Group member

Name Students ID
Trịnh Thanh Tùng NNA49C11073
Phạm Thị An Bình NNA49C10910
Nguyễn Mai Hương NNA49C10950
Phạm Minh Huyền NNA49C10958

Lesson plan “The importance of traditional clothes” - 60 mins

Skills practiced:

- Vocabulary: traditional garments and materials;

- Grammar: since and for in perfect tenses, focus on differentiating the use of two
words.

Target students:

- Secondary and high school students in Intermediate level (B1);

- Focus: Engaging ethnic minority students in disadvantaged areas in Vietnam;
- Objective: Improve English language skills through culturally relevant,
participatory methods.

1. Warm-up (15 minutes) - Fashion Discussion

Objective:

- Enable students to reflect on their relationship with fashion, considering its impact
on their self-expression and identity;
 - Highlight the importance of traditional clothing in maintaining and expressing
cultural identity;
- Create opportunities for students to connect personal experiences with broader
cultural and societal contexts.

Activity: "Fashion Discussion"

● Setup: Arrange students in small groups of 3-4 to facilitate discussion, and give a
list of questions.

● Activities included:

- Introduce the "Fashion Discussion” to the class, give each group the list of
questions and ask them to talk together;

- Invite a volunteer in each group to express their opinion;

- The teacher explains how it relates to a lesson.

Teaching Techniques:

● Group Discussion: Foster engagement and ensure all students participate by

sharing their thoughts within their groups. Assign roles within the groups (e.g.,
speaker, note-taker) to ensure that everyone has a chance to contribute. Rotate
roles in different discussions to allow all students to express themselves.

● Peer Sharing: After group discussions, ask for volunteers to share key points or
interesting insights from their conversations with the whole class. Remind students
to listen actively when their peers speak, reinforcing the importance of respect and
attentiveness in discussions.

Materials Needed:
 ● Whiteboard and Markers: To jot down key points from group discussions,
highlighting the diversity of opinions and experiences regarding fashion and
traditional clothing.

II. Vocabulary

Objective: Students will learn and use basic vocabulary related to traditional garments
and the materials used to make them.

1. Introduction to Vocabulary (8 minutes)

Activity:

● Show the first flashcard (e.g., "kimono").

● As you display each flashcard, say the word clearly, emphasizing pronunciation
and encouraging students to repeat the vocabulary in order.

● Do this for 6-8 key traditional garments (e.g., kimono, sari, hanbok, kilt, ao dai).

● The teacher will check and give them feedback.

Materials Needed:

- Flashcards depicting traditional garments (e.g., kimono, sari, hanbok, kilt, ao dai);

- Flashcards illustrating materials used in these garments (e.g., silk, cotton, wool,
linen, denim, brocade);

- Whiteboard and Markers to jot down flashcards;

Method:

● The Audiolingual Method emphasizes a systematic approach to language

learning, fostering fluency through repetition and active engagement. Encourage
students to respond quickly and accurately to prompts such as listening and
 repeating. Provide instant correction and reinforcement for successful responses.
Aim for error-free utterances, fostering confidence in language use.

Technique:

● Picture-based Vocabulary Instruction Use cultural contexts to introduce key

terms related to traditional garments; Helps students develop contextual
vocabulary; pictures enhance comprehension and retention;

2. Practice (12 minutes)

Activity:
Listening and Repeating:

● Show each flashcard again and ask students to repeat the word several times.

● Ask a few students to share their favorite traditional garment using at least 3-4
vocabulary words learned in class.

Group Activity:

● Divide students into pairs. Distribute a handout with pictures and names of
garments scrambled.

● Students work in pairs to match the pictures with the correct names.

● After matching, students create sentences with each linked garment and act out
how it’s worn.

● Invite some volunteer groups to show their answers.

● The teacher will check if their answer, grammar and vocabulary is correct or not;
and give them feedback.

