UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

DEPARTMENT OF ENGLISH LANGUAGE TEACHING

FINAL PAPER/FINAL PROJECT

COURSE: TEACHING PRACTICE 1
2ND SEMESTER - ACADEMIC YEAR 2024-2025

Class Code: 2420NVA138.4L04 Instructor: Lâm Như Bảo Trân (M.A.)

(Mã LHP giống trong TKB)

Group members:
No. Student ID Full Name Note
1 2257010255 Huỳnh Nhật Huy
2 2257010150 Đoàn Thị Lan Phương
3 2257010218 Cao Ngọc Quỳnh Trâm

Total Score Examiners

(____%) (signature and full name)
In figures In words

Other comments and suggestions:

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 LESSON PLAN

1. Description of class:
● Level: Elementary (A2 level)
● Size: 12 students
● Description of students: Students are between 12-13 years old and have basic
knowledge of vocabulary and some simple grammar structures. They were
exposed to L2 at a young age.
● Time: 60 minutes
2. Materials:
● Textbook: Soars, J., & Soars, L. (2011). New Headway: Elementary, Student’s
book (4th ed., pp. 70-77). Oxford University Press.
● Facilities: Projector, projector screen, microphone, laptop, speakers, whiteboard,
markers, printed handouts.
3. Aims: To introduce and practice vocabulary about places in the city in writing and
speaking tasks
4. Objectives:
By the end of the lesson, students are expected to be able to:
● Knowledge:
- Correctly recognize and memorize the meaning and spelling of 12 vocabulary
words (square, shopping center, statue, market, town hall, street, pavement,
library, car park, cathedral, petrol station, office block).
- Apply vocabulary about city places in town in real-life speaking contexts
● Skills:
- Pronounce the target words correctly
- Match words about places in town with the corresponding images accurately
- Describe the meaning of vocabulary in complete sentences
- Interview classmates about places in their city using guided questions.
● Behaviors:
 - Practice speaking using vocabulary about places in town in meaningful and
real-life contexts
5. Methodology:
- Direct method: Students are exposed to the language naturally without
relying on translation, which helps students to build confidence in listening
and speaking skills. Moreover, repetition drills reinforce pronunciation and
spelling.
- Communicative method: Students engage in interactive activities, which
allows them to use the new vocabulary words in authentic conversations
and creates opportunities for real communication.
- Task-based method: The hands-on activity in the production stage helps
students use vocabulary naturally in conversation rather than passively
recalling words.
6. Approach: Procedure
Stage (time) Class activities Stage’ aims Expected
answers/
Teacher Students
problems

Warm-up - T asks Ss to be ready for a - Ss listen to - To get the Ss -Some Ss may not
warm-up game the teacher’s ready for the be ready for the
Pre-
instruction and presentation lesson ( e.g, they
teaching - T divides Ss into 2 teams,
play the game. may be sleepy or
A and B - To inform Ss
(5 minutes) have a bad mood)
about the topic
- T displays 2 pictures on
of the lesson
the slide (Appendix 1),
which are nearly the same
Solution: T use some chec
- The pictures include city
roads and places

- T gives introductions for - Ss may not be

the game
- T says: “There are 9 familiar with each
spots on both pictures that other
have the number on them,
but only 4 of them show the
difference between
Solution: T uses a quick ic
pictures”.

- T says, “Your job is to “Say

find the spot showing the your name and
difference between 2 one thing you like
pictures. And then says its about your city to
number” your groups”.)

- T says: “There are 9 -Ss may not

rounds, each round I will engage well with
count from 1 to 3. Whoever competitive
raises their hand first will games
have the chance to say the
number. Whoever says the
right number gets their
team 1 bonus.”
Solution: T emphasizes th
- T says, “At the end of the
game, the team with more
points is the winner.” rewards (e.g.,
stickers,
- T uses CCQ to check Ss'
applause) that
understanding of the
highlight
game’s rules
participation, not
- T starts the game and just the accuracy.
monitors the students to
make sure they follow the
 game rules correctly.

