ICT activity part B and C
PART A: General introduction about the learning activity
“WHAT PEOPLE SAY"- AN INTERVIEW PROJECT
This project is designed for second-year mainstream students in Faculty of English Language Teacher Education of University of
Languages and International Studies, Vietnam National University. Specifically, it is an assignment of Social English subject in the third
semester. Regarding students’ curriculum, they have to attend English lessons every weekday afternoon and register some other subjects in
the morning. In other words, the activity is an official curricular task of the students. Students’ language proficiency level is around B1
which means they still need close consultancy and support from teachers. Thus, in this project, the teacher not only imparts knowledge in
detail about interview techniques but also requires the students to submit group reports.
The project requires a broad range of activity types including assimilative (reading and listening), information handling (gathering and
analyzing), communicative (presenting and discussing) and productive (creating and producing) activities. Speaking skills are the main
focus of the task though reading activities are also integrated in some parts of the lesson sequences. The assignment deals with some
familiar domestic issues such as divorce rates, domestic violence and parents’ expectations of their offspring. After accomplishing the
project, students are expected to:
(1) enhance speaking and presentation skills;
(2) develop critical thinking;
(3) obtain in-depth knowledge of some domestic matters mentioned in the project;
(4) develop interview skills; and
(5) apply ICT tools to create an intriguing video.
Weight of the project: 30%
Sequence of activities:
Lesson 1: Overview of the project (Week 1)
Teacher introduces students to the topic of “family” and subtopic family issues. In the day itself, students get to study some videos (and
opinions) and discuss problems directly related to family. Then, the teacher is to reveal the employment of this project (requirement,
stages, deadlines, assessment methods)
Preparation stage: Students are asked to conduct a mini-research on the issues they are assigned. They must write a report to the teacher
about what they have come across, AT LEAST 1 day before the deadline. The report is to be sent via email.
Lesson 2: Introduction of interview and interview technique (Week 2)
Teacher checks on students’ prior research on the issue. Then she/he introduces the medium “interview” as an effective way to spread ideas
and touch others’ heart. Teacher also prepares to teach interview techniques and characteristics of a good interview. Students are asked to
discuss in their groups how to conduct an interview that can effectively perpetuate their groups’ message.
Preparation stage: Students then at home are required to prepare a mini-presentation on what they want to do in the interview. They must
include description of the interview (interviewees, interviewers, location, time), interview questions and how those interview questions
work together to illustrate the big picture of one specific family issue. No submission to teacher is needed.
Lesson 3: Presentation day (Week 3)
Groups of students take turn to present their plan. Teacher and other groups give comment and suggest ways to improve the interview.
Preparation stage: Students at home make any necessary amendments to the plan. They conduct the interview, edit the video, add
watermark, subtitle and credits.
Lesson 4: Showcase – Exhibition day (Week 6)
Students bring their products to class. Groups take turn to present. Teacher gives comments on students’ overall performance in the project.
Post – stage: Students are then asked to send the video to the teacher as learning materials and for plagiarism checking purpose.
PART B: Detailed lesson plans
LESSON 1
1. Class description
18 second-year-students (Ss), Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to:
identify some common family issues.
discuss their opinions towards those family issues
explain about their upcoming speaking project
4. Assumed knowledge
Ss have acquired some vocabulary relating to FAMILY topic
Ss have had background information about mentioned family issues.
5. Anticipated problem Some students may not actively participate in the group discussion.
6. Teaching aids
Slides, blackboard, videos
7. Procedure:
Teacher (T)
Students (Ss)
1. Lead-in (10m)
- T plays 3 short video clips (about family issues) without addressing the name - Watch the clips
of them
1. Domestic violence: https://www.youtube.com/watch?v=X5JiqCLh6ps
2. Divorce: https://www.youtube.com/watch?v=lbTFZ8cvHo4
3. Parents' high expectations for children:
https://www.youtube.com/watch?v=v_64sQoSMRo
- T asks Ss to answer some questions relating to the content of the clips while
watching
+ What do the clips have in common? (family issues)
- Listen to T and think of the answer to those
+ What happened in each clip?
questions
+ What is the main topic of each clip?
- After watching the clips, T calls some students to share their viewpoints.
