VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL

SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND

LITERATURE
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LESSON PLAN

Teaching practice 2
Teaching Writing

CLASS:  19 NHGD
GROUP:  5

Student:  1. Phạm Ngọc Sung

2. Vũ Quốc Thái
3. Nguyễn Thị Thu Trang
4. Đặng Lê Ngọc Quyên
5. Nguyễn Thị Tuyết Minh

Instructor:  Ms. Vu An Nhu

HO CHI MINH CITY - (03/2022)

 UNIT 3: JUST A JOB?
(Focus: Writing)
1. Description of the class
Students: Students are from 22 to 25 years old who have been learning with each other for more than 2 months. They are
learning at the integrated level. All the Ss have graduated from the universities or colleges. They join the class for different
purposes but the main one is to improve their communicative skills. Some of the students are timid, whereas others aren't hesitant
in giving their ideas. Most of them are talkative, interested in working in groups for the class activities. Most of them have good
knowledges in English that comes from their high schools and university backgrounds. However, their knowledge is not practical
yet. They haven’t applied what they learned into the real life yet.
Setting: Class size is 16 students (10 women, 6 men). This size isn’t so big, so the teacher can give students individual attention.
Students have many opportunities to interact closely with each other. The student’s numbers are neither too small nor too big
which is also convenient for organizing the activities in groups. The class is in an English Center with 2 mics, 2 white boards,
markers with different colors, pins and 1 projector screen. These learning tools are enough for the teacher to show the lecture or
organize the activities. The classroom is large, the chairs and tables in the class are made of light materials, so it is very easy for
students moving to participate the communitive activities or playing games. Students meet two mornings a week, on Wednesday
and on Saturday. The class starts from 9:00 AM and ends at 9:45 A.M. Because of this schedule, students are full of energy. This
will be an advantaged atmosphere to start a lesson. Students will be very alert and energetic for the lesson. Their concentration
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will be more intense.
Goals (for the whole course):

 Increase students’ awareness of grammar by comparing structures with similar items and placing them in context.
Including the structure of the tense system; simple versus continuous aspect; perfect versus non-perfect aspect; active and
passive voice; conditional forms; the system of modal auxiliary verbs; the nature and structure of the noun phrase; the role
of adjectives and adverbs.

 Help students reach a great acquisition of vocabulary. This relates to the examination of lexical systems such as: phrasal
verbs, compounds, collocation, dependent prepositions, word building, spelling and pronunciation, synonyms, antonyms,
and connotation; the teaching of new items in lexical sets such as: personality, leisure activities and body language; and the
encouragement of good learning habits: using dictionaries, keeping records, reading, and working out meaning from
context.

 Develop the four language skills, Listening, Speaking, Reading, and Writing (with special emphasis on the first two) by
providing as much varied practice as the classroom setting can allow with the use of stimulating, relevant material, and
tasks.

 Gives students plenty of opportunities to put language into practice, to talk about themselves and express their thoughts
and opinions on a variety of topics.

 Provide a model for students to analyze and imitate through writing lessons. Introduce learners to the structure of discourse
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 (conjunctions, discourse features, combining messages, expressing emphasis, organization of a text).

 Increase students’ fluency and spontaneity with the language via authentic materials included at Intermediate level.

2. Textbook:
Liz & John Soars, Paul Hancock. 2019. 5th Edition Headway Intermediate Student’s book. United Kingdom: Oxford University
Press.
 Lesson background:
In the previous lessons (including Unit 1, Unit 2), for writing skill, the students have already known how to describe a person and
how to correct the mistakes in an informal letter. For vocabulary aspect, they have already known about adjectives, especially
adjectives for describing personality. They have also known about word formation and how to keep vocabulary records. They
have also learned about informal questions, present tenses, auxiliary verbs in the grammar aspect. For the reading, listening, and
speaking skill in Unit 1 and Unit 2, they have learned about the personal problems and language matters.
In Unit 3, with the previous sessions, students have learned about state and activity verbs for the grammar part, balancing work,
and life for the vocabulary part, for the reading, listening, and speaking, they have focused on the theme of the whole unit 3 about
job and work. For the writing skill, they have learned how to distinguish an informal and formal letter.
In the lesson today, students will continue with the last part in Unit 3. Students will learn about the writing skill with a beginning
of a new module – writing a formal letter and email with practice of writing a formal job application. After the lesson, the
students will know how to write a formal letter for job application.

