Industrial University of Ho Chi Minh City

FACULTY OF FOREIGN LANGUAGES

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LESSON PLAN

Teacher:
Phạm Thị Linh Nhi
Thân Thị Thảo Ly
Phạm Quỳnh Hương
Nguyễn Nhật Ánh
Class: DHAV18H
Supervisor: Nguyễn Thị Thuý Loan, M.A.

Thursday, April 3rd 2025, Ho Chi Minh City

Teacher’s name: Lesson start time: 12.30 p.m
Phạm Thị Linh Nhi
Thân Thị Thảo Ly
Phạm Quỳnh Hương
Nguyễn Nhật Ánh
Observer’s name: Nguyễn Thị Thuý Loan Length of lesson: 45 minutes

Class name: 3A Observation start time: 12.30 p.m

Room: A5.01 Date: 3/4/2025 Length of observation: 45 minutes

Observation agenda
(Observer)

Observation agenda − Instruct students to identify 8 different kinds of things

learned in the lesson and how to use them in basic daily
(Teacher)
conversation.
− Provide immediate feedback and support during both group
and individual activities.
− Observe students' engagement in both discussion and
practice activities.

Personal goals − Improve teacher’s ability to create interactive and student-

centered lessons.
(What are you trying to
− Experiment with different teaching strategies (games,
improve in your own
movement-based activities, realia) to keep students
skills as a teacher?)
motivated and involved.
− Enhance clear and effective instructional techniques by
giving clear instructions and checking for understanding
before activities.
− Develop better ways to assess student progress through
informal checks, quick quizzes, and observation.

Assumptions − Students have basic vocabulary knowledge related to

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 (about what the personal belongings.

students know/can do − Students can recognize and name common objects.

before the lesson) − Students can work collaboratively in pairs or small groups.

Predicted problems − Problem: Some students may not be familiar with older or
and solutions less commonly used devices, such as CD players or DVD
players, especially younger learners.

− Solution: Use visuals or real-life examples to explain these

terms. Show pictures of the devices or bring actual items to
the classroom. Alternatively, compare them to modern
equivalents (e.g., DVD player vs. streaming platforms).

− Problem: Students may not grasp how to use verbs like

turn on and turn off in sentences.

− Solution: Create role-play scenarios where students practice

turning devices on and off. For example, "Turn on the TV"
or "Turn off the computer." Pair actions with commands for
reinforcement.

LESSON PLAN
………
I. OBJECTIVES:
A. Main lesson aims:
By the end of the lesson, students (Ss) should be better able to:
− Identify some main types of things in the lesson: Computer, TV, DVD player, CD player,
MP3 player, Camera, Turn on, Turn off.
− Apply using the available class objects to help students identify them in real-life
situations.

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− Express their ideas about using 8 things learned in the lesson correctly and fluently in
daily conversations
− Develop real-life conversation based on the 8 words describing the house things in the
lesson.
− Memorize to write the correct spelling of words learned in the lesson.
B. Language materials:
a) Vocabulary
− Computer (n)
− TV (n)
− DVD player (n)
− CD player (n)
− MP3 player (n)
− Camera (n)
− Turn on (v)
− Turn off (v)
b) Pronunciation
− Focus on the pronunciation of the ending ‘-er’ in the words computer, DVD
player, CD player, and MP3 player.
− Correct the sound /ɜː / the word “ turn”.
c) Grammar:
− Use the questions “ What is this ?” and “ This is….” to ask about the things.
C. Skills
− Integrated skills: Listening - Speaking - Reading - Writing.
* Focus on: Speaking skill
D. Attitude
− Become active, motivated, and enthusiastic in expressing their ideas in class and
in real life when using the English language related to the things in the lesson.
II. METHOD AND TEACHING AIDS:
1. Methods
− Presentation- Practice- Production (PPP).
− Communicative Language Teaching (CLT).

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 2. Teaching aids
− Laptop, PowerPoint file, microphone, markers, LCD (projector), whiteboard,
pictures, flashcards, handouts, camera ( real object).

III. TEXTBOOKS:

− Gibbons, G., & McCarthy, M. (2014). Family and friends 3 class book. Oxford
University Press.
− Unit 3, page 20.

