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The number of students in this class is twenty including monastic monks and
nuns. With the average ages around 18-25, they are very active in their studies. Most of
them have a very strong motivation to fully comprehend the Buddha Dharma through
English, though their four skills of English and language areas are not really well. As
the monastic traditional life, students do not have chances to daily practice English.
Taking part in this class is, therefore the precious opportunities for students to learn
how to express their thoughts about Buddhism through English. On the other hand,
students in this program need to learn Buddha Dharma in English as the necessary
preparation for their entrance exam to the undergraduate program at Vietnam Buddhism
University.
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I. LESSON PLAN
3. Lesson objectives:
· understand the Buddha’s core teaching, i.e. “Do good. Don’t do evil.
Purify one’s mind.”
· get the main points and details from a short reading text, give advice
with should and shouldn’t in a short dialogue based on prompts.
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LESSON 2 THE DHARMA
Reading Dharma
Vocabulary The Dharma, evil and good deeds
Grammar Should/should not
Listening/Speaking Suggestion and giving ideas
READING Dharma
Know what the Buddhists should do and should not do, and then
learn how to apply good deeds in daily life.
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VOCABULARY Dharma (n) Evil and good deeds:
A. Formation: “should”
GRAMMAR
+ Affirmative: S + should + V (bare infinitive)
+ Negative: S + should + not + V (bare infinitive)
+ Interrogative: Should + S + V (bare infinitive)
A. Usage of “should”
1. To give advice
2. To express your opinion
3. To express probability
4. To criticize past mistake
C. Usage of “shouldn’t”
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SPEAKING A: Hey, look. It’s fun.
B: Oh, no. What are you doing?
A: What’s wrong?
B: You shouldn’t do that! Look, you may break its legs!
A: Is that the big thing? It’s just a cricket and it’s fun to
see it that way.
B: But we shouldn’t kill or harm any beings just for fun.
Like human, animals should have a safe and happy
life.
A: I guess you’re right. Maybe I should bring it back to
the grass over there.
B: That’s the right thing you should do.
PROCEDURE OF TEACHING
1.1 · After greeting, T starts the lesson by dividing the Lecture slides in
whole class into two groups A and B. T shows four Appendix from
pictures on the slide and asks group A to find out no.2 to no.6
the pictures in which show for good action and asks
group B to find out the picture which shows for bad
action.
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2.1 · From the answers of activity above, T introduces the Appendix A;
topic of the lesson “Dharma” and delivers the lesson. Lecture slides in
Appendix no.7
· T shows slide in which has the word Dharma and the Lecture slides in
2.2 illustrative images to Ss to identify what is the Appendix no.8
Dharma and then asks Ss to read aloud the word:
Dharma.
Appendix B;
· T introduces the topic of the new words to learn: evil Lecture slides in
2.3 and good deeds. Appendix no. 9
Lecture slides in
Appendix from
no.10 to no.15
2.4 · T shows slide in which picture given as well as
explains definition of word that depending on
abstract word and asks Ss to guess the words (each
slide/word). After that, T corrects these words and Board and
gives model pronunciation. Then T asks Ss to repeat chalks, Lecture
in chorus first, then some Ss repeat individual. slides in
Appendix no.16
2.5 · T review words by asking some Ss to go to the board
to write down the words, while one Ss pronounce Appendix C -
depending on the slideshow and then T corrects Game papers
them.
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3.1 · Before reading the text, T tells Ss the three benefits Lecture slides in
of silently reading. After their silently reading, T Appendix no.18
asks Ss to know if they can understand the meaning
of the text.
Lecture slides in
3.2 · T asks Ss to repeat the text after T. Then, T asks St Appendix from
to translate lesson into Vietnamese (not whole no.19 to 22
lesson, some main points).
Lecture slides in
Appendix from
3.3 · T asks Ss to finish task I, task II. After Ss finishing no.23 to 26
the tasks, T corrects and then moves on to Grammar
point.
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4.1 · T introduces 3 forms of “should” with slides. Lecture slides in
Appendix no. 27
Lecture slides in
4.2 · T emphasizes form of verb that goes behind Appendix no. 28
should (bare infinitive).
Lecture slides in
Appendix from
4.3 no. 29 to 32
· T introduces 4 usages of “should” by showing
slide. On each slide, T continues to explain the
meaning of usage. T makes clear the situation in
that “should” can be used, Tasks St go to the Lecture slides in
board and write their own examples and read out. Appendix no. 33
4.4
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5.1 · T asks Ss to read silently the dialogue (with blanks) Lecture slides in
on the screen. T explains some words in the Appendix no. 38
dialogue that the Ss may not know (e.g. cricket,
human, grass).
