Group work 1: đánh giá website
Tiên 2 task đầu
Slide 1: Overview of Hemingway Editor
● Name & URL: Hemingway Editor – www.hemingwayapp.com
● Purpose: Simplify writing → make it clear, concise, readable
● Highlights complex sentences, passive voice, unnecessary adverbs
● Encourages clarity & brevity
Slide 2: Target Audience
● Who: All levels – beginners, students, content creators, professionals
● Age: Teens → adults
● Use cases: Essays, blogs, reports, any content needing clarity
Slide 3: Content & Features
● Feedback:
○ Complex sentences → highlights hard-to-read
○ Passive voice → suggests active voice
○ Adverbs → suggests removal
● Readability score: Shows grade level
● Access:
○ Free online version
○ Paid desktop version for offline use
Slide 5: Evaluation
● Language Skills:
○ Writing → main focus
○ Reading → indirect support
○ Speaking/Listening → not supported
● Components:
○ Grammar → passive voice only
○ Vocabulary → simpler alternatives
○ Discourse → sentence flow/clarity
● Overall:
○ Strength → great for writing practice & visual feedback
○ Limitation → no full grammar or listening/speaking support
● Recommendation: Highly useful for improving clear, concise writing
Slide 6
Cam Ha:
3. Educational material
a. Strengths:
- Raise awareness of clarity: Users learn to spot overly complex sentences,
passive constructions, and when adverbs weaken writing. This helps with
editing skills.
- Help improve writing organization: By seeing what makes a sentence hard
to read, a writer can learn to break up long sentences or restructure them.
- Promote concise and reader-friendly writing, which is valuable in many
writing contexts (academic, business, blogging).
- Self-assessment and revision tool: It gives instant feedback that learners
can use to revise their own work. This promotes learner autonomy.
b. Weaknesses:
- Limited grammar instruction: It does not deeply teach grammar rules (e.g.
subject-verb agreement, complex punctuation) or provide extensive
explanations. If the learner doesn’t already know why passive voice is
discouraged or what adverbs do, the app may flag issues, but it won’t always
explain the rule thoroughly.
- No different types of tasks (exercises, texts, activities)
4. Multimedia use:
a. Weaknesses:
- No audio, video, or animations to enrich learning.
- Offers little interactivity beyond typing and correcting; no quizzes, tutorials,
or guided practice.
- Feedback is visual only, with no multimedia explanations (e.g., spoken
examples or video demonstrations).
- Limited appeal for different learning styles — mainly supports visual
learners.
HOÀI PHƯƠNG
5. Interactivity :
Strengths:
● Offers smooth and immediate interaction with the text.
● User control: the ability to switch between Write and Edit modes reduces
distraction.
● The desktop version allows for offline interaction, which increases flexibility.
● Encourages learners to be active editors of their own work, not just passive
readers.
Weaknesses:
● Interactivity is narrow: focused only on editing written text.
● Lacks diverse interactive formats (quizzes, games, multimedia practice).
● Does not allow social interactivity with peers or teachers.
● The free version is restricted to highlights only, while the richer interaction
(AI rewrite) requires payment.
● Interactivity is not adaptive — it does not adjust tasks or feedback based on the
learner’s level or progress.
6. COMMUNICATION :
Strengths:
● Provides quick, clear communication with consistent color-coded feedback.
● Keeps feedback short and focused, avoiding overload or confusion.
● Increases user awareness of common writing issues, which helps improve
clarity.
Weaknesses:
● Feedback is limited in scope: mainly readability and sentence clarity.
● No two-way communication: the user cannot ask the system for further
explanation.
● Lacks social or collaborative communication tools (no peer or teacher
interaction).
● Does not support oral communication (speaking/listening features are absent).
7. Aid tools & linguistic resources
- No built-in dictionary or thesaurus for users to click to see word meanings
or synonyms (beyond simple suggestion of simpler alternatives).
- No grammar reference (e.g. “here’s why this is passive voice / what is
passive voice”) in many cases, just highlighting.
