ENGLIGH TEACHING METHODOLOGY
UNIT 2: Planning
DISCUSSION QUESTIONS
1. What are the potential benefits and drawbacks of over-zealous lesson planning in a
classroom setting?
2. How can teachers balance the need for a detailed lesson plan with the flexibility
required to address unanticipated classroom issues?
3. Discuss the role of teacher beliefs in shaping lesson plans. How do personal approaches
and methods influence lesson planning?
4. How does the availability of technology and materials impact lesson planning in
different educational contexts?
5. What are the key differences between a grammar syllabus and a task-based syllabus,
and how might these influence lesson planning?
I. PLANNING PARADOXES
1. TEACHERS’ VIEWS
ADVOCATES OPPONENTS
WITH LESSON PLAN WITH NO LESSON PLAN
What will happen Have a few ideas on their tablets
How long it will take or links to Internet sites
What teaching aids will be used Have ideas of what to do in their
heads
WITH NO LESSON PLAN WITH DETAILED LESSON
Have very little ideas of what they PLAN
want students to achieve A barrier to responsive teaching
Risk of unfocussed lessons à à restrict teacher’s ability to deal
poorly organized and successful with the UNEXPECTED and
lessons PREJUDICE the chances of
creative flow.
2. In ACTUAL/REAL class
1
Over-zealous planning may be stultifying (= counter-effective) à stick rigidly
to the plan
ignore students’ interest or desire arisen spontaneously / outside the scope of
what we had predicted
having unanticipated problems about the lack of vocabulary, poor grammar ..
à A GOOD teacher can stick to the timings on the lesson plan, but a GREAT
teacher is adept/good at modifying the lesson plan to meet the needs of learners.
3. WHAT THE TEACHERS SHOULD DO
- View a lesson plan as a PROPOSAL FOR ACTION, not a RIGID
PROCEDURE à Serve the needs of students
- Equally focus on not only the content but WHAT THEY DO while they
are learning (How we process the input)
II. Thinking about the Lesson
- Not plan the lesson in vacuum but in context à who to teach; where to
teach; what materials and technology available; their beliefs about the
learning and teaching process
1. Teaching context à planning will vary depending on the situations we
are working in
2. Syllabus (the list of language and other content taught in a course) &
Curriculum (Overall plan for a school or subject)
Various kinds of syllabus:
+ Grammar syllabus
+ Lexical syllabus
+ Functional syllabus: apologizing, inviting
+ Situational syllabus: at a bank, supermarket, travel agent …
+ Task-based syllabus
3. Who the students are and what they need à lesson plans base on not
only language items but also the needs and wants of students
2
+ 1-1 teaching à Easy: based entirely on one student’s needs and
learning preferences
+ A class teaching à meet the whole student population’s want à use
adaptive teaching à curriculums and syllabuses are designed to cater for
various learners
4. The materials and technology available: different educational settings
• Some learning contexts: all have access to good online connectivity
à can use computers, mobile devices, digital platforms
• Others: boards, flipcharts, low-tech devices, only workbooks &
notebooks
5. Teacher beliefs, approaches and methods: Teachers plan lessons on the
basis of the theories and approaches they believe efficacious for their
students’ learning.
6. The coursebook:
• Many teachers are heavily influenced by the coursebook chosen by
academic coordinators and school authorities à need to be creative
& inventive in the way they use the coursebooks
III. Designing Lessons
1. Lesson shape & feel: what they would like the lessons they are
going to teach to be like & to feel like
2. Lesson stages: Warmer/ice breakers à PPP or pre/while/post
stages
3. Grouping students for different activities: pair work, group work
for a sequence of activities
IV. Making a formal plan
1. Background elements:
o Aims/Objectives: The outcomes of the teaching
3
o Class profile: Language level, Age, Jobs, number of students
o Assumptions: Assume what students know and can do
o Personal/development aims:
4
o Skills and language focus
o Timetable fit
o Potential learner problems & possible solutions
o Success indicators
LESSON PLAN
Subject: ENGLISH
UNIT 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- an overview about the topic Family life;
5
- vocabulary to talk about household chores.
2. Core competence
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Personal qualities
- be aware of responsibilities towards family
II. MATERIALS
- Grade 10 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Pronunciatio
Form Meaning Vietnamese equivalent
n
1. household /ˈhaʊshəʊld/ relating to a house or flat and the people who live there trong gia đình, dùng
(a) trong gia đình
2. chore (n) /tʃɔːr/ a job or piece of work that needs to be done regularly việc vặt
Assumptions
6
Anticipated difficulties Solutions
- Students may not know the household chores. - Use pictures/ photos or videos of some household chores
to show them in the class.
