VietnamNationalUniversity-HCM Group members: NGUYỄN PHỤNG HÂN (GL)

UniversityofSocialSciencesandHumanities PHẠM THI ̣THU UYÊN

A SAMPLELESSONPLAN
MODULE 6: HOLIDAYS
( The focus: VOCABULARY and SPEAKING)
1. Descriptionoftheclass
Level:Pre - intermediate
Descriptionofthestudents: All the students in this class are classified in A2 – B1 level. They have already known some simple
words relating to Holidays topic but there have been a lot of limits in using these words to express their idea in reality
circumstances still
Classsize: 40 students Schedule: 45 minutes

2. Textbook:
Textbook:
New Cutting Edge Teacher’s Resource Book (Pre-Intermediate) : Author Helen Baker with Sarah Cunningham and Peter Moor
– Publisher Pearson Longman - 2005 - Module 6 on Page 46- Part Vocabulary and Speaking
• New Cutting Edge Student’s Book (Pre-Intermediate) - Author Sarah Cunningham with Jane ComynsCarr and Peter Moor –
Publisher Pearson Longman – 2005 – Module 6 on Page 54 – Part Vocabulary and Speaking
• New Cutting Edge Work Book (Pre-Intermediate) - Author Sarah Cunningham with Jane ComynsCarr and Peter Moor -
Publisher Pearson Longman – 2005 - Module 6 on Page 39 – Part Vocabulary and Speaking

3. Goals
At the end of the course, students will be able to:
- Widen their vocabulary.
- Develop their communication skills in English.
- Improving their pronunciation and grammar.
4. Objectives
After this lesson, the students will be able to:
- (4a)Comprehend holiday vocabulary, deeply understand its meaning and how to pronounce it correctly
- (4b)Distinguish some confusing words: travel, trip, journey about their meaning and the way to use it reasonably.
- (4c)Expresstheir own holiday after receive the instruction from teachers improve their speaking skill.
5. Methodology
- Theme-based approach: Because all the activities share a thing in common the topic. Activities and tasks designed are about
holiday.
- Task-based Language Teaching: Teacher encourages students express their own ideas about what we should or should not
do when travel and teachs them simple sentences to talk about their own holiday.
- Communicative Language Teaching: Students work in pair and converse about their personal experiences with partner.
Stages O Classactivities Explanation Possible/expect Possiblepro
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Teacher Students
Vocabul (4a) 1. Dividing class into 5 groups. 1. After being divided into 5 groups, 1. Manage the class -students lack
ary 1 (15 2. Give each group a piece of students have to work with their easily. vocabularies;
mins) paper containing 10 target - group, follow the video 2. Engage students in unable to get
words and a table (5 of them clipsabout 5 words in task 1 and the new vocabularies. the new words
have had the definition match the right pictures. 3. Improve team  teacher
already) (the handouts are 2. The presentative of each group working skill. gives hints.
divided into 2 tasks) give teachers the presentation 4. Clips, pictures -students may
3. Show the video clips for the about background and the thing motivate their have difficulty
1st task happening in the video clips and analytic and creative of
4. Ask presentative of each match the fit picture. ability by completing understanding
group to describe what 3. Check answers in the screen. task 1, help them the meaning of
occurred in the video and 4. Read carefully 5 other wordsand deeply remember the new words
guess the match pictures. their definitions in task 2. these words as well.  teacher uses
5. Show the answers repeat the 5. Fill that 5 words in the table. Vietnamese to
definitions 6. Check the answers and follow the explain.
6. Give students time to read 5 teacher’s explanations.
next words and its available 7. All students listen to the teacher
definition and completion task and repeat loudly.
2 themselves.
7. After all groups complete
their task, show the answers
and explain how the things is
going on.
8. Pronounce the 10 new words
and ask students to repeat.
(4b) 1. Ungroup the class and 1. The select student tells apart 1. Help students -student may
demand their attention to the among 3 given words. discriminate three be confused
screen board. 2. Pay attention to teacher’s confusing words and can not
2. Ask them guess the discriminations, collocations and exactly. complete the
differences among trip, examples. 2. Student know more activity 
travel and journey. related collocations. teacher show
3. Give them the correct use- 3. Examples help them some signals
way. know how to use and some
4. Delivery them some related these three confusing easier
collocations. words and their examples for
5. Show some examples. collocation in reality them to get the
situation. right answer.
Voc 1. Hand every student a piece 1. Receivingthe exercises and - Reinforce TRÚ C
2 (
10 of paper of exercises.( 2 tasks fill in the blanks. knowledge by
‘) of filling in blanks) 2. The select students show their practicing.
2. Ask them to complete the answers and tell the reason - Encourage them
(4a,
4b) paper in time. why they did it. express their
3. After all students finish their 3. Checkingthe answers in perspectives.
exercises, demand some of slides. - Help them fix
them randomly to give their their slips.
answers, explanations.
4. Show the correct answers in
slides and re-explain if
necessary.
Speaking (4c) 1. Ask students to work in pairs 1. Find a partner and seat in pair. 1. Improve - students may
(10 2. Give them the question and 2. Construct their own holiday story students’ be shy and
mins) some instructed outlines. with 10 target words and 10 speaking unable to share
3. Show more Holidays words to supplement words(depend partly skill. his/her story 
use in case necessity. onthe questions given in slide). 2. Work in pair teacher
4. Make an example by telling 3. Exchange story and feedback with the aim observes the
individual story simply. each other in pair. of increasing class and
5. Let them work in pair in 3 4. The select student comes to the the guides him/her
minutes. board and share him/her story to interaction by asking
6. Choose 1 student randomly to everybody in class. among class. some simple
share him/her story. 5. Listen to the teacher’s feedback. question or
7. Give them feedback ( tells him/her to
vocabulary, grammar, introduce
pronunciation, etc.) himself/herself
.
- students may
be passive and
can not join
with their
partners 
teacher join
with both of
them in order
to help them
work together.
Reviews/game: (10 mins)
Teacher:
1. Show the name of the game: “catch the words”.
2. Explain the rule of the game.
3. Show the pictures which suggest students to can guess the x-words.
4. Give students times about 15 seconds and count out as a starting signal for each challenge.
5. Choose the fastest student to show their answer every lap.
6. Show the correct answer and give them gift for their enthusiasm.
Students:
1. Pay attention on pictures.
2. Try to analyze the suggestion to find out the key words.
3. Raise your hand right after the starting signal.
4. The select students show their answers.
Explain:
1. Reinforce the new words.
2. Develop their speed ofreactions and mental abilities.
3. Relax.
 6. Detaileddescriptionoftheplan

7. Extra activity
- Explain the rule of next activity.
- Invite 5 volunteers and give them a list of 5 words and demand them to find 5 fit pictures from other members of
class, the one who collects 5 correct matched pictures and gives to teacher fastest is the winner.

8. Evaluation of students’ performance (Ways that T uses to evaluate the Ss’ performance/ grading of exercises, etc. )
Review:
1. Summarize whole the lesson quickly
2. Remark students at key points.
3. Ask them whether they have any hole that have not been caught up yet.
4. Give them feedback about the class quality.

9. Homework/ Assignments:
10. Appendices (handouts attached):
Version2015 (adapted on 3 January 2019) Page10