Vietnam National University-HCMC Group: 8 Nguyễn Thùy Dương 2057011089

University of Social Sciences and Humanities Vũ Hoài Linh 2057010185

Faculty of English Linguistics and Literature Huỳnh Như Huỳnh 2057010166

Department of English Language Teaching Nguyễn Phạm Vạn Lợi 2057010191

LESSON PLAN
UNIT 10: Learning
(The focus: reading / writing)

1. Description of the class

● Level: pre-intermediate (A2)
● Description of the students:
o Age: 14 - 18 years old
o Characteristics: energetic, attentive, active in answering questions and joining classroom activities
● Class size: 20 students Schedule: twice a week, each session takes 2 hours
o Type of institution: An English center

2. Lesson background
Previous lesson:
● Reading:

Unit 9: Entertainment

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 Reading 9C: Nature in Art

● Writing:

Unit 9: Giving opinion with sense verbs

Current lesson:
● Reading:

Unit 10: Learning

Reading 10C: Good learning habits

● Writing:

Unit 10: Giving advice about good habits

3. Aims and Objectives

● Aims: The lesson is designed to:
- Provide Ss with the vocabulary in the reading text “Good Learning Habits”.
- Provide scanning practice for reading comprehension.
- Equip Ss to construct a paragraph about giving advice to have a good habit in written context.
● Objectives: By the end of the lesson, students will be able to:
- Memorize the forms, meanings, and usages of the target vocabulary.
- Apply scanning strategies to reading comprehension.
- Use target structures provided to construct a paragraph about giving advice to have a good habit in written context.

4. Materials and sources

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 ● Textbook:
Hughes, J., Dummett, P., & Stephenson, H. (2017). Life (2nd ed.) (pp. 122 - 123). National Geographic Learning.

5. Methodology
- Direct method
- CLT

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6. Procedures
Stages & Anticipated problems &
Stage aim(s) Teacher’s activities Students’ activities
Timing Solutions

Activity 1: WORDS in WORDS

- T introduces Ss to the game: WORDS
- Ss listen to T’s
in WORDS.
instruction for the
- T divides the whole class into two
activity.
teams.
- T explains the instructions:
“Two teams will stand in two lines facing Problem 2: Ss still do not
the board. In each team, Ss takes turns understand the rules of
writing down as many good or bad the game.
- Ss take turns to play
activities (e.g., sleeping late, eating fruits) → T makes an example
the game.
as possible in 2 minutes. Which team first for them.
- To help Ss engage writes the most correct activities will be Problem 2: Ss don’t
Warm up
in the lesson. the winner.” follow the
- T asks CCQs to check Ss’ instruction and don’t
- Ss stop playing and
understanding. take turn to play
listen to the result of
- After 2 minutes, T signals Ss to stop → T reminds the Ss to
the game.
and check their answers. take turn
- T gives feedback on Ss’ performance
- Ss listen to T
and gives bonuses to the team with the
most answers.
- Ss listen to the topic
- T confirms the words written on the
of the lesson.
board related to the topic of HABITS.
- T inform Ss of the lesson today.
-

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 Activity 2: Guessing the topic of reading
text
- T shows the picture of the reading - Ss look at the title
text on the screen and asks Ss: and the picture on Problem 1: Ss do not
● Can someone read the title for me? the slide. raise their hands.
- To keep Ss engaged ● What can you see in that picture? -> T calls randomly.
in the lesson and - T asks Ss to work in pairs and try to - Ss work in pairs.
activate their guess what the reading text is about Problem 2: Ss still do not
background based on the title and the given understand the title and
information. picture. - Ss try to think about the given picture.
- T gives 2 minutes for Ss to discuss the reading text. -> T asks some questions
ideas with their partners. to exploit their ideas.
- T invites some pairs to share their - Ss raise their hands
guesses. to answer.
Pre-reading

Activity 3: Teaching new vocabulary Problem 1: Ss

- T show pictures containing four - Ss look at the slide. mispronounce
words with their IPA transcription the words.
and audio: → T fixes their mistakes
- To provide Ss the 1. Routine and asks them to practice
vocabulary is 2. Habit more.
necessary for the 3. Useful Problem 2: Ss do not still
lesson 4. Give up understand the meaning
- T plays the audio and asks the whole - Ss listen to the and usage of the new
class to repeat twice. audio and repeat. vocabulary.
- T invites some Ss to pronounce the - Ss pronounce the → T explains slowly and
word. words. gives more examples
- Ss listen to T’s

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 - T explains the meaning and usage of explanation
new vocabulary including giving carefully.
examples. - Ss read out loud the
- T invites some Ss to read out loud examples.
the examples.