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This lesson will be useful for the next unit when students will move to another type of writing skill: writing a story.

3. Objectives:

 Main skill: Writing (a formal letter/email for a job application).

 Integrated skill:

- Reading the job advertisements and the job application letters.

- Listening the conversation about the jobs advertisements and the job application letters. 

- Speak about the topic jobs and works.

At the end of the lesson, the students will be able to:
- Apply the right phrases in a formal form when writing a letter/email for a job application: Yours sincerely/ Yours
faithfully/ Best wishes/ Kind regards/ Regards; I look forward to, please accept my apologies, ...
- Know how to write the application letter/email by following its construction.
- Read and understand the job advertisements and the job application letters.
- Speak and express the ideas about jobs and works.
- Listen and understand about the topic jobs and works.

4. Materials and Sources

 Materials

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 Sources:

1. Topic Minimum wage on Google image

2. Topic Human resources manager on Google image

3. Topic Leisure activities on Google image

4. Topic Sale director on Google image

5. Topic Marketing Manager on Google image

6. Topic Job adverts on Google image

7. Topic Job application letters on Google image

8. Topic an English teacher job advertisements on Google image

9. Pratabjai Tatsanajamsuk. 2017. Genre analysis in letter of application and syllabus design. Kamphaeng Phet Rajabhat
University

10. Wang, H. 2005. A pragmatic genre analysis of job application letters. Peer Review Journal.

11. Harvard University. 2021. Resumes and cover letters: an extension School resource. Office of Career Services Harvard
University Faculty of Arts & Sciences Cambridge.

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 5. Procedures:

1.warm-up & leading: 7 minutes - Thái

2. Pre: 12 mintutes -

3. While 1: 8 minutes writing sentences -

4. While 2: 10 minutes wiriting pagraph - Quyên

5. While 3 (Phần sửa lỗi) + Post: 10 minutes

Total: 47 minutes
Stages Class activities Possible
Objectives Explanation Key
&Time Teacher Students problems
Warm-up Activity 1: Playing game:
& Guessing job !
Objective -Review the - Divide Ss into 2 teams: -Volunteer to -Ss must engage the -Answers: - Some Ss might
discussion previous team 1 and team 2. john the groups. knowledge that they + CEO (Chief be absent in the
(7 minutes) lesson: Vocab -Ask each team to choose 2 -Participate the have learnt and then Executive previous lesson,
about jobs and members to come to the game. work together to Officer) so they couldn’t
works. front of the class. Teacher figure out the correct + Marketing catch up.  T
give them a card that answers. Participating Manager should focus on
contains a picture and the the game in groups + Human these Ss and
vocabulary related to jobs. will make Ss feel Resources explain in an
Their mission is trying to more confident and (HR) Manager emphasized and
describe by actions or excited. summarized way.
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 words to their own team in
45 seconds so that their
team can get the job’s
name.
- If their team can not -Listen or answer - Some Ss might
guess the job’s name in 45 when being be passive and
seconds, the other team called. afraid to express
will be allowed to guess the their ideas.  T
job’s name. There are 3 should encourage
cards and each team will them to express
take turn to describe the their ideas.
job’s name.
-If the team gets correct
answers, they will get a
bonus point. If don’t, they
will get no points.
-Engage Ss’ - Show a series of job -Answer T’s - Ss try to guess the -Answers:
curiosity to advertisements and some questions new lesson topic How to write a
lead to the new job application letters on based on the formal
lesson. the screen, then ask Ss to information that are letter/email for
guess the topic of the new provided by T and a job
lesson. their own experiences. application.
-Provide - Ask students a few -Answer T’s -Ss need to link the -Answers:
opportunities questions about their real questions new lesson with their The answers
for Ss to share experiences in finding jobs: real life’s experiences. might be
and express What are their jobs? varied

