Speaking Lesson Plan Template

Unit number/Topic: Level: Grade 10 Lesson Length: 45 minutes

Unit 4 – Gender equality
Type of lesson: Speaking Teaching Date: 20/08/2024 Teacher Trainee:
Đào Huỳnh Anh Khoa
Nguyễn Phạm Hoàng Long
Lý Ngọc Như Ý
Đường Minh Hải Đăng

Main aim (s): By the end of the lesson students will be able to speak intelligently about jobs and qualities that candidates must have for each
one.

Subsidiary aim(s): For students to:

- Learn some vocabulary for describing job qualities: organized, caring, inventive, healthy, careful, determined.
- Improve their collaboration, analytical, critical thinking skills;
- Use appropriate phrases/expressions aligned with the topic in terms of agreeing / providing opinions;
- Be mindful of their pronunciation, intonation within speaking activities.
Personal aim(s):
- Foster an engaging and conducive learning environment where students all participate in the lesson;
- Handle students’ questions effectively and timely;
- Using appropriate ICQs and CCQs for distinctive stages of the lesson;
- Utilise effectively the teaching aids (Interactive Whiteboard Software, Games, Whiteboard) to enhance learning experience.
Materials (including sources): Bright 10 Interactive Whiteboard Software, digital platform (Baamboozle and Blooket), PowerPoint slides,
laptop, projector, board, markers, mingle activity handout.
Assumptions:
Anticipated learners’ difficulties/problems with tasks: Suggested Solutions:
 Some students may have limited ideas about the topic.  Help them brainstorm more ideas through effective eliciting
techniques, visual aids, and familiar vocabulary.

 Several students may struggle to come up with proper  Provide useful structures for speaking before-hand;
structures to put into use.

 Several students might refuse to engage in speaking activities  Provide students with supportive learning environment,
due to being shy or unwilling to participate. patiently encourage them to speak up by nominating directly
or providing guided questions;

 Several students may excessively use L1 in class during  Gently remind them of the required classroom language.
speaking sessions.

Language Analysis
Form Meaning Phonology Vietnamese
equivalent

An organized person is able to plan things carefully and keep things tidy
Organized (adj) /ˈɔː.ɡən.aɪzd/ Ngăn nắp, có tổ
chức
 Caring (adj) A caring person is kind and gives emotional support to others /ˈkeə.rɪŋ/
Chu đáo

Inventive (adj) Very good at thinking of new and original ideas /ɪnˈven.tɪv/ Sáng tạo

Healthy (adj) Strong and well /ˈhel.θi/ Khỏe mạnh

Giving a lot of attention to what you are doing so that you do

Careful (adj) /ˈkeə.fəl/ Cẩn thận
not have an accident, make a mistake, or damage something

Wanting to do something very much and not allowing anyone

Determined (adj) /dɪˈtɜː.mɪnd/ Quyết tâm
or any difficulties to stop you

Stage/Time Stage aim Procedure Interaction Aids

Teacher’s & Learners’ activities
Game: Job Guessing (Blooket Platform)
Link:
https://dashboard.blooket.com/set/66bf5bbb42705a36b739
523b Laptop
Lead-in OR Projector
Warmer Introduce the topic - Teacher: T – Ss Blooket link
(5minutes) + Arouse Ss’ interest in the lesson by starting off with a
game;
+ Tell Ss to use their phones to join the game;
+ Instruct students answers 12 questions related to the
lesson’s topic;
 + After the game: Have Ss guess the topic lesson and
lead-in the topic of speaking lesson: Jobs

** Some follow-up questions:

1. What job would you like to do in the future?
2. Do you believe that you have good qualities for that
job?

- Students: Listen carefully to teacher’s instructions and

respond to follow-up questions; take part in the warm-up
activity.
Pre-tasks To prepare learners Game: 3 partners (Mingle activity)
for speaking activities Rule:
Task 1 (5 minutes) with relevant 1. Each person gets a piece of paper. The paper can
(language focus) vocabulary be a picture, an example sentence with a new
vocabulary in it or a definition for a new
vocabulary.