Activity 4: Doing exercise - Practice new

vocabulary.
- Ss look at the
- T distributes the handouts to Ss. Problem: Ss may still
handouts.
- To let Ss practice - T asks Ss to look at the handouts have difficulty in
- Ss do the exercise.
about the target and give instructions. understanding the usage
vocabulary - T asks Ss to finish the exercise in 2 of the vocabulary.
minutes. -> T explains again.
- Ss check their
- After 2 minutes, T checks the
answers.
answers with the class.

Activity 5: Reviewing skimming strategy - Answer the

- Ask Ss to answer this question: question.
“Who can tell me how to skim the
main idea of an article?”
- Confirm the answers.
- Give Ss 1 minute to move their
- To review skimming
While- reading eyes quickly over the text.
skills
- Ask Ss questions: “Skim the whole
reading text, tell me the main idea
and the reasons why you think that.” - Skim the article.
- Let Ss speak up about their - Share their answers
answers, ask them to explain why and reasons in front
they chose those answers, and then of the whole class.

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 show the correct answers,
respectively.

Activity 6: Teaching scanning strategy

- T introduces the scanning-for-detail - Ss listen to T.
strategy.
- T engages Ss to think about when - Ss express their
they use scanning in daily life. ideas.
Problem: Ss cannot give
- T confirms their answers.
- To teach students examples of scanning in
- T gives some suggestions for using - Ss take note of T's
how to use scanning real life.
scanning in daily life. suggestions.
strategy in reading → T gives suggestions to
- T gives a sample question and asks - Ss do the sample
them.
Ss to find the keywords of the with T.
question.
● What is the name of the retired
Olympic swimmer?
- T confirms.

Activity 7: Practice scanning strategy

- T divides the class into 2 groups.
- Ss work in groups.
- T introduces the rules of the game
- Ss listen to the rules.
“Grass Skirt”.
- To let Ss practice “One member of each team has to - One member from
scanning skill run up to the board, tear a piece of each team takes
paper, then run back and find the turns to find the
information in the reading text. answers.
After that, others will take turns
until your team completely tears the

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 skirt. The fastest team will get 3
bonuses.”
- T checks the answers and corrects if
- Ss listen to the T
needed.
and take note.

Activity 8: Listing three good and bad

habits and the reading text
- Ss discuss in
- T divided Ss into 3 groups. groups.
- T asks Ss to read through the - Ss talk about their
reading text again: “Based on the ideas in front of the
reading text, discuss and choose at whole class.
least 3 good habits and 3 bad - Ss talk more about
habits.” habits.
- T gives Ss 2 minutes to discuss.
- T asks some groups to tell the whole
class their ideas.
- Suggested answers:

good habits:

● get up at 6:00 AM
● brush teeth
● practice something new 30 minutes
every day

bad habits:

● spend more money

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 ● drink more caffeine
● eat too many calories

- Activity 9: Drawing mind map

- T gives more examples of habits
that are not in the reading text and
asks Ss to sort which ones are
positive and which are negative.
- T confirms students’ answers.
- T gives each group a sheet of paper
and markers: “Let’s choose one of - Ss draw mind maps. Problem: Ss may not
the habits that you have just listed brainstorm ideas and
and draw a mind map.” - Ss give comments draw mind maps.
- T shows a sample mind map for about mind maps on → T shows a sample
Post - Reading “save money” on the slide and the board. mind map and gives
guides Ss: Sample mind map instructions.
- “Draw a mind map of ways to get a
good habit or ways to give up a bad
habit.”
- T gives Ss 4 minutes to complete
their mind map.
- T sticks the students’ mind map on
the board and lets Ss give
comments.
- T gives feedback.

Activity 10: Answering questions ( 5

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 mins)

- T gives Ss a sample paragraph about

giving advice.
- T divides the class into groups of
four members.
- T asks each group to read the
example and answer these questions:
“ What words or phrases are used to
introduce pieces of advice?”
- T lets Ss play the “ Duck race”
game.
- T says: “ The group winner of each
round will answer questions to earn
bonuses”.
- T confirms the answers.

Activity 11: Introducing useful structures

(10 mins)
- T introduces some useful structures
- To teach students to give advice:
how to write a + It’s useful/ good/ important to V
paragraph about bare-infinitive
giving advice. + You should V bare-infinitive
+ I advise you to V bare-infinitive
- T gives some pictures of problems
and solutions and creates some
pieces using the structures. (
Problem: The pictures
- Ss listen to T.
given are hard for
students to understand the
problems and solutions.
Ss cannot give advice.
→ T gives students some
key words to help them.
- Ss practice using the
structures with T.

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 appendix 3) - Ss answer the
- T asks students “ What is the picture question.
about?” to exploit it.
- T gives more pictures of problems - Ss work in pairs to
and solutions. write down pieces
- T asks Ss to work in pairs and write of advice based on
down pieces of advice based on the the pictures given.
pictures given as fast as possible. - Ss say “ Stop the
- T gives each pair a sheet of A4 bus” when they
paper to write down their answers. finish.
- T says “ When you finish, you say
stop the bus and I check the
answer”.
- T asks Ss not to repeat using the
same structure.
- T gives one bonus for the fastest
team with correct answers.