- Students may not know how to work in teams. - Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production:
Make a poster
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
7
** Implement the task
*** Discuss
**** Give comments or feedback
Stage Stage aim Procedure Interaction Time
WARM-UP - To introduce the GAME: LET’S RACE! 5 mins
unit topic (Family * T divides Ss into 4 groups and gives instructions: Watch the video clip and T-S
life); try to remember all the household chores Mr. Bean did in the video. One
- To introduce some person from each group then goes to the board and writes the names of
vocabulary and the the chores.
grammar points to
be learnt in the unit.
** Ss do as instructed. S-S
*** Ss work in pairs to discuss the answer after watching the clip, then one S-S
representative from each group writes the answer on the board.
T-S
**** T confirms the correct answers.
Suggested answer:
1. Mop the floor
2. Clean the toilet
3. Wash the clothes / Do the laundry
4. Clean the house
5. Vacuum the carpet
PRESENTATION To help students use VOCABULARY T-S 4 mins
key language more * T asks Ss to look at the photos to guess the meaning of new words.
8
appropriately before
they read and listen.
** Ss say the Vietnamese meaning of the word.
1. household (n) /ˈhaʊs.həʊld/
2. chore (n) /tʃɔːr/
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to
repeat them.
PRACTICE - To get students TASK 1. LISTEN AND READ (p.8) 6 mins
interested in the topic. * T asks Ss to look at the picture (p.8 - 9) and answer the questions: T-S
- To get students to ● Who are they?
learn some vocabulary ● Where are they?
in the unit. ● What are they doing?
9
** Ss do the task individually
*** Ss share their answers with a partner. S
**** T checks their answers with the whole class. S-S
Suggested answers: Nam and Minh are two friends. They are at Nam’s T-S
home. Nam is cooking.
* T has the Ss read the conversation in pairs.
** Ss read the conversation T-S
*** One pair reads aloud. S-S
**** T collects common mistakes and gives comments. S-S
T-S 10 mins
TASK 2: TRUE OR FALSE
To practise reading for Read the conversation again and decide whether the following statements
specific information are true (T) or false (F). (p.9)
- To practise scanning * T asks Ss to work individually to read the statements and underline the
- To develop students' key words, then share their ideas with a partner who sits next to them. T-S
knowledge of ** Ss do Task 2 individually first.
vocabulary for *** Ss share and discuss with their partners about the key words S
household chores **** T corrects their answers as a class. S-S
1. Nam’s mother is cooking now. T-S
2. Everybody in Nam’s family does some of the housework.
3. The children in Minh’s family don’t have to do any housework.
* T asks Ss to scan the conversation, locate the key words to find the answer
for each the question with the partner who sits behind them T-S
** Ss do the task in pairs.
**** T has Ss share their answers with the class. T confirms the correct S-S
answers and have Ss correct the false statement. T writes the correct T-S
sentence on the board.
Key:
1. F → Nam is cooking now.
10
2. T
3. T
4 mins
TASK 3: FILL IN THE TABLE
- To help students Write the verbs/verb phrases that are used with the words or phrases in
revive some the conversation in 1. (p.9)
collocations for the * T has Ss locate the verbs or phrasal verbs in the conversation, find the
household chores so nouns or noun phrases after each verb/ phrasal verb to do the matching. T-S
that they can use ** Ss work individually
them in the following *** Ss share their answers with a partner S
lessons. **** T checks and gives the correct answers with the whole class, and has S-S
- To help students them say the meaning of each collocation. T-S
practise scanning. Answers:
1. put out the rubbish
2. do the laundry
3. shop for groceries
4. do the heavy lifting
5. do the washing-up
4 mins
TASK 4: COMPLETE THE SENTENCES.
Complete the sentences from the conversation with the correct forms of
the verbs in brackets. (p.9)
To help students * T has Ss read each sentences, try to think of a verb or an auxiliary verb T-S
identify present that will complete the gap.
simple and present ** Ss do the task individually S
continuous and how *** Ss share the answers with a peer. S-S
they are used in **** T asks the whole class to call out the verb forms first, then calls on T-S
sentences individual students to read the complete sentences.
Answers:
11
1. ‘m preparing
2. does – ‘s working
PRODUCTION - To help students TASK 5: MAKE A POSTER! 8 mins
practise talking Think about activities which you can do to raise other students' awareness
about activities of their responsibilities towards their family.
which raise * T gives Ss clear instructions in order to make sure Ss can do effectively. T-S
students’ awareness - Divide Ss into 4 main groups .
of their - Ask Ss to work in groups to discuss and make a poster of activities to raise
responsibilities. Ss' awareness of their responsibilities towards their family.