- Minimal help tips explaining the rationale behind suggestions
Phần của H. Thanh 8,9
Slide 8 – Website Ergonomics ( Tính thân thiện và dễ sử dụng của website)
Strengths:
● Simple and clear design with color-coded highlights
○ Yellow = hard to read, Red = very hard to read
● User-friendly: no login required, easy copy–paste
● Instant feedback: fast and practical for teachers & students
Weaknesses:
● Supports English only
( Phần này chỉ nói, không ghi vào slide. Comparison with Grammarly:
● Hemingway is simpler and quicker to use.
● Grammarly has more features but requires logins
Slide 9 – Content Quality ( Chất lượng nội dung)
Strengths:
● Accurate feedback on writing issues
○ Blue = adverbs, Green = passive voice, Red = long sentences
● Focus on clarity and conciseness → improves readability
○ Suggests breaking long sentences into shorter ones
● Practical for writing emails, essays, reports
Weaknesses:
● Lacks advanced grammar checking
● Limited support for academic writing
( Phần này chỉ nói, không ghi vào slide. Comparison with Grammarly:
● Hemingway improves readability better.
● Grammarly provides advanced grammar and vocabulary suggestions.)
example sẽ phân tích trên ảnh:
Grade 1 -> 9
THU HỒNG
Buttons and Tools:
● Write: Hides all highlights so you can focus on writing.
● Edit: Shows highlights to help you make improvements.
● Feedback: Send feedback to the Hemingway team.
How to Use Hemingway Editor:
1. Paste your paragraph or writing into the main box.
2. Check the highlighted colors to see what needs fixing.
🟥 Red: Very hard-to-read sentence – should be rewritten to be clearer and
simpler.
🟨 Yellow: Hard-to-read sentence – consider shortening or splitting it.
🟪 Purple: Complex word – try replacing it with a simpler alternative.
🟦 Blue: Use of adverbs or passive voice – can weaken your writing.
🟩 Green (paid version only): Grammar and spelling issues.
3. Hover over highlighted text to get suggestions.
4. Edit your writing to make it:
○ More concise
○ Easier to understand
○ Avoid passive voice and excessive adverbs
○ Use simpler words when possible
THÚY DIỄM
MINDMAP
Chia tasks
Skill: Writing
Link: https://hemingwayapp.com/
Tasks:
- Introduce the general in4 about the website (Name, Link, Purpose,
Target audience,....)
- Evaluate ( đánh giá 8 tiêu chí từ language skills -> content quality:
nêu advantages và disadvantages)
- Design an activity
Task: Canva làm chung ( form chữ thống nhất; nội dung súc tích, ngắn gọn; )
- Mindmap
Tiên: 2 tasks ( General in4 + language skills)
Hà: 3 cái còn lại
Phương: Communication + Interactivity
Thanh: Website + Content
Hồng: activity ( Hướng dẫn cách vào - nhập đề bài đoạn văn - lấy bài văn của tụi lên check)
Diễm: vẽ mindmap
Tab 4
Group work 2
UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL
STUDIES FACULTY OF ENGLISH
TEACHING PRACTICUM
Instructor: Ms. Tran Ngoc Quynh Phuong
LESSON PLAN
Unit 7: Viet Nam and international organizations
Lesson 4: Writing
(Global Success 10)
1. Objectives:
By the end of this lesson, students will be able to:
1.1. Knowledge and skills:
- Use vocabulary and expressions related to international organisations.
- Write a coherent paragraph (120–150 words) about the benefits for Vietnam when
joining international organisations.
1.2. Competences:
- Encourage collaboration and digital competence.
- Be active in the classroom environment.
1.3. Attitudes:
- Have responsibility and cooperation in classwork.
2. Teaching aids and materials:
- Teacher’s aids: Textbook Global Success 10, projector/slides, board, markers,
internet connection.
- Students’ aids: Textbook, notebook, pens, and smart devices
(phones/tablets/laptops) for searching information.
