LESSON PLAN

UNIT 4: HOME LESSON

4G: SPEAKING
I. Background information
1. Description of students:
- Students are at an intermediate level and have solid knowledge in terms of English
vocabularies and grammar, so most of them are able to practice four skills in describing their
experiences, sharing opinions, and solutions to deal with given problems.
2. Setting:
- Room D402, University of Social Sciences and Humanities, National University Ho Chi
Minh
City.
3. Materials:
- Oxford Solutions, 3rd edition, Intermediate.
4. Teachers:
- Trần Việt Anh, Lê Trần Minh Anh, Dương Thị Mỹ Linh, Nguyễn Thị Thu An, Huỳnh Thế
Công.
II. Lesson aims:
By the end of the lesson, students will be able to:
1. Understand comparative structures, conjunctions, and phrases for gaining time to compare
and contrast photos
2. Apply the knowledge of comparative structures, conjunctions, and phrases for gaining time
to describe photos

Stage Anticipated
Purposes of
& Teacher’s Activities Students’ Activities Problems and
Activities
Time Solutions
Pre- ❖Warm-up activity: - Introduce the topic Problem: Ss may
Speak Label of the lesson: Home not be eager to
IIIing - ing
. Teach T divides
aids: the class - Ss listen to T’s move into teams.
(10’) into 2 teams.
- Textbook, instruction
Blackboard, Computer, carefully.
Speaker, Microphone, Projector.
IV. Teaching methods and approaches: Solution: T
4’ - T gives 2 Language
- Communicative teams 2 Teaching approach encourages them to
sets of cards
- Task-based and a roll
Language Learning approach move by counting
of masking tape.
V. Procedure down from 10 to 1.

- T puts 2 different
pictures of bedrooms
on the board.
 - T asks Ss to line up - Ss line up in 2
in teams and take teams and label the
turns to label the objects.
objects in 1 minute 30
seconds.

- T asks 2 teams to - Ss peer check the

peer check the answers.
answers → T leads
into the lesson.

2’ *Comparative - Review the Problem: Ss may

structures structures and get confused about
- T briefly shows the - Ss listen to T’s speaking strategies the differences
structure of instruction and fill in to compare and between
comparative + the blanks in the contrast pictures to comparative
superlative forms and textbook. be well prepared for sentences and
asks Ss to fill in the the main content superlative
blanks with the - Ss say the answers sentences.
examples: aloud.
Solution: T
less + adj + than e.g. clarifies differences
The room in between
photo A is tidy comparative
the room in sentences and
photo B superlative forms.
(answer: less...than)

more + adj + than

e.g. The bed in photo
B looks
comfortable.
(answer: more)

be + (not) + as + adj
+ as
e.g. The room in
photo A isn’t
bright the room in
photo B.
(answer: as...as)

the + most + adj |

the + adj + est
e.g. The room in
 photo B is one of
nicest rooms
I’ve ever seen.
(answer: the)

2’ *Conjunctions /
linking words
- T asks Ss to do - Ss listen to T’s
exercise 4 p.50 to instruction and do
review the exercise 4 p.50
conjunctions in 1 individually.
minute.

- After 1 minute, T - Ss say the answers Problem: Some Ss

asks Ss to give the aloud. may find it hard to
answers and corrects do the task by
them. themselves.

2’ *Phrases for gaining Solution: T may go

time around the class to
- T asks Ss to work in - Ss listen to T’s give them hints or
pairs to do exercise 7 instruction and do suggestions.
p.50 exercise 7 p.50 in
pairs.

- T checks the - Ss say the answers

answers by getting aloud.
them to say the
answers aloud.
- Ss repeat after T.
- T lets Ss repeat the
phrases.

While - Give SS Problem: Some Ss

❖ Activity 1 may be shy or lazy
- opportunities to
speak - Ss listen to T’s practice the and do not work in
ing - T asks Ss to do instruction, raise pairs, so T needs to
grammatical
(20’) exercise 5 p.50 questions if walk around to
points.
individually in 2 necessary, and observe them and
minutes by briefly note down the - Allow T to encourage them to
7’
introducing the ideas for speak.
observe Ss’
exercise, instructing exercise 5. output for
Ss to note down Solution: T tries to
feedback,
ideas for the mix Ss of different
correction, and
exercise. levels together so
provide further
 practice if that weak Ss can
necessary. learn from their
peers.

13’ ❖ Activity 2
- T assigns the pairs - Ss practice in
for Ss to practice pairs and try to
speaking in 5 use the
minutes. T reminds comparative
Ss to use the structures,
comparative conjunction, and
structures, phrases.
conjunctions, and
phrases for gaining
time. T makes sure
that every student
has to speak.

- T walks around to
assist Ss if
necessary. T tries to
observe and secretly
jot down Ss
mistakes without
intervening in their
practicing.

- T invites 2 closed - Ss volunteer or

pairs and 2 open are invited to
pairs to perform. perform their
dialogue.

- T gives general - Ss listen to T’s

feedback for the feedbacks and
whole class. note down if
necessary

Post- - T chooses 3 - Ss listen - Allow Ss to Problem: Ss may

speak hotels in Phu carefully to T’s practice using target not have enough
ing Quoc. instructions. language more language to express
(10’) - T shows the creatively in their themselves freely
 pictures and the debate
description of the - Prepare Ss with Solution: T will
hotels on the real-life situations circulate and give
screen. of using their them support and
- T divides the - Ss work in English speaking suggestions.
class into 3 groups and
groups with an discuss their Problem: Ss may
assigned hotel for assigned hotel. make mistakes in
each group. using the target
- T asks Ss to - Ss present in language
debate and front of the class
persuade the to persuade the Solution: T
other two groups others to choose circulates, takes
to choose their their hotel. notice of their
favorite hotel. mistakes, and gives
them feedback and
correction at the
end of the activity.