- To practise - Observer Ss while they are discussing, note their language errors
teamworking. ** Ss do as instructed S-S
- To give students **** T gives Ss feedback. T-S
authentic practice in - Choose some useful or excellent words/ phrases/ expressions/ word
using target choices Ss have used to give suggestions to other students.
language. - Choose some typical errors and correct as a whole class without
nominating the Ss’ names.
CONSOLIDATIO - To help students WRAP-UP T-S 4mins
N memorise the target * T asks Ss: What have you learnt today?
language and skills - Some lexical items about household chores
that they have - Reading for specific information
learned - Scanning
- To inform students HOMEWORK
what the final 1. Exercises in the workbook
product of the 2. Project preparation
project should be - Have Ss look at the last page of Unit 1, the Project lesson and ask them
and how students what topic of the project is.
can prepare for it. - Tell them the project requirements: Do research on Family Day in Viet
Nam or other countries in the world
+ suggest activities, provide the reasons and expected results of the
activities;
12
+ present their plans in the last lesson of the unit.
- Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for
reference.
+ should use photos/pictures to illustrate their ideas.
- Put Ss into groups and have them choose their group leader. Ask them to
assign tasks for each member, making sure that all group members
contribute to the project work.
- Help Ss set deadlines for each task.
SAMPLE 2
I. General Information
Teacher Le Thi Anh Tuyet Term 1 Unit Unit 1
Class 11 Week 1 Session 2
Timing 55 minutes Date 22.08.23
Content Reading - The Rise of Crowdfunding
Target (Secondary) - vocabulary: backers, crowdfunding, entrepreneur, equity,
language philanthropic, start-up, tangible, venture capital
Objectives After the lesson, students will be able to:
- Identify and understand assumptions in the questions
- Use skimming techniques to find the main idea of a paragraph
- Understand vocabulary in context while reading the text
- Scan for specific information
- Discuss crowdfunding and brainstorm crowdfunding ideas
13
Success - SC1. Play the game and/or complete the activity in the student book
criteria - SC2. Complete the global reading.
- SC2. Complete the detailed reading.
- SC3. All students articulate ideas about crowdfunding in the post reading
discussion
Anticipated Difficult concept- Ss find the concept of assumptions difficult to understand or not
problems understand why it can be dangerous
Solutions - Pre-teach concept - Show a video of an interview where bad assumptions are
made and are not justified
Materials Skillfull 4 digital book (presentation); Skillful 4 R&W (p11-12)
14
II. Procedure
Targeted skillsTypes of
activity/ Formative
Stage Timing Activity - Description
Main Secondary interaction Assessment
Warmer 5’ 1. T shows pictures of crowdfunding (already assigned as homework) Sf Stt/ S - S See-Think-
and puts Ss in pairs to talk about their answers on See-Think-Wonder Wonder
worksheet for the following 3 questions: Cold Calling
• a. - What do they see in the picture? (See) SC3
• b. - What do they think about the picture? Opinion?
Assumptions?(Think)
• c. - What do they want to know about these pictures? (Wonder)
2. T asks random groups for their opinions
3. T takes notes Ss ideas on board
15
Pre - 5-10’ Lower levels MFP Stt / Group game
Reading 1. T goes through vocabulary quickly through some slides. Use follow- T-S SC1.
up questions in the notes as an extension activity + connect it to S-T
business
2. After introducing the vocabulary, T instructs Ss to complete the
vocabulary activity in the book. Demo first sentence.
3. T shows the answers on the screen and moves on. Sf T-S Cold Calling
Game version: cut up the words and give the strip of paper to students. Tell S-T Or
them to stand up when it’s their word. Good for waking up a sleep classroom Pair
before the reading. discussion
Higher levels
1. Teacher asks critical thinking questions and connects to the
previous lesson
2. T asks students to predict the content of the text.
Interdisciplinary: Business/Economics
e.g. Why do you think crowdfunding has become such a popular means of
gaining investment?
e.g. What other forms of investment have you heard about?
Incorporate discussions on the ethical implications of crowdfunding, such as
the potential for exploitation or the democratization of funding opportunities
While 15’ Global Reading (5m) Rg, Rd, Rco Stt/ T - S Individual
Reading 1. T instructs Ss to skim the text and select the best question for each Rcr check SC2
paragraph.
