TESOL LESSON PLAN

GENERAL INFORMATION Teacher Name Institution Lesson Focus Course Book Nguyen Hong Giang College of Foreign Languages Vietnam National University Accommodation N/A

CLASS PROFILE Year level: Tertiary Level Language Level: High Intermediate Language spoken: Previous language education: Age Range: 18-20 (all-girl class) Vietnamese, English - This is a lesson in semester 2 for first year students. Students are supposed to have very good grammar background. However, they are poorly-equipped with the functional grammar (conversational English) and communication skills. - For the speaking course in semester 1: the students were introduced to pair work, group work (in-class activities) and role play (10% of the final assessment). - They have an independent course in English pronunciation (focus of the semester 1 is independent sounds; focus of the semester 2 is stress, linking and Other considerations intonation) The students are motivated to talk about daily-life situations and reflect on their own experience. REQUIRE PRIOR KNOWLEDGE, UNDERSTANDINGS AND SKILLS Content knowledge A good understanding of the situation: finding an accommodation. They should have some experience Socio-cultural understanding Learning skills Linguistics syntactic (first- hand or second-hand). Student life renting an accommodation Landlord-tenant relationship Pair work, group work, role play Asking questions Telephoning Describing a room 1

Linguistic lexical Linguistic other (phonological) RATIONALE

Talking about rules Some vocabulary related to house or room Some vocabulary about rules Intonation in questions

This topic is suggested for speaking course semester 2. The teacher has a freedom to choose the topic and the supporting material which is suitable for their students. I choose this topic because I believe that this topic is very practical and my student will be interested in it. The supporting material taken from Role-play for today is very authentic, rich in input and has fun illustrations. My speaking class in organized under learner-centered approach: teacher provides input, explains the task, the students do all the talking. From these reasons, I decided to implement this lesson. LESSON Date Lesson Topic 17 March 2011 Time Finding an accommodation 9.00 am Lesson length 60 mins

LESSON OUTCOME By the end of the lesson students will be able to talk about finding an accommodation Functions Showing preference Telephoning Describing a room Talking about rules and obligations Making an appointment Text-type used: Macro Skill Structure/ Syntax I prefer because sounds good to me because Im phoning about the house is it still available? There is/ There are It has / It is You must You cant What time is best for you? Vocabulary Prefer, like, Be interested in

using

Fully-equipped Newly-decorated Cooking, paying the rent Available,

Ill see you then. convenient Brochures, advertisements Speaking is the main focus. However, they also practice reading. They will also be able to create their own advertisements. A thorough understanding of the situation, vocabulary range to describe a room, language structures to talk 2

Content knowledge

Socio-cultural understanding Learning skill LINKS TO OTHER LESSONS What came before? What will come next?

about rules and make an appointment. Politeness in conversation Landlord-tenant relationship Pair-work, group work and role play

Some situation such as : booking a hotel room, reserving a table at a restaurant or buying a ticket They will continue to discover other daily-life situations such as: job-interview and political debate

RESOURCES - Extra handouts: Finding accommodation from Role play for today by Jason Anderson Delta Publishing Company. - The blackboard will be used to present the new vocabulary and target structures. I will divide the board into three sections: Describe a room The landlady The tenant

ANTICIPATED PROBLEMS Problem (linguistics, contextual, behavior) - The student may have some difficulties in reading the ads because of the abbreviations. - There may be some students living in Hanoi with their family so they have little idea of renting a house. PROCEDURE N.B. there are some abbreviations: T is for teacher, Sts for students, Mins for minutues. These instructions written here are not fixed phrases. I may improvise them depending on the situation. Activity Warm up (5 mins) Teacher - Greeting sts: How are you today? Or How are you doing? - Do you live near here? Students Answer the Ts question Rationale - To break the ice - Set sts in the mood for learning 3 Counter strategy - Provide them with the full form of the abbreviation. - Encourage them to imagine or relate the situation to someone they know well.

- How long does it take you to get to school every day? - What type of accommodation the hostel or in a rent room? - What is the best way to find a rented room? - What criteria do you consider when you look for a room? Lead In (5 mins) - Encourage sts to add more opinions - Summarize the class opinions: So normally, you look for:. - Lead them to the topic today: Today we are talking about accommodation. We will have some ads to read and choose. Then we will role play as a Pair work Reading (10 mins) - Explain the topic to them: Ok, lets imagine that youre in London for an exchange program for a couple of months. Youre looking for a flat in the quarter of Clapham. Here are four ads that may be of your - Read the advertisements Pair work reading 4 landlord and tenant. - Distribute the handouts to the sts (one for each) - Skim quickly through the handout To create a sense of purpose among sts and they will have a clear objective of the lesson The four ads serve as the input 3-5 students will be called To relate the topic to to answer the question, making up a list of ideas their own experience Individually answer the To raise the sts interest

do they live in? Dou you live in question.

