HANOI UNIVERSITY OF SCIENCE AND TECHNOLOGY

PLYMOUTH MARJON UNIVERSITY

BA Honours International Professional English (IPE)

ASSIGNMENT COVER SHEET

YEAR OF STUDY: 2022 MODULE: IPRH04

By submitting this assignment for evaluation, I acknowledge that the assignment is my own
work, and where the work of others has been used, it has been appropriately cited and
referenced.

NAME: BUI THI DUYEN STUDENT No: 20096324-20183198

NAME OF MODULE: IPRH04-HUST21/22A: Introduction to English Language Teaching (ELT)
ASSIGNMENT: Written assignment
DUE DATE: 21/01/2021 DATE RECEIVED: (For teachers only)

MARKS Examiner 1: Examiner 2: Final:

SIGNATURE Examiner 1: Examiner 2:

I. Lesson plan

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Course Impact 1
Length of lesson 45 minute (online)
Unit & lesson Unit 4: Living together
Lesson 3: Grammar (Modals) (p.64-65)
Class profile - Age: 13 or 14 years old
- Number of students: 10
- Level: Elementary (A2)
- Linguistic background: They are studying in
a big city and have good English foundation,
particularly the proficient speaking;
consequently, they are relatively brilliant and
confident in English class.
- Learners’ features: Half them are boys who
sometimes talkative and playful in the class;
whereas, girls are very obedient. Given the
spread of pandemic, the lesson would be
implemented through a virtual platform called
zoom.
Aims 1. The students will identify and understand
modal verbs: ‘must’, ’have to’, ‘don’t have
to’, ‘should’, ‘shouldn’t’.
2. The students will able to use modal verbs
to describe obligation and advice.
3. The students will have opportunities to
share their ideas of animal protection.
4. The students will express more confidently
and fluently in context of discussion.
Assumed knowledge They could acknowledge and understand the
detonation of target modals because they
might learn them at public school or the
school teacher might occasionally mention

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 these modal verbs in the class. Consequently,
the students could be familiar with these
words.
Timetable fit In previous lessons, students studied how to
use vocabulary related to human and animal
interaction, and how to ask for and give
reasons.
After completing grammar lesson, they will
learn and practice reading comprehension.

Resources Student’s book (SB) (page 64,64) , workbook

(WB), Audio track 051, 052, 053, 054, 055,
Reward Points
Personal aim Improve my online class management skill
for adaptability.

Activities/ Stage aim Procedure Time

Interactions in
minute
01 Set the rules To make sure T shows slide of rules on screen and asks one by 01
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 in the class students could one tell the rules.
follow the rules Rules:
rigorously No Vietnamese except for new words or when T
allows, camera on and unmute mic, sit nicely, be
nice, prepare student’s book, workbook, pen,
paper

02 Warm-up To build T asks SS to use annotate function to type some 04

(T  C, background endangered animals on white board. Make sure
T S) knowledge, they understand the word “endangered” (explain if
raise students’ necessary) (1’)
interest and T encourages students think about reasons why
their animals are becoming endangered - Students
concentration response by some reasons (1’)
on lesson T ask ‘Do you think human should do protect
endangered animals/ keep them safe?’ – Invite a
student to respond (<1’)
Write ‘should’ on white board and explain that
‘should’ use to suggest something or advice. Give
specific example: ‘You should make your bed
after waking up’. (<1’)
Ask one or two students to give examples. (1’)

03 Presentation - To reveal how T shows the image of rhino showing they are 07
(T  C, to use modal becoming endangered and says human should do
T S) verbs (meaning, something to protect them and some actions are in
form, use) page 64.
through the T asks students to open SB page 64 and look at the
setting context grammar box.
T asks one student to read the title

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 T plays audio track 051 and asks SS listen and
follow the examples with modals.
T explains something/actions called ‘necessary’
‘not necessary’, ‘recommended’.
T helps students explore how to use modal
auxiliaries ‘must’, ‘have to’, ‘don’t have to’
through following eliciting questions to analyze
examples:
 What is necessary? (learn more, protect
rhinos)
 Why is it necessary (to save rhino)
 In these sentences, which words tell you
that something is necessary/ How do know
that it is necessary?
 What is not necessary? (use products made
from rhinoceros horn)
T explain that when something is recommended, it
is not really necessary, but it is useful and good. T
asks SS some questions:
 Is ‘ignore the rhino problem’ good or bad?
 So, we should or shouldn’t

04 Analyze the - To assist them T shows the graphics or asks students to look at 02
graphics practice graphic their book (p.64) and helps them explore the
(T  C) literacy graphics as following questions:
 Can you see number of each population
here? (point)
 How many types of rhino are there?
 Which type is the most endangered?
 How do you know that?

