The meeting focused on preparing for the Global Citizens program, which TeamFD will deliver to Eraschool during the academic year 2024-2025. This program aims to develop students as global citizens through monthly topics and weekly sessions that emphasize character building, mindset development, and debate activities.

Key points discussed include:

1. Program Structure:

- Weekly sessions, Monday to Thursday, 10-11 AM, for different grade groups.

- Monthly topics broken down into four weeks: concept introduction, practice, assessment, and debate.

2. Technical and Logistical Setup:

- Classrooms require two laptops: one for presenting and one as a mic/speaker for students to speak.

- Ensuring proper setup of sound and mic systems to avoid connectivity issues.

3. Platforms:

- Padlet for lesson materials.

- Telegram for communication.

4. Teacher Responsibilities:

- Facilitate the session, engage students during the activities, communicate with teamFD in case we do not hear students properly

- Provide feedback for each student before day 20th of the month (once a month - template to be provided)

- Submit assessment answer sheets from students (once a month on week 3)

- Provide feedback after the debate day (once a month - template to be provided)

5. Assessment and Feedback:

- Monthly reports on student progress - provided teachers's feedback is submitted on time

- Homework/ challenge and assessments will be integral parts of the program.

6. Some info about Students in general:

- Grades 2-3: Very basicEnglish, using short sentences.

- Grades 4-5: Good English skills.

- Grades 6-9: Good understanding, but speaking skills need improvement.

If there is any note that we need to keep in mind (for ex: some classes might be less engaging and less focus than usual...some classes might need more visuals/ slower speaking...), please let us know

7. Follow-up and Preparations:

- Regular parent meetings every three months, with the first on October 31st. TeamFD will host, Eraschool will support teachers for translation in case parents do not speak english

The meeting concluded with plans to finalize details and ensure all preparations are in place for a successful program launch, and a dry run session scheduled for next Wednesday to test the set up

1. Eraschool to reconfirm which grade will join each day. We have 4 sessions per week (from Mon-Thu) to cover all Era students (from grade 2 up), so we need to know which class will join each day. Deadline 30 Jul

2. Ms Ha needs to get into Telegram communication group & Padlet for materials. Ms Hang & Ms Huong please help within today

3. Next meeting to run a demo session

• Wed, 31 Jul at 10am VNT

• Ms Ha & Ms Hang please read the book of August and ask questions before next meeting, set up the class: 2 computers with camera open + projector + speaker because we will do exactly what we will do during the class

  
  

***Some debate questions covered today:

1. Should we always follow rules or ask more questions?

   - 10 students voted to always follow rules, 7 voted to ask more questions.

   - One student said following rules makes you a good student.

   - Those who voted to ask questions said it helps them learn more.

2. Should we help friends before ourselves?

   - 10 students voted yes (help friends first), 1 voted no.

   - The student who voted "no" explained that some friends bully him.

   - Students who voted "yes" said it's important to help newcomers who don't know things and need more help (Ha Vy), and helping friends allows them to play together and maintain friendships.

Both debates were conducted simply, with yes/no voting and brief explanations, suitable for young students with limited English proficiency. The teacher guided the process in Vietnamese to ensure understanding.

• Summary of every meeting

• Action plan & update

• Any modification of the program (if any)

1. Reviewing the "5 B's" of being a global citizen: Be kind, be curious, be green, be innovative, and be a team player.

2. Some debate questions are introduced.

3. A storytelling activity: students create their own stories based on images - it helps them practice form their opinion and give opinion

4. 3A1 - Yes team: we should always follow rules because:

• I want to answer

• It's hard, so i follow the rules

• It's safe

  
  

5. 3A2 - No team: we do not always follow rules, because:

   • The rule is not good for me

   • I'm lazy

   • The rules are hard to follow

The class involved a mix of question-answer sessions, team discussions and attempts at student participation. There were some technical issues and communication challenges throughout the session when online facilitators can not hear the students clearly

1. Discussion of the 5 B's of being a good global citizen: Students were asked to recall these, which include being curious, being kind, being green, being a team player, and being innovative.

2. Story creation from pictures: Students were shown pictures and asked to create stories or fill in missing words related to rules and following rules

3. 4A1 - Team Yes (We should always follow rules):

   - If we follow the rules, the class will be good and teachers will be happy

   
   

   4A2 - Team No (We should always ask more questions):

   - Rule is difficult

   -I don't understand the rule

   - It takes a long time

   
   

   The debate seemed to focus on whether it's better to always follow rules or to ask more questions. The No team came up with more arguments. The arguments are not really well

• Team Yes:

  Round 1. Good team work when members take turn to speaks. Arguments were somewhat limited and focused mainly on avoiding negative consequences. They could have explored more positive aspects of rule-following.

  Round 2: Able to apply what they have learnt "Be kind"

• Team No:

  Round 1. Able to come up with a wide range of thoughtful arguments

  Round 2. Team leader slowly get other members to speak. However, this round they seem to struggle to provide more unique points without repeating what was already mentioned. The arguments are slightly coming toward negativity. They could be benefited from considering scenarios where helping oneself first could indirectly benefit others.

Q1. "Should we always follow the rule and not ask questions?"

Team Yes (Always follow the rules):

1. Following rules prevents being labeled as bad students

2. Not following rules can result in parents being called

3. Following rules helps maintain good student status

4. Rules prevent fights in class

5. Following rules avoids disruptions like playing with phones during class

Team No (Always ask questions before following rules):

1. Asking questions helps understand the rules better

2. Questioning helps determine if rules are necessary, right, or good

3. Some rules can be wrong or outdated

4. Rules may not be equal for everyone

5. Asking questions provides clarity on what needs to be done

6. Questions are necessary when rules can't solve specific problems

7. Questioning helps understand the purpose of rules, leading to better compliance

Q2. "Should we help friends before we help ourselves?"

Team Yes (Help friends first):

1. If you help friends, they will help you back when you need it.

2. Helping friends when they're struggling builds mutual respect.

3. If you help others, they will like you.

4. Helping others makes you a kind person.

5. Being an excellent student means helping others and being a role model.

6. Sometimes friends' problems are harder than our own, so we should help them.

7. Helping friends makes them happy, which in turn makes you happy.

Team No (Help ourselves first):

1. We might not have enough time to finish our own work if we help others first.

2. We are more important than others.

3. Others' problems are not our business.

4. We ourselves might need more help than others.

5. Friends can ask other people for help, not necessarily us.

6. Teachers might not allow us to help others instead of focusing on our own work.

The main topic discussed was "No fear." Facilitator asked students about their fears, and students mentioned being afraid of dogs, ghosts, mothers, die, father and the dark.

Few pictures are displayed to get students brainstorm about the possible fears in each situation and what to tell the friends who are afraid

A crossword also be played to think about What to do when we are afraid?

The teacher encouraged discussion about how to help someone overcome these fears. The class seemed interactive, with students participating and sharing their thoughts, though there were some technical issues with audio during the session that took almost 15 mins disruption

• Starting discussion with what students are afraid of (e.g., cockroaches, parents, lion, )

• Interactive exercises where students identified elements in pictures related to fear or bravery

• A picture game to discover what to do when you are scared (e.g., sing, tell parents, draw....)

Interesting observation:

Class 2A2 seems to be more observation and able to spot the emotions. There was a picture showing a little girl who was singing to hide her fears. Class 2A1 saw that she is singing, but Class 2A2 saw that she is scared, she is shouting.. Very nice kids

- The class read a poem about fear.

- The class ended with a recap of ways to be more brave: such as trying new things, making new friends, speaking clearly, sharing emotions, and having fun.

- Perfect timing

Interesting observation

• Class 3A1 seems to have a more consistent energy level

• Class 3A2 seems to be low energy at the beginning, but they become highly energetic as the session goes on. The boys seem to be very competitive, some of them will lose interest and attention when it's not competition anymore. Some raised hands even when they do not have an answer yet, or not know the english word yet, very good effort. The girls are very attentive

The second group started 10 late since students had to move from cafeteria after the previous class. They rushed toward the end bcos of running short of time and students were a bit distracted

1. The topic of "5 Nos" to become good global citizens.

2. The class started with a team activity where students were divided into 3 groups and asked to list things they should not do to be good global citizens.

• Some students give ideas about personality development: Don't be shy, selfish, don't be nervous, don't be scared...

• Most of the students talk about environment protection like don't destroy tree, don't litter...

• There is 1 mention about No cheating - do it yourself and increase your creativity, which is pretty impressive

• Few students not only talk about their ideas but also a quick reasoning showing their thoughtful thinking process

3. The facilitators then introduced the official "5 Nos": No me, No fear, No bias, No giving up, and No waste.

4. The lesson then focused on "No fear", discussing what students are afraid of and how to overcome fear, incorporating a crossword puzzle.

5. Homework was assigned to prepare for a debate: whether global citizens should have fear (yes or no/ why).

The teacher emphasized the importance of perseverance and trying again when faced with challenges. They also discussed the Nike slogan "Just Do It" as an example of this mindset.

The class involved interactive activities where students were asked to complete sentences and discuss scenarios related to not giving up. The teacher encouraged the students to apply this principle in their daily lives, whether in studies, or helping parents with housework.

Interesting observation:

• 3A1 started engage more when they had to work

• 3A2 is much more energetic and active from the very first activity. Minh Khang is able to see a bigger picture (science room) while other classmates were pointing out objects only (like chairs, teachers, clock, tables, door...)

• For both classes, their responses were often fragmented or incomplete, requiring prompting from the teacher.

• In summary, while the students' response quality was mixed, their level of engagement appeared to be good, with active participation throughout the lesson.

- The topic was "No giving up"

- The class discussed examples of not giving up, including a dad cooking, a sister running, and a girl doing science experiments

- They explored slogans related to perseverance from brands like Nike, Captain America and North Face

- The class completed fill-in-the-blank activities with motivational phrases

- Key takeaways included: keep trying, believe in yourself, ask for help when needed, stay positive, and learn from mistakes

Some observations:

- Students actively participated in answering questions and guessing slogans. Some tried to fill in half whatever they could think of. 5A1 demonstrated stronger critical thinking and individual work, responded better to questions while 5A2 Came in distracted, is a bit more quiet but more active teamwork, more prompting and clues from the teacher

- There was enthusiastic participation in the slogan guessing activity, with students building on each other's ideas, energy was up compared to the first part of the session

1. They discussed some scenarios where a father, a sister, a student, and a boy never gives up

2. The class completed a fill-in-the-blank exercise about a girl in a science classroom, reinforcing the idea of not giving up when facing difficulties.

