LESSON PLAN

Name of the teacher:

Class: 10TA2
Time: 4:15 p.m. Fourth period
Lesson: Unit 11: Getting away Lesson B: Thats great! - Listening
Description of class:
English level: Lower-Intermediate
Number of students: 35
Characteristics: some of the students are shy, but the rest are active enough
Teaching time: 45 minutes
I. AIMS:
(Listening) This lesson aims to help students to:

(Knowledge) know how to describe a past holiday.

(Language) learn new vocabulary items related to the listening section, especially the use

of functions.
(Skill) improve their skill of listening for specific information to fill in the table and the

sub-skill of note-taking.
II. RECENT WORK

Students have finished the Lesson A of Unit 11 (Simple past tense with be and
Speaking).

Students have learnt a number of irregular verbs.

III. APPROACH AND TEACHING AIDS

Communicative Approach

White board, textbook, handout, PowerPoint presentation

IV. ANTICIPATED PROBLEMS

Technical problems: The teacher must arrive in class early to set up and test the
equipment to prepare for any malfunction and switch to alternative teaching aids if the
situation requires.

The students may have difficulty catching up with the speed of the speech and miss the
important words.

The learners are tired by this time after two previous periods. This leads to the need for
the teacher to stimulate them and draw their attention to the lesson.

V. TEACHING PROCEDURE
A Greeting
B New lesson:

Teachers activities

Students activities

Content

Rationales

Pre-Listening (15 mins)

Warm-up and Vocabulary
- T welcomes the class and

- Reason 1: draw

leads in the activity.

the

attention

"Good afternoon everyone.

from

the

How do you feel right now?

students

and

make

the

atmosphere

- T introduces the name of the

lesson.

more

Immediately after

interesting

that, T leads to the revision

of irregular verbs using a

- Reason 2: help

story of man named Larry.

"So today we will learn about
Lesson B Thats great! And

review

the

that

irregular verbs, right? So

they

previously

now, because today it is so

learnt in order

cold outside, we should warm

to prepare for

ourselves up a bit. Just a few

the

questions. I have a very

new

lesson.

handsome friend called Larry.

its here,

to

irregular verbs

last time, we learnt about

And

learners

L-A-R-R-Y.
- Reason

Yesterday, he did a couple of

3:

guide

things."

students
3

to

the

use

of

verbs in the
past form to
describe past
activities.

T starts the revision of the

vocabulary.
Now,

please

use

the

irregular verbs that you learnt

in the last session. Please
describe
yesterday.

what

he

did
Using the photos, Ss
answer

the

question

What did Larry do

yesterday?

Reason 1: to

T begins the introduction of

help

the new words.

students

understand the
meanings

All right. So, now, before we

some

move to todays session, we

of
key

words.

will learn some vocabulary.

Reason 2: to
familiarize

T explains some new words

students

by using simple English,

with

new words that

pictures, situations

will be used in
the recording so
that they can
understand the
conversation.

flight /flat/ (n)

Now the first one. Please
repeat after me. Flight. All
right. We have a picture here.
Where do you think this is?
This is the airport. We have
the destination here. And we
have the flight here. Okay. We

Ss repeat the word.

Ss answer.

have an example right here.

They cancelled her flight to
New York. So what is a
flight
T invites a student in class to
answer the question. When the
student finishes, T explains
5

the word.
It is a trip by plane.

miss /ms/ (v)

T gives the situation and
explains the word.
Next one. Repeat after me
please. Miss. All right.
Who is this?
And what is this?
The plane is away. But the
girl is still here. We have the
situation here. The plane left
at 11:00. But she came at
11:10. So she missed the
plane. I add -ed because
it is in the past. We can say
that to miss something means
to be late for something or not
arrive

on

time

for

something.

Ss repeat the word.

Ss repeat the word.

sick /sk/ (a)

T gives the situation.
Next one. Sick. Repeat
after

me,

please.