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 their ideas. Is it easy to get a job? depending on
What is your advice for Ss’
those who are finding a experiences.
job?
-Clarify the -Clarify the new lesson: -Listen to T and -T clearly confirms
main objective How to write a letter for a take notes the main objective of
of the new job application. the lesson.
lesson.
Pre- Activity 2: Discovering
Writing the meaning and
(13 construction of a formal
minutes) letter for job application
through genre- analyzing
kit.
-Understanding -Ask Ss to focus on the two -Listen to T and - Ss read the -Answers: -Ss might give
the job adverts. job advertisements on the answer T’s advertisements and Residential unappreciated
-Knowing the textbook and ask some questions focus on the key activity leader answers.
meaning and questions: What are the words to get the for camp  T should keep
the structure of jobs being adverted? answers. Derwentwater listening and
a formal - Tell Ss they are going to and a Full- guiding them by
letter/email for read an example letter for a time hotel asking simple
a job job application. receptionist. question to
application. -Introduce them to the -Listen to T and -Answers: withdraw the
- Knowing how ‘genre-analyzing’ kit. raise questions if Appendix right answers.
to brainstorm -Tell Ss they are going to having. -Answers: The - Some Ss may
the main ideas use it to read the example answers might not be able to

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 to prepare for letter. be varied read as fast as
the practice -Ask Ss to work in pairs, - Carefully read the depend on Ss’ their peers.
part. and then give each pair the questions in the knowledge.  T should
handout 1: Genre – ‘genre-analyzing’ kit. Appendix: suggest them to
analyzing kit about job Then, compare to the Some new focus more on
application. example letter and fill words that T the key words.
-Give the students 5 -Work in pairs in the kit with their thinks Ss don’t -There might be
minutes to read the letter and do the task. classmates. know yet. some new words
and finish the handout 1. in the adverts for
-While Ss working, T goes -Discuss with - There might be some the Ss.
around and check Ss’ friends or raise new words in the .
understanding with some questions to T if letter for some Ss. T
words that might be new to having. will help to ensure
Ss. that Ss fully
-T invites pairs to answer -Answer when understand the letter.
the questions in the being called.
handout 1 in front of the
class.
-Elicit the right answers. -Listen and take -T and Ss will
-Summarize the meaning, notes. discover the meaning
the structure, and the and the structure of a
function of each paragraph formal letter for job
on a formal letter/email for application together.
a job application.
While- -Practicing Activity 3: Practice
Writing writing a writing a sentences in a

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 (20 formal letter formal letter/email for a
minutes) and email for a job application (6―８
job application. minutes).
-Practicing - Show an English teacher -Answer T’s -Ss must understand -Answer: -There might be
writing the job advertisement on the questions. the job advertisement An English some new words
sentences. PPT slide. Ask Ss which first to do the next teacher in the adverts for
-Practice job is being adverted. task. the Ss.  T
writing a - Divide Ss into 8 pairs. - Create the pair -Ss work in pair to should well-
paragraph. Give each pair the Handout and receive the write the sentences. prepare to help
2: Handout 2. - They must work Ss explain.
- Ask pairs write a sentence Work in pairs together and finish the -Ss might not
for each question in the sentences because T have many ideas
Handout 2. Give Ss 4 goes around to check about the topic or
minutes to finish the and call them to have too many
Handout 2. present whenever. ideas.  T
- T goes around checking -Ss will practice -Answer: should give them
and helping Ss. -Ask T if having writing the sentences The answers some suggests or
- Ask some pairs present any question. first, preparing for the might be help them to
their work in front of the -Present in front paragraph in the next varied. select the best
class. of the class when stage. ideas.
-T check the answers with being called. -Some Ss cannot
the class. -Listen to T and be catch-up with
-Remind Ss about some take notes. their friends. 
formal phrases to write in a T should
letter for a job application. encourage them.
Activity 4: Practice -Ss might not