- T ends the game and leads

into the presentation stage

Presentatio - T displays a map - Look at the - To present and - Some Ss may

n including some places in map and reinforce the confuse some
the city on the slide respond to the key vocabulary similar places
(18
(Appendix 1) teacher's items related to (e.g. shopping
minutes)
location-based some places in center vs. market)
- T asks Ss to look at the
questions. the city
map and listen to the
teacher’s instructions to - To have Ss
find the right place on the practice Solution: T uses contrastiv
map pronunciation
- Identify the of the
- T asks guided questions
correct location vocabulary
for vocabulary elicitation - Pronunciation
on the map words
(e.g. “My car is low on difficulty with
fuel. Where should I go?”, some words (e.g.
“I need to buy some fresh cathedral, petrol
fruits, vegetables, fish, and station,...)
meat. Where should I
go?”,...). T invites one Ss
to answer the question, and
gives 1 bonus for the Solution: T uses choral rep
correct answer.

- T presents the vocabulary

words (square, shopping - Some Ss may
center, statue, market, not take part in
town hall, street, pavement, the choral drilling
library, car park, activity
cathedral, petrol station,
office block) with pictures
and IPA pronunciations on
the slide (e.g. petrol
Solution: T invites some S
station, market,
cathedral,...)

- Drill the vocabulary

- Repeat the
words with the whole class,
vocabulary - Some Ss may
then invite random students
words after the rely on L1
to practice drilling with
teacher
them

- Use CCQs (Concept

Checking Questions) to - Answer CCQs
check understanding (e.g. to check
Solution: T encourages Ss
“Can you drive a car on understanding
the pavement?”, “ Is a
statue something you can
touch and see in real
life?”,...)

- After presenting all the

vocabulary words, T
displays the map again on
the slide

- T helps Ss to wrap up all

 the vocabulary words that - Each Ss says
they have learned. T says the correct
the meaning or the vocabulary
definition related to the word aloud and
vocabulary words (e.g. gets 1 bonus.
“This is a place to borrow
books.”, “This is a
religious building.”) and Ss
answer the questions with
the corresponding
vocabulary.

- T gives 1 bonus for Ss

who have the correct
answer

Practice (15 Controlled practice: - Listen to T’s - To help

minutes) Activity 1: Match the instructions and students review
words with the correct observe the and reinforce
pictures handout on the vocabulary
screen through visual
- T provides instructions:
association
“ I will give each of you a
handout. In this handout,
you will see 12 pictures of
different places. There are
12 words in the box. You
need to match the correct
word with the correct
picture. You will have 4
minutes for this task.”

- T can model the first

picture for students to
understand the task.

- T uses ICQs to check

understanding - Answer T’s
ICQs
- T distributes the handout
(Appendix 2) to the class - Match the
pictures with
- T monitors the class
the correct - Ss may copy from each o
during the activity and
words from the
offers help when needed
box

- Ss might not
- T checks the answers with participate
- Check and
Ss. T goes through each actively in the
correct their
picture and elicits answers answer-correction
own answers.
from Ss based on the visual stage
clues. T gives Ss one bonus
for each correct answer.

- T asks the class to repeat

the words aloud for each
Solution: T can call on Ss
answer
 - Ss might not
pronounce the
word correctly
when providing
the answers

Freer practice:

Activity 2: “Guess the

place” game
- To reinforce
- T puts two chairs at the the meaning of
front of the class, facing the vocabulary Solution: T models the cor

away from the screen - by describing

these are the hot seats. and guessing
Then T put two chairs the words about
opposite the hot seats, places in towns
facing the screen.
- To foster
- T divides the class into
speaking skills
two teams. T explains the
and encourage
rules:
the use of target
- In each round, two Ss vocabulary
from each team will play: - Ss listen to related to places
T’s explanation in town in a fun
- Student A sits in the hot
seat (cannot see the screen). of the rules and
communicative
- Student B sits opposite,
way
facing the screen.

- T displays a picture of a
place on the screen.

- Student B describes the

place (without saying the
name) for Student A to
guess.

- Student B has to use full

sentences to describe the
words. They cannot use
body language or single - Ss may have
words to demonstrate the trouble
meaning. understanding the

- Student A must not turn game rules clearly

around to see the screen

- The fastest team that

guesses the correct word
will receive 1 point

- After each turn, each team

Solution: T can model ho
will switch two new
players to continue playing - Ss answer
the game ICQs to show
their
- T uses ICQs to check
understanding
students’ understanding of
of the rules
the rules before playing the
games

- T displays each picture of

a place in town on the
screen. - Student B
describes the
- T monitors the players to
place in the
ensure they follow the rules
picture using
correctly when playing
full sentences.
games. T awards points for
Student A
the fastest team that
guesses the
guesses the word correctly.
word based on
- T counts the total points student B’s
for each team and description
announces the winner.