3. They did a word puzzle activity with Nike's slogan "Just Do It," connecting it to the lesson's theme.

Throughout the lesson, the children actively participated.

• 2A1 seems to be more active and engaging than 2A2, better audio quality, allowing for easier understanding of student responses, offered more varied and specific answers,

• 2A2 seems to be more distracted and slower, more background noise, making it challenging to discern individual responses, participation seemed less structured, answers were often shorter or less specific

The facilitator encouraged participation and praised the children's responses, creating an interactive and engaging learning environment.

The facilitator then outlined several ways to become a good global citizen under the "No me" concept:

1. Care for others

2. Leave no one behind

3. Report unfair situations

4. Say sorry when needed

5. Celebrate others' successes

6. Listen as much as talking

7. Take turns

The session ended with the teacher assigning homework where students need to write about how they care for others, how often they do it, and how it makes them feel.

Observation:

• 3A1 could think about sharing when caring for others

• 3A2 are more engaging, more creative in problem solving, when many students could come up with different solution for the same situation like: find another shop to buy the cake, ask mom for solution, ...they seems to be more resourceful, and seems to like problem solving a lot

2. The classes are a bit out of time, so facilitator was not yet able to do conclusion and link to the concept of No Me. This will be covered next session on Saturday before they run debate question.

3.Good question from a student: Why is it "No me", and not "Know me"

Observation:

1. 5A1 could give pretty good sentence & word use

2. 5A2 lacks of consistency in participation

2. A game of hangman where students guessed brand slogans related to No giving up (e.g. Nike's "Just Do It").

4. A debate activity where students were divided into two teams to argue whether a character named Lucas should keep trying. Team 1 - YES and Team 2 - NO. Some students struggle providing new or varied answers. Grammar and sentence structure were sometimes incomplete, some students showed difficulty in fully explaining their points or expanding on their ideas.

5. In the Hangman game: Students seemed more engaged, actively guessing letters.

- In the debate activity, engagement varied: Team 2 was observed discussing among themselves, showing good teamwork. Team 1 sometimes struggled to provide responses, needing encouragement.

- The instructor often had to prompt students for responses or repeat questions.

4A2 seems to be more engaging but less focus, less mature in the thinking process compared with 4A1

2. The main activity was a debate on the topic "Should we keep trying if nobody has succeeded before?"

3. The class was divided into two teams:

   - Team 1 (Hannah's team) argued in favor of continuing to try

   - Team 2 (Noah's team) argued for stopping the attempt

The debate centered around a scenario about a student named Luca trying to build a homework-helping robot.

6. Team 1 presented 3 points in favor of continuing, while Team 2 presented 4 points against continuing. Very good point when they could link to the concept of become Global Citizen if keep trying. Team 2 had more points but the quality of the argument is a bit lower

7. The facilitator noted that the students seemed to have lower energy than usual, and more distracted. Many students of 5A2 are absenced

2. The facilitator (Funny Bear) played a guessing game with the students, he asked students questions related to daily habits and preferences, such as waking up early/late, doing homework, playing more/less video games, and prepare school bags....

4. The teacher emphasized the importance of not wasting time, food, and talents. Students were asked about their talents and hobbies, with examples including football, drawing, singing, and playing the piano.

Some observation:

1. Initially, some students seemed hesitant or quiet, with the teacher often having to repeat questions or encourage responses. As the lesson progressed, students became more engaged, especially during the word-guessing game activities.

2. During the word-guessing games, students became more enthusiastic and quick to respond. 3A1 is slowly progress but 3A2 students are very fast, often guessing multiple letters and even entire words at once.

3. Towards the end of the lesson, students were able to share their talents and hobbies more readily.

The overall theme of the lesson was to encourage students to value and make good use of their time, food, and talents.

• 4A1: Good performance from Brian, Liam, Sally, Lucy.

• 4A2: Good performance from Henry, Rayn, Zayn

• 4A1 is more disciplined while 4A2 is much more engaged and talkative. English capability of 4A1 is slightly better, they can speak full & long sentences, and think on their own while 4A2 needs more prompts

1. 5A1 is doing well as usual, very good english & individual work, 5A2 has a very high excitement & engagement today, better than usual, some students spoke up for the first time. There is strong teamwork spirit from 5A2, lower in 5A1

2. Good performance: (5A1): Snow, Ben, Mike, Bao Linh, Huy (5A2) Kim, Laura, Hannah, Amy, Ashley, Kevin

3. Very unique answer from Laura 5A2: don't waste life!

Summary:

1. The class reviewed previous "no" concepts: no me, no fear, and no giving up & introduced a new concept: "no waste."

• "Time" as something that shouldn't be wasted because we can not get it back

• The class played a Taboo game where students had to explain words to their teammates without using the actual word. Words included "energy," "water," and "talent." in the concept of No waste

2. The class ran out of time before finishing all planned activities, so the teacher mentioned they would continue the game in the next session.

• 2A1: students are much better in English proficiency, they can understand pretty well and majority of student can respond in full sentences. Critical thinking and reasoning can be improved. 80% of students had chance to practice directly with faci. Best performance by Thanh An, Quynh Anh, Luis

• 2A2: majority of students seems to struggle with english, they can improve more by reading, repeating and speaking in full short sentences. 70% of student had chance to practice directly with faci. Best performance by Hana, Quang Bach

2. All students had chance to practice directly with faci. Some students were initially shy but became more comfortable as the conversation progressed. Best performance by Mia, Minh Thao, Gia Han, Thanh Hien, Hoang Phuc, Thanh Truc

3. Many students demonstrated the ability to describe what they saw in pictures and answer follow-up questions.

4. Some students were able to help each other (by giving prompt and/or translating) when their peers had difficulty answering.

5. There were instances where students needed prompting or rephrasing of questions to provide answers.

6. Some students exhibited good vocabulary use, such as describing flowers as "sleeping" when they were wilted, or "scared" when asking why the girl is crying...

7. The students generally understood the concept of the "Be" values (like "Be kind," "Be green," etc.) presented in the exercises.

Overall, the quality of responses seemed to be satisfactory, with students showing engagement and effort in participating in the practice.

• 4A2 is pretty noisy today, but students could understand and follow instruction, even though in slow mode, needs to practice more

  - Participation was slightly better than the first group, with more students actively engaging

  - Quality of responses was still relatively low, but showed some improvement compared to the first group

  - Students were able to read from the provided material more fluently

  - Some students, like Ryan, showed a bit more initiative in expressing their thoughts

  - The teacher still needed to guide the discussion and prompt students frequently

• Overall, both groups demonstrated limited ability to engage in independent discussion and critical thinking. The second group showed a slight improvement in participation and response quality, but both groups need to practice more to formulate their own idea and opinion in full sentence. They already have English capability to do so, just need to do it consistently to build habit

Students have 5 mins to prepare on a piece of paper

1. The session is meant to prepare students with the format & topics for next week's mid term test. Session began with arranging students into pairs, randomly. We pair the students from different classes, who never worked with each other before. There were 18 students in total, forming 9 pairs.

2. Each pair was assigned a topic to discuss. They were given 5 minutes to prepare their arguments, with one student taking the "yes" position and the other taking the "no" position.

5A1 - students seem not follow teacher's instruction and trying to buy time/ cheat in pair arrangement. 3/18 students are able to practice directly with faci

• Best performance from Tony - Bao An (volunteer while other pairs are not ready, come with preparation, some grammatical errors, both students were able to express their opinions clearly, responsive to follow-up questions, showing good engagement with the task.) and Snow (able to give some examples from her observation, able to express her ideas clearly, using appropriate vocabulary for the topic, seems to go fast with familiar task but takes time to think and observe when being asked

5A2 - students seem to be better disciplined and organized, 6/12 students are able to practice directly with faci, very good teamwork has been seen

• No students volunteer to speak first

• Best performance from Kim, John, Hannah, Noah, Amy & Soffy. Only Kim & Hannah able to respond well to follow-up questions, showing some understanding of their topics. Other students need more practice

1. Good points:

   • Very active and confident in speaking.

   • Takes initiative to help her friend engage, showing leadership and teamwork.

   • Can form quick responses and clearly express her ideas.

2. Needs to:

   • Work on structuring her sentences to be more complete and less repetitive.

   • Focus on expanding her vocabulary to make her speech more varied and descriptive.

3. General note:

   • Seems to be a confident speaker and natural leader, often encouraging others to participate. Her willingness to help her friend shows strong social and teamwork skills. However, she may benefit from using more descriptive language and structuring her sentences more thoughtfully. Encourage her to continue helping others, but also to think through her own ideas in more depth before speaking. Practicing new words and phrases at home will help her become more flexible in conversation.

Tran Kien

1. Good points:

   • Observant and tries to participate, though with limited words.

   • Shows curiosity, even if hesitant to express it fully in English.

2. Needs to:

   • Practice speaking more in English to gain confidence and fluency.

   • Work on forming full sentences and expanding vocabulary for clearer communication.

3. General note:

   • Seems to be shy but observant. He needs more encouragement to speak and gain confidence in using English. Support him by practicing simple conversations at home, gradually introducing more words and phrases. He can improve by participating more in group discussions and expressing his thoughts, which will help build both his language skills and confidence.

1. Good points:

   • Shows effort in participating by trying to answer and asking for help when she doesn't know a word.

   • Becomes more engaged and enthusiastic when interacting with energetic friends.

2. Needs to:

   • Build confidence in responding independently, even when not surrounded by energetic peers.

   • Practice forming fuller sentences and developing her own ideas without relying on others.

3. General note:

   • Seems to rely on the energy of others to feel more confident in speaking. While she makes a good effort to engage, she struggles to express her thoughts independently. Parents can help her by encouraging more solo practice in speaking, asking her open-ended questions to help her develop her own responses. Supporting her to work on independent thinking and sentence formation will improve her confidence in both social and academic settings.

Quynh Anh

1. Good points:

   • Very good vocabulary and memory for complex words.

   • Makes clear observations and provides thoughtful responses when answering.

2. Needs to:

   • Slow down and observe more carefully before answering, which will help her learn more from the situation.

   • Practice reasoning by explaining her thoughts in more detail, rather than rushing to conclusions.