3. Assumptions:
4. Procedure:
I. Warm-up( 5 minutes)
a. Objectives:
- Introduce the topic of Vietnam and International Organisations.
- Activate students’ background knowledge about international organisations.
b. Content:
- Ss look at logos of international organisations (ASEAN, UN, UNICEF,
UNESCO),
- Ss share what they know about the organizations.
c. Expected outcomes:
- Ss can name some international organisations that Vietnam joins.
d. Organization:
Time Teacher’s activities Students’s activities
5 (minutes) - T shows logos of ASEAN, UN, UNICEF,
UNESCO with their names on the screen. - Look at the logos
- T asks:
1. “Do you recognise these organisations?” - Listen to the T
=> expected outcome: yes - Answer questions.
2. “Do you know what these short forms
stand for?”
=> expected outcome:
+ ASEAN: Association of Southeast Asian
Nations
+ UN: United Nations
+ UNICEF: United Nations Children's
Fund
+ UNESCO:United Nations Educational,
Scientific and Cultural Organization
- T confirms the full names and explains
their main purposes.
- T introduces the topic Vietnam and
International Organisations.
T said: “Vietnam is a member of these
international organisations. Of course, joining
them brings many benefits to our country. Now,
we will move to another part to explore about
them.”
- Answer questions.
II. Pre-writing:
a. Objective:
- Ss use search engines effectively to find out information.
- Ss know how to choose and combine proper keywords.
- Ss can skim online information and take short notes about Vietnam’s benefits from
joining international organisations.
b.Content :
- Topic focus: Vietnam’s participation in international organisations (ASEAN,
UNICEF, UNESCO)
- Language focus: vocabulary related to international cooperation, membership,
benefits, participation
c. Expect Outcome :
- Ss identify effective search keywords.
- Ss locate relevant information about Vietnam’s participation in
ASEAN/UNICEF/UNESCO.
- Sts take short, clear notes for the upcoming writing stage.
d. Organization : ( 10 mins )
Time Teacher’s activities Student’s activities
10 minutes Introduce task and objective: “Now, Listen to T’s introduction and
we’ll find some real information understand the purpose of the
online about Viet Nam’s task.
participation in international
organisations.”
Explain that Ss will learn how to
search effectively and choose
suitable keywords.
Demonstrate how to search: Observe demonstration, take
1. Go to Google. notes, and ask questions if
2. Type: “Vietnam participation in unclear.
ASEAN” or “benefits of Vietnam
joining UNESCO.”
3. Avoid general keywords (e.g.,
“Vietnam ASEAN”).
4. Use quotation marks for better
results.
Ask Ss to work in pairs. Work in pairs
Each pair chooses one organisation Choose an organisation, and
(ASEAN / UNICEF / UNESCO). search online using proper
Instruct them to find 2–3 benefits keywords.
Vietnam gets and take short notes. Take short notes of key benefits.
Remind Ss to skim and scan search Skim titles and first paragraphs,
results instead of reading full identify key ideas, and complete
articles. their notes
Monitor and support pairs if needed.
II. Pre-writing (Cam Ha)
a. Objectives:
- Ss can find out information based on technological platforms.
- To help students brainstorm ideas through a Cluster Topic activity (Lincoln,
2003).
b. Content:
Task 1: Work in groups. Based on 4 international organizations in the previous
section. Let's use smart devices to find out and draw mindmap the benefits of
Vietnam joining international organizations.
c. Expected outcomes:
- SS can list and find out advantages of them.
d. Procedure:
Teacher’s activities Students’ activities
- T gives instructions about the task. - Ss listen carefully and follow T’s
- T uses ICQs to ensure SS instructions.
understands.
- T requires Ss to work in groups and
use the Internet to find out
information.
- T guides SS on how to search
information on the Internet.
Step 1:
+ Use search engine like
Google, Youtube, Tiktok, so
on.
+ Type specific keywords:
benefits/advantages of
Vietnam joining
international organizations;
Vietnam participation in
ASEAN; benefits of
Vietnam joining UNESCO.