IV. STEPS OF TEACHING:

1. Greeting (1minute).
2. New lesson (44 minutes).

Stages Procedures
Content
Teacher (T) Students (Ss)
1. Warm-up and Warm-up: Warm-up: - Example:
lead-in − Divide the class − Form groups. + A: Brown
(5 mins.) into four groups. + B: Green
Phạm Thị Linh Nhi

− Explain the rules to − Listen to the

the students so they teacher's - Vocabulary:
can understand the instructions Camera, orange,
game. carefully to get the purple, TV, red, pink,
rules of the game. yellow, blue.
− Show the Answer:
“matching game” − A: Red
on the slide to − B: TV
review the previous − C: Orange
lesson and − D: Pink

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 introduce the new − E: Purple
lesson. − F: Camera
− Receive handouts − G: Blue
− Give out handouts and markers from − H: Yellow
and pen brushes for the teacher and do
students to play the group activities
game. together.

− Pay attention and

− Check the answers listen to the teacher
from four groups. check.

Lead-in: Guess the topic. Question:

− Ask for some hints − Share their answers “Point to the TV”
from the answer to and ideas with the What is this?
help students class. “Point to the camera”
analyze key factors How about this one?
and make Take student book,
connections to the and ask: “What is
topic. this?”
− Suggest hints for
− Invite some students answer
students to answer, the topic.
then reveal the key
idea.
2.Presentation * New knowledge:
(12 mins)  Listen and point. * Vocabulary:
Thân Thị Thảo Ly Repeat. − Computer
(CD1 Track 52) − TV
 Listen and Repeat − DVD player

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− Asks students to − Pay attention to the − CD player
listen and pay their teacher. − MP3 player
attention. − Camera
− Uses pictures in the − Turn on
class book to − Turn off
illustrate 6 nouns
about object things.
− Points to the − Listen to the words
pictures and play in the audio.
the audio of the
word.
− Says the words − Listen to the
three times and teacher and repeat
require the students the words three
to repeat after. times.
− Uses action to − Watch the teacher
illustrate the verbs illustrate the verbs
“turn on” and “turn “turn on” and “turn
off”: off” by turn on and
+ Moves to the turn off the
classroom witch's light, classroom lights.
turns on and turns off
the lights.
− Asks students to − Repeat the words
repeat the words after the teacher.
“turn on” and “turn
off” each time you
switch the
classroom lights.
− Helps them with
their pronunciation

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 if necessary.
 Distinguish
things.
− Asks students to − Look at the two
distinguish pictures and
between two brainstorm to find
pictures which out what picture
describe the word describes the word * Example 1:
they have just they have learned. - Computer
learned. − Raise hand to - Laptop
− Gives them the answer.
correct answers * Example 2:
and explain why. - Compueter
− Repeats the process - TV
until the student
distinguishes all * Example 3:
the words in the - DVD player
lesson. - CD player
 Listen and point
− Plays audio and ask − Listen to the audio * Example 4:
students to point to and point to the - Rice cooker
the correct words pictures in their - CD player
in their class class Books.
books. * Example 5:
− Walks around the - Smart phone
class and support - MP3 player
them if needed.
* Play Heads up. * Example 6:
What’s missing? - Camera
− Divides the class − Follow the - Camrecorder
into two teams. teacher’s
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− Instructs the instructions. * Example 7:
students the rules - Turn on
of the game. - Turn off
− Arranges the
flashcards on the
board.
− Tells the students − Look at the cards
to remember the and remember the
arrangement of the flashcard order.
flashcards.
− Says “sleep” to − Close eyes and
make students go bow head to the
to sleep in 5s. table for 10s when
− Removes one card the teacher says
when students are "sleep".
not looking.
− Says “wake up” to − Open eyes and look
make students open for the missing
their eyes and find flashcard.
the missing
flashcard.
− Invites students − Raise hand to
from each team to answer.
call out the missing
flashcard.
− Gives candy to the
team with more
correct answers.

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3.Practice - Speaking activity/
(12 mins) Oral practice: Content of the story:
Phạm Quỳnh Hương * Listening & Whole- Picture 1:
class Reading Leo: Amy, can you
− Asks students to − Open the Class turn on the TV,
open the Class Book on page 20. please?
Book to page 20 Amy: Max, watch
and focus on the this!
story. Max: No. I like my
book.
− Plays the recording − Listen carefully Amy: Your book is
(Track 25) for to the audio’s boring
students to listen to pronunciation and Max: No, it isn't!
the story. intonation.
Picture 2:
− Plays the recording − Listen and repeat Holly: Can I use your
for the second every sentence in computer, Leo?
time, pause in each frame. Leo: Yes, you can.
every frame, and − The whole class Have you got a school
ask the whole class read in unison. project?
to repeat the Holly: Yes. It's about
dialogue together space.
after the audio.
Picture 3:
− Invites any 4 − 4 students stood Holly: Leo ... I think
students to role- up and role- it's broken.
play the story (Leo, played the story. Max: My book is
Max, Amy, Holly) about space, Holly:
− Invites 1 student to − Studentcomment You can read it.
evaluate, and then on classmate’s Holly: Well ... OK.
give feedback and presentation.

