Course: Lesson Planning and Materials Development
Student’s full name: Lê Thị Thanh Thảo
Student ID: 22115901
FINAL ASSIGNMENT
Assignment #1: Activity Design for a 45-minute class
General information
Topic/Theme Geographical features
- Language:
o Basic vocabulary about geographical features (farm, field, forest, lake,
mountain, path, river, town, village, waterfall).
o Basic preposition to describe places (next to, between, near, in, on)
o How to ask and answer yes/no about where people live in Present Simple
Language tense.
items Do/Does + Subject + live + preposistion + geographical feature?
Yes, Subject + do/does.
No, Subject + don’t/doesn’t.
Subject + live(s) + preposistion + geographical feature.
- Skills: Speaking, Listening
- Function: to talk about where people live.
Coursebook/
Look 3 Unit 2
Unit
Class profile Proficiency level A2
Age 8-10
Size 16
The classroom is around 22 m2.
Students sit in a group of 4 in a round
Clasroom table.
Organization The classroom is equipped with mordern
facilities (e.g., the AC, projector,
computers, mini boards for students,
whiteboard, etc)
Characteristics English is their 2nd language. Most of the students are
preparing for the Cambridge Mover English Test.
All the students are familiar with each other because they
have studied together from the last course.
They are volunteering, talkative, distractive, and
enthusiastic.
They are interested in games and presents they receive from
the activities. They also enjoy fun facts relating to lesson
topics.
They know how to make simple sentences to describe
people, places, things, and animals from the last course and
the last unit lessons.
Assumed knowledge
They have a decent amount of vocabulary about simple
objects (animals, things) and simple preposition about places
(in, on, under).
This is the first lesson of Unit 2: On My Way! after they have finished the first unit
of the coursebook.
Timetable fit
Before the lesson, students have learned about how to write sentences describing
their country. After the lesson, students are able to talk about where people live
By the end of the lesson, students will be able to ask and
Main aims
answer others about where people live.
- To understand the vocabulary about geographical
features.
- To properly use prepositions in describing where people
Lesson Aims
live.
Subsidiary aims - To form a sentence describing where people live.
- To understand the questions about people living places.
- To formulate their answers correctly.
- To practice and put their learned knowledge about
vocabulary and grammar point in use.
Anticipated Problems Solutions
problems &
Possible - They are easily paced out - For distraction:
solutions during theoretical o Interating fun facts in form of questions or a
explanation. famous/ personal story. Teacher uses colorful
- Some students tend to talk flashcards, lively songs, or catchy songs attract
in class a lot. students’ attention to the lessons.
- Because they enjoy o Teacher asks students some overview
winning presents, some questions or organising a game after explaination
time to remind students lesson’s keypoints to
strengthen students’ knowledge after class and
maintain their interest in the lesson.
students can be over-
- For competitiveness:
competitive which often
o Choose games that allow all team members
leads to arguments
to participate to increase chances for every
bewteen teams or team
student to have a chance to play and lower chances
members.
of arguments about next turn participation.
- Some students learn faster
o Give a plus point to the most contributed
compared to the rest of the
students and students who have nice gestures (e.g.,
class, so it makes other
saying sorry when they make mistakes, ask
students feel pressured and
questions when they don’t understand the lesson,
uneasy during practice
saying thank you when got help, etc) during the
time.
class. to encourage students to behave well &
nicely in class and motivate slower students to try
their best in study or class activities.
Activity Procedure
Interaction
Stage/Time Activities Stage Aims Materials
Patterns
Warm-up Mini Game #1: Can you To warm-up the Appendix 2 Team of 2
(4 minutes) name this? classroom.
Teacher shows pictures of To introduce the
local and the world’s famous topic
geographical features (e.g.,
Fuji Mountain, Ho Xuan
Huong Lake, Amazon Forest,
London), then ask students if
they can name that place.
If students have troubles
finding the answer, teacher
will provide hints like the
country’s name that has the
place or well-known funfacts
about the place.
- It’s in Japan. (Mount. Fuji)
- It has a big clock tower.
(London)
- It’s in Da Lat (Ho Xuan
Huong Lake)
- It has a lot of trees and
animals in Brazil. (Amazon
forest)
Teacher has students open To help students Teacher
their Student’s Book to page understand the Individual work
18. vocabulary
Teacher plays track 18 two about
times and have students to geographical 1. Student’s
repeat after the audio as they features. book page
point to each word (farm, To practice their 18, exercise
Presentation #1 field, forest, lake, mountain, pronunciation. 1&2
(4 minutes) path, river, town, village, 2. Audio file
waterfall) track 18
Have 2-3 volunteered students 3. Student’s
to repeat the words in Notebook
exchange for 1 plus point.