+ Avoid general keywords
(e.g., “Vietnam ASEAN”).
Step 2: Selection activities:
+ Pick the sources that are the
most relevant to the
question.
+ Check the websites’s
addresses: edu; gov; com
+ Check verified blue tick on
social media accounts.
+ Check the websites’base
Step 3: Evaluation activities:
+ Read and assess the content
if they match with aim
answers. - Ss use smartphones to search for
- T walks around and observes Ss’ information.
searching process; supports Ss if
needed. - SS share their answers.
- T invites some volunteer groups to
share their answers.
- T gives feedback if information is
correct or not. ( selection and
evaluation)
- T asks SS to work individually and
draw a mindmap to show benefits
of Vietnam joining a particular
international organization.
- …
III. While- writing: 20m
a. Objectives:
- Apply the ideas from the mindmap to write a paragraph (120–150 words).
- Use appropriate linking words and useful expressions to connect ideas
logically.
b. Content:
- Students write a paragraph (120–150 words) about the benefits for Vietnam
as a member of international organisations, using the information from the
mindmap in the previous activity.
c. Expected outcomes:
- Write a well-structured and coherent paragraph (120–150 words)
describing Viet Nam's participation in international organizations
- Use appropriate linking words and relevant content from the lesson.
- Develop their paragraph based on 1-2 ideas from their previous research in
Pre-writing.
d. Organization:
Time Teacher’s activities Students’s activities
2 minutes - Listen to
- T tells SS: “Now you will write a instructions and
paragraph (120–150 words) about the recall ideas from
benefits for Vietnam when joining their previous
international organisations.” research.
- T reminds Ss to use 1- 2 ideas from the
mindmap in Pre-writing.
- Ask Ss to write their paragraph in Google
docs (Google Tài liệu)
2 minutes - T gives students an outline on board. - Copy the outline
- T introduces useful expressions: and expressions into
One of the main benefits is … notebooks.
This helps Vietnam to …
For example / For instance,
In addition / Moreover / As a result,
In conclusion / In short,
- T models an example sentence: “Joining
ASEAN helps Vietnam develop trade and - Read sample
strengthen cooperation with neighbouring sentences and
countries.” prepare to write.
15 minutes - T asks SS to develop their paragraph - Write their
based on 1-2 ideas from their previous paragraphs
research in Pre-writing. individually.
- T walks around the class, monitors - Ask for help when
progress, and provides help with needed.
vocabulary or sentence structure when
needed.
* Suggested answer:
Vietnam has received many benefits since
it became a member of international
organisations. Firstly, it is easier for
Vietnam to share its culture and learn from
others. For example, cultural exchange
programmes help foreigners understand
more about our country, and Vietnamese
people can also experience different
cultures. Secondly, joining these
organisations brings more educational
opportunities. Vietnamese students can
study abroad more easily, and many
foreign students come to study in Vietnam.
Finally, Vietnam has developed tourism.
More international visitors come to our
country, and Vietnamese people can also
travel abroad more conveniently. In
conclusion, being a member of
international organisations has brought
Vietnam many advantages in culture,
education, and tourism.
IV. Post writing: ( 10 minutes)
a. Objectives:
-To help students improve their writing through feedback online peer and teacher
feedback.
- To help students develop awareness language accuracy and using technology tools
b.Content:
-Peer review and feedback exchange.
- Teacher feedback
- Use of online writing tools (e.g., Grammarly, QuillBot, Hemingway Editor) for self-
check and revision
c.Expected outcome:
- Students can identify errors in their writing and revise it through peer and teacher
feedback.
- Students demonstrate greater accuracy, coherence, and appropriate use of technology in
writing.
d.Organizations:
Times Teacher’s activities Student activities
2 minutes -Ss listen and follow
- T sets purpose: instructions.
+ “To help you write better next time,
we’ll use Google Docs for peer and
online feedback. ."
Peer correction
-T gives instructions:
+ “Share your paragraph with your - Ss share their
5 minutes writing link on
partner via Google Docs and use the
Google Docs with
checklist to comment ” their partner.