3. General note:

   • Seems to have a strong grasp of vocabulary and shows great potential in language. However, she tends to rush her answers, which may limit her ability to fully process the situation. Encouraging her to pause and think more deeply before speaking will help her develop better reasoning skills. Parents can engage her in discussions at home, asking her to explain her observations and ideas in more depth. This will strengthen her ability to reflect before responding.

1. Good points:

   • Makes accurate observations, such as noticing the boy helping his friend.

   • Can respond when prompted, showing he understands the situation.

2. Needs to:

   • Work on developing independent thinking and reasoning without needing prompts.

   • Practice forming more complete and thoughtful answers to improve critical thinking.

3. General note:

   • Seems to have good observation skills but relies heavily on prompts to express his thoughts. He needs to practice thinking through his ideas more independently and explaining them in his own words. Parents can help by asking him more “why” and “how” questions at home to encourage reasoning and reflection. Building confidence in expressing his thoughts without waiting for cues will help him sharpen his critical thinking.

Minh Duc

1. Good points:

   • Tries to involve friends in the activity, showing some teamwork spirit.

   • Has the ability to respond but may lack the confidence to do so.

2. Needs to:

   • Focus on speaking in full sentences to improve clarity and confidence.

   • Learn to stay more focused and disciplined, especially during group activities, to avoid distraction and improve his attention span.

3. General note:

   • Seems to be a bit shy and easily distracted, which may come from a playful or mischievous nature. He benefits from keeping busy, but he needs structured activities to stay engaged and focused. Parents can use strategies like setting small, time-bound tasks or providing incentives for completing them. Practicing staying on task and using his energy productively will help him improve both discipline and attention.

1. Good points:

   • Participates, though with minimal speaking.

   • Understands the task but is hesitant to speak.

2. Needs to:

   • Practice reading & speaking English more often to build confidence and fluency.

   • Repeatedly practice reading aloud and responding to questions to form a stronger habit of speaking.

3. General note:

   • Seems to be very shy, especially when paired with more outgoing peers. She would benefit from one-on-one speaking practice at home, where she feels less pressure. Encouraging her to repeat phrases and read aloud in English regularly will help build her confidence in speaking. Parents should provide gentle encouragement to speak more, gradually helping her feel more comfortable participating in group settings.

Linh Nhi

1. Good points:

   • Very enthusiastic and talkative, especially in team settings.

   • Shows leadership qualities by speaking on behalf of friends when needed.

2. Needs to:

   • Slow down and think more carefully before answering to improve reasoning.

   • Focus on allowing others to contribute, rather than always speaking for them.

3. General note:

   • Seems to thrive in group situations, where her excitement and energy help her speak fluently and with confidence. However, she could benefit from slowing down and thinking more critically before responding. Parents can encourage her to pause and reflect before speaking, asking her more “why” questions to strengthen her reasoning. She has strong leadership qualities but needs guidance on allowing others to speak and giving them space in conversations.

Bao Van

1. Good points:

   • Speaks in full sentences and takes her time to think before answering, even under pressure.

   • Very collaborative with both peers and the teacher, showing patience and calmness.

2. Needs to:

   • Continue practicing structured speaking to maintain her good habits.

   • Work on further expanding her vocabulary to add variety and depth to her responses.

3. General note:

   • Seems to have excellent self-control and patience, especially for her age. She collaborates well with friends, often helping others when they struggle, which shows her strong teamwork spirit. Her ability to pause, think, and then respond makes her stand out in terms of calm and thoughtful communication. Encouraging her to continue practicing in a similar structured manner, while introducing more complex vocabulary, will help her further refine her communication skills. She possesses potential to be a future leader

2A1 - the girls seem to be more active and dominant

2A2 - needs to practice more by reading loudly, repeat short sentences & make sentences from single words to get use to speaking & be flexible with word use

1. Variable performance: The responses varied significantly among students, indicating a wide range of English proficiency levels

2. Limited vocabulary: 2A2 Many students struggled to express themselves fully, often giving short or incomplete answers. For example, when asked about what they saw in pictures, some could only name basic objects, give words instead of full sentence

3. Comprehension issues: Several students had difficulty understanding questions & task, requiring repetition or simplification or more prompt

4. Stronger performers: Some students, like Max and Lisa, seemed to perform better, providing more detailed responses and showing better comprehension.

5. Improvement potential: The teachers discussed that while 2A2 might seem weak, the students have potential but lack practice in speaking English, need to expose themselves more to English speaking habit/ setting

6. Homework challenges: It was mentioned that 2A2 students are not able to complete homework, indicating a need for additional support outside of class time.

Overall, the quality of responses suggests that while some students are progressing well, many need additional support and practice to improve their English capability

1. Good points:

   • Makes good observations and is able to answer clearly when she gains confidence.

   • Shows persistence by attempting to answer, even when shy.

2. Needs to:

   • Practice speaking loudly and clearly to build confidence.

   • Read aloud and repeat sentences regularly to get comfortable with speaking, especially in group settings.

3. General note:

   • Seems to be shy and hesitant to speak but shows good effort once she starts. She may need a little push to get going, but with consistent practice, she will likely enjoy speaking more. Parents can help by encouraging her to read out loud at home and practice speaking in front of family members. Building her confidence by praising her efforts will help her overcome the initial hesitation and engage more actively in group settings.

An Nhien

1. Good points:

   • Makes thoughtful observations and can identify emotions well.

   • Encourages others, showing a supportive and positive attitude.

2. Needs to:

   • Practice speaking louder and with more confidence.

   • Read and speak regularly to improve fluency and clarity.

3. General note:

   • Seems to be observant and thoughtful, showing empathy by recognizing emotions in others. She has good speaking potential but needs more practice to improve her volume and confidence. Parents can help by encouraging her to read aloud more often and engage in simple conversations at home. Building her speaking skills through regular practice will help her communicate more clearly and assertively in both social and academic settings.

1. Good points:

   • Shows effort in responding despite fragmented answers.

   • Not afraid to try, even when challenged with reading or speaking.

2. Needs to:

   • Practice forming simple, full sentences to improve clarity.

   • Work on reading aloud and memory games to help with sentence repetition and retention.

3. General note:

   • Seems to be a willing learner but struggles with forming full sentences. His understanding is there, but he needs more practice to express it fluently. Repetition and consistent practice at home with reading short sentences aloud will help him develop his language skills. Memory games involving sentence repetition can also support his learning. He learns best through repetition, so creating a routine around this will boost his confidence and ability to communicate in English.

Thanh Truc

1. Good points:

   • Responds confidently with basic answers.

   • Shows the beginnings of critical thinking and reasoning in her responses.

2. Needs to:

   • Practice forming full, short sentences to improve her fluency.

   • Enrich her vocabulary and use it in sentences to expand her expression.

3. General note:

   • Seems to have good reasoning abilities but needs more confidence and vocabulary to express her thoughts fully. She would benefit from reading aloud and repeating new words to help solidify her vocabulary. Encouraging her to make sentences with new words will also help her feel more comfortable speaking. Parents can support her by asking her to read out loud daily and helping her practice using new vocabulary in conversations to improve her fluency and confidence.

1. Good points:

   • Speaks loudly and clearly, with good participation.

   • Shows leadership qualities by reminding friends to stay quiet and organized.

2. Needs to:

   • Improve pronunciation and intonation for clearer communication.

   • Work on developing better reasoning by explaining thoughts in more detail.

3. General note:

   • Seems to have strong leadership potential and confidence in speaking, even if his pronunciation and reasoning need improvement. Encouraging him to focus on speaking with better intonation and practicing pronunciation at home will help him communicate more effectively. Parents can ask him to explain “why” he thinks something, to improve his reasoning skills and help him form more complete answers. His natural leadership qualities can be nurtured by giving him more opportunities to lead group activities and discussions.

Ha Vy

1. Good points:

   • Understands the tasks and shows clear thinking, even if hesitant to speak.

   • Participates, though quietly, and follows instructions well.

2. Needs to:

   • Speak louder and with more confidence, especially when addressing others directly.

   • Practice speaking in different settings to build comfort and confidence in new environments.

3. General note:

   • Seems to be shy, especially when speaking to the teacher directly, but she understands the tasks well. She may need more encouragement to speak up and express her ideas. Parents can help by providing her with more opportunities to speak in different settings, such as family gatherings or group activities, to build her confidence. Regular practice speaking aloud at home will also help her feel more comfortable in unfamiliar environments.

1. Good points:

   • Proactive in responding when a friend struggles.

   • Willing to participate, even with some hesitation.

2. Needs to:

   • Practice forming full sentences to improve communication.

   • Read aloud and repeat phrases regularly to gain confidence and clarity in speaking.

3. General note:

   • Seems to be proactive and willing to step in, but he struggles with sentence formation and gets easily distracted when he doesn’t fully understand. Parents can help by encouraging him to practice speaking aloud daily, focusing on forming full sentences. Playing simple language games at home that require answering questions in English will also help him become more confident and attentive when speaking.

Van Dat

1. Good points:

   • Can answer with help and support from prompts.

   • Participates, though with hesitation, and shows some effort in responding.

2. Needs to:

   • Practice speaking more loudly and with confidence to ensure his voice is heard.

   • Focus on reading and repeating sentences to feel more sure and secure when answering.

3. General note:

   • Seems to need support and reassurance when speaking, often hesitating or using a very soft voice. He could benefit from more practice speaking in a clear, confident tone. Parents can help by encouraging him to speak louder at home, even practicing short sentences in a fun, supportive environment. Repetition and regular practice will help him feel more confident in his own answers, even in unfamiliar settings.

1. Good points:

   • Shows empathy by asking thoughtful and caring questions.

   • Can form simple and clear sentences when responding.

2. Needs to:

   • Practice speaking louder to improve confidence and clarity.

   • Read short sentences aloud regularly to build stronger speaking habits.

3. General note:

   • Seems to be a kind and empathetic child, but her quiet voice may hinder her communication. She will benefit from practicing speaking at a higher volume to gain confidence. Parents can support her by having her read aloud at home in a louder voice, especially using short sentences to help her get comfortable with speaking up. As she practices more, her communication will become clearer and more effective.

Linh San

1. Good points:

   • Very supportive and willing to help others when needed.

   • Demonstrates strong observational skills and responds well when guided.

2. Needs to:

   • Be more open to trying new things and interacting with people of different background and age (she seems to prefer adults than kids) to broaden her experience and open the mind

   • Continue practicing speaking her observations in fuller, more descriptive sentences to improve articulation.

