VIETNAM NATIONAL UNIVERSITY – HCMC

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

TESOL CERT. PROGRAM

TEACHING PRACTICE 2

LESSON PLAN

Instructor : Nguyễn Đăng Nguyên (Ph. D)

Group : 1

Group’s members : Vũ Thị Phương Linh

Trương Lý Sáng

Đặng Thị Ngọc Trâm

Nguyễn Thị Diễm Hằng

HCMC, October 9, 2019

 LESSON PLAN

A. DESCRIPTION OF STUDENTS’ CHARACTERISTICS

● Background information: Students who are in their first years at high schools
● Proficiency level: Pre-Intermediate orA2 (CEFR)
● Age: 15 years old
● Motivation:

B. MATERIAL AND SOURCES

Textbook (s): Tim Falla, Paul A. Davies C. (2017). Solution. Oxford University Press.
Unit 3: On screen
Other sources:

C. AIMS & OBJECTIVES

Aims:

● To provide students with the knowledge of nouns and adjectives to talk about films and
TV programs; modal verbs to talk about prohibition and necessity: must, mustn’t and
needn’t/ don’t have to
● To provide students with the practice of discussing and agreeing on activity
● To develop changes in students’ attitude towards video games and their health effects

Objectives:

- By the end of the unit, students will be able to describe films and TV programs by
using nouns and adjectives they have learned, distinguish the differences between
must, mustn’t and needn’t/ don’t have to when talking about prohibition and
necessity; apply useful expressions to reach an agreement in discussions.
D. METHODOLOGY

Teaching Vocabulary: Task-based learning

Students have to participate in group, pair and individual work to complete tasks. After that
they can acquire the meanings of new words and be able to use them in suitable context.
 PROGRESS
(Warm-up and Vocabulary)
Stages & Stage aims Teacher activity Student activity Anticipated
Timing problems &
Solution
Task 1- To contextualize - Divide the class into 4 ● They work in P: Some students
Warm up the topic of films groups groups of 4 or 5, are not familiar
Games and TV shows - Show the students watch the slides
(3 minutes) with foreign films
slides of some famous and write down the
movies and TV shows names (1 minute) and TV shows
- Ask them to watch ● 4 groups will mentioned in the
slides carefully without compete to decide textbook
taking notes which one can
-Ask 4 groups to write S: Teachers can
remember more
down and hand in their films and TV replace those by
papers shows adding popular
- Show the answers and ● Then, they write
ask students to guess movies and TV
down what they
the topic remember on shows more
- Lead into the main papers popular among
content of the lesson
● Guess the topic students’ age
- Briefly introduce
through the activity
about the types of items
in the slides

Task 2 To provide students ● Show pictures ● Students have to P: The textbook

-Vocabulary with an opportunity illustrating core guess the words by provides too many
teaching to evoke their vocabulary in the looking at pictures new words which
(4 minutes) general knowledge book make students feel
about types of films ● Ask students sit in ● They have to overwhelmed
and TV shows to groups of 4 or 5 to complete the S: Teachers can
complete the task play game worksheet in the adapt the textbook
● They have to say next lesson as by choosing the
the words as fast as homework most commonly
possible when used words to
teach.
 seeing pictures in
order to win
● After that, give
them worksheets as
review at home
Task 3- To provide students ● Give students time ● Students have to P: Students may
Listening with knowledge of to look at the work individually have difficulties
(4 minutes) aspects of films words and raise to finish the listening for the
integrated with questions about listening task (task first time because
listening skills words that they 6, textbook – p.30) they can get lost
don’t know the ● They are and miss some
meaning encouraged to information
● Ask the students to make predictions S: The teachers
listen and complete before listening play the audio
the task ● Give comments on twice and ask
● Invite 4 students to others’ answers on students to listen
write answers on the board on their own at
the board and read first, then makes
the whole sentence pauses and correct
answer
● Correct the answer
together

● Assign students to ● Students need to

Task 4- find out about look up the
To provide the
Adjectives adjectives listed in meaning of these
student the practice
describing task 4 (textbook, p. adjectives
of speaking by
films and TV 30) themselves in the
applying adjectives
shows dictionary
describing films and
(Homework)
TV shows
● Ask students to ● Students have to
work in pairs to work in pairs and
talk about types of produce a dialogue
films and TV about types of
programs that they films and TV
like and dislike programs that they
like and dislike
 ● Recommend them ● They have to
to use adjectives speak in front of
listed in the book the class in the
to explain for their next lesson
choice ● Other students can
give peer
● Invite 2-3 pairs to comments and
speak in front of feedbacks on their
the class friends’
● Then, teacher performance
correct lexical and
grammatical
mistakes (if any)