- T refers to the topics of the clips: domestic violence, divorce and parents’
high expectation for children
2. Discussion (15m)
- T divides the class into 3 groups of 6. Each group will be assigned with one
of the three aforementioned issues to discuss on. They should talk about what
they know of the given issue
(signs, causes, effects,…)
- After 5 mins, T calls 1 representative from each group to the board and
present their ideas (2 mins for each group).
- T shares opinions about the issues
- Work in groups
- Listen to the teacher and the presenters
- After the sharing of each group, students from
other groups can contribute their ideas about
the issues.
3. Project introduction (15m)
- T introduces the speaking project Ss have to do for FAMILY topic:
Name
Objectives
Requirement
Timeline
Marking rubrics
- T answers Ss' questions.
- Listen carefully
-Raises questions if they are not clear about
anything in the project
- Propose some changes to the project (if
necessary)
4. Assignment (10m)
T asks each group to read/ watch more about the given issue.
LESSON 2
-Research into theỉ assigned issue
- Submit what they have read/watched to the
teacher at least 1 day before the 2nd lesson
1. Class description
18 second-year students (Ss), Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to
- define an interview and describe the steps to conduct an interview
- construct appropriate interview questions, with regard to common mistakes in question design
- apply several ICT tools in making their interview video.
4. Assumed knowledge
Students may have known some ICT tools
5. Anticipated problem There will not be enough time for T to instruct Ss how to use ICT tools
6. Teaching aids
Slides, blackboard, handouts
7. Procedure:
Teacher
1. Lead-in (5m)
Students
- T asks Ss to brainstorm ideas about interview based on some
questions:
1. What is an interview?
2. What are the steps of conducting an interview?
- T calls randomly some Ss to share their answer to proposed
questions.
Brainstorm
given
questions
Share their answer
T provides Ss with a reading passage about the definition of an
interview and interview procedure.
T asks Ss to read the handout individually and highlight key
information.
Read the handout
T restates key information relating to interview’s definitions
and important steps Ss need to take when conducting an
interview.
T gives explanation and examples if necessary.
Listen to the T
2. Knowledge delivery
Input reading
(5m)
Teacher's lecture 1: definition
and steps to conduct an
interview
(5m)
Teacher's lecture 2: common - T provides some examples of badly-designed interview questions - Match the questions with the
mistakes in designing interview and asks Ss to match each question with the corresponding mistake
given mistakes
questions
Do you think that this company is operating efficiently or does
(13m)
it just need more employee commitment? (double-barrelled
question)
Many researchers say that one reason for couples’ divorce is
misunderstanding. I suppose it is your view as well, isn’t it?
(leading question)
So you have stopped beating your wife? (unevadable question)
Do you think depression is not the result of domestic violence?
(negative question)
Do you hate your parents because of their expectations? (too
personal question)
- T calls some students to do the matching
- T provides the answer key
- T goes into more details of each mistake in designing questions
3. Technology sharing (10m)
- T shares with the students some tools that can aid their process of - Listen and watch
making their interview video.
cutting/ merging videos:
adding subtitles
- T briefly instructs Ss to use those tools.
4. Discussion (10m)
- T asks Ss to work in groups and brainstorm about the content of their - Work in groups
upcoming interview.
- Ask questions (if any)
5. Wrap-up (2m)
- T remind Ss of the plan for the next lesson relating to this project.
- T comments on the materials Ss submitted before.
LESSON 3
- Listen and take notes
1. Class description
18 second-year-students (Ss),, Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to:
modify their interview plan on the basis of teacher’s and peers’ feedback
conduct their interviews and create good videos using ICT tools
4. Assumed knowledge
Ss have developed a detailed interview plan for the project
5. Anticipated problem Ss may exceed the time limit for group presentation
6. Teaching aids
7. Procedure:
Teacher
1. Presentation (45m)
Students
- T gives each group 15m to deliver an oral report - Take turns to report about their plan (target interviewees,
about their detailed plan to conduct the final product content covered, number of questions, list of questions,...)
of the project (an interview)
- Give feedback for other groups
- T gives feedback after each presentation
2. Wrap - up (5m)
- T reminds Ss of the deadline to submit their final
product
- T answers Ss' questions (if any)
Ask questions if necessary
LESSON 4
1.
description
Class 18 second-year-students (Ss),, Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Procedure:
Teacher
Students
1. Showcase of the final product (45m)
- Play the video of the interview they have prepared.