Have students open their
notebook and record the new
words
Mini Game #2: The good To review the Individual work
painter vocabulary
Students have 1 minutes to
1. Chalks
review the vocabulary, then
2. Mini
students must close their
Practice chalk boards
book.
(11 minutes) for students
Teacher writes the words on
3. White
the white board and gives
board
students 1 minute to draw.
The fastest and the clearest
drawings get the point.
Teacher invites 2-3 To help students Teacher
volunteered students to understand the
1.
demonstrate the meaning of vocabulary
Volunteered
Presentation #2 each preposition. about
students
(7 minutes) Then, teachers show the geographical
2. Flashcards
flashcards of the geographical features.
features and show the correct To introduce the
preposition of each feature. grammar point.
Presentation #3 Teacher teaches the grammar To get students 1. Student’s Teacher
(6 minutes) structures: to understand book,
Do/Does + Subject + live the usage of the exercise
+ preposistion + grammar points. 2&3, page
geographical feature? To practice their 19
Yes, Subject + do/does. pronunciation.
No, Subject +
don’t/doesn’t.
Subject + live(s) +
preposistion +
geographical feature.
Teacher provides students 2. White
with examples from the charts board
in exercise 2&3 3. Student’s
Have students record the Notebook
grammar structures.
Teacher checks students’
understanding by inviting
them to say their sentences
out loud in exchange for plus
point if they are correct.
Have students turn to page 19 To let students 1. Student’s Hold class
then listen and chant with the getting used to book,
teacher. the grammar exercise 1,
Practice
Teacher divides the class into stucture page 19
(5 minutes)
two sides, and each will take 2. Audio file
turn ask and answer. track 19
Mini Game #3: The 10 To help students Group of 4
questions put their
Teacher divides the class into knowledge in
4 groups. use.
Teacher gives each team a cue To provide
card. students an
Practice
Each group has 10 questions environment to 1. Cue cards
(8 minutes)
to ask the opponent team to practice their
find out the answer. speking skill.
The team that finds out will
have a point.
Each ground is 2 minutes
long.
Appendix
1. Coursebook
2. Pictures
(Ho Xuan Huong Lake)
(London)
(Amazon forest)
(Fuji Mountain)
3. Flashcards
4. Cue Cards
I live near the mountain.
I live next to a river.
I live in a town.
I live on a farm.
Assignment #2: Analysis essay
This lesson plan is for Unit 2 lesson 1 &2, based on the coursebook Look 3 by NAT
Geo. The time for this class lasts around 45 minutes, and it involves 2 English skills
which are Speaking and Listening with Grammar.
The main aims and the subsidary aims suit the students’ goal as most of them want to
prepare for the Cambridge Mover Test and it fit the lesson organization given in the
book’s syllabus. With this lesson, students are aable to understand the following
lessons in unit 2’s traveling topic.
After careful consideration of my class problem, I found that most problems are due
to distraction and over-competitiveness of the students. Therefore, I came up with two
most suitable solutions for each problem. I believe that young children tend to get
bored easily so actractive materials should attract students to the lesson initially. From
then, teacher’s teaching approach plays a crucial role in maintaining students’
attention. As a result, I choose to approach them with interesting facts and fun
experience in learning through games as not only to cope with their characteristics but
also their age group interest in learning. With students being competitive is in fact a
good thing in the classroom, however, teacher should keep it under control by
selecting games that minimize solo performance. Additionally, Plus point should be
used as a student encouraging tool rather than a price. Taken from that,
competitiveness can be controlled if the plus point is given based on the attitude nor
the performance in every activity.
A good teacher needs to adapt the materials constantly (McDonough et al., 2013). Not
all exercises provided in the coursebook or suggested in the teacher’s book is suitable
for the classroom. Similarly, there are some adaptations in the lesson plan. Due to the
lack of explanation of preposition appeared in the textbook, I need to extend the
vocabulary lesson. Furthermor, because of the shortage of time, I subtract exercise 3
page 18 and modify exercise 4 into a mini game to suits the students’ preference.
There is also a modification in page 19 as exercise 2 and 3 act as illustions for the
explanation. In general, I shorten the practice in the textbook and optimize the
practice as in games. All are for to be suitable for my students to learn effectively.
In conclusion, there is no perfect teacher but to become a good one is not impossible.
Teachers when planning or adapting need to put their students in mind.
Reference
McDonough, J.; Shaw, C. & Masuhara, H. (2013) Materials and Methods in ELT: A
Teacher’s Guide, 3rd Edition.