Lecture slides in
· T then asks Ss to guess what word may come into Appendix from
5.2
the blank. T can make the guess easy by asking no. 39 to no. 41
what people often do with a cricket.
Board and
chalks
5.3 · Instead of the word itself, T can also ask Ss to guess
the part of speech of the word that may come into
the blank. T notes all the guessing of the Ss on the
board. Recorded audio
· After that, T asks Ss to look into the dialogue in
5.4 their paper and listen to the recording for the first
time. Lecture slides in
Appendix no. 42
· After the first listening, T asks Ss to check their
5.5
guessing. If all the guessing is done and correct, T
then review the listening technique, let Ss
understand how good guess can increase the
listening comprehension skill.
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6.1 · T then asks Ss to listen to the recording the last
time. This time, T asks Ss to repeat after each
sentence, emphasizing their imitation of
pronunciation and intonation.
6.2 · T asks class to read new and difficult words on Lecture slides in
slide. Appendix no. 43
· T asks 2 or 3 pairs Ss to play role, and T corrects
6.3
Ss’ pronunciation and reminds Ss practice more at
home by teaching speaking skills (speak correctly
from the beginning, speak slowly-not quickly,
express idea not word, learn more vocabulary and
practice listening.
7 3’ Wrap-ups
7.1 · T reviews the main points of the lesson: vocabulary, Lecture slides in
reading, grammar, listening, speaking. Appendix no. 44
II. CONCLUSION
The proposed lesson plan done with the wishes to convey learned knowledge
and consolidate as well as upgrade specialist knowledge, these instructors hope to
achieve the following targets:
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- Ss fully understand the core teaching, i.e. “Do good. Don’t do evil.
Purify one’s mind.”
- Ss comprehend the formation and clearly know when and how to use
“should” and “shouldn’t”.
- Ss practice and apply the teachings of the Buddha for their happiness
and peace.
Page 11 of 22
III. REFERENCES
Dien, Tran. (1998). Practical English Grammar Course. Ho Chi Minh: Ho Chi Minh
Publication.
Duoc, Le. (2018). Buddhist English for Dharma Learners. Ho Chi Minh: Culture Press.
Murphy, R. (2012). English Grammar In Use. Ho Chi Minh: Dan Tri Press.
O, Carolyn. (2008). 25 biggest mistakes teachers makes and how to avoid them.
Thousand Oaks, California: Corwin Press
Swan, M., & Walter, C. (2011). Oxford English grammar course. Oxford University
Press.
Thanh, Ngo., & Duoc, Le. (2010). English for Buddhist beginners. Ho Chi Minh:
Phuong Dong Publication.
W, JJ. (2008). How to teach listening. Harlow, Essex: Pearson Educational Limited.
W, Sue., & R, Phil. (2005). 500 Tips for TESOL. Bristish Library Cataloguing in
Publication Data. ISBN 0 7494 2409 5.
Page 12 of 22
I. APPENDICES
Appendix B - Vocabulary
1. Dharma /ˈdɑːrmə/ (n): Buddha’s teachings
2. Kill /kɪl/ (v): make sb/ sth die or take someone life
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6. Greed /ɡriːd/ (n) : a strong desire for more wealth, possessions, power, etc. than a
person needs
Greedy /ˈɡriːdi/ (adj) : want something more than you really need
G R D H A W Z
R E H E L P P
E S A U A G S
E P R K O G T
D E M A I L E
G C A M E L A
X T F G V M L
Lecture slides
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S S
li li
d d
e e
1 4
S S
li li
d d
e e
2 5
S S
li li
d d
e e
3 6
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S S
li li
d d
e e
7 1
0
S S
li li
d d
e e
8 1
1
S S
li li
d d
e e
9 1
2
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S S
li li
d d
e e
1 1
3 6
S S
li li
d d
e e
1 1
4 7
S S
li li
d d
e e
1 1
5 8
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S S
li li
d d
e e
1 2
9 2
S S
li li
d d
e e
2 2
0 3
S S
li li
d d
e e
2 2
1 4
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S S
li li
d d
e e
2 2
5 8
S S
li li
d d
e e
2 2
6 9
S S
li li
d d
e e
2 3
7 0
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S S
li li
d d
e e
3 3
1 4
S S
li li
d d
e e
3 3
2 5
S S
li li
d d
e e
3 3
3 6
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S S
li li
d d
e e
3 4
7 0
S S
li li
d d
e e
3 4
8 1
S S
li li
d d
e e
3 4
9 2
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S
li
d
e
4
3
S
li
d
e
4
4
S
li
d
e
4
5
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