interest. Read it in pair and do the matching exercise, please - Highlight the new word - while sts are working, T select some difficult words and write on the board - The sts can use - Walk around to monitor the student work. - Check if student understand some key words: Do you know what fully furnished mean? - New vocabulary on the board Describing a room: Tube Inclusive >< exclusive Fully furnished Newly-decorated Full-fitted Available Pw = per week Well-equipped Answer keys: a. Tube b. inclusive c. exclusive d. pw e. basement f. fully-furnished g. double glazed h. mod cons i. spacious j. fully/newlyGroup work fitted kitchen k. en suite - Ask the students to discuss in group of three the advantages - Work actively in group of three and exchange ideas dictionary to check for the meaning or ask the teacher

will reduce stress. They enjoy reading it will their partner and work out the meaning of new words

Showing preference and giving reasons: I like the 5

(10 mins) and disadvantages of the 4 ads

because it has a - Which one would you like to live in? Why? Remember to give specific reasons for your choice - Go around the class to facilitate the discussion. - Warn sts if they use Vietnamese in the discussion - Provide help in terms of vocabulary or structure. - Teacher may stop at some desk and join the sts discussion - Lead-in role play Finding accommodation The whole class, you have chosen the room for yourself. And now think about the real situation when you want to find out more information and you will need to contact the landlady via cell phone. So now we will Role play have a small role play. (15 mins) - Distribute the role card (one for each) - Giving instruction: Assign role to the student: left side will be the landlord; the Both sides skim through the language box to Read the instruction on the role card carefully. For this particular role play student will have the chance to use the new structure and reflect on their own life experience, incorporate them into their role-play 6 Listen attentively to the Ts instruction and raise question if any Role play is a very useful activity because it brings the sts out of the classroom and take part in real-life situations. newly fitted kitchen and a washing machine For me the is the best choice because its only 2 mins from the station.

right side will be the tenant. - Spend 3 mins to assist the left side: Lets think about the size of the room, available furniture, the rent and other rules Target language for landlady: The room is still available What would you like to know There is/ there are You must (+ V) You cant (+V) You have to share the . Isnt allowed Would you like to come and see the room? What about + time? - Turn to the right side: all the tenants, lets think about the information you would like to ask. First, you will need to ask about the room. Make sure that you show some interest in the room. If you are happy with it, remember to make an appointment with the landlady Target language for the tenant Hello Im phoning about the house. Is it still available How much is ?

remember the suggested structure St A (the landlord) have sometime to fill in the table with the details of the room and study the target language.

St B (tenant): study the checklist to have some ideas about the questions

Does it include ? How big is ? Is there a/ an in the room Can I (+V) Is it possible to V Am I allowed to V Would it be possible to see the room? - Ask student to pair up with a person from the other side and start role-playing. They can use cell phone to make it more authentic. - While the sts are role-playing, T go around to check on how the sts doing with the task. - End the task: T make some comment. Draw the sts attention to some mistakes. Listen to the T and draw - (Optional) T can call 1 good pair to demonstrate in front of the class. - Have sts write their own ads Writing an ad (10mins) basing own the new vocabulary. Remind them that it should be short, concise and clear. - Exchange it with their - Ask sts to exchange their ads - Summarize the content of the lesson. Ask the sts: So what we friends - Summarize the main points of the lesson. To consolidate what they have learn from the input Once again stick the main points of the 8 - Write their own ads on a A4 paper To recycle the new vocabulary some experience Sts have 5-10 mins to role play

Lesson wrap up

have learnt to day? - 2-3 student will answer (5mins) Home work: Ask sts to prepare to talk individually about their experience in renting an accommodation EXTENSION WORK For the early finisher, I prepare one extra activity: - Ask the landlord to prepare a small piece of paper and sketch a quick plan of the room then they show the tenant around. They may use phrases: there is a closet in the corner Here is the kitchen EVALUATION Purpose: - Note down the home work the teacher question

lesson on the sts mind Expand what the student have learned in class

This is only a follow-up activity which help student once again consolidate the vocabulary and structure to describe a room

This lesson plan was trialed on Thursday march 17th 2011. The students were so engrossed in this activity. It seemed that they had a lot of good and bad experience about renting a room. Even though I assigned time for the role-play, they all exceeded the limit. One problem is that they were over-excited and made a lot of noise. From what I observe this lesson is at their level and of their interest. They functioned really well: very nice and kind-hearted landlady and wellbehaved tenant. Besides, there were only minor mistakes in pronunciation. As can be seen from my lesson plan: the students are provided with input (text and target language) and role-play opportunity. Because I want to make sure that my students go on the right track, so my instruction is simple and clear. I think to some extent this is a successful lesson. Next time, for lower class I will find a model listening passage on this topic and have the sts listen to it before doing the role-play.