2. Students look at their papers, put it in their

pockets, then find 2 other students who have
different kinds of paper, but illustrate the same
word. Laptop
T – Ss Projector
3. First teams to find their correct partners and report Ss - T Mingle activity
to the teacher can earn points. handout

*Note: do not take the paper out of the pocket, only use
speaking skills to talk and find the right match.
- Teacher:
+ Set up the platform with 6 options equivalent to 6 new
words;
 + Distribute the papers
+ Introduce the game rule to students;
+ Maintain effective classroom management throughout
the game.

* ICQs:
A. How many partners do you have to find ?
B. Do you find your partners by showing the paper you
have ?
C. What do you do when you and your partners have the
correct matches of the words’ definition, pictures and
examples?

** Some CCQs and questions elicited

during/after the game:
A. What is the type of the words (Noun, verb,
adjective?)
B. Can anyone give me another example that
uses this word ?
C. What do you have to be when doing
something dangerous?
D. What do you need to eat to be healthy?
E. when you place your things in their right
place and neatly, you are … (organized)

- Students:
+ Listen to teacher’s instructions on the game;
+ Respond to teacher’s questions regarding the new
words;
+ After the game: Ask the teacher if there are words they
wish to know their Vietnamese equivalents.
Feedback To clarify the Teacher: answer questions from students (if any)
 vocabulary Students: raise questions relating to the voabbulary Ss – T
(if any)
Task 2 To help students Exercise 1. Complete the sentences with the adjectives
(10 minutes) contextualise the in the list. Then listen and check.
newly learnt - Teacher:
(language focus) vocabulary and the + Ask Ss to read out loud the task;
structure needed for + Encourage Ss to recall the meaning of the vocabulary
the topic. they’ve just learnt;
+ Ask Ss to complete the task individually first;
+ Ask Ss to share with partners afterwards;
+ Play the recording to check answers.

- Students: Interactive
+ Read the task; S–S–S Whiteboard
+ Complete the task individually; T – Ss Software
+ Share answers with partners; Laptop
+ Listen and check answers. Projector

** ICQs:
A. Will you work alone or in pairs first?
B. What do you need to do when you finish filling in the
gaps? (Share answers with partners)
C. How will you check your answers? (Listening to the
recording)
---------------------------------------------------------------------

Exercise 2 (Modified): Read the dialogue. What is

Kelly’s mum’s job?
- Teacher:
+ Invite a pair of students to read out the dialogue;
+ After reading, elicit the question for Ss to answer.
+ Correct/Affirm students’ answers.
 - Students: Read the dialogue and answer teacher’s
question.

Exercise 3: Replace the underlined phrases/sentences

in the dialogue in Exercise 3 with the ones from the Interactive
Useful Language box. Whiteboard
T - Ss Software
- Teacher: Laptop
+ Firstly, refer Ss back to the dialogue and explain the Projector
task, then ask students to look at the 3 underlined
phrases in the dialogue and read them out;
+ Secondly, ask students to determine the use of the 3
underlined phrases based on the Box;
+ Thirdly, ask students to replace the original phrase with
a similar one from the Box, do the same for the rest.
+ Finally, ask Ss to work in pairs to practise the dialogue.

- Students:
+ Refer back to the dialogue for the underlined phrases;
+ Determine the correct use for each phrase;
+ Replace each phrase with a similar one from the box.
+ Work in pairs to practise the dialogue.

Feedback - Answer Key for exercise 1:

1. caring
2. organised
3. careful
4. determined
5. inventive
6. healthy
- Answer key for exercise 2: Kelly’s mum is a nurse.
 - Answer key for exercise 3:
I think – I believe
I couldn’t agree more. – You’re right.
That’s true. – That’s for sure.
Task 3 To help Ss practice
(10 minutes) role-playing using a Exercise 4: Act out a dialogue similar to the one in
model as an example, Exercise 2. Use the phrases/ sentences from the Useful
(less controlled and further enhance Language box and the diagram below. Mind the
speaking practice) the accuracy of the intonation and rhythm. (Role-playing) Interactive
structures, and - Teacher: Whiteboard
vocabulary previously + Ask Ss to do the task in pairs, give them 5 minutes for T – Ss Software
learned. preparation of ideas; S-S Laptop
+ Remind Ss that they can use the dialogue in Exercise 3 Projector
as a model as well as any ideas of their own to complete
the task;
+ Draw Ss’ attention to the diagram, which they can use
while doing the task;
+ Monitor the activity around the class;
+ Ask some pairs to act out the dialogue in front of the
class;
+ Use delayed correction technique for Ss’ mistakes
regarding intonation and rhythm, and give feedback for
their role-playing.
*** ICQs:
A. Can you use your own ideas for this speaking activity?
B. Do you need to use the phrase from the Language
Box?
C. How many minutes do you have to prepare for ideas?
D. Pairs or individually?