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 encourage them. Picture 4:
* Group Role-Playing: Max: Can I have my
− Divides the class book, please?
into 4 groups. Holly: No! It's great!
− Explains the rule of − Follow the
the activity. teacher's rules.

− Assigns each group − Move into groups

a random short and prepare to
story to prepare for practice.
a quick − Each group assigns
performance. roles and practices
reading the
dialogue together.
− Read and discuss
how to perform
their assigned
story.
− Perform the story
with correct
pronunciation and
expressions.
− Evaluates the − Receive feedback
group’s and enhance
performance in speaking skills.
front of the class.
The best-
performing group
receives a reward.

Give quick feedback

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based on criteria and
encourage students.

- Writing activity/
Written practice:
− Divides the class Hand out worksheets
into 4 groups. containing two
− Gives handouts to − Receive the columns: one with
each group and handouts, and vocabulary words
ask them to review the and one with
complete the content. corresponding
worksheet by − Discuss and images.
matching words complete the
with images and exercise together.
filling in the − The fastest group
blanks in the will clap their
sentences. hands.
− The teacher
receives the
fastest group's
work after hearing
the applause.
− The teacher will
hang the 2 fastest
completed papers
on the board.

− Shuffle the − Exchange

remaining groups' handouts with
papers. their classmates.
− Marks the papers

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 of 2 groups on the
board.
− Asks for 2 − Review and mark
remaining group their work.
scores based on
the teacher's
answer.
− Provide quick − Listen to
feedback and corrections and
clarify any learn from
common mistakes.
mistakes.

− Award the group − All students clap

that does it hands with their
correctly and classmates.
fastest with a gift
bag, and reward
the groups that do
it correctly with a
round of
applause.
− Encourage groups
that do not do
well or are slow
to try harder next
time.
4.Production Free practice:
(8 mins) Activity 1: Game:
Nguyễn Nhật Ánh Hear it! Stick it!
− Divides the class

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 into 4 groups.
− Gives pictures to − Students follow the
each group and teacher’s
gives instructions. instructions.
− Plays the audio file − Students listen to
twice. the audio.
− Teams work.
Students discuss.
− Invites − A representative
representatives from each group
from each group to goes to the board to
the board. stick the pictures.
− Plays the audio
again and checks.
− Gives feedback, − Students receive
corrects mistakes, feedback.
and encourages
groups that do not
do well.
− The whole class − The whole class
read the reads in unison.
vocabulary.

Activity 2: Pictures
prompt.
− Introduces the Can I borrow …?
structure “Can I Can you lend me …?
borrow …?”, and − Students pay Yes, you can. Here
“Can you lend attention to the new you are.

me …?” and gives structures. Sorry, you can’t. I

some examples. need it now.

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− Points at things and − A student stands up Example:
calls two students and asks a question Question: Can I
to give examples. using the given borrow your book?
structures. Answer: Yes, you can.
Here you are.
− Displays pictures − Students follow the Question: Can you
of things. teacher’s lend me your pen?
instructions. Answer: Sorry, you
− Students work in − Students take turns can’t. I need it now.
pairs, asking to playing the
borrow things from borrower and the
the pictures using lender.
given structures. − Students choose
pictures and
practice the
conversation in
pairs.
− The teacher − Students ask and
randomly calls on answer.
students from - Students
different pairs. (call choose pictures, then
more students if ask and answer in turn.
having time)
− Gives feedback and − Students receive
encourages them if feedback.
they do not do well
(Pronunciation,
intonation, …)

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5. Consolidation Game: Pass the ball
(5 mins) − Instructs the − Listen to the Students pick pictures
Phạm Thị Linh Nhi students on the teacher's from the board and
rules so they can instructions then recognize the
understand the carefully to get the picture.
game. rules of the game. * For Example:
− Gives examples for − If a picture is
students to grasp. picked:

− Runs the game to − Actively

review the lesson. participate in the
game to review the
vocabulary lesson. − Answer: “This is
an MP3 player”.
− Provides feedback − Listen to the − Write on the
to students if they feedback and board: This is an
give incorrect correct the errors to MP3 player.
answers. remember the
lesson better.

3. Homework

Do the homework in the Workbook (Pg.20).

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