Instructor: Mrs. Bien Thi Thanh Mai, M.A.
Student Name: Le Truong Anh Khoa.
ID Number: 2174942.
LESSON PLANNING AND M ATE R IA LS DEV E L OP ME NT
T H E F I N A L A S S IG N M E N T
A. LESSON PLANNING:
Lesson plan components
Level and number of learners/Class
Profile
Timetable fit
Main aim(s)
Subsidiary aims
Textbook: Close-up B1+ (Unit 4 - Technological Marvels)
Skills: Listening and Speaking.
Language aspect: Vocabulary + Pronunciation (added by
the teacher to adapt students’ language competence).
- B1 level.
- 12 students (13-17 years old).
- 90 minutes
The previous lesson is a revision of:
- Vocabulary topic: “Technology”. (Appendix 1)
- Grammar: “Future Forms”.
By the end of the lesson, students will be able to:
1) Understand the context of the audio and capture
key topic words mentioned in the audio to
accomplish “Multiple choice - Multiple contexts”
tasks.
2) Compare the differences of photos based on
paraphrasing a forgotten word into a phrase
expressing the same idea.
- Students are able to listen (means hear and understand)
what devices are being mentioned in the audio.
- Students are able to list down some daily-used
technological devices surrounding their house.
- Students are able to remember the strategy for
“predicting topic vocabulary” and “guessing what nouns,
verbs, adjectives, etc. relevant to the topic”.
- Students can skim and scan for keywords in the question
to catch their main idea.
 - Students can express their perspectives about inventions
and technological advances as describing the functions and
features of some electronic devices.
- Students can use Future forms “will”, “be going to” to
predict what and why advanced technologies are going to
replace the role of teachers in class.
- Students are able to use some paraphrasing structures to
make their reasons and illustrations stronger and more
persuasive.

Assumptions In the third age group of young learners divided by British

Council, students aging from 13 to 17 can understand and
produce English quite confidently on topics which are
familiar or related to personal interests. They also have
some background knowledge of the world.
As reported by the official C E F R rubrics, B1 level learners
can:
 Understand the main ideas of clear information input
on similar issues regularly covered by some daily-
life topics like work, school, leisure, etc.
 Well treat with some flexible situations
 Produce simple related text on familiar subjects or of
personal interest.
 Describe experiences and activities, aspirations,
wishes, and passions and explain the reasons for
viewpoints and plans shortly.
In detail, a student at the B1 level in English will be able to
heritage and perform all the skills which are the same as the
one at the A2 level. That student will be able to:
 Discuss your educational and cultural futuristic
hopes and dreams.
 Organize a job interview and a job application in
your field of expertise.
 Discuss about your T V internet habits and popular
shows.
 Describe your upbringing and future training
programs.
 Discuss about your beloved general music trends,
and arrange a night out for live music listening.
 Speak about maintaining a healthy lifestyle, and get
healthy habit advice and advice.
 Discuss relationship issues and dating such as social
media meetings with people.
 Go to a restaurant, request food, participate in
general conversation over meal and cost for your
meal.
Anticipated problems 1) The learners are not interested in the topic.
2) The learners have little knowledge of it or even do
not know anything.
3) It is quite difficult for those who are not having
good living standards with technological use.
4) Students are perturbed and naughty or even using
mobile phones in class.
5) Students are shy and embarrassed to say and
discuss with peers.
6) The instructions are complicated/ long/ confusing
for classroom activities.
7) Classroom equipments might not work, e.g.
projector, computer, mouse, bugging PowerPoint,
disconnected internet system, speakers etc.
8) Unexpected number of learners
9) In terms of level, lack of a homogeneous group, for
example, very strong students for the level and very
weak students for the level in the same group

