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GENERAL INFORMATION Teacher Name Institution Lesson Focus Course Book Nguyen Hong Giang College of Foreign Languages – Vietnam National University Accommodation N/A
CLASS PROFILE Year level: Tertiary Level Language Level: High Intermediate Language spoken: Previous language education: Age Range: 18-20 (all-girl class) Vietnamese, English - This is a lesson in semester 2 for first year students. Students are supposed to have very good grammar background. However, they are poorly-equipped with the functional grammar (conversational English) and communication skills. - For the speaking course in semester 1: the students were introduced to pair work, group work (in-class activities) and role play (10% of the final assessment). - They have an independent course in English pronunciation (focus of the semester 1 is independent sounds; focus of the semester 2 is stress, linking and Other considerations intonation) The students are motivated to talk about daily-life situations and reflect on their own experience. REQUIRE PRIOR KNOWLEDGE, UNDERSTANDINGS AND SKILLS Content knowledge A good understanding of the situation: finding an accommodation. They should have some experience Socio-cultural understanding Learning skills Linguistics syntactic (first- hand or second-hand). Student life – renting an accommodation Landlord-tenant relationship Pair work, group work, role play Asking questions Telephoning Describing a room 1
My speaking class in organized under learner-centered approach: teacher provides input. LESSON Date Lesson Topic 17 March 2011 Time Finding an accommodation 9. However.Linguistic lexical Linguistic – other (phonological) RATIONALE Talking about rules Some vocabulary related to house or room Some vocabulary about rules Intonation in questions This topic is suggested for speaking course semester 2. The teacher has a freedom to choose the topic and the supporting material which is suitable for their students. paying the rent … Available. Be interested in … using Fully-equipped Newly-decorated… Cooking. like. convenient… Brochures. I’ll see you then. From these reasons. vocabulary range to describe a room. I decided to implement this lesson. explains the task. The supporting material taken from “Role-play for today” is very authentic. A thorough understanding of the situation.00 am Lesson length 60 mins LESSON OUTCOME By the end of the lesson students will be able to talk about finding an accommodation Functions Showing preference Telephoning Describing a room Talking about rules and obligations Making an appointment Text-type used: Macro Skill Structure/ Syntax I prefer … because … sounds good to me because … “I’m phoning about the house… is it still available?” There is/ There are … It has / It is… You must … You can’t … What time is best for you? Vocabulary Prefer. advertisements Speaking is the main focus. language structures to talk 2 Content knowledge . They will also be able to create their own advertisements. rich in input and has fun illustrations. the students do all the talking. they also practice reading. I choose this topic because I believe that this topic is very practical and my student will be interested in it.
Extra handouts: “Finding accommodation” from “Role play for today” by Jason Anderson Delta Publishing Company.B. .Provide them with the full form of the abbreviation.Set sts in the mood for learning 3 Counter strategy . .Greeting sts: How are you today? Or How are you doing? . I will divide the board into three sections: Describe a room The landlady The tenant ANTICIPATED PROBLEMS Problem (linguistics.Encourage them to imagine or relate the situation to someone they know well.Do you live near here? Students Answer the T’s question Rationale . I may improvise them depending on the situation.There may be some students living in Hanoi with their family so they have little idea of renting a house. These instructions written here are not fixed phrases.The blackboard will be used to present the new vocabulary and target structures. reserving a table at a restaurant or buying a ticket They will continue to discover other daily-life situations such as: job-interview and political debate RESOURCES .To break the ice . group work and role play Some situation such as : booking a hotel room. Politeness in conversation Landlord-tenant relationship Pair-work. behavior) . PROCEDURE N. .Socio-cultural understanding Learning skill LINKS TO OTHER LESSONS What came before? What will come next? about rules and make an appointment. Sts for students. Mins for minutues.The student may have some difficulties in reading the ads because of the abbreviations. . there are some abbreviations: T is for teacher. contextual. Activity Warm up (5 mins) Teacher .
” .“What criteria do you consider when you look for a room?” Lead In (5 mins) . We will have some ads to read and choose. Here are four ads that may be of your . Then we will role play as a Pair work Reading (10 mins) . .How long does it take you to get to school every day? . making up a list of ideas their own experience Individually answer the To raise the sts interest do they live in?” Dou you live in question.” .“What is the best way to find a rented room?” .Explain the topic to them: “Ok.Skim quickly through the handout To create a sense of purpose among sts and they will have a clear objective of the lesson The four ads serve as the input 3-5 students will be called To relate the topic to to answer the question.“What type of accommodation the hostel or in a rent room? ..Encourage sts to add more opinions .Distribute the handouts to the sts (one for each) . You’re looking for a flat in the quarter of Clapham.Lead them to the topic today: “Today we are talking about accommodation.Summarize the class opinions: “So normally.Read the advertisements Pair work reading 4 landlord and tenant. you look for:…. let’s imagine that you’re in London for an exchange program for a couple of months.