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05 Practice - To help SS T reads the requirement of exercise 1, and asks 13
exercise 1, 3 practice the students to listen, fill the blank and tick. (<1’)
(T  C, grammatical T plays the audio track 052 (2’)
T  S, pattern T gives students 1 minutes to complete the task
S  S) - To help SS T shows exercise 1 on the screen, assigns students
practice their type their answers on the screen and corrects them
listening ability (3’)
to catch the key T reads the activity instruction 3, and ask a pair to
words model the dialogue in speech bubbles (<1’)
T divides the whole class into pairs to share their
advice to protect animal with partners in 5’. (5’)
T ends breakout rooms

06 Production - To learn some T asks students look at page 65 and introduces 13

(do exercise new words another endangered animal called sea turtles.
4,5,6) - To practice T asks students share something they know about
(T  C, how to express sea turtles. (1’)
GG) their ideas with T plays audio track 054 and asks students to listen.
modals (1’)
T plays audio track 055 and asks students to
repeat. (1’)
T explains the meaning of new words. (1’)
T explains the requirement of exercise 5 and asks
students write one reason why their chosen animal
becomes endangered and at least two possible
solutions using mentioned modals. (2’)
T asks students show their written assignment.
T asks students to discuss in group on 5 additional

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 advices to protect sea turtles. Use the modal verbs
and structure in speech bubbles. (5’)
T requires groups to take note their ideas on padlet
web.
T creates 2 breakout rooms of 5 students.
T ends breakout rooms.
T shows screen of padlet and asks class to choose
five most practical advices (2’)

07 Review and To help SS to T summarizes how to use modals (4’) 05

assign summarize what T assigns homework: Exercise 2 (SB), page 36-37
homework they have (WB) (1’)
studied and
assign some
exercises for SS
to practice at
home and
consolidate
grammatical
pattern

Anticipated problems Suggested solutions

In activity 2, SS might not able to spell some T will spell for them or type on chat box.

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 names of animals, but they could speak out.
In activity 5, some boys are playful, therefore T will assign boy-girl pairs and join the
they might not practice. SS might have breakout rooms to support students.
trouble with expressing their ideas.
In activity 6, some students might be not nice T will repeat the rule ‘be nice’ and require
with others everyone to listen politely to others’ ideas
prior to moving them to breakout rooms.
During the lesson, some students might have T will directly help them or contact their
trouble with technical issues related to the parents to support them if necessary.
Internet or devices.
Due to the online teaching context, some T will reduce written exercise (exercise 5) and
technical issues could result in being not assign it for homework.
enough time to complete the lesson.

Possible extension

Extra If groups finish first, they can share their ideas of other animals
speaking/discussion that they chose in exercise 5 with others
(activity 6)
Grammar in-depth If there’s time, T can extend modals, ex. ‘can’, ‘could’, ‘may’,
‘might’

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II. Rationale

As revealed, PPP approach (presentation, practice, production) virtually dominated the whole
class. This model is considered as a conventional activity sequencing in teaching EFL (English
as a Foreign language). According to Criado (2013), PPP approach is classified into three stages,
in which students are initially offered explanations and examples to explore the linguistic items
by teachers. A practice stage involves the activities aimed to check students’ understanding of
aforementioned linguistic patterns and achieve accuracy of forms, followed by freer practices
and activities intended for fluency in the final stage (Criado, 2013). The PPP paradigm might be
appropriate to teenagers and this lesson because it has a logical activity sequencing that allows
teenage learners to absorb the grammatical pattern in bits and steps. Furthermore, the activity
orders and designs in impact 1 book are drastically compatible with PPP model. In addition, as
marked by Thornbury (1999), teachers could control the pace and content of the lesson in PPP
classroom. Regardless of either online or offline teaching context, this approach allows teachers
easily to confront any unpredictability in class, especially for new and novice teachers.