Possible solutions 1) To give the topic an interesting twist, add some

kinds of authentic materials, e.g. a short video, a
short newspaper article, etc. Additionally, the
teacher can bring technological devices into the
class and show them while reviewing topic
vocabulary and harnessing them in speaking
discussion part.
2) Found and set up the knowledge of the learners by
providing them with the information they need to
handle the lesson's tasks. This can be done through
short exercises based on subject-related texts,
videos, news, stories, etc.
3) Create learners' activities to practice their speech by
discussing how this topic is currently important to
know.
4) Explain learners a goal/responsibility, e.g. one
group is secretly responsible for voting to the rest
of the class, gathering responses from the rest of the
groups. The highest score will be received a present
or going home sooner than others.
5) Ask students to work in groups/ pairs to get along
with friends and be more likely to discuss with their
peers rather than the teacher.

Timi Procedure
ng
L I S T E N I N G P A RT – 45 minutes
5 - Teacher plays the home
minut appliance video for students to
es listen and identify some
technological household.
- The teacher asks
students to share their ideas
about what is being mentioned
in the video and what are some
purposes when harnessing them
at home.
10  The teacher divides the class
minut into 2 lines in front of the
es board.
 Teacher shows students 3
pictures about the washing
machine, dishwasher and
vacuum cleaner
Students of each line have to
write as many as they can
what are their functions and
specific features.
 The teacher corrects their
words and check students’
pronunciation.
*Mini activity
 Students have to look at the
teacher’s mouth shape to
guess what he/she is
6) Break down the instructions into meaningful
chunks by eliciting instead of saying.
7) Separate the activity into different parts, i.e. answer
a set of questions based on guidance questions in
the coursebook first and then create a dialogue for
their own to interview friends or other groups.
8) Ask simple questions to check that the learners’
comprehension.
9) Highlight what students need to accomplish
10) Come sooner to double-check technological
devices work well or not.
Stage aims Aids and materials Interactio
n pattern
Warm-up/lead-in (Pre- Link of the video: Whole
listening – https://www.youtube.c class
Contextualisation) om/watch?v=4hXruje
AHzk
- To create the context
arousing students’ Overhead projector
interest in their
surrounding
household appliances
- To introduce the
topic
Check comprehension Whiteboard 3 Groups
1 (Preparation)
- To deeply know
what students are
thinking in their minds
about the topic
“Technology”
“Household
Appliance”. Whether
their topic vocabulary
is adequate or not.
- To review the
vocabulary
- To get students to
guess and mind-set
what they are going to
listen in the audio.
 pronouncing, then back to
their seat.
3 - The teacher emphasizes that
minut students are going to listen to
es the audio-only one time.
- The teacher highlights the
keywords “the device that
person is talking about”.
- Teacher checks the answer in
front of the class.
7 - Teacher groups two students
minut and gives each of them a
es designed sheet of paper about 6
devices with multiple adjective
words to try to make a
prediction.
- To check students’ Listening soundtrack Whole
comprehension 4.1 (page 48 – class
- To get students Student Book)
ready, warm-up a little
bit about the topic and
recognize the ways
people describing the
household devices.
- To get students to Handout 1 Working
practice recognizing (Appendix) in pairs
ability and their skills
(listening) and sub-
skills of listening
(guessing and
predicting the
information they are
going to listen and
make a caution).
- To help students
easily identify and
remember the
adjective words
related to
technological devices
that are going to be
mentioned in the
audio.
15 -The teacher tells students that - To help students Listening soundtrack Whole
minut they are going to hear six understand how to 4.2 class
es different dialogues or deal with multiple-
monologues about different choice listening type.
situations. - To give them a
- The teacher gives them time chance to practice
to read questions and highlight predicting and
some keywords or adjective identifying what key
words in both questions and information need to be
answers to get them in a frame. summarized to
-The teacher plays the conclude and what
recording of the first situation distractors should be
once and stop, then ask avoided in the audio
students to note and circle their
answer.
-The teacher play that situation
again and check the first
answer with the whole class
and ask them “What words or
phrases led them to choose that
answer?” before starting the
rest of the recording.
5 - The teacher plays the - To check students’ Whole
minut recording of the story again and comprehension. class
es check the answers in a whole - To make clear what
class. students have to set in
- The teacher gives students their minds dealing
time to discuss what are their with multiple-choice
reasons to buy new listening types.
technological devices? Why? - To create the context
leading to the
Speaking part.