double glazed h. spacious j. pw e.Highlight the new word . basement f. fully/newlyGroup work fitted kitchen k. .while sts are working. please” . inclusive c. Read it in pair and do the matching exercise. Tube b. T select some difficult words and write on the board .Walk around to monitor the student work.New vocabulary on the board Describing a room: Tube Inclusive >< exclusive Fully furnished Newly-decorated Full-fitted Available Pw = per week Well-equipped… Answer keys: a. exclusive d. They enjoy reading it will their partner and work out the meaning of new words Showing preference and giving reasons: “I like the … 5 (10 mins) and disadvantages of the 4 ads . en suite . fully-furnished g.Check if student understand some key words: “Do you know what ‘fully furnished’ mean?” .interest.The sts can use .Work actively in group of three and exchange ideas dictionary to check for the meaning or ask the teacher will reduce stress.Ask the students to discuss in group of three the advantages . mod cons i.
And now think about the real situation when you want to find out more information and you will need to contact the landlady via cell phone. . you have chosen the room for yourself. (15 mins) .Go around the class to facilitate the discussion.because it has a .Provide help in terms of vocabulary or structure.Warn sts if they use Vietnamese in the discussion . the Both sides skim through the language box to Read the instruction on the role card carefully.“Which one would you like to live in? Why? Remember to give specific reasons for your choice” .” . incorporate them into their role-play 6 Listen attentively to the T’s instruction and raise question if any Role play is a very useful activity because it brings the sts out of the classroom and take part in real-life situations. For this particular role play student will have the chance to use the new structure and reflect on their own life experience.Teacher may stop at some desk and join the sts discussion . newly fitted kitchen and a washing machine” “For me the … is the best choice because it’s only 2 mins from the station. .Lead-in role play “Finding accommodation” “The whole class. So now we will Role play have a small role play.Giving instruction: Assign role to the student: left side will be the landlord.Distribute the role card (one for each) .
remember to make an appointment with the landlady Target language for the tenant Hello I’m phoning about the house. Isn’t allowed Would you like to come and see the room? What about + time? . let’s think about the information you would like to ask. available furniture.Spend 3 mins to assist the left side: “Let’s think about the size of the room. you will need to ask about the room. Is it still available How much is …? remember the suggested structure St A (the landlord) have sometime to fill in the table with the details of the room and study the target language.right side will be the tenant. St B (tenant): study the checklist to have some ideas about the questions 7 . First. the rent and other rules” Target language for landlady: The room is still available What would you like to know There is/ there are You must (+ V) You can’t (+V) You have to share the … …. Make sure that you show some interest in the room. . If you are happy with it.Turn to the right side: “all the tenants.
Write their own ads on a A4 paper To recycle the new vocabulary some experience Sts have 5-10 mins to role play Lesson wrap up . .End the task: T make some comment. .Summarize the main points of the lesson.Ask sts to exchange their ads . They can use cell phone to make it more authentic. concise and clear. Remind them that it should be short.Exchange it with their .Does it include …? How big is …? Is there a/ an … in the room Can I (+V) Is it possible to V Am I allowed to V Would it be possible to see the room? .Ask student to pair up with a person from the other side and start role-playing. T go around to check on how the sts doing with the task. Ask the sts: “So what we friends .Have sts write their own ads Writing an ad (10mins) basing own the new vocabulary. .While the sts are role-playing. Draw the sts attention to some mistakes. Listen to the T and draw .Summarize the content of the lesson. . To consolidate what they have learn from the input Once again stick the main points of the 8 .(Optional) T can call 1 good pair to demonstrate in front of the class.
so my instruction is simple and clear. It seemed that they had a lot of good and bad experience about renting a room.have learnt to day?” . I prepare one extra activity: .Ask the landlord to prepare a small piece of paper and sketch a quick plan of the room then they show the tenant around. One problem is that they were over-excited and made a lot of noise. 9 . As can be seen from my lesson plan: the students are provided with input (text and target language) and role-play opportunity. they all exceeded the limit.2-3 student will answer (5mins) Home work: Ask sts to prepare to talk individually about their experience in renting an accommodation EXTENSION WORK For the early finisher. Because I want to make sure that my students go on the right track. They functioned really well: very nice and kind-hearted landlady and wellbehaved tenant. Besides. for lower class I will find a model listening passage on this topic and have the sts listen to it before doing the role-play.Note down the home work the teacher question lesson on the sts mind Expand what the student have learned in class This is only a follow-up activity which help student once again consolidate the vocabulary and structure to describe a room This lesson plan was trialed on Thursday march 17th 2011. I think to some extent this is a successful lesson. Next time. there were only minor mistakes in pronunciation. Even though I assigned time for the role-play. From what I observe this lesson is at their level and of their interest. The students were so engrossed in this activity. They may use phrases: “there is a closet in the corner… Here is the kitchen…” EVALUATION Purpose: .
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