T watches the products of each group
T assesses group products based on the
marking rubric
READING MATERIAL FOR LESSON 2
MARKING RUBRICS
Video Presentation Rubric
Beginning
1 – 12
Developing
13 - 24
Accomplished
25 - 37
Distinguished
38 - 50
Content &
Organization –
Is your project
organized and
documented?
Not organized.
Difficult to follow.
Poor quality shows
poor effort.
Portions may be poorly
documented and/or
organized. Hard to
follow the progressions
of the story.
Explanation shows
some effort.
Fairly well documented and
organized. Format is easy to
follow. Good explanation
shows good effort.
Program shows a continuous
progression of ideas and
tells a complete, easily
followed story. Well
documented and organized.
Excellent, well thought out
explanation shows superior
effort.
Usefulness –
Does your video stay
focused on an
informative topic?
Does it promote the
use of technology to
inform the audience
about the topic?
Project’s usefulness is
in question. Does not
inform; does not stay
focused on the topic.
Project demonstrated
development of
computer technology;
has problems staying
focused on topic.
Project is focused and
informative; promotes the use
of computer technology to
create the video to deliver
information.
Project is focused and very
informative; promotes the
use of computer technology
to create the video and
makes others want to use the
same type of format in
delivering information to an
audience.
Creativity &
Elements of Design –
Is your video
interesting? Did your
choice of elements
such as film clips,
pictures,
backgrounds, and
transitions enhance
the project?
Use of elements
detracts from video.
Too many or too gaudy
graphics; transitions,
too many clips,
backgrounds and/or
sounds detract from
content. Pictures or
video clips may be out
of focus or “shaky”.
Minimal use of design
elements. No
transitions. Sound is
lacking or inappropriate
or scratchy. Some
pictures or video clips
may be out of focus or
“shaky”.
Good use of graphics and/or
other design elements. Some
transitions are inappropriately
placed. Sound quality is OK.
Video clips or pictures are
clear and in focus.
Excellent sense of design.
Effective camera techniques
used for the video and
pictures. Video and pictures
are I focus and of good
quality. Smooth transitions
are appropriate and aid in
delivery of the presentation.
Mechanics – Did you
check your grammar
and usage? Have you
correctly documented
sources and obeyed
copyright rules?
Includes five or mare
grammatical errors,
misspellings,
punctuation errors;
sources are not
documented.
Includes 3 – 4
grammatical errors,
misspellings,
punctuation errors;
some sources are
documented but not
correctly.
Includes 2 – 3 grammatical
errors, misspellings,
punctuation errors; sources are
documented and correctly and
copyright law has been
followed.
Grammar, spelling,
punctuation, capitalization
are correct; sources are
documented correctly and
copyright law has been
followed.
Oral Presentations
Skills – Did you
respond to the
questions by the
students and
instructor with ease?
Great difficulty
communicating ideas.
Poor voice projection;
no eye contact; no
introduction;
mispronounced words;
stopped or had long
pauses; confused.
Some difficulty
communicating ideas.
Poor voice projections;
some eye contact; no
introduction;
mispronounced a few
words; long pauses;
somewhat confused.
Fairly fluid delivery.
Communicates ideas with
proper voice projection;
perhaps one mispronounced
work; made eye contact;
introduced self and project.
Respond to questions.
Well-rehearsed. Voice, eye
contact and pacing hold
interest and attentions of
audience; introduced self
and project. Responded
easily to questions.
GROUP REPORT
Group:__________________________
Class:____________________________
Topic:____________________________
Number
Member's full name
Assigned task(s)
Quality of the task(s)
PART C: Group evaluation report
No.
1
Full name
Phung Thi Minh Ngoc
Duties/ Responsibility
2
Nguyen Thi Trang Nhung
3
Dang Minh Tam
4
Hoang Thi Hai Yen
REFERENCES
Quality of the work
Come up with the procedure of the the
activity
Design detailed lesson plans and collect
related materials
Satisfactory
Come up with the procedure of the the
activity
Design detailed lesson plans and collect
related materials
Satisfactory
Duong, T. M., Tran, T. V. D., Le, D. P., Nguyen, V. X. L., & Pham, T. T. L. (n.d). Language and Media. University of Languages and
International Studies: Hanoi.