S P E A K I N G P A R T - 45 minutes
12 -The teacher plays a video -To arouse students’ Link of technology Whole-
minut about a technology invented in interest about an video: Class
es the world to serve for human’s amazing invented https://www.youtube.c
work. technology om/watch?v=lvtfD_rJ2
-Teacher asks them some -To lead to guideline hE (played around 2
minutes)
general questions about the of topic questions.
video: -To connect some Link of learning online
“Do you agree that advanced information they have course:
technologies help people to done on Listening Part https://www.youtube.c
develop their living standards? above om/watch?v=H-
deFSyeXSM (played
Why?” -To help students set
around 2 minutes)
“What can a man do with this their minds about the
device?” benefits and
“What is this device connected drawbacks of
with?” – “Computer, right?” something
Guideline questions: -To make a good
“Last 3 months ago, COVID foundation for
19, you have to study online by comparing things
Zoom or Google Meet. After based on their pros
watching tips to study with and cons sides.
online course, answer these
questions:
+ Do you like to learn in a
traditional class or virtual one?
Why?
+ Do you think you can learn
by searching Google without
the help of teachers? Why?”
10 -The teacher uses the Handout
minut 1 of Listening Part again to
es give students a chance to
survey their friends.
-Students in two groups, A and
B have to run around the room
and ask each other these
following questions:
“How often do you use each of
them?”
“Which ones could you not live
without and why?”
Then they have to write the
short answers below the picture
that their friends have chosen.
-The teacher asks students of
each group to summarize the
most selected devices and asks
them the reasons of these most
selected items.
-To create the habit of Handout 1 Groups
using English like (Appendix)
daily life for students
to communicate and
take the conversation
to their friends.
-To develop the ability
to gain the two-side
information of
students.
-To control what
students need to
practice, which serves
for building strong
reasons for their belief
about technology that
they like.
8 -2 groups A and B are used - To help students Pictures of Groups
minut through the lesson understand how to technological
es -The teacher invites 2 students paraphrase the word. devices (Speaking
of two teams to come to the - To practice both activities of part C –
front and face to face. 2 speaking and listening Appendix)
students face on the skills. Useful Expressions
Powerpoint and 2 students face - To motivate students (Appendix)
straight to the class. to speak more and
-The teacher gradually shows a interact with their
part of a picture (e.g. a corner friends.
of a screen of a computer) for - To improve the use
two students looking on the PPt of the English
to guess. language.
- Then they have to describe
without saying the name of that
device to 2 students looking
straight to the class to answer.
-The teacher can help by
showing one of those Useful
Expressions, but he/she should
not show all of them because
they will make students
confused and consume time to
think.
10 Adapting activities: - To help students Link of video Group
minut -Students of each group have to solve the problem “Technology: Past, presentatio
es pick up one of three offered by their choice. n
Present, and
pictures and brainstorm about - To restrict the
the pros and cons of technology students’ answers Future”
https://www.youtube.c
in the past and into a frame of
om/watch?v=uEWaRy
present(comparison). Then comparison.
0EuaA
each group has to present their - To develop
3 pictures of
ideas in front of the class. students’ cognitive
technology in the past
-These are the following thinkings in two-
and present
questions to restrict students’ side ways of a (Appendix)
answers: problem
“ - To create an
+What are the differences atmosphere to
between the past and the closely discuss and
present of that device? share experience
(appearance and functions) instead of reading
+Do you think this device has the questions in the
simplified our lives or made coursebook and
them more difficult? Why? answer.
+Do you prefer to complete the - To motivate
work by yourself or with the students to stand in
help of technology? Why? front of the class, to
+Do you agree people share their ideas,
nowadays more and more confidently.
depends on technology? How - To practice writing
we can decrease those (idea brainstorming)
unhealthy habits?” listening and
speaking (group
discussion and
group presentation)

