LESSON PLAN

TEXTBOOK: English 10 - UNIT 4: For a Better Community

LESSON 2: Language – Grammar (page: 40)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Language competences
 Cognition: distinguish between simple past and past continuous
 Skills:
• talk about things that happened at a specific time or interrupted another activity
• talk about things happening at a specific time
• talk about their experiences of helping other people
2. General Competences
 Self-control & independent learning: perform individual tasks
 Communication and collaboration: work in pairs or groups to perform tasks
3. Attributes
 Kindness: help partners to complete learning tasks
 Diligence: complete tasks
 Responsibility: develop a sense of responsibility for helping the community
B. LANGUAGE FOCUS
 Vocabulary: volunteer, do volunteer work, …
 Grammar and Structure/Sentence pattern: Past simple and Past continuous
C. INSTRUCTIONAL RESOURCES
1. Teacher
 General education program 2018 – Foreign Languages
 Reference teaching materials: Textbooks, teacher’s book, activity book,...
 Teaching aids: board, envelope, pictures, flashcards, audio files ...
 Assessment tools: Observation sheets, rubrics.
2. Students
 Textbooks, pencils.
STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Doing exercise 2 Ss’ answers Observation
Talking about their experiences of Ss’ discussion Observation, questions and
helping other people answers

STAGE 3: LEARNING PLAN/ LEARNING EXPRIENCES

Time Stages/ Procedure Interactions
Activities
3 Lead-in/Warm- * Aim: generating Ss’ interest in the topic
up * Content: asking and answering questions
* Products: Ss’ answers
* Steps:
- T asks Ss:
 Have you ever helped anyone? T <--> Ss
 If yes, what did you do?
7 Analysis * Aim: familiarising Ss with the forms and meaning of the
 (meaning and Past simple and the Past continuous
form) * Content: focusing on forms and meaning
* Products: Ss’ awareness of forms and meaning
* Steps:
- T asks Ss to look at the conversation in Getting started and
underline all verbs related to doing volunteer work. T <--> Ss
- T asks Ss to write S (for Simple past) and C (for Past
continuous) next to the verbs they have just underlined in
their books in two minutes. 
- Simultaneously, T asks two Ss to go to the board, one
writes the verbs in Simple past and the other writes the verbs
in Past continuous. T may ask some more Ss to add more
verbs if necessary.
Simple Past continuous
past
Verbs: Verbs: 
was was working
saw were doing
applied
worked
couldn’t
...

- T asks Ss to look at the table on the board to find the

differences between the two tenses in one minute and then T <--> Ss
discuss with a partner in two minutes.
- T asks Ss to give their opinions about the differences
between the two tenses.

- T asks Ss to point out adverbs of time and conjunctions

used in the Simple past and the Past continuous sentences. T
then adds these words on the board.
Simple present Present continuous
Verbs: Verbs: 
was was working
saw were doing
applied
worked
couldn’t
...
Adverbs of time:
yesterday afternoon, at about 2p.m., last summer, for the
first time, then
Conjunctions: when, while

T <--> Ss

- T asks Ss to work out the rules and T gives feedback.

Teacher: What is being communicated?
Answer: Past experiences, things people did at a particular
time in the past. We use past continuous to talk about actions
in progress and past simple to talk about actions that start at a
particular time in the past or interrupt actions in progress.

20 Practice 1 * Aim: helping Ss remember the forms and meaning of the

Past simple and the Past continuous through sentence-level
practice.
 * Content: completing Exercise 2 in textbook
* Products: Ss’ awareness of forms and meaning at
sentence-level
* Steps:
- T asks Ss to do Exercise 2 individually in 3 minutes. T <--> Ss
- T asks Ss to compare their answers with a partner in 2 S <--> S
minutes.
- T asks Ss to give the answers and explain why they choose
these options. T <--> Ss
- T gives feedback.
- T checks how well Ss have done by asking them to use their
hand signals. 

Practice 2 * Aim: helping Ss remember the forms and meaning of the

Past simple and the Past continuous through paragraph-level
practice.
* Content: listening and reproducing a story in groups
* Products: Ss’ awareness of forms and meaning at
paragraph-level
* Steps:
Dictogloss
- Teacher reads a short passage about his/her own
experiences of helping people 2 times out loud (stressing that
it is true). Students listen and take notes if desired.
When I was a freshman at university, I took part in the
Summer Green Campaign. We went to Ben Tre, a province
in the Southeast of Vietnam. My duty was teaching poor
children to read and write. One day, when I was walking to
the class, it started to rain. All around me, people were T <--> Ss
running for shelter, and I found myself lucky to shelter under
a tree. Suddenly, someone grabbed hold of my arm and
pulled me away from the tree before the lightning struck. …

In groups of 3, students work together to recreate the passage

as close to the original as possible. (Teacher can read the S <--> S
text again if students are struggling to recreate it)

Practice 3 * Aim: helping Ss apply the Past simple and the Past
continuous to talking about their experiences of helping
people
* Content: talking about personal experiences using the two
tenses
* Products: Ss’ application of forms and meaning in
communicative activity
* Steps:
- Teacher asks students to work in pairs, telling their partners S <--> S
at least 2 things they did to help other people.
- Teacher elicits 3 personal feedbacks. T <--> Ss
14 Evaluation and * Aim: helping Ss apply the Past simple and the Past
Reflection continuous to talking about their experiences of helping
people in a conversation
* Content: asking and answering about personal experiences
using the two tenses
* Products: Ss’ application of forms and meaning in
communicative activity at conversation-level
* Steps:
- T asks Ss to go around the class and interview two
 classmates about their experiences of helping people in 5
minutes, using the form provided by the teacher.
- Ss report their findings in pairs in 4 minutes. S <--> S
- Some Ss present their reports to the whole class.
- T gives feedback. 
People that were Past Simple Past continuous
helped (Did you help your (If yes, what
(classmates’ mother cook was she doing
family members: dinner last night?) when you
father, mother…) offered to
help?)
(If no, what
were you doing
while your
mother was
cooking
dinner?)
- T asks Ss to talk about what they have learnt in this lesson. T <--> Ss
T gives feedback. 
1 Homework * Aim: consolidating what Ss have learned
* Content: writing a report
* Products: Ss’ reports
* Steps: T <--> Ss
- T asks Ss to write a report based on the table from the
interview in their notebooks at home.