Revised Lesson Plan
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Description of class
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Level: Pre-Intermediate (B1)
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Size: 20
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Description of students: students have limited access to an L2 communicative environment
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Time: 7 am - 8:30 am, Wednesday, April
2. Teaching aids
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Materials: Teacher-designed handout
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Unit: Unit 5
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Facilities: board, marker, computer, projector, Powerpoint slides
3. Aims
The lesson aims to provide students with
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Knowledge: knowledge of vocabulary and grammar structure to describe their house
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Skills: practice of speaking to talk about their ideal house
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Behaviors: opportunities to develop teamwork and collaboration
4. Objectives
By the end of the lesson, students will be be able to
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Knowledge: apply vocabulary about accommodation and grammar to describe their house
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Skills: produce a conversation to talk about their ideal house; deliver a group presentation about their ideal house
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Behaviors: demonstrate teamwork and collaboration skills
5. Methodologies
This lesson reflects an eclectic approach, which involves the flexible use of techniques from different language teaching methodologies and approaches, rather than relying on a single one. The teachers combine a range of strategies to meet the lesson objectives. First, Communicative Language Teaching (CLT) has been primarily applied, as seen in pair discussions, group work, and presentations that promote meaningful interaction. Second, the lesson incorporates elements of Task-Based Language Teaching (TBLT), particularly through tasks with clear goals and outcomes, such as designing an ideal house and creating a mind map. Overall, the lesson adopts a learner-centred orientation, encouraging students to share ideas, collaborate, and actively construct their own understanding through communication.
6. Procedures
Note: T = teacher; Ss = students
7. Homework
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Review: Students practice talking about the topic “my ideal home” with ChatGPT to get feedback for correction and improvement. Then, students record their talk and submit the recording to the teacher.
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Preparation: Students prepare new vocabulary of the next lesson
8. Evaluation
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Each group’s final product, comprising their oral presentation and mind map, will be evaluated according to the following criteria: content, language use, fluency, pronunciation, delivery, and design, using a three-level rating scale as follows:
9. Appendices
APPENDIX A. Activity 1. Getting started
Think about your future house, and choose A or B, which you like better.
1. Where will your house be located?
A. In a mountain B. On a beach
2. What will your future house be like?
A. A big and high-tech home B. A small and cozy home
3. Where do you want to live in the future?
A. A modern city B. A peaceful countryside
9. Appendices
APPENDIX B. Activity 4.
Listen and fill in the gaps with ONE WORD only.
________________________________________
Two friends are chatting casually. Emma is moving house soon.
Tom: Hey Emma, I heard you’re moving house next month. Is that right?
Emma: Yeah, that’s right. I’m really (1) _________, but also a bit nervous.
Tom: Yeah, I get that. So, what kind of place is it? A flat or a house?
Emma: It’s a small and empty house for now, so I have to (2) _________ a few things when I move in.
Tom: Ah, I see. You can design it the way you like. My house is already full of old (3) _________.
Emma: Really? Do you want to change it?
Tom: Yeah, a bit. My living room is quite (4) _________, so I want to paint the walls a lighter color.
Emma: That’s a good idea. I want to make my house brighter too. I’ll paint the walls white and light blue.
Tom: Nice. What about the (5) _________?
Emma: It’s not very big, so I’ll keep it simple. I think it’ll feel more (6) _________ and comfortable.
Tom: Yeah, that makes sense. What will your living room be like?
Emma: There’ll be a sofa, an armchair, and a lamp. There’ll also be (7) _________, so it’ll feel warm and cozy.
Tom: Nice. I don’t have a lamp, so my room doesn’t feel very cozy.
Emma: Yeah, small things really help.
Tom: True. What about your bedroom?
Emma: There’ll be a small bed, a (8) _________, and a desk. I’ll relax and read there.
Tom: Yeah, that’s important. I share a room with my brother, so it’s not very quiet.
Emma: Oh, I see.
Tom: Do you want anything (9) _________ in your new house?
Emma: Yeah, I’d love a small garden. I’ll sit there and relax in the evening.
Tom: I like that. I’ve got a small balcony, but I want to add some (10) _________.
Emma: That’s a great idea.
Tom: Yeah, I think small changes can make a big difference. And maybe I should start improving my house too.
APPENDIX C. Activity 6. Getting to know your friend’s ideal house
Observation day
It was such an honoured opportunity for us to visit the Naval Academy located in Khanh Hoa province. We were warmly welcomed by Faculty of Basic Sciences and Foreign Languages lecturers and cadets on the first day visit - April 13th. Having attended a welcome ceremony, our group had a chance to observe class BP17, CSB18 supervised by Lecturer Vu Thi Kim Van in order to familiarize with cadets’ learning behavior, how class activities were managed during the lesson. Afterwards, our group reviewed the lesson plan in order to fulfill learning outcomes for our upcoming microteaching session.
Micro-teaching day
On the official date - April 15th, our microteaching session took place with the participation of class BP17, CSB18, Lecturer Vu Thi Kim Van, Lecture Nguyen Tien Long and our supervisor Tran Thi Minh Phuong. We took turns to deliver the lesson “Speaking: Your ideal house” during 90 minutes.
At the beginning of the lesson, a Board Race was implemented to activate students’ prior knowledge related to houses and prepare them for the speaking stage. Cadets worked in groups to write down 3 items related to each given categoryhis pre-speaking activity scaffolded cadets’ knowledge by equipping them with relevant lexical resources, activating cadets’ confidence to perform together.
Cadets first discussed their current living conditions in pairs, sharing what they liked, disliked, and wished to change about their homes.
They then completed a listening activity that provided comprehensible input and modeled how to describe an ideal house. Using guided prompts, cadets practiced asking and answering questions before performing their conversations in front of the class.
Using guided prompts, cadets practiced asking and answering questions before performing their conversations in front of the class. Afterwards, they created a mindmap of an ideal house, describing layouts, rooms or features. Finally, selected groups presented their ideal house to the class, explaining the house features and design.
