MINISTRY OF EDUCATION AND TRAINING

THU DAU MOT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES
🙞✵🙜

THE PROJECT- LESSON PLAN & REFLECTION

COURSE: DESIGNING ENGLISH TEACHING LESSON PLANS
Student’s name :
Student code :
Class :
Lecturer in charge:

Ho Chi Minh City, 2026

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 TABLE OF CONTENTS

Part 1: Lesson Plan

Part 2: Reflection

References

Appendices

Template for the lesson Plan

LESSON PLAN-TEACHING GRAMMAR

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Title: Teaching Present Simple for Daily Routines
Coursebook:
Duration: 45 minutes
Materials:

● PowerPoint slides (pictures of daily routines)

● Whiteboard and markers

● Gap-filling worksheet

● Multiple-choice worksheet

● “Find someone who…” survey handout

Students’ proficiency level:

☑ A2 (Elementary English)
Aims:

● To introduce and practice the Present Simple tense for daily routines.

● To help students understand the meaning, form, and pronunciation of the Present Simple.

● To develop students’ confidence in using the Present Simple in communicative situations.

Objectives:
By the end of the lesson, students will be able to:

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 1. Identify when the Present Simple is used (daily routines, repeated actions).
2. Form affirmative sentences in the third person singular with correct verb endings (-s/-es).
3. Ask and answer questions about daily routines using the Present Simple in a pair activity.
Lesson Procedure
Timing Stage / Aims Teacher’s Activity Students’ Activity Content Interaction

- Show pictures of daily

activities (wake up, go to
Warm-up
work, watch TV).
Aim: Activate - Answer questions using T: What do you do every day?
5 minutes background - Ask: “What do you do simple sentences. Ss: I wake up at 6. / I go to T ↔ Ss
knowledge every day?” school.

- Write 2–3 student

answers on the board.

10 minutes Presentation - Introduce context: Model sentences: T ↔ Ss

“This is Anna. She is a
Students - She wakes up at 6.
teacher.” (Show picture)
understand - She works in a school.
meaning, form, - Provide model
and sentences:
pronunciation
- Underline verbs and
highlight -s ending.
- Write form on board:

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 Subject + verb (+ s/es)
CCQs:
- Ask CCQs
- Listen and answer
+ Is it about now or every day?
CCQs.
→ Every day
- Drill pronunciation - Repeat sentences
+ One time or many times? →
of /s/, /z/, /ɪz/ endings. chorally and
Many times
individually.
- Take notes.

15 minutes Practice – - Distribute the - Complete sentences Activity 1: Gap-fill (6-8 items) T ↔ Ss
Controlled worksheet. individually. Ss ↔ Ss
1. She ____ (work) in an
Practice
- Monitor and correct - Compare answers in office. → works
Aim: Students errors. pairs.
2. He ____ (play) football.
use grammar
→ plays
accurately
3. Anna ____ (teach)
English. → teaches

- Display sentences on - Choose the correct

the screen. forms. Multiple Choice (6-8 items)
T ↔ Ss
- Ask students to choose - Explain the answers. 1. He go / goes to school by

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 bike. → goes

the correct answer. 2. She watch / watches TV at

night. → watches
3. Tom study / studies
English. → studies

Activity: Find Someone Who…

Students must find classmates
who:
Production – - Model question: “Do
Freer Practice you wake up before 6?” ● wake up before 6
Aim: Students - Monitor without
- Walk around and ask Ss ↔ Ss
10 minutes use grammar interruption. ● work on weekends
communicatively classmates questions.
- Take notes of common
errors. - Write names. ● watch TV every night

Student A: Do you wake up

before 6?
Student B: Yes, I do. / No, I
don’t.

5 minutes Feedback &

Error
- Write common
mistakes on board.
- Correct mistakes.
- Answer recap
❌
Example:
She go to school.
T ↔ Ss

Correction
- Elicit corrections. questions. ✔ She goes to school.
Aim: Consolidate
- Recap structure and

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learning usage.

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 Reflection

Generally, I would say that by doing this second assessment, I have learned more than I had expected even though I must

admit that it really gave me an intensive workload. When I first read the assignment’s requirement, everything was

visualized clearly in my head. In other words, I could imagine how I could outline my paper and the ideas for the content

seemed not to be a matter to me. However, it was only when I started to work on the assignment that I realized what I had

visualized was just the tip of the iceberg. Actually, it took me a lot of time to figure out how I could discuss the learners’

needs. In fact, identifying their needs was not really challenging, but it was synthesizing their typical characteristics, from

which their needs were pointed out, that sounds challenging to me.

Regarding the invaluable things that I have learned through the process of doing the assignment, I would say that it has

provided me a chance to review and reflect my teaching practice as well as my belief of teaching English as a second

language. Firstly, in order to address the requirement of the assignment, I had to review different teaching approaches and

synthesize, compare and contrast their characteristics to figure out which approach I would prefer to use and whether that

approach was appropriate for the case study. Thanks to this, I noticed more informative details about the characteristics of

different approaches which I have never noticed before. Similarly, I had the same experience when selecting the teaching

framework for my paper. Moreover, it was also the time that I realized I had never paid much attention to the teaching

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framework in my teaching practice. To be honest, before this course, I did not know much about different available teaching

frameworks although I tried to insist on logical teaching steps that facilitate my students’ learning process. In other words, it

was until when I had to discuss the teaching framework that I recognized the procedures in my lesson planning so far were

somehow closest to the CAP model. Besides, this assessment also brings me a closer look at the need to consider the pro

forma in lesson plans since I had no consideration about this aspect before.

On the other hand, the blind peer review process gave me an opportunity to compare my work with others’, from which I

could figure out what change I should make to improve my paper. To be honest, I felt more confident when I received the

comment from my friends saying that my paper was well-organized with the appropriate headings. Meanwhile, one

suggested that there should be more focus on the interrelation between the discussed approach and framework with the case

study. I was in agreement with this suggestion when I proofread my paper and changes have been made so that the

approach, framework and the needs of the target students could be connected. Actually, I was most surprised when I found

that most of the paper I had a chance to see on the discussion forum discussed no other approaches and frameworks but the

TBLT, this is really an interesting coincidence to me, which made me feel that my chosen framework seems to be distinct

from others. Actually, a friend suggested I reconsider the CAP framework because he or she thought, but was not sure, that

this framework was for novice teachers and no benefits of learners were mentioned. However, I still keep my original idea

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of using CAP model after I had re-examine the model as well as the rationale I have discussed in my paper, while my

anonymous peer did not mention clearly whether there were any problems with the rationale I discussed about CAP.

Generally, I have been more critical about my teaching practice after the course and this assignment, and I am satisfied

with the new valuable knowledge I have gained. This also contributes greatly to my personal career development.

Word count: 665

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 REFERENCES
Harmer, J. (2015). The practice of English language teaching. Pearson Longman
Ur, P. (2015). A course in language teaching. Cambridge University Press

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