“WHAT PEOPLE SAY"- AN INTERVIEW PROJECT
This project is designed for second-year mainstream students in Faculty of English Language Teacher Education of University of
Languages and International Studies, Vietnam National University. Specifically, it is an assignment of Social English subject in the third
semester. Regarding students’ curriculum, they have to attend English lessons every weekday afternoon and register some other subjects in
the morning. In other words, the activity is an official curricular task of the students. Students’ language proficiency level is around B1
which means they still need close consultancy and support from teachers. Thus, in this project, the teacher not only imparts knowledge in
detail about interview techniques but also requires the students to submit group reports.
The project requires a broad range of activity types including assimilative (reading and listening), information handling (gathering and
analyzing), communicative (presenting and discussing) and productive (creating and producing) activities. Speaking skills are the main
focus of the task though reading activities are also integrated in some parts of the lesson sequences. The assignment deals with some
familiar domestic issues such as divorce rates, domestic violence and parents’ expectations of their offspring. After accomplishing the
project, students are expected to:
(1) enhance speaking and presentation skills;
(2) develop critical thinking;
(3) obtain in-depth knowledge of some domestic matters mentioned in the project;
(4) develop interview skills; and
(5) apply ICT tools to create an intriguing video.
Weight of the project: 30%
Sequence of activities:
Lesson 1: Overview of the project (Week 1)
Teacher introduces students to the topic of “family” and subtopic family issues. In the day itself, students get to study some videos (and
opinions) and discuss problems directly related to family. Then, the teacher is to reveal the employment of this project (requirement,
stages, deadlines, assessment methods)
Preparation stage: Students are asked to conduct a mini-research on the issues they are assigned. They must write a report to the teacher
about what they have come across, AT LEAST 1 day before the deadline. The report is to be sent via email.
Lesson 2: Introduction of interview and interview technique (Week 2)
Teacher checks on students’ prior research on the issue. Then she/he introduces the medium “interview” as an effective way to spread ideas
and touch others’ heart. Teacher also prepares to teach interview techniques and characteristics of a good interview. Students are asked to
discuss in their groups how to conduct an interview that can effectively perpetuate their groups’ message.
Preparation stage: Students then at home are required to prepare a mini-presentation on what they want to do in the interview. They must
include description of the interview (interviewees, interviewers, location, time), interview questions and how those interview questions
work together to illustrate the big picture of one specific family issue. No submission to teacher is needed.
Lesson 3: Presentation day (Week 3)
Groups of students take turn to present their plan. Teacher and other groups give comment and suggest ways to improve the interview.
Preparation stage: Students at home make any necessary amendments to the plan. They conduct the interview, edit the video, add
watermark, subtitle and credits.
Lesson 4: Showcase – Exhibition day (Week 6)
Students bring their products to class. Groups take turn to present. Teacher gives comments on students’ overall performance in the project.
Post – stage: Students are then asked to send the video to the teacher as learning materials and for plagiarism checking purpose.
PART B: Detailed lesson plans
LESSON 1
1. Class description
18 second-year-students (Ss), Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to:
identify some common family issues.
discuss their opinions towards those family issues
explain about their upcoming speaking project
4. Assumed knowledge
Ss have acquired some vocabulary relating to FAMILY topic
Ss have had background information about mentioned family issues.
5. Anticipated problem Some students may not actively participate in the group discussion.
6. Teaching aids
Slides, blackboard, videos
7. Procedure:
Teacher (T)
Students (Ss)
1. Lead-in (10m)
- T plays 3 short video clips (about family issues) without addressing the name - Watch the clips
of them
1. Domestic violence: https://www.youtube.com/watch?v=X5JiqCLh6ps
2. Divorce: https://www.youtube.com/watch?v=lbTFZ8cvHo4
3. Parents' high expectations for children:
https://www.youtube.com/watch?v=v_64sQoSMRo
- T asks Ss to answer some questions relating to the content of the clips while
watching
+ What do the clips have in common? (family issues)
- Listen to T and think of the answer to those
+ What happened in each clip?
questions
+ What is the main topic of each clip?
- After watching the clips, T calls some students to share their viewpoints.
- T refers to the topics of the clips: domestic violence, divorce and parents’
high expectation for children
2. Discussion (15m)
- T divides the class into 3 groups of 6. Each group will be assigned with one
of the three aforementioned issues to discuss on. They should talk about what
they know of the given issue
(signs, causes, effects,…)
- After 5 mins, T calls 1 representative from each group to the board and
present their ideas (2 mins for each group).