3. General note:

   • Seems to have a critical mind and a strong ability to observe and evaluate situations. She knows what she likes and dislikes, which shows an independent personality. However, encouraging her to be more open to new experiences, including interacting with peers she may not favor, will help her grow socially. Parents can encourage her to explore different activities and engage with a variety of people to become more flexible in her opinions. Practicing more descriptive speaking at home will also help her express her thoughts clearly.

Linh San

1. Good points:

   • Very supportive and willing to help others when needed.

   • Demonstrates strong observational skills and responds well when guided.

2. Needs to:

   • Be more open to trying new things and interacting with different types of people (like kids) to broaden her experience.

   • Continue practicing speaking her observations in fuller, more descriptive sentences to improve articulation.

3. General note:

   • Seems to have a critical mind and a strong ability to observe and evaluate situations. She knows what she likes and dislikes, which shows a strong personality. However, encouraging her to be more open to new experiences, including interacting with peers she may not favor, will help her grow socially. Parents can encourage her to explore different activities and engage with a variety of people to become more flexible in her opinions. Practicing more descriptive speaking at home will also help her express her thoughts clearly.

1. Good points:

   • Displays a good understanding of the task and can form correct answers.

   • Shows growing confidence as she progresses, and becomes more engaged in the activity.

2. Needs to:

   • Practice speaking up more often, especially when she knows the answer, to build confidence.

   • Work on sharing her thoughts directly instead of relying on friends to speak for her.

3. General note:

   • Seems to have a good understanding of tasks but tends to feel shy, especially in new situations or when uncertain about her answers. As she gets more comfortable, her confidence increases, suggesting that she enjoys the learning process. Parents can help by encouraging her to speak more independently, especially at home, where she feels safe. Regular practice in sharing her thoughts aloud will help her gain the confidence needed to express herself in group settings.

   
   

   
   

   Minh Hieu

   1. Good points:

      • Confident speaker with clear, loud articulation.

      • Well-behaved and knows how to seek help when needed, showing good awareness.

   2. Needs to:

      • Expand on his responses by forming more complete sentences.

      • Continue nurturing creativity by encouraging him to express more detailed ideas and explanations.

   3. General note:

      • Seems to be a confident and creative child with good communication skills. He demonstrates an ability to speak clearly and knows when to ask for help, which shows good self-awareness. To further develop his creativity and language skills, parents can encourage him to elaborate on his ideas in fuller sentences. This will help him transition from brief responses to more detailed and creative expression.

1. Good points:

   • Pays attention to details and attempts to engage with the task.

   • Shows a willingness to ask friends for help when unsure, demonstrating teamwork.

2. Needs to:

   • Improve observation and reasoning skills by practicing how to think through tasks more independently.

   • Work on speaking more and building confidence in expressing his thoughts.

3. General note:

   • Seems to be quiet and hesitant, likely due to not fully understanding the task. He would benefit from more guided practice in both observation and reasoning. Parents can encourage him to talk more about what he sees and thinks in everyday situations, asking him to explain what he observes to strengthen his critical thinking. Regular practice will also help him build more confidence in speaking up.

Minh Thao

1. Good points:

   • Confident and capable of completing tasks independently.

   • Good reasoning skills, recalling lessons and responding quickly.

2. Needs to:

   • Speak louder to boost her confidence and make her voice heard clearly.

   • Overcome hesitation in taking action by building a mindset of persistence when tasks seem long or tiring.

3. General note:

   • Seems to have good reasoning skills and can think through tasks independently. However, her tendency to avoid lengthy or tiring tasks could limit her persistence. Parents can help by encouraging her to take on small, manageable challenges and celebrate her efforts, gradually building her resilience. Regularly practicing speaking in a louder voice will also boost her confidence in both social and learning environments.

     
     

1. Good points:

   • Very good English skills with clear independent thinking.

   • Confident and bold in expressing her opinions.

2. Needs to:

   • Improve focus to form complete reasoning and discover more beyond the obvious.

   • Practice speaking in longer passages, organizing her thoughts for clearer communication.

3. General note:

   • Seems to have strong potential as a leader due to her independent thinking and confidence. However, she tends to be easily distracted, which affects her ability to fully develop her reasoning. Parents can help her focus by encouraging her to slow down, think more deeply, and express her thoughts in full, well-organized sentences. Her strong English can advance further with more practice in structuring longer conversations, which will help her become an effective communicator and leader.

Ha An

1. Good points:

   • Cheerful and well-behaved, with positive energy.

   • Clearly observes details and describes them well.

2. Needs to:

   • Expand her responses by speaking in longer, more descriptive sentences.

   • Practice forming more detailed explanations to improve her communication.

3. General note:

   • Seems to be a cheerful and respectful child with good observation skills. She may benefit from being encouraged to speak more and provide longer responses to questions. Parents can help her by engaging her in conversations where she practices describing things in more detail. This will improve her communication skills and help her express her thoughts more fully.

There is not big gap in the english proficiency between 3A1 and 3A2, 3A2 shows stronger characters and seems to be more responsive

1. Most students were able to engage with the activity, engage with the activity, answering questions about what they saw in the images and attempting to identify the concepts represented.

2. Some students provided more detailed responses than others. For example, some students could elaborate on why they thought a character was feeling a certain way, while others gave simpler answers.

3. There were instances where students struggled with vocabulary or needed prompting to expand their answers.

1. Good points:

   • Participates, even when not speaking much.

   • Shows some awareness of the situation, though a bit hesitant.

2. Needs to:

   • Build confidence by practicing speaking more often, especially in low-pressure environments.

   • Work on overcoming worry by engaging in small, positive conversations to ease communication.

3. General note:

   • Seems to be a quiet and somewhat worried child, which may be holding him back from speaking more. He could benefit from building confidence by practicing simple conversations at home, where he feels safe and encouraged. Parents can help by giving him small speaking opportunities and praising his efforts, gradually helping him feel more comfortable expressing himself. Over time, his confidence will grow, allowing him to communicate more freely.

Gia Han

1. Good points:

   • Strong reasoning and observation skills, showing good understanding of the situation.

   • Demonstrates leadership qualities by guiding her friend to speak, even when she knows the answer herself.

2. Needs to:

   • Stay focused during activities to avoid distraction.

   • Practice speaking more independently, rather than relying on friends to speak for her.

3. General note:

   • Seems to have strong leadership potential, with good reasoning and observation skills. However, her tendency to push others to speak for her may be a sign of hesitation or distraction. Parents can support her by encouraging her to take full ownership of her responses and remain focused during tasks. By fostering a mindset of independence and consistency, she will strengthen both her leadership and communication abilities, allowing her potential to shine even more.

1. Good points:

   • Tries to participate and respond, even if quieter than his classmates.

   • Shows the ability to disagree, indicating independent thinking.

2. Needs to:

   • Work on articulating his thoughts clearly when disagreeing with others.

   • Practice speaking more confidently and expressing complete opinions.

3. General note:

   • Seems to be a quiet but thoughtful child. He shows independent thinking but struggles to express it fully. Parents can encourage him to practice speaking in complete sentences, explaining why he disagrees or agrees with certain ideas. By engaging in more discussions at home, he can build his confidence and develop his ability to articulate his thoughts more clearly.

Hoang Phuc

1. Good points:

   • Very cheerful, active, and responsive with a positive attitude, even when facing difficulty.

   • Smart in problem-solving, using elimination to reach an answer when unsure.

2. Needs to:

   • Improve attention to detail by observing more carefully.

   • Practice reasoning by thinking of more than three reasons for each "why" question to build depth in his responses.

3. General note:

   • Seems to be a cheerful and active child, with a good sense of humor and quick thinking. His smart approach to problem-solving shows potential, but he could benefit from slowing down and focusing on details. Parents can help him practice reasoning by asking him to explain his choices and provide multiple reasons for his answers. Encouraging patience and careful observation will help him develop stronger critical thinking skills, which will enhance his problem-solving abilities

1. Good points:

   • Responds independently, even if a bit shy.

   • Makes an effort to participate and express her observations.

2. Needs to:

   • Improve grammar for short sentences by practicing more English question-and-answer exercises.

   • Work on reasoning skills by exploring more "why" questions and providing deeper explanations.

3. General note:

   • Seems to be a shy but capable child who becomes more confident once familiar with the environment. She needs encouragement to practice speaking English more often, particularly in sentence structure and reasoning. Parents can help her by engaging in simple question-and-answer sessions, asking her to elaborate on her responses. With regular practice, she will gain confidence and become more expressive and responsive.

Ha Thu

1. Good points:

   • Very good English skills, speaks confidently, and follows instructions well.

   • Supportive of friends, calm, and demonstrates a clear understanding of tasks.

2. Needs to:

   • Continue developing reasoning by practicing more precise and detailed explanations.

   • Sharpen her observational skills by exploring why things happen, not just stating the obvious.

3. General note:

   • Seems to be a confident, calm, and supportive child with strong communication skills. She understands tasks well and is willing to help others. To further develop her reasoning, parents can encourage her to provide more detailed explanations and explore "why" something happens in different situations. This will help her deepen her understanding and improve her critical thinking skills

1. Good points:

   • Very responsive and well-behaved, with a strong ability to form full sentences.

   • Excellent at expanding her answers to describe what she observes and reasoning through her thoughts.

2. Needs to:

   • Continue practicing to keep expanding her sentences with even more detailed descriptions.

   • Build on her reasoning skills by explaining why she forms certain opinions, further strengthening her communication.

3. General note:

   • Seems to be a thoughtful and attentive child with great potential in both communication and reasoning. She is supportive of her friends and confident in her own answers. Parents can encourage her to keep describing her thoughts in detail and ask her to explain why she makes certain observations, which will continue to sharpen her reasoning abilities. With her careful observation skills and strong communication, she has great potential to become a reflective and articulate thinker.

Minh Khang

1. Good points:

   • Careful in his observations, showing attention to detail.

   • Has his own unique ideas, even when they differ from his peers.

2. Needs to:

   • Practice forming short, complete sentences to express his thoughts more clearly.

   • Share his opinions more confidently and provide reasoning behind them.

3. General note:

   • Seems to be a careful observer with a mind of his own, but he may need more encouragement to express his thoughts fully. Parents can support him by asking him to speak in complete sentences and gently prompting him to share why he thinks a certain way. By practicing this at home, he will improve both his communication and confidence, allowing his unique ideas to shine through more effectively.

