LESSON PLAN

Group 4
Lesson : Unit 4: FOR A BETTER COMMUNITY - Project [English 10]
Teaching time: 45 minutes
Student description:
• Intermediate level
• Ages: 17
• Number: 30
• Active, enthusiastic, sometimes tend to lose concentration.
I. OBJECTIVES
Students will be able to:
● Make an oral presentation on the plan using ‘be going to’ and ‘will’.
● Use vocabulary related to ‘community’ to talk about their plan.
● Communicate the group project with appropriate pronunciation and intonation.
II. APPROACHES AND TEACHING AIDS
● Project-based learning.
● PowerPoint presentation, textbook, crayons, 4 pieces of A4 paper, 4 pieces of A2
paper, markers.
III. RECENT WORK
Ss have finished the revision part of the unit.
IV. ANTICIPATED PROBLEMS
● Technical problems (T should arrive early to set up the equipment and be prepared in
case they are out of order).
● Ss may not focus or not cooperate (T should spur Ss interest from the beginning)
V. TEACHING PROCEDURE
A. Greeting & Attendance check
B. New lesson

Time Procedure Interaction Content

5’ Lead-in

- Teacher (T) asks students (S) why

T→C
people do volunteer work.
 -S listen and answer the question S→T Students’ responses
individually

- T summarizes S’ viewpoints and

T→C
introduces the project:

It seems there are many reasons. One of

them is to help people in need. It’s also
what we do in our project today – we’ll
make a plan to help the community.

8’ Setting a task Some problems for

group discussion:
- T divides the class into 4 groups.
T→C  A person/ place in
- T gives instructions: your community
First, in groups, think about: that you want to
help.
 A person/ place in your community
 A plan to help them.
that you want to help.
 A plan to help them.
-T gives each group a piece of paper to
GG
write their brief ideas about the plan
while discussing.

- T moves around to observe group work

T→C
and provide help if requested.

-T invites some S from different groups

S→C
to talk about their group’s main ideas

-Other S listen and give feedback S←→S

20’ Designing the project Several prompting
questions
-T asks S to plan their ideas in a more
T→C  Which
detailed manner based on the following
person/place do
points:
you want to help?
 Which person/place do you want to What is their
help? What is their problem? problem?
 How to help them?  How to help them?
When will you start your plan? When will you

-S work in groups and design their own start your plan?

project GG

-T moves around to observe group work

T→C
and provide help if requested.

12’ Presenting the project

-T introduces the presentation part:

T→C
Now, you’ll continue working in groups
and prepare a presentation on your
plan. First, list out some ideas you may
want to talk about.

First practice on presentation

- T shows some criteria for group

*Some criteria
presentation.
T→C ● #Content:
- T allows time for groups to discuss.  Does the

- S discuss and outline their presentation have

GG creative ideas?
presentation.
 Are these ideas
- T asks each group to present their plan
useful and feasible?
in front of class within 3-5 minutes (all
S→C #Delivery:
members involved).
 Do the speakers talk
 Alright. Time’s up. Let’s do it, beginning confidently?
with the voluntary group.  Are visual aids used
effectively to
- After each group’s presentation:
enhance audience
● T invites other groups to evaluate understanding?
their friends’ work based on the given S←→S #Organization:
criteria
 Does the
● T provides feedback on the
presentation include
groups’ performance and gives some T → GG three clear parts,
suggestions for improvement.
namely
introduction, body
Final presentation
(main ideas) and
-T reminds students to work more on T→C conclusion
their presentation at home and make a
(summary)?
revised one.
#Grammar and
-The final presentation would be filmed
vocabulary:
and sent to T for marking.
 Do the speakers use
-T provides S with the rubric.
appropriate
-S revise their group work based on the GG vocabulary related
given rubric
to the topic
‘Community’?
 Do the speakers use
‘simple future’, ‘be
going to’ correctly
to talk about the
plan?
#Pronunciation:
 Are the speakers
easy to follow?
 Do the speaker use
any expression and
emphasis?
*The detailed rubric
for marking is
attached below
 THE RUBRIC FOR MARKING ORAL PRESENTATION

Category 9-10 6-8 0-5

- The presentation is - The presentation - The presentation

full of great and includes some useful does not include
creative ideas to help ideas to help the any useful
Content the underprivileged. underprivileged. information or
- All ideas are feasible. - Most ideas are feasible ideas.
while some are not. - None of the ideas
is feasible.
- All speakers show - Some of the speakers - Most of the
great confidence when show little confidence. speakers are visibly
presenting. nervous and do not
Delivery - Visual aids are well - Visual aids used but show interest in the
prepared, effective and not really enhance topic.
not distracting. audience understanding. - There is no visual
aid used.
The presentation The presentation The presentation is
consists of 3 clear consists of 3 parts: not organized into
parts: introduction, the introduction, the body any parts, or lack
Organization body (main ideas) and and the closing. more than one main
the closing (a However, there is no part.
summary) clear separation
between those parts.
- The speakers show a - The speakers use - The speakers use
rich vocabulary vocabulary appropriate some vocabulary to
appropriate to the topic to the topic community, the topic
Grammar community. with some lapses. community, but
and - Use ‘simple future', - Use ‘simple future', very limited and not
Vocabulary ‘be going to’ correctly ‘be going to’, with some proper.
to talk about the plan. mistakes about their - No correct use of
usage/ structure. simple future, be
going to is seen.
 - The speakers are - The speakers are quite - The speakers are
enjoyable to hear; use easy to hear and hard to hear and
Pronunciation expression and understand. understand.
emphasis. - A few words are not - Many words are
properly pronounced. mispronounced.