Materials Needed:
 - Flashcards depicting traditional garments (e.g., kimono, sari, poncho, dashiki,
lederhosen, hanbok, kilt, cheongsam);

- Flashcards illustrating materials used in these garments (e.g., silk, cotton, wool,
linen, denim, brocade);

- Whiteboard and Markers to jot down key points from group discussions, regarding
traditional garments and materials;

Method:

● Cooperative Language Learning encourages students to work together in pairs

or small groups. Foster a supportive learning environment where students help
each other. Promote meaningful communication through group activities and
discussions. Create opportunities for students to practice language skills in
real-life contexts. Ensure all students are actively involved in the learning process.
Assign roles within groups to encourage contribution from every member.
● Task-Based Language Teaching assigns students to make sentences using the
vocabulary they have learned. Use tasks that reflect authentic situations learners
might encounter in daily life. Encourage practical use of language in relevant
contexts. Place students at the center of the learning process. Encourage autonomy
and decision-making in how they approach tasks.

Technique:

● Cooperative Learning Students collaborate in pairs to discuss garments and their

significance. Encourages collaboration and peer teaching for a deeper
understanding of cultural significance.
● Task-Based Language Teaching (TBLT) Groups categorize garments by
traditional materials and create sentences using specific parts of speech. Engages
students in authentic language use, promoting practical application of skills.
III. Since and for (20m)

“SINCE” and “FOR” grammar.

Objective: Students can correctly differentiate and use "since" and "for" in sentences
to indicate time duration and starting points.

Level: Intermediate English learners (B1 level)

Duration: 20 minutes

1. Introduction of the Grammar (5 minutes)

- Explain the theory of “since” and “for”, what they are, how and when to use them,
and also give the students the difference between "since" (used with a specific
starting point in time) and "for" (used with a duration of time);

- Provide Examples: Write examples on the whiteboard;

- Class materials: Whiteboard and markers, Projector (if available) for visual aids;

- Method: Grammar Translation Method and Direct Method to easily explain and
focus on explicit rules and structures related to time expressions.

- Benefit: Encourages deep understanding of grammar through analysis and allows

students to see how different languages handle time expressions.

2. Practices (10 minutes)

- Guided Practice: Sentence Completion (5 minutes):

+ Activity:
● Arrange students in pairs to discuss their answers and explain their
reasoning for choosing those answers (if asked);
 ● Distribute handouts with sentences that require students to fill in the
blanks with "since" or "for”;

+ Class materials: Worksheets with exercises;

+ Method: Direct Method and Task-based Language Teaching so students

can practice the knowledge they’ve just learned and take turns to answer
the questions handed out to them;

+ Benefit: Helps students understand grammar in a practical context, making

it easier to remember; increases student engagement through interactive and
communicative activities.

- Controlled Practice: Fill in the gap to complete the paragraph (5 minutes):

+ Activity:
● Hand out worksheets to students with paragraphs that introduce the
traditional clothes and gaps of hiding “for” and “since” to work
individually;
● Have students swap worksheets and correct each other’s work,
discussing any mistakes.

+ Class material: Worksheets with exercises;

+ Method: Task-based Language Teaching to not only practice the use of

“since” and “for” but also have more information about traditional
garments through excerpts;

+ Benefit: Encourages problem-solving and critical thinking as students

navigate real-life tasks, promotes collaboration and communication among
students, building confidence in language use.

3. Conclusion (5 minutes)
 - Recap: Review key points about the usage of "since" and "for."

- Q&A: Allow time for students to ask questions to clarify their understanding.

IV. Further discussion

1. Introduction and Video Watching (2 minutes)

Activity: The teacher plays a video "Fashion that celebrates African strength and spirit"
by Walé Oyéjidé and lets students watch.

Method: Content-Based Instruction (CBI)

Explanation: This method integrates language learning with the subject matter (in this
case, cultural significance in fashion). It helps students grasp both language and content
simultaneously.

Application: The video focuses on cultural themes while presenting language in context,
enhancing comprehension of traditional clothing.

Techniques: Visual Aids

Explanation: Using videos as visual aids supports learning by making abstract ideas
concrete.

Application: Watching the video enables students to visually understand cultural elements
in fashion.

Objective: Students gain an introduction to traditionally inspired fashion and its cultural
meaning.

Materials: Video, projector

2. Group Discussion (3 minutes)

Activity: The teacher first prepares comprehension questions, such as:

What is the speaker’s profession?

Where does he get the inspiration for the clothes he makes?

How does he believe traditionally-inspired clothing can help people?

Do you agree with the speaker about the benefits of traditionally-inspired clothing?

Do you think there should be more efforts to encourage people to wear clothing from
their culture?

Would you wear it?