1. Good points:

   • Bold and confident in making her own choices, not easily influenced by others.

   • Strong independent thinking and good English skills, with quick responses.

2. Needs to:

   • Work on expanding her reasoning by explaining more deeply why she makes her choices.

   • Practice forming more complete answers to further develop her communication skills.

3. General note:

   • Seems to be a strong-willed and independent thinker with good English capabilities. She has a bold personality but is also considerate of others, willing to give them space. Parents can encourage her to deepen her reasoning by asking her to explain her decisions and opinions in more detail. By continuing to engage her with humor and encouragement, she can build even more confidence in sharing her thoughts fully.

Binh An

1. Good points:

   • Bold and determined, confidently expresses his opinions even when struggling with grammar or vocabulary.

   • Strong independent thinking and perseverance, shows leadership potential.

2. Needs to:

   • Improve reasoning by providing more detailed explanations for his answers.

   • Continue practicing sentence structure and vocabulary to enhance his communication skills.

3. General note:

   • Seems to be a cheerful and bold child with strong leadership qualities. He is determined and fights for what he wants, demonstrating perseverance. His potential as a leader can be further nurtured by improving his reasoning skills. Parents can encourage him to explain his thoughts in more depth and practice sentence-building activities at home to refine his language skills. With his strong character and determination, he has the potential to become an influential leader among his peers.

4A1 - It was noted that the students generally did not have prepared at home at all. It took 10 mins to just settle up, still very poor disciplined and organized. Only 1 pair Lily & Lucy completed the test. The rest 5 pairs will have to do it next week

4A2 - Students were not well prepared at home, but some can be improvised and responsive. All 7 students tried, only Ryan was doing well, the rest will need to re-do next week. There were technical difficulties in the last 20 mins, particularly with sound and internet connectivity

Lily

1. Good points:

   • Well-prepared and gives relevant examples to support her argument.

   • Clear reasoning with specific examples, demonstrating logical thinking.

2. Needs to:

   • Expand her vocabulary to express more varied ideas without repeating the same words.

   • Practice speaking louder to build confidence and strengthen her argument delivery.

3. General note:

   • Seems to be a brave and thoughtful girl with strong reasoning skills. She provides clear examples to support her arguments but could improve by expanding her vocabulary and speaking more confidently. Parents can encourage her to practice using new words/synonyms/ talk about the same things in different ways and speaking out loud at home to boost her fluency and confidence. With more practice, she can articulate her ideas more effectively.

Lucy

1. Good points:

   • Understands the core of the argument and tries to explain her reasoning.

   • Provides relevant, though simple, examples to support her stance.

2. Needs to:

   • Practice forming complete sentences to express her ideas more clearly and fluently.

   • Speak more frequently and practice reading aloud to build confidence in delivering her argument.

3. General note:

   • Seems to have a good understanding of her argument but needs more practice in expressing it clearly. She struggles with fluency and sentence formation, which may hold her back. Parents can support her by encouraging her to speak in full sentences during everyday conversations and to read aloud regularly. With continued practice, she will become more fluent and confident in expressing her opinions.

Kevin - We should always ask questions

Henry

1. Good points:

   • Very talkative and eager to keep the conversation going by asking questions.

   • Shows good engagement and attempts to explain his thoughts clearly.

2. Needs to:

   • Improve pronunciation of certain words, like "rules," to articulate more clearly.

   • Work on staying focused during tasks by limiting distractions in his environment to improve concentration and listening skills.

   • Develop more thoughtful reasoning to become a better critical thinker.

3. General note:

   • Seems to be a highly engaged and talkative child who enjoys communicating his thoughts, but he could benefit from improving his focus and listening skills. Parents can help by minimizing distractions during his study time and encouraging him to pause and think more deeply before responding. His eagerness to participate is a strength, but with better concentration and critical reasoning, he will perform even better.

Kevin

1. Good points:

   • Challenges the standard argument by advocating for questioning rules, showing some independent thinking.

   • Participates and engages in the task, even if a bit reliant on hints.

2. Needs to:

   • Practice forming short sentences to improve fluency and confidence when speaking.

   • Work on pronunciation and preparing more thoroughly for tasks to boost his performance.

3. General note:

   • Seems to have an independent mindset but needs more preparation and fluency to express his thoughts effectively. Parents can support him by helping him practice speaking in full, short sentences at home and by encouraging more preparation before tasks. With these improvements, his confidence and fluency will grow, enabling him to express his ideas more clearly.

Internet problem made them log out twice and interrupted the session

Zayn

1. Good points:

   • Displays good pronunciation and fluency, reading long sentences well.

   • Shows determination in supporting the argument for persistence.

2. Needs to:

   • Work on thinking independently rather than relying on materials with hints.

   • Focus on expressing his own ideas without over-reliance on pre-prepared materials.

3. General note:

   • Seems to have strong pronunciation and fluency but lacks sufficient preparation to think critically and independently. Parents can help him practice expressing his own ideas without relying on hints or materials. By fostering independent thinking and encouraging more preparation before tasks, he can significantly enhance his ability to articulate thoughts and support his arguments more effectively.

Bobby

1. Good points:

   • Shows persistence by supporting the argument that Lucas should keep trying.

   • Participates in the task, though with some difficulty.

2. Needs to:

   • Practice reading and repeating short sentences to improve fluency.

   • Prepare more thoroughly for tasks to build confidence and reduce struggles with reading.

3. General note:

   • Seems to have a basic understanding of the argument but struggles with fluency and reading. Parents can help him by encouraging frequent reading of short sentences and practicing aloud to build confidence and fluency. With consistent practice and preparation, his ability to participate effectively will improve.

Ethan: Support argument Lucas should not keep trying

Lucas: Support argument Lucas should not keep trying

Ryan

1. Good points:

   • Thinks independently and does not rely on materials with hints.

   • Excellent pronunciation, fluency, and flow, even with longer sentences.

2. Needs to:

   • Continue practicing to further master his language and strengthen his independent thinking skills.

   • Work on expanding his reasoning to make his arguments even more robust.

3. General note:

   • Seems to be a confident and independent thinker with strong language skills. His ability to think on his own and articulate long sentences fluently sets him apart. Parents can encourage him to continue practicing more complex language exercises to refine his articulation and enhance his critical thinking. With consistent effort, he can excel in expressing complex ideas clearly.

Ethan

1. Good points:

   • Good pronunciation with a smooth flow and fluency in speaking.

   • Can articulate his argument clearly and maintain confidence in his delivery.

2. Needs to:

   • Work on expanding his reasoning to support his argument more thoroughly.

   • Practice forming longer, more detailed explanations for his opinions.

3. General note:

   • Seems to have solid fluency and pronunciation, but his reasoning could be more developed. Parents can help by encouraging him to think more deeply about his opinions and explain why he believes something. By practicing more complex conversations, he can further develop his reasoning skills and become a more confident speaker.

Lucas

1. Good points:

   • Able to catch up later in the task and maintain good flow and fluency in reading long sentences.

   • Participates in the argument, even if initially hesitant.

2. Needs to:

   • Prepare more thoroughly before tasks to avoid reliance on materials and boost confidence.

   • Practice speaking more independently without relying heavily on prepared materials.

3. General note:

   • Seems to have strong fluency but tends to rely on materials for support, which limits his potential to think independently. Parents can encourage him to prepare more before tasks and practice expressing his own thoughts. With better preparation and independent thinking, he can improve his ability to participate effectively and confidently

5A1: good english proficiency but seems heavily rely on materials. Should push themselves out of their comfort zone by always think more and differently than what they usually think

5A2: seems to be more resilient and improvised when trying not relying on material, give their own ideas despite the limit english capability. Good attempt!

Good teamwork spirit from both classes, willing to help peers when they are stuck

Lemon: We should not always follow rules, we should ask questions

Lemon
1. Good points: Very good English and pronunciation, able to respond well to the task. Shows good understanding of the argument.
2. Needs to: Practice speaking with eye contact and elaborate more on his ideas without waiting for follow-up questions. Should work on expressing his own opinions and expose himself to different settings beyond family.
3. General note: Seems to have huge potential with strong language skills. Encouraging him to speak with confidence, make eye contact, and express his thoughts independently will help him grow into a more confident communicator.

Sophia
1. Good points: Participates actively and responds to the task using the material provided.
2. Needs to: Rely less on the material and focus on sharing her own thoughts. Practice expanding her ideas beyond the initial response.
3. General note: Seems capable of more than relying on materials. Encouraging her to think beyond the task and articulate her own opinions will enhance her ability to express ideas more independently.

Ben: We should listen more

Kira: We should talk more

Ben
1. Good points: Very confident, good intonation, and body posture. Maintains eye contact and clear pronunciation, showing potential in public speaking.

2. Needs to: Rely less on materials and focus more on independent speaking. Continue building confidence by expanding his ideas.

3. General note: Seems to have strong public speaking potential with good body language and voice control. Encouraging him to think more independently and express ideas without relying on materials will help him reach the next level.

Kira
1. Good points: Good body language, interaction with peers, and eye contact. Expands her answers to support her argument, showing confidence and engagement.

2. Needs to: Practice thinking more critically and generating different ideas for the same question to push her thinking beyond the obvious.

3. General note: Shows strong communication and interaction skills with good emotional expression. Encouraging her to think deeper and offer varied responses will enhance her critical thinking and articulation.

Trinh Hai: We are the same and different

Snow
1. Good points: Confident with good eye contact and communication skills. Willing to help peers and connect with the facilitator when others struggle.
2. Needs to: Push herself to try new topics and arguments to step out of her comfort zone. Practice more empathy in group interactions.
3. General note: Shows confidence and strong communication but tends to stick with familiar topics. Encouraging her to explore new challenges and step out of her comfort zone will help her grow. Practicing empathy in peer interactions will also be beneficial.

Trinh Hai
1. Good points: Tried to contribute, even if speaking little in Vietnamese.
2. Needs to: Practice more speaking in English and build confidence in expressing his thoughts.
3. General note: Appears shy and hesitant but can improve with more practice and encouragement to speak up. Focus on building confidence and fluency in communication will help him participate more actively.

Ha My: Lucas should not keep trying

Jimmy
1. Good points: Confident and willing to help peers when they are stuck. Well-behaved boy, participates actively in the task.
2. Needs to: Practice speaking without relying on materials and giving his own opinions. Should speak louder and more clearly for more effective communication.
3. General note: Seems to be a confident and helpful student but relies too much on materials. With more practice speaking independently and expressing his own ideas, he can communicate more effectively. Encouraging him to speak louder will also boost his confidence.