Sick.

Okay. Short /i/, not long /i:/.

Look at this person. Where is
-

he?

Ss answer.

Hes on the bed. Hes in the

hospital. He has a what do
we

call

it

He

has

thermometer.
-

T writes thermometer

on the board.
When we have a fever, we
say that we are sick. Do you
know the word ill? To be ill
means we need to go to the
doctor. Here. Mark is going
to the doctor, because he is
sick.

awful /fl/ (a)

T gives the situation.
Next one. Awful.

Ss repeat the word.

s answer.

Okay. This is a woman. And

what is behind her?
It is a lot of garbage, or
trash. Of course, the smell
of the garbage is awful.
From this, we know that the
word

awful

means

terrible, and not good at

all.

wallet /wlt/ (n)

Now, next one. Wallet.
Repeat after me please.
Wallet. We stress the first
syllable.
From the picture here, what
can you see?
We have the money inside a

wallet. It is a kind of
container.
-

T writes container on
the board.

In English, container goes

to anything that we can put
other things in.
So, this is something that
8

men remember, men use to

keep money. For the lady, we
have the purse. But we will
talk about that in the next
lesson. Zack needs a new
wallet. Zack is a man, so a
wallet is something for him.

While-Listening (15 mins)

Task 1 (10 mins)
Pre-task
Ss
T introduces the strategy for
listening.

listen

and

raise

questions if necessary.

With the right

Now we move on to the next

strategy,

part. Because we are doing

students

will

listening, and we cannot listen

perform

more

blindly, we need to have some

efficiently

tips to help us.

listening tasks.

To begin with, as you can see the

handouts you have received,

please read the words in the

box carefully. They are the
9

in

keywords

for

you.

Next,

please pay attention to the

pictures,

because

they

describe what happened to

Sam. From that, we can lead
to the statements of the person
in those situations. You will
listen four times. For the first
time, you will need to number
the pictures in the correct
order. For the second time,
you

have

to

write

the

statements into the boxes as

quickly as possible. For the
third time, you will finish up
all the answers. And for the
fourth time, please check the
answers. All right, so, now are
you ready? Okay, lets do it
class!

While-task
-

T gives instruction:

Ss listen for the first

Help

We move on to the next part

time to number the

practice

Listening Task 1. So, here

pictures from 2 to 6.
Ss listen for the second

better

you have the statements. Five

10

learners
and
their

statements will go to five

pictures. You will need to put
them in the correct order after
you number the pictures from
2 to 6. For example, the first
one Oh no! I missed the
flight!. It goes to the third
picture on the top. You will

and third times to put

listen four times. I hope that

the statements in the

you will enjoy this, okay?

correct order.
Ss listen for the fourth

listening

time to check their

comprehension

answers.

capability.

Lets begin!
T plays the tape the first time.
T plays the tape the second
time at normal speed.
T plays the tape the third
times, pauses a little after each
sentence.
T plays the tape the fourth
times.
T lets the students complete
the task.

Post-task

- T asks the students to speak

out their answers one by one
- T lets students listen to one
sentence at a time to help
correct their answers

- Ss give their answers.

- Ss listen to each
sentence and check their
answer.

To

make

students

active

and give them a

chance to raise
questions
necessary.

TASK 2 (5 mins)
11

if

Pre-task
T introduces the task.
Thats the end of Task 1.
listen

to

Question:

To give students

the How was

a chance to raise

Now we move on to Task 2.

Ss

There is a question for you.

instruction

You will listen to it once

questions if necessary.

and

raise Sams trip?

again, and please give me the

questions

if

Was it good,

there is anything

bad or awful?

unclear.

answer, all right?

While-task
To give students
a chance to

T plays the tape one more

time to let Ss figure out the
answer to the question.

Ss listen and try to find

practice and

out the answer.

improve their
listening
comprehension.

