Problems faced by third – year FELTE – ULIS students in writing and using lesson plans to do the micro – teaching as partial requirement for the course “english language teaching methodology 2” = những vấn đề sinh viên năm ba khoa sư phạm tiếng Anh, Trường Đại học Ngoại ngữ - Đại học quốc gia Hà Nội gặp phải khi viết và sử dụng giáo án để thực hiện hoạt động giảng tập trong môn phương pháp giảng dạy tiếng Anh 2

• Main Author: Phạm, Thị Hà Anh
• Other Authors: Phạm, Thị Thanh Thủy
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Tiếng Anh > Dạy và học; Cách viết; Kỹ năng viết
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/99901
• Institution: Vietnam National University, Hanoi

Micro – teaching is one of the most common techniques used in teacher training programs to develop teaching competences of pre – service teachers. Micro – teaching process involves several stages among which lesson planning is the first stage playing one of the most vital roles in deciding the success of one micro – teaching session. However, lesson planning is considered a laborious task to many novice teachers and they face a lot of difficulties in tailoring a rational lesson plan. Since there has been limited research on this in Vietnam, this paper was carried out to investigate the problems faced by third – year students in writing and using lesson plans to micro – teach, taking third – year FELTE – ULIS students and their teachers as the research participants. Hopefully, the research would be a source of reference for student teachers and teachers of English in general and English language teaching methodology in particular. Triangulation research design was employed to discover the problems faced by third – year students in writing and using their lesson plans to micro – teach under the eyes of both the students and their teachers. Seventy students and three teachers from four mainstream classes were chosen to take part in the research, in which random cluster sampling was utilized. Structured questionnaire of 10 questions and semi-structured interview were applied to collect data. The findings indicated that from both students’ and teachers’ perspectives, creating learning activities and determining the content of the lesson are the two most common problems when students write lesson plans. Meanwhile, when they use their lesson plans to micro – teach, class management and time management are the two greatest challenges. The findings suggest that more attention from both student teachers and their supervisors should be paid on these stages when planning lessons and doing micro – teaching.