Ha My
1. Good points: Good try in answering follow-up questions and participates in the task.
2. Needs to: Practice reading aloud with clear pronunciation and understanding the material fully before speaking. She should also work on making eye contact and engaging more in group settings.
3. General note: Seems to be shy and hesitant, avoiding eye contact during communication. Encouraging her to participate in group settings and practice speaking will help her build confidence. Understanding the material well before speaking will also improve her fluency.

Kim
1. Good points: Volunteers to go first and takes initiative when others are not ready. Does not rely on material and is good at improvising.
2. Needs to: Prepare better to elevate her performance. Use mind mapping to organize her thoughts and sharpen her opinions.
3. General note: Shows strong leadership and initiative but needs more preparation to sharpen her critical thinking. Encouraging her to organize her thoughts with tools like mind maps will help improve the quality of her arguments.

John
1. Good points: Not relying on material and trying to engage with the task independently.
2. Needs to: Prepare more thoroughly to strengthen his argument and expand his sentences for clearer expression.
3. General note: Needs more preparation and practice in expanding his thoughts. Encouraging him to work on longer sentences and prepare his arguments more thoroughly will improve his articulation.

Laura
1. Good points: Very independent thinker, giving her own ideas without relying on material.
2. Needs to: Practice reading aloud and repeating to build confidence and fluency. Explore more critical thinking by offering multiple opinions on the same topic.
3. General note: Shows strong independence in thinking but could benefit from practicing more fluency and pronunciation. Encouraging her to challenge herself with varied opinions will help push her critical thinking.

David
1. Good points: Good effort to not rely on material and engage with the task independently.
2. Needs to: Practice reading aloud to improve pronunciation and fluency. Work on articulating more detailed responses.
3. General note: Shows determination in trying to rely less on material but needs more practice with fluency. Encouraging him to read aloud regularly and provide more detailed answers will help improve his communication skills.

Noah
1. Good points: Participates in the argument and tries his best to engage with the material.
2. Needs to: Practice reading to improve fluency and pronunciation.
3. General note: Needs more practice in reading aloud to improve his fluency and confidence. Encouraging him to read regularly will help him build stronger communication skills.

Hannah
1. Good points: Tries to give her own opinion and express her ideas. Confident when speaking. Very well prepared
2. Needs to: Improve articulation to make her argument sharper and clearer. Explore different topics to expand her viewpoint.
3. General note: Shows potential in expressing her own thoughts but tends to play safe by choosing familiar topics. Encouraging her to challenge herself with new topics will help expand her perspective and enhance her articulation.

Ashley
1. Good points: Well-prepared and gives opinions on various aspects like friends, family, and relationships. Good effort in answering follow-up questions.
2. Needs to: Expand her ideas and engage more critically with follow-up questions.
3. General note: Seems prepared and engaged but could benefit from thinking more critically about her ideas. Encouraging her to expand on her thoughts will help her develop a more comprehensive understanding of topics.

Kevin
1. Good points: Active and tried to complete his task properly. Understood the task. Showing good participation always
2. Needs to: Expand his viewpoint beyond the school setting and explore new perspectives.
3. General note: Tends to focus on school-related topics but could benefit from exploring a wider range of ideas. He seems to have a big concern about Homework since he mentions homework several time as a dislike :). Encouraging him to think beyond the familiar will help him develop a broader perspective and deeper critical thinking.

1. The class reviewed previous lessons on "No fear," "No giving up," and "No waste." Students are more responsive and confident to speak up more. However, they need to practice more to speak in full sentence, expand vocabulary to express their ideas

2. The main topic of today's lesson was "No me." 4. The faci emphasized the importance of caring and considerate of others, whether it's family members, friends, or strangers.

2A2 - continue mid term test for the remaining 11 students

They definitely need more practice, more exposure to speaking english to get used to it and speak loudly to build up confidence

1. Good points:

   • Very confident, cheerful, and active in her participation.

   • Shows strong communication skills with good intonation and is supportive of peers, especially when helping shy friends.

   • Asks for help when needed, demonstrating self-awareness and initiative.

2. Needs to:

   • Practice reasoning skills by learning to give reasons for everything, even if the answer is not always correct, to build critical thinking habits.

   • Expand her thoughts beyond the immediate situation to develop deeper explanations.

3. General note:

   • Seems to be a confident and socially aware student with great intonation and communication skills. She is very supportive of her peers, showing strong teamwork abilities. To continue developing her skills, she should focus on reasoning exercises and practice giving more detailed answers to build her critical thinking.

Minh Duong

1. Good points:

   • Responds with "Yes," indicating some level of engagement, despite shyness.

2. Needs to:

   • Work on overcoming his shyness and building confidence in speaking. Practice speaking in small, supportive settings to gain comfort.

   • Engage in activities that encourage verbal participation, such as storytelling or reading aloud.

3. General note:

   • Seems to be a very shy student who struggles with speaking. Building his confidence in a low-pressure environment will help him improve. Parents and teachers can support him by creating opportunities for him to speak in small groups or one-on-one settings to gradually build his confidence and fluency.

1. Good points:

   • Understands the task and gives a relevant answer ("Because he falls down").

   • Demonstrates an understanding of kindness, which shows he grasps the concept well.

2. Needs to:

   • Practice speaking more often in environments where he feels comfortable, to reduce the fear of being incorrect.

   • Build confidence by focusing less on being "right" and more on expressing his ideas freely.

3. General note:

   • Seems to be a student who understands the material but hesitates to speak for fear of making mistakes. Parents and teachers can create low-pressure opportunities for him to share his thoughts without worrying about being correct. Encouraging him to speak freely and regularly will help him overcome this hesitation and build confidence in expressing his ideas.

Minh Khoi

1. Good points:

   • Cheerful and understands the task.

   • Participates actively, even though he is a bit shy, and responds to questions.

2. Needs to:

   • Practice speaking more loudly and confidently to overcome his shyness and build self-assurance.

   • Focus on getting used to speaking English more regularly, even when unsure of the answer, to build his fluency.

3. General note:

   • Seems to be a cheerful student with a good understanding of the task but lacks confidence in speaking, especially when he thinks his answer might be wrong. With more encouragement and regular practice in a supportive environment, his confidence will grow. Teachers can help by encouraging him to speak up and reassuring him that making mistakes is part of the learning process.

1. Good points:

   • Willing to speak despite having a soft voice and not showing fear in responding.

   • Engages with the task and tries to participate by giving answers, even when unsure.

2. Needs to:

   • Practice answering in full sentences to build confidence and fluency. Regular reading aloud and repetition will help reinforce these habits.

   • Be more vocal when uncertain, and express what she doesn’t understand rather than silently indicating it.

3. General note:

   • Seems to be a soft-spoken but willing student who needs more encouragement to vocalize her thoughts. Teachers and parents can provide her with guided support to help her form full sentences and speak up when she’s unsure. With practice, she can become more comfortable in expressing her ideas clearly.

Thien An

1. Good points:

   • Engages in the task, even though he speaks very little. He responds when prompted and understands the concept.

   • Willing to speak with encouragement from the teacher.

2. Needs to:

   • Practice speaking more frequently in guided environments to build comfort and fluency.

   • Respond more independently without relying too much on teacher prompts, which will help develop his confidence.

3. General note:

   • Seems to need constant support to express his thoughts. He shows understanding but requires continuous prompts to speak. Encouraging him to participate more freely and offering opportunities to express his ideas in low-pressure settings will help him gain more confidence in his speaking ability.

1. Good points:

   • Demonstrates understanding of the concept and task, with a confident response when explaining "No giving up."

   • Willing to answer questions, even if he looks to the teacher for help.

2. Needs to:

   • Practice asking and answering questions to develop his ability to express opinions more confidently.

   • Improve pronunciation through regular reading aloud and focus on speaking louder to build confidence.

3. General note:

   • Seems to be a thoughtful student who understands the task but lacks the confidence to express himself independently. He tends to rely on the teacher for support, which indicates a need for more practice in voicing his opinions. Encouraging him to participate more actively and providing opportunities to speak up will help him gain the confidence he needs.

Nhat Anh

1. Good points:

   • Speaks with a clear voice and provides responses confidently.

   • Shows understanding of the task and expresses herself clearly when describing what she sees.

2. Needs to:

   • Continue practicing forming full sentences to further develop her fluency.

   • Engage in more complex conversations to improve her ability to express deeper thoughts and ideas.

3. General note:

   • Seems to be a confident little girl with clear articulation and a good understanding of the task. She has the potential to improve further by practicing more detailed conversations and expressing a broader range of ideas. Encouraging her to explain more about what she sees and thinks will help enhance her communication skills.

1. Good points:

   • Responds to questions, though with very limited understanding.

2. Needs to:

   • Focus on improving comprehension by building vocabulary and practicing in supportive environments.

   • Practice speaking more frequently to improve understanding and communication skills.

3. General note:

   • Seems to struggle with understanding and needs more exposure to English conversations to build comprehension and confidence. Creating more opportunities for him to hear and engage in spoken English will help him improve.

Quoc Bao

1. Good points:

   • Attempts to answer questions, showing engagement with the task.

2. Needs to:

   • Practice forming full sentences to improve his communication.

   • Engage in regular reading aloud to develop English and confidence in speaking English.

3. General note:

   • Seems to be engaged but needs more practice forming complete sentences. Parents and teachers can help by encouraging him to practice speaking aloud, which will strengthen his fluency and sentence structure. With consistent practice, he will become more confident in expressing his ideas fully.

Minh Chau

1. Good points:

   • Confident in her responses, with good observation skills ("Because cooking is difficult").

   • Understands the task and participates actively.

2. Needs to:

   • Practice speaking more loudly to boost her confidence.

   • Continue developing her articulation by engaging in more speaking activities to expand her fluency.

3. General note:

   • Seems to be a confident and observant student who understands the tasks well. She could further improve by practicing speaking more loudly and clearly to increase her confidence. Providing more opportunities to speak in public settings will enhance her communication skills.

1. Engagement: Students were actively participating in the activities, responding to questions, and taking part in the role-playing activities.

2. Recall: Many students were able to remember and recite all the "5 B's" and "4 No's" from previous lessons when asked.

3. Speaking practice: Students engaged in dialogue during role-playing activities.

4. Discipline: The faci noted that the students were disciplined and did not all talk at the same time on zoom, which was a concern initially.

