The Micro-teaching Activity

The class consists of 50 non-English major students. They are at A2 (Pre-Intermediate) level of proficiency. The lesson focuses on Unit 10B: Product Design in the textbook Life-2nd edition. After the lesson, the students will be able to:

• remember adjectives to describe product desing and nouns of things to listen to music

• improve their listening skills on describing products

• apply the new grammar point "used to"

• improve their speaking skills on their past habits

1. Hoàng Thanh Dung: I was in charge of presenting adjectives about describing designs for students. The aim of this activity is to help students remember the new words and understand the meaning of them. To reach this aim, I applied mostly the Direct method, showing pictures to students to let them visualize the words. I also redesigned the exercise into a game in order to raise interest among students.

2. Trần Thị Mỹ Duyên: In my part, I was in charge of teaching listening. The listening exercise involves in listening for details, which means that the first step is to instruct students to underline the key words. Then, they will listen to the recording to opt for the correct option. The activity ends with teacher correction by pointing out the answer in the script

3. Lý Nhật Hoàng: In my part, I was in charge of teaching 3 activities. Firstly, I introduced some new vocabulary about the things people use to listen to music by showing the words and pictures, then I let the students say aloud them, and corrected their pronunciation. Secondly, I let the students practice in pairs to ask and answer about things they use to listen to music. Finally, I let the students listen to the audio and listed out the things they heard from the previous activity.

4. Bùi Hữu Đức Linh: In my teaching section, I was responsible for teaching the "used to" grammar to class. I gave some examples and introduced students to grammatical formulas including affirmative, negative, and interrogative. Then I showed students how to use the grammar "used to" as well as some notes in use. Finally, I asked each student to make a sentence using the grammar they just learned.

5. Cảnh Phạm Tùy Duyên: In the lesson, I was in charge of completing and checking the grammar exercise. With the help of technology, I made game based on the grammar exercise in the course book. First I asked the students use cell phones which had already connected to the internet to play the game. After finishing the first game, they were asked to give explanations for their answer. Second, students did the second exercise in the book. Once they finished all the exercise, I chose students to the board randomly by using “the duck race” on the Internet. The student whose duck won the race gave the answer. I checked his/her answer and explained if neccessary.

6. Nguyễn Khánh Linh: I was responsible for implementing a pre-speaking activity to build students' confidence in using the grammar "used to" and prepare them for the speaking task. To achieve this, I used pictures to illustrate the content of the sentences and had students work in groups. This allowed them to collaborate with others, share ideas, and learn from each other's perspectives.

7. Nguyễn Toàn Bảo Châu: The students are able to the grammar point "used to" to talk about their past habits. This is the final stage in the PPP method, in which the students produce short conversations to ask and answer yes/no questions about their past habits. The students were instructed with the flow of the conversation, then they worked in pairs and practiced their conversations. After 3 minutes of practicing in pairs, 3 pairs of students were invited to speak in front of the class. The rest of the class, while listening to their classmates, noted down the past habits mentioned.