Then, the teacher arranges students to work in pairs or small groups to discuss the
questions and share their responses with the class.

Method: Communicative Language Teaching (CLT)

Explanation: CLT focuses on interaction as a means of learning a language. Students are

encouraged to communicate their thoughts and opinions freely.

Application: The teacher prompts the discussion with questions, while students discuss
ideas and answer questions to practice real-life communication.

Benefit: It encourages the spontaneous use of language in a meaningful context

Techniques:

Inquiry-Based Learning

Explanation: this is a type of teaching method that focuses on student-driven exploration

and discovery. The three final questions above, which are open-ended questions, prompt
students to think critically about the video and form their own opinions.

Application: Students answer open-ended questions, promoting critical thinking and

personal reflection.
Benefit: Promotes deeper engagement with the topic by encouraging exploration.

Cooperative Learning

Explanation: it is an instructional method in which students work in small groups to

accomplish a common learning goal with the guidance of the teacher.

Application: students share their ideas in pairs or small groups, helping each other
understand the content and engage in meaningful dialogue.

Benefits: Enhances interaction and allows peer learning.

Objective: Students practice speaking and listening, enhancing their understanding of the
video's themes and their own opinions on traditional clothing.

Materials: Pre-prepared question list

3. Fill-in-the-Gaps Exercise (2 minutes)

Activity: Firstly, the teacher creates a worksheet with incomplete sentences from the
video. Then, the teacher replays the video and has students complete sentences on the
worksheet based on what they hear. Finally, answers will be reviewed together as a class.

Method: Task-Based Instruction (TBI)

Explanation: TBI focuses on language use for completing meaningful tasks. This helps
students develop fluency by using the language in real-world contexts.

Application: Students complete a worksheet by filling in the gaps based on the video’s
content. This task requires comprehension and active listening.

Benefit: it provides an authentic context for language practice and understanding.

Techniques:

Task-Based Language Teaching (TBLT)

Explanation: refers to an approach based on the use of tasks as the core unit of planning
and instruction in language teaching.

Application: Students complete a task (filling gaps) that mirrors their first understanding
of the missing words.

Benefit: Provides an authentic context for language practice and understanding.

Scaffolding

Explanation: the process of breaking lessons into manageable units, with the teacher
providing decreasing levels of support as students grasp new concepts and master new
skills.

Application: The teacher offers support as students work through the task, guiding them
to the correct answers.

Benefit: it gradually reduces guidance as students become more independent in language

use

Objective: Reinforce listening and writing skills through task completion.

Materials: Worksheet, video

4. Reflection and Discussion (3 minutes)

Activity: The teacher organizes the final activity by organizing the students to work in
pairs and discussing the following questions that reflect on their own wardrobe and
traditional clothing items. Besides, grammatical structures with the words ‘since’ and
‘for’ are also required so that students can practice using those.

How long have they been around? (Use ‘since’ or ’for.’)

How long have they been fashionable? (Use ‘since’ or ’for.’)

What material are they made out of?

Which culture do they come from? Is there anything about them that’s traditional?

Method: Cooperative Learning

Explanation: Cooperative learning involves students working together in pairs or small

groups to discuss their personal experiences. By sharing their thoughts, they engage in
mutual learning, benefiting from diverse perspectives and cultural backgrounds.

Application: In pairs, students answer questions about items in their wardrobe and their
cultural significance.

Benefit: It fosters a collaborative environment where students can support each other’s
learning, creating a more engaging and interactive experience. It also encourages shy or
less confident students to participate in discussions.

Techniques: Inquiry-Based Learning

Explanation: Inquiry-based learning used in this activity prompts students to critically

reflect on their own clothing. It emphasizes self-exploration and curiosity, driving
students to form their own connections between the lesson and their personal
experiences.

Application: Students critically assess items from their wardrobe, considering questions
like:

How long has this item been fashionable?

Which culture does it represent, and is there a traditional aspect to it? This allows
them to draw meaningful parallels between what they wear and the broader topic
of traditional clothing.

Benefit: This technique promotes higher-order thinking by encouraging students to

analyze and interpret personal and cultural experiences. It enhances critical thinking and
fosters a deeper connection to the lesson, making the topic more relatable and
memorable.

Objective: Encourage students to connect their personal experiences with the topic of
traditional clothing.

Materials: No additional materials needed