- Some players
might
accidentally
violate the game
rules while
playing

Solution: The T monitors

- Other Ss in the
audience might
try to give hints
or indicate the
answers to the
players in the hot
seats.

Solution: Before the game

Production - T shows the handout - Ss observe the - To develop - Ss may not
(Appendix 2) on the screen handout on the students’ understand the
(15
and gives the instructions screen and speaking skills instructions
minutes)
for the task: listen to T’s through asking clearly
instructions and answering
- Ss will receive a
about familiar
handout with the
places in their
questions related to
town Solution: T can model the
places in their town
- Ss will walk around
the class and
- To foster
interview two other
listening and - Ss may use L1
students using the
note-taking language instead
questions in the
skills by of the target
handout
recording language during
- Ss will note down
classmates’ the task
their friend’s
 answers in the table responses
- Ss have 10 minutes
- To give
for this activity
students the
- T can model the first opportunity to
question to demonstrate use the
how to answer the - Ss answers vocabulary in a
Solution: T walks around
questions T’s question meaningful,
real-life
- T uses ICQs to check - Ss walk
speaking
students’ understanding around the
context
- After the instruction, T classroom, and

distributes the handouts interview two

(Appendix 2) to Ss classmates
using the
- T monitors the class
questions from
during the activity to - Some Ss may
the handout. Ss
ensure students follow the not find someone
take note of the
task correctly. T provides to interview in
answers
support when needed. T time
takes note of any
grammatical and lexical - Ss return to
mistakes that students make their seat
to correct them in the
feedback stage Solution: T observes the c
- Ss share their
- After 10 minutes, T
answers in the
signals the end of the
handout with
activity and asks students
the class
to return to their seats.
- Ss may not
- T invites one or two finish the activity
 students to share the - Ss answer T’s within 5 minutes
answers they gathered from questions
their classmates.

- T asks the class to listen

carefully to the answers.

- T asks follow-up
questions to check the Ss Solution: T monitors time

‘understanding of the
answers

Wrap-up - T shows the slide that has - Ss listen to - To help Ss - Some Ss may
all 12 vocabulary words of the instruction summarize the not see the value
(5 minutes)
the lesson and play the vocabulary in the activities
game to review and may
- T asks Ss to look at the - To help Ss
the vocabulary disengage.
vocabulary and try to reflect on the
remember as many words meaning, form,
as possible. and usage of the
vocabulary Solution: T clearly explain
- T switches to the game’s
slide.

- T informs Ss: “Now, we

- The lesson may
have a small game called -
run over time,
Let's catch the words”
leaving
- T explains the rule: “I insufficient time
will play a song within 10 for the wrap-up.
seconds, and then throw a
balloon in the air”.

- T says: “Your job is to

catch the balloon when it
Solution: Reduce the num
falls right upon you.”

- T says: “If the sound is

still playing while you
catch the balloon, you will
pass it to another
classmate until the song
ends”.

-T says: “However,
whoever has the balloon
when the song ends, has to
say a word in the
vocabulary, and a sentence
that starts with: “I can do
something at this place”
(Appendix 4)

- T gives an example:
“Library! I can read books
at this place.”

- T says “ After that, you

throw the balloon into the
air again to continue the
 game with other words.”

-T repeat the process with 5

other words

-T uses ICQs to check

students’ understanding of
the game rules

- T starts the game and

monitors the students to
make sure they follow the
game rules correctly

- After the game, T gives

feedback about today’s
lesson.

- T gives Ss the homework

handouts (Appendix 3) and
reminds Ss to review the
lesson and do the
homework at home.

7. Evaluation:
- In the wrap-up section, students may have some difficulties recalling unfamiliar
words, such as cathedral or square, and confuse similar places (e.g. market vs.
shopping center). The teacher uses visual aids and contrastive examples to clarify
the difficult vocabulary words for the students and provides students with
homework to help them reinforce the target vocabulary.
8. Homework:
- Review: Complete the exercise in the homework handout (Appendix 3)
 9. Appendix:
Appendix 1: Slide presentation Canva
Appendix 2: Printed handouts HANDOUT.docx
Appendix 3: Homework handouts HOMEWORK.docx
Appendix 4: Music