negative feedback through forms of punishment.
2. We teachers are becoming more and more positive in giving feedback as a way to motivate sts to study harder and make effort.
3. - There are rooms for improvement.
- It would be better if you used a modifier here.
- It is a good idea to....
4. We believe that cultures have influenced the positivity of giving feedback. Western countries are in practice more positive and constructive while oriental counterparts seem to lean toward negativity in giving feedback as a result of their ideology.
5. Yes,of course. It depends much on the scenarios in which giving feedback takes place.
6.  - Students show visual changes in their performances or language competences.
- Teachers have to make giving feedback more constructive and continuous.
7. Recasting is effective  and advantageous in that correction happens naturally as a means to encourage sts and enhance interpersonal communication.
8. It depends on the type of activities the teachers are conducting - whether the teachers are focusing on forms or meaning.

# data[].attributes.headline
Group 3 ( Diem My, Hong Khiem, Thanh Hien, Thanh Hoa, Viet Hoa)

# data[].attributes.subject
Group 3 ( Diem My, Hong Khiem, Thanh Hien, Thanh Hoa, Viet Hoa)

# data[].attributes.body
1. Pair work and group work give students more time for communicating and exchanging information. Can you think of any other benefits?

- Ss especially the weaker ones, build up their confidence as they can more or less contribute to the group.

- Ss can learn how to collaborate with their peers.

- Ss learn from each others.
2. Do you think pair work and group work is always more motivating? What has been your own experiences of group work as a teacher and as a student?

There are the problems of controlling students when working in groups or pairs such as: the use of mother tongue during the work, the reinforcement of students’errors in the classroom, the difficulty to monitor all groups, and the students’ cognitive styles, some learners may prefer to work alone

3. Imagine that you have asked the class to work in pairs. Unfortunately, as is often the case, there is an odd number of students. Think of some solutions to the problem. How do these solutions affect your role as a teacher?

- The odd student can be assigned with a different task.

- The odd student can be paired up with the T.

- The odd student can take turns joining any of the pairs and add one idea for example each time he joins.

4. Groups work at different speeds and so complete their tasks at different times. How can you prepare for this situation?

- T arranges their turns to report or present their products.

- T helps the slower groups with hints, suggestions, etc.

- T changes their ways of presentation, for example, T asks the slower groups to switch between verbal and nonverbal forms.

# data[].attributes.headline
Group 2 ( Kim Nga, Thúy Nga, Ngọc Kiều, Như Thương, Mỹ Linh) 

# data[].attributes.subject
Group 2 ( Kim Nga, Thúy Nga, Ngọc Kiều, Như Thương, Mỹ Linh) 

# data[].attributes.body
1.      Pair work and group work give students more time for communicating and exchanging information. Can you think of any other benefits?

-Help each other. Strong students can help weak students

-Motivate students

-Have fun

-Share more ideas

-Have interactive learning atmosphere

2.      Do you think pair work and group work is always more motivating? What has been your own experiences of group work as a teacher and as a student?

-Not always. Sometimes the weaker ones feel discouraged when their ideas are undervalued.

-If not managed well, group work is not effective. Students chat, make noise…

-The classroom is very noisy

3.      Imagine that you have asked the class to work in pairs. Unfortunately, as is often the case, there is an odd number of students. Think of some solutions to the problem. How do these solutions affect your role as a teacher?

-The odd can be added to one pair.

4.      Groups work at different speeds and so complete their tasks at different times. How can you prepare for this situation?

-Go around and control the class. Give more care and time to weaker groups so that every group can complete the task.