- T shares opinions about the issues
- Work in groups
- Listen to the teacher and the presenters
- After the sharing of each group, students from
other groups can contribute their ideas about
the issues.
3. Project introduction (15m)
- T introduces the speaking project Ss have to do for FAMILY topic:
Name
Objectives
Requirement
Timeline
Marking rubrics
- T answers Ss' questions.
- Listen carefully
-Raises questions if they are not clear about
anything in the project
- Propose some changes to the project (if
necessary)
4. Assignment (10m)
T asks each group to read/ watch more about the given issue.
LESSON 2
-Research into theỉ assigned issue
- Submit what they have read/watched to the
teacher at least 1 day before the 2nd lesson
1. Class description
18 second-year students (Ss), Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to
- define an interview and describe the steps to conduct an interview
- construct appropriate interview questions, with regard to common mistakes in question design
- apply several ICT tools in making their interview video.
4. Assumed knowledge
Students may have known some ICT tools
5. Anticipated problem There will not be enough time for T to instruct Ss how to use ICT tools
6. Teaching aids
Slides, blackboard, handouts
7. Procedure:
Teacher
1. Lead-in (5m)
Students
- T asks Ss to brainstorm ideas about interview based on some
questions:
1. What is an interview?
2. What are the steps of conducting an interview?
- T calls randomly some Ss to share their answer to proposed
questions.
Brainstorm
given
questions
Share their answer
T provides Ss with a reading passage about the definition of an
interview and interview procedure.
T asks Ss to read the handout individually and highlight key
information.
Read the handout
T restates key information relating to interview’s definitions
and important steps Ss need to take when conducting an
interview.
T gives explanation and examples if necessary.
Listen to the T
2. Knowledge delivery
Input reading
(5m)
Teacher's lecture 1: definition
and steps to conduct an
interview
(5m)
Teacher's lecture 2: common - T provides some examples of badly-designed interview questions - Match the questions with the
mistakes in designing interview and asks Ss to match each question with the corresponding mistake
given mistakes
questions
Do you think that this company is operating efficiently or does
(13m)
it just need more employee commitment? (double-barrelled
question)
Many researchers say that one reason for couples’ divorce is
misunderstanding. I suppose it is your view as well, isn’t it?
(leading question)
So you have stopped beating your wife? (unevadable question)
Do you think depression is not the result of domestic violence?
(negative question)
Do you hate your parents because of their expectations? (too
personal question)
- T calls some students to do the matching
- T provides the answer key
- T goes into more details of each mistake in designing questions
3. Technology sharing (10m)
- T shares with the students some tools that can aid their process of - Listen and watch
making their interview video.
cutting/ merging videos:
adding subtitles
- T briefly instructs Ss to use those tools.
4. Discussion (10m)
- T asks Ss to work in groups and brainstorm about the content of their - Work in groups
upcoming interview.
- Ask questions (if any)
5. Wrap-up (2m)
- T remind Ss of the plan for the next lesson relating to this project.
- T comments on the materials Ss submitted before.
LESSON 3
- Listen and take notes
1. Class description
18 second-year-students (Ss),, Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Objectives
At the end of this lesson, Ss will be able to:
modify their interview plan on the basis of teacher’s and peers’ feedback
conduct their interviews and create good videos using ICT tools
4. Assumed knowledge
Ss have developed a detailed interview plan for the project
5. Anticipated problem Ss may exceed the time limit for group presentation
6. Teaching aids
7. Procedure:
Teacher
1. Presentation (45m)
Students
- T gives each group 15m to deliver an oral report - Take turns to report about their plan (target interviewees,
about their detailed plan to conduct the final product content covered, number of questions, list of questions,...)
of the project (an interview)
- Give feedback for other groups
- T gives feedback after each presentation
2. Wrap - up (5m)
- T reminds Ss of the deadline to submit their final
product
- T answers Ss' questions (if any)
Ask questions if necessary
LESSON 4
1.
description
Class 18 second-year-students (Ss),, Faculty of English Language Teacher Education, ULIS, VNU.
Level in English proficiency: Intermediate
2. Time
50 minutes
3. Procedure:
Teacher
Students
1. Showcase of the final product (45m)
- Play the video of the interview they have prepared.