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writing a paragraph in a remember some
formal letter/email for a formal phrases.
job application (9  T should
minutes). remind them
- Divide the class into 4 when necessary.
groups of 4 as the email’s -Create the group -Ss might use L1
structure. Ask each group and answer T’s when
will oversee and write a questions when collaborative
paragraph. being called. writing.  T
-Give each group a piece of should go around
paper and pen to write. -Receive the and remind them.
Whenever they finish, they paper and pen -Ss might make
will come and stick their from T. mistakes when
paragraph into the board writing.
following the order that  T should
their paragraphs belong to. correct
- Remind Ss to use the immediately or
common formal phrases -Answer: take notes and
they have leant in the The answers collect the
previous lesson, in the might be popular mistakes
example letter, and the -Do the task and varied. then correct with
sentences that they have if having any the whole class
just written. questions, let T later.
-While Ss are writing, T knows.
goes around, encouraging,
helping, and reminding

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 them.
Activity 5: Correcting
Ss's production (5
minutes).
- Show students some
criteria below for error
correction: Punctuation;
Spelling errors; Grammar;
Word choice; Format of the
text.
-Check the paragraphs with
class.
-Remind Ss one more time
about the structure and the
formal phrases that they
should use.
Post- Activity 6: Playing
Writing Kahoot Game! .
(5 minutes) - Ask Ss keep the groups -Play the game - Ss use their phones -Answers: -Ss might makes
and play Kahoot Game to to join the game. They serious mistakes.
summarize what they have must discuss in group  T should be
just learnt in the lesson. as quick as possible to patient and
- Check, - Get the students to write choose the answers. emphasize when
correct and their complete letter at - Ss must apply what correcting.
learn from the home and submits before - Listen to T and they have learnt and
mistake. the next lesson via Google take notes. done in the class to
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 -Give classroom, and when all the write their own letter
homework to letters have been read, the for an English teacher
students. class and T can vote on the application at home.
best one. The best one will
be received a gift from T.

6. Additional possibilities:
Stages Class activities Possible
Objectives Explanation Key
&Time Teacher Students problems
Pre-writing -Review the Activity 1: Playing game
(5 minutes) differences Finding out the
between an equivalent sentences - Participate in -The Ss have a chance -Answers: - Ss might forget
informal and a - Put a basket which the game. to review the Appendix: some phrases. 
formal contains many pieces of knowledges they have T help them to
letter/email paper with some formal learnt in the previous remind.
through some and informal phrases on lessons. If they do
phrases that are them at the table in the remember the phrases,
used. middle of class. it will be very useful
- Ask some students to for them when
stand in front of the basket practicing writing.
and then choose a piece of They will play the
paper. Their mission is game in group so that
finding out the equivalent they can help each
sentence with the sentence other to find out the
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 on the paper they chose. answers by
- Allow Ss to ask their themselves.
classmates in 30 seconds to
decide the final answer.
- The Ss with correct
answers will get a bonus
point.
- Create the Activity 2: Role-play
opportunities so - Ask Ss to work in pairs -Do the task. Ask - Ss must engage their -The answers -Ss might not
that Ss can do the role-play: T or their knowledge, their might be know what to ask
enhance their 1 interviewer – 1 classmates if experiences to do the varied.  T should
communicative interviewee. they have any task. This creates the encourage them
activities - Ask each pair to choose questions. opportunities to by give some
While-
practice their the job they want to role practice for Ss. examples and
writing
speaking and play. They will take turn to suggestion
(5 minutes)
their listening ask and answer about the
to express their skills, qualifications, and
ideas about the the experiences that they
topic jobs and must apply for the job.
works.