5 -The teacher has to note down -To practice the Whole-

minut what students get in trouble pronunciation class
es with their pronunciation while -To check students’
they are presenting. pronunciation
-After the presentation stage, problems.
the teacher has to show those
wrong pronounced words on
the board and helps students to
stand them correctly.
 APPENDIX
L I S T E N I N G PART
SPEAKING PART
1) Key Vocabulary of “Technological Marvels” Topic

2) Listening soundtracks
Track 4.1
https://drive.google.com/file/d/1LB7MMk18DHTzgbhvvZsX399cYu79Cedj/view?u
sp=sharing
Track 4.2
https://drive.google.com/file/d/1IiFbX5F2yBs1QjyhTGthpUWdjaCoclOk/view?usp
=s hari ng
3) Listening Exam Task
4) Speaking activity of Part C :

5) Useful Expression for paraphrasing:

6) Some ideas for group presentation that each group has to pick up one and
brainstorm about the pros and cons of the technology in the past and present.
 __________________________________
__________________________________
__________________________________

B. T H E R E F L E C T I O N ESSAY
Thanks to the lesson planning and material development course, I have opened my
eyes and changed my view of points about the educating mission. This reflection
essay will illustrate four things that help me to be mature including the difficult
aspect in the process of planning a lesson, the most pivotal aspect, my growth after
gaining knowledge about lesson planning, and what I can apply for my teaching
preparation in the future.
There is no doubt that the most difficult aspect to accomplish is “controlled
practice”. The teacher has to balance between making the practice meaningful and
interesting to students and ensuring whether that is adequate for students to
remember or not. For example, learners similarly tend to perform what their friends
show up, which makes the teacher confused whether that student actually
understands the lesson or not.
Creating the English context that arouses students’ interest to capture their
participation is the most important thing in the teaching procedure. I reckon that
not only does the teacher have to collect a variety of teaching materials but he/she
also needs to adjustably make the full use of them. For example, when teaching a
fruit topic, the teacher should prepare the real materials such as toys of strawberry,
banana, etc, for students to learn not only by looking at objects but also by touching
and feeling the real ones. Students, therefore, are more excited to learn and more
curious to explore the English language by themselves without any reinforcement,
which boosts the long-term memory system in their minds and lengthens the
attention span.
I used to think that planning a lesson is accessible because a teacher needs to think
of the activities integrated into the lesson to create an exited and joyful environment
for students to learn. However, my view of points has been opened since I
approached those components of an effective lesson planning. Not only does the
teacher have to deeply understand their learners including learning styles,
backgrounds, long-term or short-term goals of both parents and students, the
school’s criteria, but he/she also needs to logically arrange the teaching ideas and
activities flexibly and suitably in their lesson planning.
The most exciting knowledge that engraved in my mind is adapting. In other words,
everything has no perfection, because of the same coursebook provided, the teacher
has to flexibly take adjusting, adding, or deleting the content of the book to fit with
different classes. For instance, “Everybody up coursebook” at the first part with
“Look, point, and say” the vocabulary is quite boring and uselessly affects
students’ memory. The teacher has to create a host of activities for students to
interact and
make the meaning of the words through the context without explaining the
Vietnamese translation. Also, in my lesson plan, I am adapting the coursebook
through creating the project by letting students present the comparison of the
technology between the past and the present instead of looking at the pictures in the
coursebook and answering the questions.
To recapitulate, I am grateful to the guidance of Ms. Mai, those valuable lessons are
equipped in my luggage for the teaching journey in the future. Some people said
that HSU-ELT students are hardly good at preparing their lessons, especially in
teaching English for adults. However, I think that I will contribute my abilities to
change their prejudice through the knowledge of harnessing materials and
developing my teaching planning day by day.