- T displays the following Peer Feedback
Checklist and shares on Google Doc.
Criteria Yes Not
- Ss comment on
yes
partner’s writing
Grammar is mostly
using the checklist.
correct.
- Ss use Grammarly
Vocabulary is
appropriate for the or QuillBot to check
topic. their partner’s
Sentences are clear and grammar and
easy to understand. vocabulary.
The paragraph follows
the correct structure
(Topic sentence –
Supporting sentences –
Concluding sentence)
Linking words are used
to connect ideas clearly
- T monitors students’ comments online
and supports where necessary comments
with the class.
- T invites 2–3 pairs to share one
comment they gave or received.
- T summarizes common strengths and
3 minutes - St share their
errors, then encourages online feedback and
revision.make better. listen teacher’s
feedback
- Then T gives short, positive feedback on
common strengths and suggestions for
improvement.
e,Homework
- Revise your paragraph based on peer and teacher comments on Google Docs.
- Use an online writing tool (e.g., Grammarly or Hemingway Editor) to improve
accuracy and clarity.
- Re-submit the final version by uploading your document link to the class folder.
Group work 3
Bài nói về Zoom:
Phần pre-listening của Thanh:
Tích hợp zoom gồm:
First T asks Ss to rename if they don’t use their full name in Zoom because she will
check Ss attendant at the end of the class.
Task 1 page 106 in textbook “ answer the question” Ss need to raise their hands if they
want to answer the question. Others will give a heart icon in the React section to show the
agreement with their friend when T asks “ do you agree with your friend's answer?”.
T requires SS to turn on their micro to read aloud two new words in the Teaching
vocabulary part. Also, T check Ss understanding about the word “ illegal” by showing
two activities on the screen and asks Ss to use the chat box in Zoom to write the letter “I”
if it’s illegal and the letter “L” if it’s legal.
Finally in the pre- listening, T has a small activity to use the whiteboard in Zoom that
uses the whiteboard to write the sentence and asks Ss to complete those sentences on the
whiteboard.
PHẦN WHILE-WRITING
- First, T utilizes the Whiteboard or the Share Screen function to present the task,
instructing students to read the requirements and define the keywords. Next, T shares the
screen and the Audio to play the listening material. While listening, Ss actively take notes
on the necessary information. Subsequently, to collect the answers, T asks students to
type their responses into the Chat Box. Finally, T calls on some Ss to explain their
choices (using their Mic after utilizing the Raise Hand feature), confirms the correct
answers, and allows Ss to record them in their notebooks.
-In Task 2 – Listening and Completing the Notes (Page 106), T asks Ss to open their
books to page 106 and read the instructions carefully. T explains that s will listen to a
two-minute conversation between Nam and Mai about ways to protect endangered
animals, and they need to fill in each blank with one suitable word. Before listening, Ss
read the incomplete text, identify keywords and the type of words needed, and answer T’s
checking questions such as “How many times will you listen to the recording?” or “Will
you work individually or in groups?” by raising their hands or using reaction icons.
During the listening stage, Ss work individually and listen twice — the first time to fill in
the blanks and the second time to check their answers. After listening, T calls on
volunteers to type their answers in the chat box or open mic and read them aloud, and the
whole class checks together whether the answers are correct or not. T praises correct
answers, explains mistakes, and asks Ss to write the final answers in their notebooks.
POST - LISTENING :
T sets the context by explaining that Ss are attending an International Youth Conference
on Protecting Endangered Animals and need to discuss the most effective way to save
endangered species. T gives clear instructions: Ss work in pairs in Zoom breakout rooms,
choose one leader to take notes and present later, and have four minutes to discuss using
ideas from the listening. After checking understanding, T models an example about
protecting natural habitats, then opens breakout rooms for discussion. When time is up,
Ss return to the main room to share their ideas, react or comment in the chat, and vote for
the best idea. T ends the activity by giving feedback and praising Ss for their teamwork
and use of useful language.
