GROUP 2.1

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Members:

1. Phạm Thị Thanh Huyền

2. Nguyễn Huỳnh Minh Huy

3. Trần Quỳnh Hương

4. Nguyễn Khánh Huỳnh

5. Dương Minh Thành

6. Nguyễn Hoàng Xuân Chiêu

7. Nguyễn Nhật Nhã My

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TEXTBOOK: LIFE 

LESSON: 10A - PRODUCTS

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1. DESCRIPTION OF THE CLASS 

• Level: Intermediate (B1)

• Class size: 50 students

• Age: 19-20 years old

• Nationalities/ Language Spoken: Vietnamese

• Background of the class: This is an offline class at Nha Trang University. The students are active and energetic when participating in classroom activities. Students have the ability to use a wide range of lexical items for a variety of topics.

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2. LESSON AIMS

• To widen students’ vocabulary in an article about some famous logos to better understanding about the article

• To familiarize the students with “True/False/Not Given” task

• To drill students into different forms in the word family of advert and produce

• To familiarize students with passive voices in simple present and simple past tense

• To stimulate students to talk about products they used to do in the past and make recommendations

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3. OBJECTIVES:

By the end of the lesson, students will be able to:

• understand the article about technology and accomplish true/ false reading questions

• differentiate forms and meanings in the word family of the advert and produce

• apply passive voice in the simple present and simple past tense to complete the tasks 

• apply learnt  vocabulary and grammar to talk about products they used to do in the past

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4. TEACHING AIDS:

• Board, chalk, markers, handouts, slides, microphone, extra-boards.

 

5. TEACHING METHOD:

• In this lesson, the teachers employ the Deductive Approach in combination with the following methods:

  • PPP will be employed as the predominant teaching methodology. A typical lesson of P-P-P would start with the presentation of some predetermined lexical items, either vocabulary or grammatical points, then various drills if possible. More-meaningful practices would follow with the aims of giving the students the opportunities to practise. Eventually, the lesson may end with a productive activity where the students can “have a go” on their own and, hopefully, they can produce what they are expected to do according to the objectives of the lessons. 

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• In addition, there were the utilization of: 

  • Audiolingualism: As a compliment method, this method relies heavily on using the stimulus–response–reinforcement model in which the teacher tends to introduce students with word form-use-meaning at the same time.

  • Task-based Learning: Task-based learning makes the performance of meaningful tasks central to the learning process in which students are focused on the completion of tasks such as: matching exercises, sentence completion exercise, speaking activity and consolidation activity.