Activity 12: Writing (15 mins)

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Problem: Some Ss may
- T asks students to work with their get distracted and not do
former group members in activity 8. - Ss listen to T’s
the activity.
- T gives each group a sheet of A4 instructions.
→ T actively reminds Ss
paper. to complete their writing
- T asks Ss to use the topic and notes and pays more attention
of activity 8 to write a paragraph to those students.
about giving advice in 5 mins.
- T asks Ss to include:
+ At least 3 pieces of advice.
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 + 3 different phrases to give advice.
( it’s useful to Vo)
+ 3 phrases to list each piece of
advice. ( firstly, secondly, thirdly)
- T sets the timer and lets Ss write
their paragraphs. - Ss start writing their
- T gives each group the peer paragraph.
feedback checklist , and asks Ss to
give their writings to the group - Ss read their
assigned. friends’ writings
- T says: “ Now, you read your and give feedback.
friends’ paragraph and give
feedback based on the checklist”
- T asks Ss to give the paragraphs
and the feedback back to their
friends. - Ss volunteer to
- T lets students correct their own stick their papers on
writings in 1 min. the boards.
- T invites some Ss to stick their - Ss listen and take
writings on the board. notes T’s feedback.
- T checks and give Ss feedback.

7. Extra activities
- Presentation time:
8. Homework/ Assignments
- Write a paragraph of 50-70 words about the topic: “
9. Assessment (Ways that T uses to assess whether T and Ss have met the lesson objectives)
10. Appendices (handouts attached)

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Appendix 1: Handouts
Appendix 2: Powerpoint slides
Appendix 3: Audio inputs

Appendix 1: Handouts
Appendix 1.1: Handout 1 (Activity 4) Exercise: Fill in the blank with a suitable word in the box
Exercise: Fill in the blank with a suitable word in the box

routine habit

useful give up

1. It is_____ for us to do exercise everyday.

2. My evening ____ is doing homework, watching TV for 30 minutes and then going to bed before 11pm.
3. You should _____ smoking because it isn’t good for our health.
4. Washing your hands before eating is a good_____.

Appendix 1.2:

GOOD LEARNING HABITS

People who learn to do something really well nearly always have good routines and habits. Take the retired Olympic swimmer Michael Phelps.
When he was training, he trained 365 days a year and he had the same training routine every day. He got up at 6.30 a.m. and had breakfast. He ate

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exactly 6,000 calories every day. Then he swam for six hours a day. Before a race, he always listened to very loud hip-hop music. Phelps has won
23 Olympic gold medals and 28 Olympic medals in total. That's more than any other person in history.

Habits are useful for all of us. We brush our teeth without thinking, so we don't have problems with them. Most people travel to school or work the
same way every day and don't get lost. And when we want to learn something new - like a musical instrument - it's important to have a daily
routine such as practising for thirty minutes before breakfast. Of course, habits can also be bad and more difficult to change. For example, imagine
someone works in an office. Every day his colleagues go to a café during the break. He goes with them and buys coffee and cake. It's fun, so he
does it again the next day - and the next. Soon it's a habit and he's spending more money, drinking more caffeine, and eating too many calories.

According to researchers at the University College London, most people can make something into a habit after 66 days of routine and repetition.
Stopping a bad habit (e.g. giving up smoking) can take longer - up to 254 days. One conclusion was that the 'situation' is important for a habit. So,
if you are going to change the habit of having coffee and cake every day, don't go to the café but go for a walk. In other words, change the situation
and start a new routine.

Grass Skirts
1. How many hours a day did he swim for?
2. How many medals has he won in total?
3. How long can it take to make a habit?
4. How long can it take to stop a bad habit?
5. What is important for a habit?
6. How can you change the habit of having coffee and cake every day?

Appendix 1: (Activity 7)
Sample paragraph of giving advice:

Topic: Three ways to save money:

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Firstly, you should set a clear goal for saving up money such as traveling to another country. Next, it is useful for you to use public transportation
instead of your own vehicles. Thirdly, I strongly advise you to make a list of things you need to buy before going shopping to avoid buying
unnecessary things.

Appendix 1: (Activity 8)
Pic 1: Apply sunscreen
Pic 2: Go to bed early
Pic 3: Eat more fruits and vegetables

Appendix 2: Powerpoint slides

Appendix 3: Audio Inputs

Appendix 3: Audio vocabulary (Activity 3)

https://drive.google.com/drive/u/0/folders/1yZ44y2n_LKRPQSaug8MJqVS66MouZ7ZU

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