- Students:
+ Listen carefully to the teacher’s instruction and
 respond to ICQs;
+ Complete the task in pairs;
+ Act out the dialogue;
+ Listen to teacher’s correction/feedback and take notes
for improvement.
Feedback Suggested Answers:
A: Hey! What’s up?
B: I’m waiting for my mum. We’re going to the mall after
she finishes work!
A: That’s nice! What does she do?
B: She’s a nurse. She’s very caring. How about your
mum? Does she work?
A: Yes, she does. My mum is a nursery teacher. She’s
very caring too and she enjoys her job.
B: I believe it’s good that women work.
A: You’re right. Everyone considers it normal nowadays.
B: That’s for sure.

Task 4 (*) To help Ss put what Role-play: Design Your Dream Team
(15 minutes) they have learned into * Scenario: Imagine you are working for a company that
Group presentation use, to foster their is looking to hire an employee for a specific job. You and
(freer/creative teamwork, critical your colleagues are going to discuss to decide which
speaking practice) thinking, presentation characteristic is the most important one for the job.
skills regarding the - Teacher:
topic, and to check + Assign students into groups of 4;
students’ grammar + Introduce the scenario and requirements (Try to use the
accuracy and oral vocabulary from Exercise 1 as well as phrases for
fluency. expressing opinions and agreeing
(Exercise 3));

Instruction: T – Ss Laptop
1. Each member must present their own idea about the Ss – Ss Projector
most important characteristic for the chosen job of the Slides
group;
2. The conversation must conclude with the quality which
the group think is the most important.
3. All group members must recreate the role-play of their
discussion in front of the class.

+ Encourage Ss to participate by giving bonuses to good

performances.
+ Provide 5 minutes for students to choose the job and
discuss its most important quality;
+ Walk around the class to monitor the Ss’ discussion,
take note of Ss’ grammatical error, offer helps when
students need ideas/vocabulary;
+ Invite 2-3 groups to recreate their group role-play;
+ Listen and take note of Ss’ ideas, pronunciation and
rhythm for feedback session;
+ Encourage other groups to listen, take note and ask the
presenters some questions; remind Ss that they will be
called randomly to repeat their friends’ ideas.

*** ICQs:
A. How many job does your group need to discuss?
B. Are you going to work in pairs or groups?
C. How many minutes will you have for the discussion
phase?
D. Do you have to use the vocabulary and phrases from
Exercise 1&3?
E. How many member must come up to the front and
present?

- Students:
 + Work in groups of 4;
+ Brainstorm a job for the discussion;
+ Perform the role-play when invited or volunteering;
+ Others must take note of their friends’ conversations
and ask questions.
Feedback - Teacher:
+ Provide presenters with feedback in terms of idea
relevance, pronunciation and delivery manner (loud,
confident or not);
+ Awarding bonuses for excellent presentations as
positive reinforcement.
- Students:
+ Listen and take note of the teacher’s feedback for
improvements.
+ Raise questions (if any) regarding the topic of
presentation.

Mingle activity handout:

Example sentences for mingle activity:

EX: He is a very organized person, always keeping his desk tidy and his belongings in order.

EX: She is a highly inventive designer, always coming up with new and creative ideas for her products.

EX: He is a very healthy person, eating a balanced diet and exercising regularly.

EX: She is a very careful driver, always obeying the speed limit and avoiding distractions.

EX: He is a very determined student, always setting high goals for himself and working hard to achieve them.

EX: She is a very caring person, always willing to lend a helping hand to those in need.

Definitions for mingle activity:

Organized: An organized person is able to plan things carefully and keep things tidy

Caring: A caring person is kind and gives emotional support to others

Inventive: very good at thinking of new and original ideas

Healthy: strong and well

Careful: giving a lot of attention to what you are doing so that you do not have an accident, make a mistake, or damage something

Determined: wanting to do something very much and not allowing anyone or any difficulties to stop you