5. Enthusiasm: students seemed excited, suggesting they enjoyed the lesson.

6. Varied participation: Different students were called upon throughout the session, indicating widespread involvement.

7. Technology adaptation: Students appeared to handle the computer lab setting well, with support from teacher, adapting to using microphones and the online platform.

However, there were a few instances where students had difficulty with pronunciation or needed prompting to complete their responses. Overall, the participation quality seems to have been positive, with students actively engaging in the lesson activities.

Gia Bao - Lucas should keep trying

Hai Nam - couldn't speak at all, no preparation or practice beforehand

Gia Bao Evaluation

1. Good points:

   • More prepared today and shows improvement, with good reading of the text.

   • Demonstrates effort in following the task.

2. Needs to:

   • Focus on practicing speaking independently without relying too much on reading.

   • Improve reasoning skills by giving more relevant and logical explanations to support his arguments.

3. General note:

   • Gia Bao showed better readiness during this session, but he still relies on reading from the text. With more practice in independent speaking and reasoning, he can improve his ability to articulate his thoughts and express his own opinions with confidence. Encouraging him to practice reasoning daily will help develop his critical thinking and fluency.

William - Lucas should not keep trying

Kevin

1. Good points:

   • Speaks loudly and clearly, demonstrating confidence in his delivery.

   • Shows understanding of the argument by explaining the positive outcome of Lucas' persistence.

2. Needs to:

   • Improve pronunciation and reading fluency through consistent practice.

   • Work on speaking more independently without relying so heavily on the provided material.

3. General note:

   • Kevin has a strong voice and speaks with confidence, but he still heavily relies on the material when forming his responses. To improve, he should focus on practicing pronunciation and reading regularly to build fluency. Encouraging independent thinking and speaking will help him express his own ideas more confidently.

William

1. Good points:

   • Good reading ability, demonstrating an understanding of the task.

   • Participates actively and engages with the material.

2. Needs to:

   • Practice breaking sentences in the right places to improve understanding and fluency.

   • Rely less on the material and focus on speaking more independently to develop stronger communication skills.

3. General note:

   • William shows good reading skills, but he relies heavily on the material. With practice, he can improve his ability to break sentences correctly and speak more fluently. Encouraging him to practice independent speaking will help boost his confidence and improve his ability to express ideas.

Alex - Lucas should not keep trying

Wang Duc

1. Good points:

   • Active participation in the task and demonstrates preparation.

   • Shows some level of independence by not fully relying on the material.

2. Needs to:

   • Engage in repeated practice to strengthen his fluency and confidence.

   • Focus on deeper preparation to improve reasoning and sentence structure.

3. General note:

   • Wang Duc shows good initiative and some independence in his approach to the task. However, he needs more consistent practice to fully break away from relying on the material and to develop stronger reasoning skills. With more preparation and repetition, his fluency and confidence will improve.

Alex

1. Good points:

   • Participates in the task and engages with the argument, despite being distracted.

   • He understands and can think on his own but needs consistent practice, not fully relying on the material when focus

2. Needs to:

   • Focus on improving preparation for tasks by practicing more consistently.

   • Practice reading short paragraphs aloud to improve pronunciation, fluency, and confidence.

   • Reduce distractions from friends to better concentrate on the task at hand.

3. General note:

   • Alex tends to get distracted easily, which affects his performance. With more focused preparation and regular reading practice, he can improve his pronunciation and fluency. Encouraging him to focus more on his own work and limit distractions will help him build confidence and perform better in tasks.

Sally - Lucas should not keep trying

Dave

1. Good points:

   • Very good performance, confidently expresses his argument without relying on material.

   • Provides clear reasoning, showing good understanding of the task and well prepared at home

   • Able to speak comfortably instead of reading from the material.

2. Needs to:

   • Improve pronunciation for specific words like "should" to enhance clarity and fluency.

   • Continue practicing speaking independently to build even more confidence and precision in articulation.

3. General note:

   • Dave demonstrates strong performance, with confidence and a good understanding of the task. His ability to speak without relying on the material shows strong preparation and comprehension. Focusing on pronunciation improvement will help him refine his speech even further, making him a more articulate and fluent speaker.

     
     

Sally

1. Good points:

   • Demonstrates good reading skills with strong pronunciation and fluency.

   • Engages with the task and shows some understanding.

2. Needs to:

   • Focus on preparing better for tasks to fully understand the content rather than just reading it.

   • Practice independent thinking and speaking without relying too much on the material.

   • Engage in more test preparation to boost confidence and comprehension.

3. General note:

   • Sally has good pronunciation and fluency, but her heavy reliance on the material suggests a lack of full understanding. By practicing independent thinking and preparing more thoroughly for tasks, she will develop greater confidence and a deeper grasp of the content. Encouraging her to express her own ideas more freely will help her improve.

1. Good points:

   • Speaks confidently and makes a good effort in delivering his argument.

   • Demonstrates strong engagement with the task.

2. Needs to:

   • Reduce reliance on the material and focus on speaking more independently.

   • Practice pronunciation to improve clarity and fluency during speech.

3. General note:

   • Liam shows confidence in his speaking abilities and engages well with the task, but he still relies on the material. By focusing on independent speaking and improving his pronunciation, he can enhance both his fluency and his ability to articulate ideas clearly.

Romeo

1. Good points:

   • Good reading skills with clear effort in delivering the text.

   • Participates actively in the task despite relying on the material.

2. Needs to:

   • Improve fluency by practicing reading aloud more frequently.

   • Focus on better preparation at home to reduce reliance on the material and enhance independent thinking.

3. General note:

   • Romeo shows potential in reading but needs to work on fluency and preparation. By practicing reading aloud more often and focusing on independent speaking, he can improve his overall communication skills and become less dependent on the material during tasks.

     
     

   Juliet

   1. Good points:

      • Natural accent and intonation when reading aloud.

      • Engages with the task despite not being fully prepared.

   2. Needs to:

      • Practice reading aloud more frequently to build confidence and improve fluency.

      • Prepare better for tasks to strengthen her understanding and ability to express her thoughts independently.

   3. General note:

      • Juliet shows good potential with her pronunciation and intonation, but she needs more preparation and practice reading aloud to boost her confidence. With consistent reading practice, she can improve both her fluency and ability to speak with confidence in tasks like this.

4A1 - Best performer: Dave

The entire class chose the same topic for the mid-term test, and the majority of the students demonstrated a lack of preparation. Many of the students appeared lazy and struggled with the task. This resulted in reliance on materials and difficulty articulating thoughts clearly.

To address these issues, it is essential to focus on building better study habits, encouraging independent thinking, and developing fluency through consistent practice.

4A2 - Best performer: Ryan

More active and improvise, good trying complete the task even without well preparation

1. Good points:

   • Attempts to engage with the task and shows some effort in completing it, despite not being prepared.

   • Relies on material to support his argument.

2. Needs to:

   • Prepare more thoroughly for tasks to ensure he can think and speak independently.

   • Focus on slowing down and taking the time to understand the content rather than rushing through it.

3. General note:

   • Henry struggled with the task due to a lack of preparation and rushed through the material. Encouraging him to take more time to understand the content and practice independent thinking will help him improve. With better preparation, he can build confidence and reduce his reliance on the material.

Kevin

1. Good points:

   • Very talkative and engages with the task, demonstrating a willingness to participate.

   • Able to read the material properly, even though he relied on it heavily.

2. Needs to:

   • Practice speaking loudly and clearly to build confidence.

   • Reduce reliance on the material by preparing more thoroughly at home.

   • Improve focus during tasks to avoid frequent self-distractions and maintain attention.

3. General note:

   • Kevin is a highly talkative student who needs to channel his energy more effectively during tasks. His tendency to get distracted affects his focus and preparation. Encouraging him to practice at home, speak more independently, and focus on the task at hand will help improve his performance and concentration.

1. Good points:

   • Active in speaking and shows engagement with the task.

   • Demonstrates a good connection between his current task and prior learning, showing some level of understanding.

2. Needs to:

   • Prepare more thoroughly to avoid long pauses between arguments and improve fluency.

   • Practice speaking regularly to maintain consistency and boost confidence in delivering ideas smoothly.

3. General note:

   • Bobby is an active participant and makes a solid connection between the task and what he has learned before. However, his lack of preparation causes hesitation, which affects his fluency. Regular speaking practice will help him maintain confidence and improve the flow of his speech during tasks.

Zayn

1. Good points:

   • Able to maintain a consistent speaking flow throughout the task.

   • Shows a good level of self-control, especially when compared to more active or distracted peers.

2. Needs to:

   • Continue practicing speaking to further improve fluency and confidence.

   • Work on expanding his arguments to add more depth and reasoning to his responses.

   • Practice more to less rely on material. He has good potential

3. General note:

   • Zayn displays a strong ability to maintain self-control and focus during the task, which helps him deliver a steady speaking performance. To improve further, he can work on expanding his arguments to provide more in-depth reasoning. His ability to remain composed sets him apart from some of his more distracted peers.

Ryan

1. Good points:

   • Speaks loudly, clearly, and confidently with excellent intonation and pronunciation.

   • Demonstrates good flow in his speaking and provides affirmative answers.

   • Does not rely on material, showing strong preparation and independence. Able to complete quickly

2. Needs to:

   • Continue practicing to maintain his high level of confidence and fluency.

   • Focus on adding more complex reasoning to further enhance his critical thinking skills.

   • Be more patient waiting for friends to complete their turns

3. General note:

   • Ryan is a highly confident and well-prepared student with great speaking skills. His ability to speak without relying on material shows that he has put in the effort and preparation. He can further develop by continuing to refine his reasoning and adding more depth to his arguments, which will elevate his critical thinking abilities.

Ethan

1. Good points:

   • Confident, showing that he has done some preparation at home.

   • Actively participates and engages with the task.

2. Needs to:

   • Practice maintaining focus and reducing excessive activity during tasks to improve concentration.

   • Work on staying still during tasks to better control his energy and focus on delivering his answers more calmly.

3. General note:

   • Ethan is a confident and prepared student, but his high energy level sometimes prevents him from staying focused. With better control over his activity level during tasks, he can improve his concentration and performance. Encouraging him to channel his energy into the task at hand will help enhance his overall participation.

Tony

1. Good points:

   • Shows kindness and a thoughtful, helpful mindset in his argument.