2. Quick feedback
Assessment Normal:
https://quizizz.com/admin/quiz/62f1d252e7a742001d86bb54?source=
quiz_page
Assessment Hard: https://create.kahoot.it/creator/d0c7dfa5-4c16-
4224-8102-bbec16102cb4
16
Research: Speedreading
Scaffolding Questions :
1. How do people usually answer? What’s the structure?
• Answer
• Explain
• Detail/examples
2. Where do you think you will find the main info?
• Usually the beginning of the paragraph. First few sentences.
Maybe a concluding sentence sometimes.
3. Is this a skimming skill?
• Yes. In this example, you just need to read the first sentence to
get the main info.
Close Reading (10m)
1. T uses slides to introduce the term “assumption” and try to elicit a
response from the students
2. After establishing a definition, the T puts Ss into pairs asks to read
the questions and try to identify the assumptions.
3. Class feedback
Scaffolding:
Ask Ss to look at comparative language. For example, adverbs (a
more attractive way, clearly more beneficial) and modals (What type
of reward should? What should users do?)
Assessment:
https://quizizz.com/admin/quiz/62f1cd340b4c9c001dcab11c/skillful-4-
rw-unit-1-reading-1-assumptions
Extra practice (optional)
1. Ss practice scanning skills by completing a gap fill activity.
2. T can use these sentences to facilitate further critical thinking in the
post reading section.
17
Post 15’+HW encourage students to create crowdfunding projects that address global Sfu Sid SD /S - S Pair Work
Reading issues or promote cultural exchange. This activity can help develop skills in SC3
innovation, entrepreneurship, and social responsibility.
Lower Levels
1. T divides Ss into 3 groups (of 6 people) – preferable:
1 group of girls, 1 group of boys, 1 mixed a. Ss discuss and create
their own crowdfunding project
b. each group has 3m to present their ideas Sfl/S Wco
c. Ss decide which project they will fund (except their own project, and c
they may not fund any) 2.
T writes Ss’ vote on board to find out the group winner.
Interdisciplinary: Business
Advanced:
Based on the videos that Ss posted from last lesson, students
continue to work on their crowdfunding page and finish at home (HW)
Students upload their completed crowdfunding page on Canvas.
Interdisciplinary: ICT and Business
Wrap 5’ Ss show their progress on their crowdfunding page Exit ticket
Up: Ss say 3 things they learned in this lesson (crowdfunding, SC1,2,3
assumptions, etc)
18
Appendix
1. Targeted skill
Main skill/
Code Sub - skills Code Description
Secondary skill
Read for detail Rd Read to find numbers, names, etc.
Read for functions Rf Read to understand and follow instructions
Read for purposes Rp Read different text types
Reading R Read comprehension Rco Read to answer comprehension questions
Reading for opinion and
Rg Recognize opinion and attitude
attitude
Reading for main idea Rm
Reading critically Rcr Read to express opinions
Write with communicative Upper and lower case, plan, write, edit,
Wa
achievement proofread
W Write with appropriate
Writing Wc descriptive, narrative, and creative content
content
Write with eligible
Ww
handwriting
19
1. Targeted skill
Main skill/
Code Sub - skills Code Description
Secondary skill
Write with acceptable
Ws
spelling
Compose certain texts Wco
Write with organization Wo Use punctuation, connectors, and layout
Listen for detail Ld Identify specific information
Listen for main idea Lm Understand main points
L
Listening
Listen for gist/global meaning Lg
Listen for
Lo Recognize opinions/feeling/attitude
opinion/feeling/attitude
Fluency in spoken language Sfl
Coherence/ Cohesion in
Sc
S spoken language
Speaking
Communicate personal information,
Function of spoken text Sfu
conversation, give opinions
Present ideas and opinions Sid Tell & explain events, share & justify opinions
20
1. Targeted skill
Main skill/
Code Sub - skills Code Description
Secondary skill
Discussion for meaning Sd
Group work: Drama,
presentation, role play, Sgw
debate
Spoken production language Svg
- vocabulary & grammar
2. Types of activity and interaction
Activity Code Examples Interaction Code Examples
Teacher -
Static Stt Lecture, Presentation T-S Teacher-led activity
Student
Semi Sing-along, Grid game, Student -
SD S-S Pair work; Group work
dynamic etc. Student
Workbook - worksheet time; writing
Dynamic D Games: TPR Student - Text S-T
time
Student - self Ss Research; Reflection
3. Formative assessment
21
Group game Pair work Individual
Wave game Pair-speaking Concept-check questions (CCQs)
Snake game Discussion Reflection
Mini-whiteboards Collaborative writing Mini-whiteboards
Exit tickets
Workbook/ Worksheet correction
Cold-calling
22
