A heartfelt thank you...
We would like to take a moment to express our sincere gratitude to both the students and the teacher of the Academic and Business English 2 class at Foreign Trade University, Hanoi. The recent micro-teaching session was a wonderful experience, and we truly appreciate the active participation and enthusiasm that everyone brought to the table.
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Class: EAB121(2425-2)GD.1+2.15-K63
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Course: Academic and Business English 2
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Venue: Foreign Trade University, Hanoi campus
To the students: your willingness to dive into complex topics and your drive for academic and career success were inspiring. While you may be transitioning into more specialized areas of English, your ability to grasp key concepts and engage in meaningful discussions already shows great promise. Keep up the hard work, and with more practice, your confidence in speaking and spontaneous interaction will continue to grow.
A special thank you to the teacher for the guidance and support throughout the session. Your feedback and encouragement helped create a productive and welcoming environment for learning.
for
a great micro-teaching session!
Once again, thank you all for making the session such a positive experience. We look forward to seeing how we can continue to learn and grow together in the future.
Best regards,
Group 3A
About our observation
In preparation for our microteaching session at Foreign Trade University (FTU), our group was assigned to observe a class conducted by Ms. Phuong Anh. This observation session was intended to help us familiarize ourselves with the teaching context, understand the classroom procedures, and better prepare for the delivery of our own lessons the following day. Fortunately, the level of the students and the sourcebook used in Ms. Phuong Anh’s class coincided exactly with those we would be working with in our microteaching. This fortunate alignment allowed us to gather valuable insights into the classroom dynamics, the flow of lesson activities, and the students’ learning habits, all of which contributed significantly to the smooth execution of our microteaching session.
A closer look at our micro-teaching
On the day of our microteaching, our group was tasked with teaching a class of 36 students enrolled in the "Academic and Business English 2" course, normally taught by Ms. Hong Nhung. The lesson plan required us to cover three parts of one unit, which typically comprises five parts, within the span of three class periods, approximately two hours and fifteen minutes in total. Each group member was responsible for different segments of the lesson, ensuring that all activities were delivered cohesively and within the given timeframe.
Despite our preparation, we encountered some challenges during the microteaching. One notable issue was time management. Some of the earlier segments delivered by group members took longer than expected, which consequently affected the timing of the later segments. As a result, our lesson extended slightly beyond the planned schedule. Nevertheless, through effective teamwork and flexibility, we managed to complete all components of the lesson with only a minor delay. Additionally, we faced technical difficulties during the listening activities, which disrupted the flow of the lesson to some extent. However, by remaining composed and adapting quickly, we were able to resolve the issues and proceed smoothly.
Following the micro-teaching,
We attended a reflective meeting with our instructor, Dr. Tran Thi Minh Phuong, who provided us with detailed and constructive feedback. She acknowledged our efforts and strengths while also pointing out areas where improvements could be made, particularly regarding time management and technical preparation. Based on her feedback, our group collaboratively revised the original lesson plan. The updated version aimed to more accurately reflect the adjustments we made during the actual teaching and incorporated improvements to enhance the overall delivery.
The microteaching experience at FTU was a highly valuable learning opportunity for our group. It allowed us to apply theoretical knowledge in a real-world setting, manage unexpected challenges, and engage in critical reflection based on professional feedback. Through this process, we strengthened not only our individual teaching skills but also our ability to work collaboratively and adaptively in a dynamic classroom environment. The experience has been instrumental in preparing us for future professional teaching contexts.