   • Expresses himself in a positive and creative way (e.g., making a robot to help clean the house).

2. Needs to:

   • Practice thinking bigger by giving more reasons to support his argument. He should aim to provide at least 5 reasons or ideas for each question.

   • Engage in critical thinking exercises to expand his reasoning and develop more complex responses.

3. General note:

   • Tony is a kind, soft-spoken student who tends to give creative but simple answers. Encouraging him to think more deeply and offering exercises that push him to provide multiple reasons for his answers will help him build critical thinking skills. He has a good start but needs to expand his ideas more thoroughly.

Bao An

1. Good points:

   • Engages well with follow-up questions, showing a willingness to think and respond.

   • Demonstrates effort in trying to answer and stay involved in the discussion.

2. Needs to:

   • Practice critical thinking by providing more than 5 reasons or ideas for each question, helping to develop a habit of deeper thinking.

   • Use mind-mapping to organize ideas clearly, which will help in structuring responses and expanding thoughts.

3. General note:

   • Bao An shows potential in answering questions but needs to focus on practicing more in-depth thinking. By using mind-mapping techniques and consistently providing multiple reasons for each question, he can improve his critical thinking and organization of ideas, leading to better performance in discussions.

Mike

1. Good points:

   • Provides a broader range of reasons, focusing on efficiency and clear objectives.

   • Demonstrates strategic thinking by prioritizing tasks based on feasibility and enjoyment (e.g., doing another robot that's easier and can be done in his free time).

2. Needs to:

   • Continue expanding his reasoning by adding even more depth to his arguments to refine his strategic thinking.

   • Practice articulating his ideas more clearly to improve the flow of his speech.

3. General note:

   • Mike demonstrates the mindset of a potential strategist, with a clear focus on efficiency and setting priorities. He naturally thinks about what can be accomplished within specific constraints, such as time and enjoyment. Encouraging him to develop these skills further and articulate his thoughts more fluently will enhance his strategic thinking and ability to explain his ideas.

   
   

Viet Long

1. Good points:

   • Makes a good attempt at reading aloud, showing effort in engaging with the task.

   • Participates actively, even though he relies heavily on the material.

2. Needs to:

   • Practice forming short, independent sentences to improve fluency and build confidence in speaking.

   • Reduce reliance on material by preparing more thoroughly at home to develop a stronger grasp of the language.

3. General note:

   • Viet Long shows a willingness to participate and engage with the task, though he relies heavily on the material. With more practice, especially in forming short sentences independently, he can improve his fluency and confidence in English speaking. Encouraging more consistent preparation will help him develop his language skills.

Manh Hung

1. Good points:

   • Displays good intonation when speaking, showing effort and engagement.

   • Actively participates in the discussion.

2. Needs to:

   • Focus on improving pronunciation to make his speech clearer.

   • Practice answering follow-up questions to build deeper comprehension and improve fluency.

3. General note:

   • Manh Hung demonstrates good engagement with the task, using strong intonation. However, he needs to work on his pronunciation and ability to respond to follow-up questions, which will improve his overall fluency and comprehension. With regular practice, he can enhance both his speaking and listening skills.

Suggested Trait Evaluation (1-10)

• Critical Thinking: 5

• Confidence: 6

• Articulation: 5

• Creativity: 5

• Courage: 6

• Resilience: 5

• Resourcefulness: 5

Banana

1. Good points:

   • His argument leans toward making an impact and feeling special, showing depth of thought.

   • Able to help peers by correcting pronunciation mistakes, showing teamwork and support.

2. Needs to:

   • Learn using short and strong messages or slogans, which help him stay focused and absorb information better.

   • Continue developing his critical thinking by expanding his ideas and giving more detailed reasoning.

3. General note:

   • Banana shows a unique ability to stay engaged through short and impactful messages, making them ideal for his learning style. His willingness to help peers shows strong teamwork abilities. By focusing on clear, strong messages and continuing to develop his critical thinking, he can improve both his engagement and overall performance.

Minh Tue couldn't speak at all

Tuong Huy

1. Good points:

   • Despite appearing worried, he made a good effort to give his opinion and support his argument.

   • Engages with the task, even though his voice is very soft.

2. Needs to:

   • Focus on preparing more thoroughly beforehand to feel more confident during tasks.

   • Practice speaking more loudly and clearly to improve articulation and boost confidence.

3. General note:

   • Tuong Huy seems to lack confidence, as indicated by his soft voice and worried demeanor. However, he demonstrates a willingness to participate and express his opinions, which is a positive sign. With better preparation and practice speaking louder, he can become more confident in expressing his ideas.

1. Good points:

   • Makes a strong attempt to speak without relying on material.

   • Demonstrates patience and teamwork by waiting for her teammates to complete their turns, showing a nurturing nature.

2. Needs to:

   • Improve her reasoning skills by thinking more deeply and not rushing through her answers.

   • Focus on taking her time when speaking to ensure clarity and depth in her responses.

3. General note:

   • Amy shows independence by not relying on material and demonstrates great teamwork spirit. However, she needs to slow down and focus on developing her reasoning and thinking more critically. With more patience in formulating her answers, she can improve her articulation and overall argument strength.

Soffy

1. Good points:

   • Shows a good attempt at speaking without relying on material, demonstrating independence.

   • Her argument is centered on the feeling of pride, which seems to be a strong motivator for her.

2. Needs to:

   • Practice reading and speaking more regularly to improve fluency and maintain confidence in her responses.

   • Expand her ideas and think beyond the emotional aspect to provide a more structured argument.

3. General note:

   • Soffy is motivated by the sense of pride and puts effort into speaking without reliance on material. With more practice in reading and speaking, she will improve her fluency and ability to develop stronger, more well-rounded arguments. Encouraging her to think more critically will further enhance her performance.

Alex

1. Good points:

   • Does not rely on material and gives his own ideas, showing independence.

   • Shows excitement and enthusiasm when talking about his robot, which indicates strong engagement.

2. Needs to:

   • Improve articulation by organizing his ideas more clearly to ensure better understanding.

   • Work on following a structure to make his argument more coherent and logical.

3. General note:

   • Alex is an enthusiastic and creative student, especially when discussing topics he is passionate about, like his truck robot. However, his ideas need more structure to be fully articulated. Encouraging him to follow a clear structure when explaining his thoughts will help him communicate more effectively.

• 1. Good points:

  • Speaks loudly and confidently, which helps her communication.

  • Chooses a more challenging topic, showing initiative in her argument selection.

    
    

2. Needs to:

   • Practice reasoning to provide more relevant and well-structured arguments.

   • Work on staying patient and supportive during peer tasks, rather than leaving right after completing her part.

3. General note:

   • Rose shows confidence and initiative by selecting a challenging topic and speaking loudly. However, she needs to work on improving her reasoning skills and demonstrating patience when working in group settings. With more focus on reasoning and collaboration, she can strengthen both her argumentation and teamwork skills.

Linh Nhi

1. Good points:

   • Shows patience and persistence by completing the task carefully, even if it takes more time.

   • Stays committed to finishing the task, demonstrating a methodical approach.

2. Needs to:

   • Practice speaking and reading more frequently to build confidence in speaking English.

   • Focus on improving fluency through regular exercises to become more comfortable with verbal expression.

3. General note:

   • Linh Nhi is a patient and dedicated student who takes her time to complete tasks. However, she would benefit from more frequent practice in speaking and reading to boost her confidence and fluency in English. Encouraging consistent verbal exercises will help her improve her articulation and overall performance.

5A1 - Minh Tue needs to do the test again because He was not prepared and couldn't speak today. Bao Khang needs to do the test again because he was absence today

5A2 - completed the last 5 students & a mini game toward the end

2A1 - Best performer: Mary, Bao Van - were responsive and participated actively.

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2A2 The quality of the class deteriorated significantly. There were numerous technical issues, particularly with students' microphones. Many students were unable to unmute or respond when called upon. The teacher had difficulty getting students to participate in the planned activities, often having to move from one student to another due to lack of response. The session became increasingly disorganized, with a lot of background noise, echo and confusion.

2A1 - Best performer: Bao Han, Ha Vy (good attempt to speak despite echo)

1. The class reviewed the 5 B's (Be kind, Be curious, Be green, Be innovative, Be team player) and 4 No's (No fear, No giving up, No waste, No me) to become good global citizens.

2. The class looked at two pictures and do a role play:

   - First picture: Students helping a teacher pick up books in a library

   - Second picture: Children offering to help their tired mother

3. The faci emphasized & reinforced the importance of being kind and helpful to others, including parents, friends, and teachers.

Good performance from Doraemon, Minh Thao, Linh San, Thu Trang, Ha An

3A2 - Good performance from Minh Khang, Phuc, Nancy

1. Overall Engagement: Students appeared to be generally engaged, with many participating when called upon or volunteering to answer questions.

2. Response Quality: 

   - Most students were able to recall and articulate the "5 B's" and "4 No's" when asked, showing they had retained information from previous lessons.

   - Some students, like Zahan and Min Hoang, were able to provide multiple correct answers without prompting.

3. Reading Skills: 

   - Students demonstrated varying levels of reading ability when asked to read aloud from the screen.

   - Some students, like Minha and Nancy, were able to read clearly and accurately.

   - When asked which concept they liked best, students were able to choose one and provide simple reasons for their choice, demonstrating basic understanding.

4. Language Skills:

   - Students communicated primarily in English, showing varying levels of proficiency.

   - Some students struggled with pronunciation or forming complete sentences.

Overall, despite technical challenges, the students showed active participation and a good grasp of the lesson concepts, appropriate for their age and language learning stage.

2A2 - lost 15 mins to set up because of poor connection, many students were disconnected from zoom once in a while

The session faced significant technical difficulties:

- Many students' microphones were not working properly or were muted

- There were issues with students' names being incorrect/outdated in the system

- The audio quality was poor with echoes for some students

- Students had trouble hearing the instructor initially

These technical problems made it challenging for the instructor to engage students effectively. Many students did not respond when called upon or were unable to speak.

The instructor attempted to teach about the Wright brothers and the invention of the airplane, but student participation and interaction was very limited due to the technical issues. 

Overall, the session seemed to be much less effective than intended due to the persistent technical problems. The instructor tried to adapt by continuing to speak and tell the story even without much student feedback, but the level of engagement and learning was likely quite low.

For future sessions, resolving the technical issues with audio, microphones, and student names would be critical to improving the effectiveness of the lesson.