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Vietnam National University - HCM

University of Social Sciences and Humanities


Faculty of English Linguistics and Literature

TEACHING PRACTICE
LESSON PLAN

CLASS:
INSTRUCTOR:
STUDENT:

NHDT5
Ms. Phm Th Hng n
Nguyn Lm Duy Qu

HO CHI MINH CITY November 2016

LESSON PLAN
Unit 1 From market to mall
Part C - People I admire
1. Description of the class:
Class: General English
Level: Intermediate
Description of the students: Students are from 22 to 30 years old.
Class size: There are 30 students in this class.
Length of the lesson: 60 minutes.
Schedule: December 2nd, 2016.
Learners need: The are more or less at the intermediate level of English. It means that there are some students whose oral
skills reach the intermediate level whereas their writing skills are below this level. They join this course because they want
to be at the intermediate level of all skills.
Personal characteristic: Students are friendly, active, and theyve got a strong intrinsic motivation in learning English.
Atmosphere: lively and positive noisy.
2. The textbook:
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Kate Adams. 2014. Inside reading level 3- The academic word list in context (student book). Oxford University Press.
3. Recent language work:

They were taught all kinds of tenses in English and are able to use them fluently.
They were guided how to use scanning and skimming skills but they are able to apply these skills narrowly.
They may have already acquired some of the basic academic vocabulary.
4. Goals (for the whole course):
After the course, teacher wants students to be confident in dealing with academic reading tests which have the level in equivalent
of B2 (CEFR) by providing them the skills which are helpful and necessary to accomplish the tests. Students are also expected to
be able to read and understand articles related to academic topics by increasing their understanding on academic vocabulary in
context of reading texts.
5. Objectives:
At the end of this lesson, students will be able to:
(5a) Learn about the history of the shopping center and developments that led to the birth of the modern shopping mall.
(5b) Increase students understanding of the target academic words related to the topic of the unit.
(5c) Learn how to preview and predict the content of the text and how these reading skills could help to increase students
reading comprehension ability.

6. Methodology:
The methods combine proven communicative methodology with a practical outcomes-based approach. Teacher wants to make
the class more interesting by interacting much more with students. In addition to, Teacher also wants to use English to
communicate effectively in daily life.
7. Material:
Textbook, blackboard, flashcards, Powerpoint slides, handouts.
Video, projector.

Oxford 3000TM keywords.

8. Detailed description of the plan:


Stages
and time

Objectives

Class activities
Teacher

Warmup: 3
minutes

5b

Ask student to guess the


lesson topic by showing
the pictures related to
the market places, malls

Explanation
Students

Students discuss with


their partners to think
and answer.

During the
discussion,
they make the

Possible
answers to
exercises
(keys)

Anticipated
problem and its
solutions

The
marketplace

Students could be
shy and dont
want to speak out
their prediction.

on the slides.

positive noise
which helps
to engage
them with the
lesson.

Solution: give
them hints,
suggestions and
bonuses.

Pre-reading 17 minutes.

10
minutes

5a

Teacher asks student to


discuss about the
following questions:
-Describe about your
favorite shopping mall.
Students should say
where they are, What
things they usually buy
in there, and what
makes that shopping
mall special.
-Beside shopping, what
else could you do in the
shopping mall?
-Do you thing shopping
malls are part of a
community around
where it located or
separate from it?
Explain why?

Students discuss in
their group, write down
their opinions as quick
as possible, and then a
groups representative
will be allowed to
speak their ideas on the
given questions.

Student
should write
down some
keywords to
remind them
about the idea
while they are
speaking their
opinion in
front of the
class.
This activity
helps students
familiar with
speaking skill
with the given
topic with its
suggestions.

Students could
make noise by
talking but not
about the required
topic or speak in
Vietnamese rather
than English.
Solution: Teacher
should move
around the class to
help and make
sure the
discussion is
going on the right
way.

After the group


discussion, teacher
invites 2 group to speak
out their opinions.

3 minutes

5b

Teacher asks student to


look at the reading text
on page 3 and answer
the question: What is
the text talking about?
And how do you know
that?

Students work
individually and speak
up their answers.

Teacher gives
instruction about
previewing and
predicting the reading
text.
The effective way to
enter a text is to preview
titles, headlines,

subtitles, pictures and its


captions, and other text
features and make a
prediction about the
topic and purpose of the
text.

No one volunteers
to give answer,
teacher has to
engage them and
can give them
example first

The Previewing and


Predicting process will
lead students through a
series of questions that
will help them make an
accurate prediction.
These predictions help
students think about
what they already know
about the topic

While speaking 20 minutes

15
minutes

5a; 5b; 5c

Teacher asks student to


do the reading
comprehension exercise
on page 5.
Teacher gives students
some tips about
scanning and skimming
skill, which they have
already learned, to do
the exercise.
Teacher explains the
meanings of the new
words if needed.
Possible new words that
students may not know:
Function = to work;
constructed (from
construct = to build);
bazaars (market);
simulate = to make
something which looks
real, but not real;
approach; regional
(from region)

Student works
individual and are
invited to go to the
board to write down
their answers.
Students should state
the line in the text they
found their answers.

1T; 2T (line
142); 3F (line
15); 4T (line
25); 5F (line
52); 6T (line
38); 7T (7176); 8T (92).

5 minutes 5b

Teacher asks students to


do the exercise B on
page 6.
They should choose the
word which has the
same meaning, also
called synonyms, with
the words in the
brackets.

Students do the
exercise individually.
They are encouraged to
use Oxford Dictionary
to search the words
they dont know the
meaning.
Students are told to be
take their notice on
tenses of the verbs they
fill in the blanks.

1.
Constructing,
posed.
2. regional,
enhanced.
3.
enhancement.
4.
constructed,
region.
5. simulates.

Students could be
shy and dont
want to speak out
their prediction.
Solution: give
them hints,
suggestions and
bonuses.

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Post-speaking (20 minutes)


5 minutes

15 mins

5b

Teacher asks students to


do the exercise C on
page 6.
Teacher explain new
words in the exercise if
needed.

Students work in pair


to do the exercise.
Students should discuss
the answer with their
partner and feel free to
ask teacher to clarify
any unknown issues.
Students are invited to
write down their
answers on the board as
quick as possible to get
the bonuses.

Teacher asks students to


apply the already
learned academic
vocabulary in the word
form chart on page 6 to
do the exercise E on
page 7.
After finishing the

Students work
individually.
Students could choose
any 2 questions in 5 to
write complete
sentences which use
the units academic

Suggested
answers:
1. South-East
Asia
2. New York,
London
3. Tan Tao
industrial
region; Vinh
Loc industrial
region.
4. Mekong
delta
agricultural
region
5.
This activity
is aiming to
enhance
students
knowledge on
the unit
targeted
academic

Students could be
shy and dont
want to speak out
their prediction.
Solution: give
them hints,
suggestions and
bonuses.

Students dont
have enough time
to write their
answers and
discuss their
answer with their
partner.
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exercise, teacher asks


students to read aloud
their answers.

vocabulary.
Discuss with their
partner about their
answers.

vocabulary by
giving the
change to
apply them to
express their
ideas.

Teacher should let


them know the
time.

9. Evaluation of students performance:


Give students bonuses to encourage their participation.
10. Assignments and homework: Students do the exercise D and F on page 7 and 8 and practice reading at home.

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