Procedures:
GRAMMAR

Anticipated Problems
& Solution

Stages & Stages Aims Teacher Activity Student Activity

Timing
Task 1 - Distinguish and - Show to class 5 - Read the Learn this
usage of must, answers in exercise 2. box, use must, mustn’t,
(3 minutes)
mustn’t, needn’t needn’t and don’t have
(3D, exercise and don’t have to in to complete the rules.
2 + exercise speaking.
- Use the answers that
3 p.34)
teacher show in
exercises 2 to help you.
Task 2 - Practice the using - Ask students fill in - Fill in the blank to
of must, mustn’t the blank of 5 complete the
(3 minutes)
and needn’t in sentences.
 (Exercise 4 creating the rules sentences, using must,
p.34) for using mobiles at mustn’t and needn’t.
school.
Task 3 -Understand the - Show students the - Read the Look Out!
usage of must, have Look Out! box. box. Then, using the
(5 minutes)
to, mustn’t, don’t words in brackets,
- Ask students rewrite
(Look out, have to and needn’t. rewrite the sentences
3 sentences using
exercise 5 so that they have the
-Practice writing by words in bracket.
p.34) same meaning.
asking students
rewrite the same
meaning sentence.

Homework:
Workbook Unit 3, 3D, P.33
READING

Possible/ex
pected
Stages & Stage aims Anticipated
answers to
Time problems &
Objectives Teacher Student Explanatio exercises
activities solutions
activities n

Warm-up To draw By the end -Give them -They -Engage the -Super P: There
(5 mins): students’ of the clear raise their students Mario can be
play a attention lesson, the instructions hands to into the some
-Plants vs.
game: and interest students guess the lesson games that
-Monitor the Zombies
Identify into the will be able names of no one in
class while -Draw their
the lesson and to: popular -Flappy class
students are attention
popular indirectly video bird knows
- Use playing this and interest
video introduce games
scanning game to the -Pikachu
games the lesson
techniques -Tell the reading
topic to -Ask students -League of S: Teacher
to look for class topic
them about the legends will
answers to about the
provide
questions games
them with
 about games they they know informatio
specific part know of of n about
in the these
reading text games

Pre- To provide - Show their-Assign - Students -Enable Well- P:

reading students personal students work work with students to supported Different
with the opinion on in pairs to their practice opinions pairs may
(10 mins) practice of video games discuss about partner speaking have
Task 1+2 vocabulary good and bad and English and conflicted
and -Understand
aspects of discuss memorize opinions
grammar the good
video games about the the
acquired in and bad Mentioned S: Teachers
using the harms vocabulary
the effects of games: may give a
vocabulary and and
previous video games neutral
and grammar benefits grammar Angry
parts of the and that answer
from the of video structures birds
unit everything with clear
previous parts games provided Minecraft explanation
To provide should be
of the unit using the earlier
students done in Farmville
vocabular
with the moderation - Ask -Give
y and
knowledge students to students a
- Create a grammar
of scan through chance to
review of a from the
scanning the text to express
particular previous
in reading find the video their views
matter on unit
games on video
their own sections
mentioned by games
for their
name -Students
future use
scan
through
the text to
find the
names of
the games
mentioned

While- To provide -Introduce - Students -Teach Task 4: P: Students

reading students reading work students the may be
1d
with the individual reading confused
(10 mins) practice of strategy of
Reading the reading strategy to ly on tasks finding 2a about the
strategy strategy students 4&7 relevant strategy
3c
taught in sentences
Task 4+7 the pre- - Ask them to - Students S: The
to the 4b
reading use this share the teacher can
question
strategy to do class how 5a explain it
tasks 4&7 in they apply - Let to them
Task 7:
the book the newly students one more
learned apply the 1 negative time in
- Then correct
strategy to strategy effects other
the answers
find the learnt 2 mental words or
with the class
answers through skills via
some real practical
exercises 3 anxiety/ examples
feeling
anxious
4 RPGs
5 online
games