T watches the products of each group
T assesses group products based on the
marking rubric
READING MATERIAL FOR LESSON 2
MARKING RUBRICS
Video Presentation Rubric
Beginning
1 – 12
Developing
13 - 24
Accomplished
25 - 37
Distinguished
38 - 50
Content &
Organization –
Is your project
organized and
documented?
Not organized.
Difficult to follow.
Poor quality shows
poor effort.
Portions may be poorly
documented and/or
organized. Hard to
follow the progressions
of the story.
Explanation shows
some effort.
Fairly well documented and
organized. Format is easy to
follow. Good explanation
shows good effort.
Program shows a continuous
progression of ideas and
tells a complete, easily
followed story. Well
documented and organized.
Excellent, well thought out
explanation shows superior
effort.
Usefulness –
Does your video stay
focused on an
informative topic?
Does it promote the
use of technology to
inform the audience
about the topic?
Project’s usefulness is
in question. Does not
inform; does not stay
focused on the topic.
Project demonstrated
development of
computer technology;
has problems staying
focused on topic.
Project is focused and
informative; promotes the use
of computer technology to
create the video to deliver
information.
Project is focused and very
informative; promotes the
use of computer technology
to create the video and
makes others want to use the
same type of format in
delivering information to an
audience.
Creativity &
Elements of Design –
Is your video
interesting? Did your
choice of elements
such as film clips,
pictures,
backgrounds, and
transitions enhance
the project?
Use of elements
detracts from video.
Too many or too gaudy
graphics; transitions,
too many clips,
backgrounds and/or
sounds detract from
content. Pictures or
video clips may be out
of focus or “shaky”.
Minimal use of design
elements. No
transitions. Sound is
lacking or inappropriate
or scratchy. Some
pictures or video clips
may be out of focus or
“shaky”.
Good use of graphics and/or
other design elements. Some
transitions are inappropriately
placed. Sound quality is OK.
Video clips or pictures are
clear and in focus.
Excellent sense of design.
Effective camera techniques
used for the video and
pictures. Video and pictures
are I focus and of good
quality. Smooth transitions
are appropriate and aid in
delivery of the presentation.
Mechanics – Did you
check your grammar
and usage? Have you
correctly documented
sources and obeyed
copyright rules?
Includes five or mare
grammatical errors,
misspellings,
punctuation errors;
sources are not
documented.
Includes 3 – 4
grammatical errors,
misspellings,
punctuation errors;
some sources are
documented but not
correctly.
Includes 2 – 3 grammatical
errors, misspellings,
punctuation errors; sources are
documented and correctly and
copyright law has been
followed.
Grammar, spelling,
punctuation, capitalization
are correct; sources are
documented correctly and
copyright law has been
followed.
Oral Presentations
Skills – Did you
respond to the
questions by the
students and
instructor with ease?
Great difficulty
communicating ideas.
Poor voice projection;
no eye contact; no
introduction;
mispronounced words;
stopped or had long
pauses; confused.
Some difficulty
communicating ideas.
Poor voice projections;
some eye contact; no
introduction;
mispronounced a few
words; long pauses;
somewhat confused.
Fairly fluid delivery.
Communicates ideas with
proper voice projection;
perhaps one mispronounced
work; made eye contact;
introduced self and project.
Respond to questions.
Well-rehearsed. Voice, eye
contact and pacing hold
interest and attentions of
audience; introduced self
and project. Responded
easily to questions.
GROUP REPORT
Group:__________________________
Class:____________________________
Topic:____________________________
Number
Member's full name
Assigned task(s)
Quality of the task(s)
PART C: Group evaluation report
No.
1
Full name
Phung Thi Minh Ngoc
Duties/ Responsibility
2
Nguyen Thi Trang Nhung
3
Dang Minh Tam
4
Hoang Thi Hai Yen
REFERENCES
Quality of the work
Come up with the procedure of the the
activity
Design detailed lesson plans and collect
related materials
Satisfactory
Come up with the procedure of the the
activity
Design detailed lesson plans and collect
related materials
Satisfactory
Duong, T. M., Tran, T. V. D., Le, D. P., Nguyen, V. X. L., & Pham, T. T. L. (n.d). Language and Media. University of Languages and
International Studies: Hanoi.