-The better group can be given some more challenging tasks while waiting for the others

# data[].attributes.headline
Room 3 (Thuy Le, Xuan Thanh, Thi Vo, Thu Hien, Thanh Binh)

# data[].attributes.subject
Room 3 (Thuy Le, Xuan Thanh, Thi Vo, Thu Hien, Thanh Binh)

# data[].attributes.body
1. Pair work and group work, besides giving sts more time for communicating and exchanging information, can help to build interpersonal, leadership skills, or enhancing sts' confidence.
2. It largely depends on the task types when we teachers decide to choose individual work, pair work or group work. Sometimes, too much team work may lead to demotivation if utilized inappropriately.
3. Actually, this scenario can happen at any time in the lesson, and it has not been a "king-size" problem to handle. Pair-work activities may reasonably include a three-student pair. However, the teacher needs to provide aid to this this special pair by suggesting more appropriate approaches toward the final product. This pair may become the specialty of certain activities.
4. It is not uncommon to have a mixed-level class by any means. All teachers have to expect this situation and the solution is that the teacher has to closely monitor dividing the students into best-option-possible groups, so that each group has a leader (higher level) and other supportive members. Another way out to this can be to ask the groups that finish first to present their work and the other will contribute more ideas and make it more complete.

# data[].attributes.body
Work individually and write down 5 phrases/sentences that you use in your classroom to give turns to your students.

1.  Who volunteer?

············································································································

2.  Anything else?

············································································································

3.  Who can start?

4. Can you, Na?

5.  Who next?

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Who is next?Tam, can you?
Tam, can you answer?
Your turn, Tam.
Tam, please.
Tam, help me to do this.

# data[].attributes.body
-You answer it, Mai.

-I want you to try exercise 1, Mai.

-Who can answer next?

-I would like you to answer the question.

-How about your point of view?

# data[].attributes.body
1. Can you answer, Thanh?
2. Next, Thanh, can you?
3. Who can answer next?
4. It's your turn, Thanh.
5. Thanh, your turn.
.

# data[].attributes.headline
1. Now, I would like to invite you to talk about this...

# data[].attributes.subject
1. Now, I would like to invite you to talk about this...

# data[].attributes.body
2. What do you think about...
3. I would like to know your opinion about...
4.How about your point of view...
5. Let move another student, I would like you to answer my questions...

# data[].attributes.body
1. Who can volunteer?
2. Anyone else?
3. It's your turn, Mai.
4. Next one, Huy
5. Who is the first?

# data[].attributes.body
-       Now give another turn, Minh pl!

-       Who is the next one to try?

-       Now for the beginning, Minh, can you?

-       Who is the first to start?

-       Go on, Minh!

# data[].attributes.body
- Who's the first to talk ?
- Who's else ?
- Next, please.
- Go ahead, speak please.
- Give your answer, please.

# data[].attributes.body
- Who wants to start?

- (It’s) your turn, Nga!

- Who’s next (to go)?

- Next one, please!

- Anybody else?

# data[].attributes.body
It' your turn, now.
Who's next?
Would you like to go first/ next, Lan?
Anyone who wants to volunteer now?
Next, please! Hoa.

# data[].attributes.body
Who's first (one)?
It's your turn, Nam!
Anyone else?
Who is going to start?
Next one, please!
Can you, Minh?

# data[].attributes.body
Xuân Thanh

# data[].attributes.body
Give turns to your students.
1. Anybody else?

2. Now you, Anna.

3. Now let’s have someone else (try it).

4. Anybody (still) not had a turn?

5. One by one.

# data[].attributes.body
Who volunteers?
Who's next?
Anybody else?
Jonh, can you?
Next (one), please.

# data[].attributes.body
Work individually and write down 5 phrases/sentences that you use in your classroom to give turns to your students.
- Not all together/at the same time/at once
- The rest of you wait for your turn
-  Please take turns reading.
- Take it in turns to read
- Let someone else have a turn

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- You are the next, please.
- It's your turn, please.
- You set the ball rolling, Mr.
- Let's give the next round to the girls.
- Who hasn't been on air, today?

# data[].attributes.body
1. Let someone else have a turn.
2.Who's left?
3.Who wants to start?
4. You did it last time.
5. One by one