Post-task
Expected

T invites one or two Ss to

The invited Ss give their answer: Sams

answer the question, then

answers.

shows the answer.

trip was
good.

Post-Listening (15)
Groupwork and Homework
Pre-task
T asks Ss to work in groups of
4 Ss each and write an outline
for a paragraph about what
they did in their summer trip.

Ss

listen

to

the

instruction and raise

To

help

students

train

their ability to
make

outlines

Now, please go into groups

and

practice

of 4 each. Then write an

writing.

questions (if any).

12

outline

for

paragraph

describing a trip that you had

in the summer. After that, the
group leader will come here
and give the answer. All
right?

While-task
T moves around the class to
check students progress and
help them if necessary.

Ss discuss and write

their outlines.

T asks the leaders of the

The

groups to come to the board

groups come to the

and write the answers of their

board and give their

groups.

answers.

leaders

of

the

T corrects the outlines so that Ss look at the board and

the

Ss

can

correct

and listen to any correction

mistakes they may make.

made by T.

T gives the homework to Ss.

Ss take notes and raise

To help

So, now, a little Christmas

questions if necessary.

practice

Ss

gift for you. You should base

writing

on the outline you have just

the

given me. Each of you will

vocabulary

write a paragraph from 80 to

and grammar

120 words to describe that

they

summer trip. You may add

13

with

have

some new details as you like.

learnt.

And please submit the papers

to me online in the morning of
December 24th so that you can
enjoy the evening. I hope to
see you all here in the next
session. Merry Christmas!

TAPESCRIPT
UNIT 11: GETTING AWAY
LESSON B: THATS GREAT!
Lan: Hi, Sam. How is it going?
Sam: Oh, hi. Fine, thanks.
Janet: How was your weekend?
Sam: Oh, it was interesting. You know, I won a trip last year.
Janet: Yeah! I remember! Did you take the trip last weekend?
14

Sam: Uh huh. I was just a one-night trip. I went to the airport for my flight, but I missed it. The
flight was at 12 oclock. I thought it was at 2 oclock.
Janet: You missed your flight?! Oh no!
Sam: Yeah. But there was another flight in the evening.
Janet: Thats good.
Sam: The hotel was excellent. I had a nice room, and the people at the hotel were great.
Janet: Thats good. How was the food?
Sam: Well, I ate dinner at the hotel restaurant. Then I went for a walk, and went to bed. But in
the morning, I was sick.
Janet: Thats terrible! Do you think it was the food at the restaurant?
Sam: I think so.
Janet: Thats too bad.
Sam: These things happen. I got up early, and took a taxi to the airport.
Janet: Uh huh.
Sam: The taxi was about $20.
Janet: Really? Thats not bad.
Sam: But I didnt have my wallet.
Janet: Youre kidding! You lost your wallet?!
Sam: I took the taxi back to the hotel. And they had it.
Janet: Oh! Thats good. So, you went back to the airport?
Sam: Thats right.
Janet: Did you miss your flight again?
Sam: (Laughing) No. I got the flight this time.
Janet: It sounds like an awful weekend.
Sam: No. It wasnt so bad. It was good. I was just happy to get away.

15

LISTENING
TASK 1
What happened to Sam in the trip? Number the pictures in the correct order. Then arrange
the following statements in the correct order of activities from 2 to 6. An example is
available.

16

Ugh! My stomach!

Oh no! Wheres my wallet?

Yummi! I love this!

Thank God! Its here! Thank you!
1
2
3
4
5
6

Hmm Nice room!

Oh no! I missed the flight!

TASK 2
How was Sams trip? Was it good, bad or awful?

ANSWER KEY
TASK 1

17

1
2
3
4
5
6

Oh no! I missed the flight!

Hmm Nice room!
Yummi! I love this!
Ugh! My stomach!
Oh no! Wheres my wallet?
Thank God! Its here! Thank you!

TASK 2
Sams trip was good.

18