Post- To provide - Let students - Students -Give Answers P: Some

reading: students work in pairs work in students a with: students
with the to ask and pairs to chance to may find it
(10 mins) practice of -Sufficient
answer the ask and practice difficult to
speaking in evidence/e
Task 8 questions in answer the speaking, come up
pairs and in xplanation
task 8 and questions create with ideas
+ pair front of the
extra questions -Proper and have
discussion class -Students
questions on and receive grammar nothing to
+ wrap up applying speak in
the slides. feedback structure say
the front of
They can from their and word
vocabulary the class
create teacher/pee choice
and
grammar questions rs S: The
-Proper
learnt related to the teacher can
pronunciat
earlier topic for their join the
ion
peers, too pair and
 - Go around support
the classroom them
to monitor
students
carrying out
the task
- Then invite
2- 3 groups to
speak in front
of the class
- Correct
grammar
mistakes,
word use or
mispronuncia
tion (if any)
-Wrap up the
lesson: restate
the scanning
strategy and
any important
grammar/voc
abulary
points
Homewor To provide -Ask students - Students -Give A review P: Some
k: Write a the to write a write a students a with: students
review of students review of the review of chance to might find
with the -
the Internet at the create their it hard to
practice of Appropria
Internet home based Internet at own review build a
creating a te format
(around on the home then to sharpen review
review of a (introducti
500 reading about bring to their themselves
particular on, body
words) video games class writing or don’t
matter and
skills and know
based on -Ask students -Do peer conclusion
what critical where to
to peer- evaluation )
they’ve just thinking start with
evaluate each with their
learnt → other’s work classmates about a -Proper S: The
this can in the next in the next particular word teacher can
support session session topic choice and give them
them with grammar detailed
their -Give -Review
structures instructions
future students plus their work
including
practices points for and revise -Typical
which
in completion it content of
points they
journalism, and well- afterwards a review:
should
literature, written showing
etc. include in
papers positive or
their
negative
writing and
effects of
useful
the
vocabulary
Internet
and
(or both)
grammar
with clear
structures
supporting
they may
ideas and
want to
what to do
include.
about
The teacher
them
may also
suggest
students
ask
questions
via emails
should
there be
any
confusion
 SPEAKING
SPEAKING PART: REACHING AN AGREEMENT

Anticipated problems
Stages Stage aim (s) Teacher’s Activity Students’ Activity
& Solutions

TAS Reinforce those - Ask students work in pairs - Students are P: Students may get stuck in
learned
K1 and give them two following supposed to work in finding vocabularies related
vocabularies
questions: pairs to answer two to “Films and TV Programs”
related to “Films
and TV questions.
1. “What genres of films are S: Before going to directly
Programs”
they?” the discussion, teacher

might ask the whole class to

2. “Which genres do you like
repeat new words learned in
most?” /“Why?”
vocabulary, reading and

grammar part of this lesson.

TAS - Teach - Let students work in pairs to - They will work in P: Some students may find it
K2 vocabularies and
finish the task 3 pairs and try to difficult to fill all the blanks
new grammatical
complete the in the assigned task
structure to - Correct the answers
express likes, assigned task.
S: Teachers can go around to
dislikes, - Ask students to work in
monitor and support them.
reference and pairs and apply these
 reach an completed phrases into real
agreement
context.

TAS - Using what - Ask students to work in - Students will work P: Some students may find it
K3 they learned in in a small group ( 4 struggling to work in groups
groups of four.
task 1 and people) for planning or have nothing to say
- Ask students to discuss and
applying these their own “TV
S: Teachers can join these
one into real create a “TV Programme or Programme or
groups and guide them how
conversation. Game Show”
Game Show” to ask and answer using
- Inspire active - They have to apply what they have learnt as well
Instructions:
learning, which the key phrases in as ideas to complete the task.
is a student- task 3 into their
Work in groups of 3-4
centered designed dialogue.
students.
strategy that
encourages
“Imagine you are the host
interaction with
the lesson, not and you are leading one of the

just receiving well-known TV Programmes

information
or Game Shows with an

honour guest. Planning ideas

for this perfect show.”

- Allocate time for students to

finish all the assigned task - Each and every

and go around the classroom

 to monitor the students group to observe

carrying the tasks their works

- Pick randomly one group to

share their friends’ opinion.

- Correct grammar, mistakes

and mispronunciation (if

any) ``

Task -Practice Homework: Write a review P: Students find it difficult

4 students in the
of your favorite film (about to seek for ideas and build
skill of writing
250 words) up the content.
film review

S: Teachers may display the

following samples and give

hints/instructions to guide

students easily

Following the writing plans

below:

Name of film, type of film,

actor, director.
The plot: “What happened

in the film?”, “How was the

film?” “What about the

ending?”

Other aspects: the acting,

the music, the special

effects, the visuals, etc.

Your overall opinion