In particular, the inductive method will be integrated into the presentation stage. Thornbury
(1999) suggested two types of grammar methods namely deductive and inductive. He defined
that the inductive method required children to work with examples and then explore the
grammatical rules under the instructions of the teacher, whereas these principles would be
represented to learners who subsequently exerted them in the study as regards the deductive
method. In the grammatical presentation, the teacher will show the examples and instruct
students to explore the linguistic themselves by explanations and eliciting questions. Many
researchers and scholars emphasized on merits of inductive method such as Thornbury (1999),
Obeidat & Alomari (2020). They asserted that inductive approach is modern and learner-
centered, consequently, the teenagers might be more proactive and engaged in class in lieu of
passive recipients. Likewise, Habibi (2021) affirmed that both teachers and learners have the
balanced performance in the inductive class compared with deductive one in which the teacher
plays an active role. Importantly, students are adolescents who are relatively active and curious
about surrounding life, so a learner-centered lesson might efficiently draw their attention and
avoid the boring ambience.

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Alongside explanation and elicitation which aim to help students explore knowledge gradually,
some activities involving virtual breakout rooms comprising role-play, and group working are
designed in both the practice and production stages to boost interaction between teenage
students. These activities afford teenagers opportunities to express their ideas with friends.
Lesiak (2015) suggested that adolescents tend to interact more frequently with peers, and they
feel eager to participate in making decisions related to lesson content and learning program
because they want to be independent and identify themselves. Consequently, teachers should
create some activities anticipated to improve communication among teenagers.

III. Reflection

During lesson plan design process, I have some following difficulties and concerns.

To accomplish a formal lesson plan, I believe identifying target learners would play a significant
role in choosing teaching approaches, methods and techniques. However, prior to making the
lesson proposal, understanding teenagers’ features remarkably challenged me. Besides their
physical change, they undergo some transformations of cognitive process and emotion, and they
seem to be elusive to understand. As mentioned by Lesiak (2015), despite the higher potential
comparison with young learners, teenagers tend to lack incentives, and it is tough to supervise
them. Dealing with adolescents is a demanding task that takes time for teachers as well as me to
gain experience. Beyond the reference to some studies, I seized an opportunity to discuss with
and ask for advice from an English language teacher at a secondary school about teenagers’
learning styles and teaching strategies. Therefore, I could comprehend more in-depth teenagers’
characteristics in order to design more effective procedures.

From personal perspective, grasping all fundamental principles, elements and teaching theories is
critical foundation to plan any lesson, particularly an English lesson. Investigating deeply on
syllabus and course book is also a decisive key to a successful lesson. Nevertheless, applying
theories to real world might be more meaningful. I participated in a teenage class with the role of
a teaching assistant (TA), directly took part in some activities, worked with students and
observed activity sequencing in the class. Class observation might be precious and practical for
novice teachers to have a general perspective of what would happen throughout an English
language lecture as well as the possible unpredictability and how to cope with it.

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Finally, timing is also one of my considerations. To arrange and manage activities that fit a 45-
minute lesson and scheduled content, I need to rigorously estimate and calculate the proper time
duration for each stage and activity, followed by possible solutions in cases that lesson proceeds
faster or more slowly than the anticipated plan. As a rule, this task requires intellectual ingenuity
and teaching experience to avoid unexpected problems related to time.

In conclusion, beyond good linguistic acquisition, a teacher should have many integrated abilities
such as profound comprehension of teaching theories and fundamental factors of a lesson, power
to cope with unpredictability in class, and capacity for time estimation and management. Online
teaching context also challenges teachers in manifold respects including technology, class and
time management. Consequently, they should generate appropriate lesson plans that would be
adapted to the online context.

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 References

1. Criado, R. (2013). A critical review of the presentation-practice-production model (PPP)

in foreign language teaching. Homenaje a francisco gutiérrez díez, 97-115.
2. Habibi, P., K. (2021). Effectiveness of Deductive and Inductive Instruction in EFL
Classes. Language in India, 21(2), 90-99.
3. Lesiak, K. (2015). Teaching English to adolescents. World Scientific News, 7, 223-237.

4. Obeidat, M. M., & Alomari, M. A. (2020). The Effect of Inductive and Deductive
Teaching on EFL Undergraduates' Achievement in Grammar at the Hashemite University
in Jordan. International Journal of Higher Education, 9(2), 280-288.
5. Thornbury, S. (1999). How Teach Grammar. Longman.

Appendix: Course book and workbook

https://drive.google.com/drive/folders/14sLiZM6964XY-B8qTxLl_y9qt2FaSgPx?usp=sharing

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