Date of preparation: January 22nd, Student: Nguyễn Ngọc Tâm Như
2024 Student’s ID: 3119130092
Date of observation: January 26th, School: Saigon University
2024
Room: 12
Class: 10A7
Teacher: Trần Thị Hương Lan
LESSON PLAN
TIẾNG ANH 10: FRIENDS GLOBAL
Unit 5F: READING – Dream Jobs (p. 64 – 65)
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge:
- use job-related collocations in order to talk about their ideal occupations.
2. Competences:
- enhance their reading skills through activities requiring reading for gist
and reading for detailed information techniques.
3. Personal qualities:
- be aware of the pros and cons of the jobs they would be interested in.
II. MATERIALS
blackboard, chalk, PowerPoint slides, laptop, projector, projection board
III. PROCEDURES
1. Activity 1: WARM-UP (7 mins)
a. Objectives:
- T introduces the new lesson and set the scene for Ss to acquire new language.
- T gets Ss' attention at the beginning of the class.
1
- T activates Ss’ background knowledge.
b. Content:
- Game: The Weirdest or The Best?
c. Products:
- Ss contribute as 2 groups.
d. Procedure:
TEACHER’S AND STUDENTS’ CONTENT
ACTIVITIES
The Weirdest or The Best? (7 mins)
- T explains the rules of the game: The
Ss look at the photos on the slides and
guess the names of the jobs. Then they
need to decide whether it’s the weirdest
or the best job. The faster team with the
correct answer gets 1 point, and the
winner is the one getting more points.
- T shows 5 photos relatively and keep
track of the points.
e. Assessment:
- Teacher observes the groups and gives feedback on the pronunciation.
2. ACTIVITY 2: PRE-READING (5 mins)
a. Objectives:
- Ss brainstorm what the people are doing and what their jobs are by looking at
the photos.
b. Content:
2
- Task 1.
c. Products:
- Ss discuss with their partners and compare answers.
d. Organization:
TEACHER’S AND STUDENTS’ CONTENT
ACTIVITIES
Task 1: Work in pairs. What are the people doing in the photos? What do
you think their jobs are? Compare your ideas. (5 mins)
- T asks 1 S to read the instructions of
task 1.
- T has the Ss work in pairs in 1 minute
to guess their jobs.
- T elicits reasons for their ideas.
e. Assessment:
- T observes Ss’ pair work and supports in time.
- T checks Ss’ pronunciation when they give reasons and correct if necessary.
3. ACTIVITY 3: WHILE-READING (20 mins)
a. Objectives:
- Ss get exposed to the reading text provided through activities requiring reading
for gist and reading for detailed information techniques.
b. Content:
- Task 2, 3, 4, 5 and 6.
c. Products:
- Ss work individually and discuss with their partners, complete tasks in the
book and conduct oral correction.
d. Organization:
3
TEACHER’S AND STUDENTS’ CONTENT
ACTIVITIES
Task 2: Look quickly at texts A and B opposite. Match each text with a
photo from exercise 1 and one of the titles below. There is one extra title.
(3 mins)
- T asks 1 S to read the instructions of Answer key:
task 2. a/ Photo 2 – Text A
- T has the Ss work individually in 1 c/ Photo 1 – Text B
minute to complete the task.
- T checks the answers.
Task 3: Read the Reading Strategy. Then look at the sentences in
exercise 4 below. Find a synonym or paraphrase in the text for each
underlined phrase in the sentences. (6 mins)
- T asks 1 S to read the instructions of Answer key:
task 3. 1/ loved
- T asks 1 S to read the Reading 2/ get paid for
Strategy. 3/ gave
- T asks the Ss to find the key words
4/ The only problem with
in the strategy in 1 minute.
- T asks the Ss to find the synonyms
and paraphrases of the underlined
phrases in the text in 2 minutes.
- T checks the answers.
Task 4: Complete the sentences with information from the text. Use your
answers from exercise 3 to help you. (4 mins)
- T asks 1 S to read the instructions of Answer key:
task 4. 1/ video
- T asks the Ss to complete the task in
4
pairs in 2 minutes. 2/ hobby
- T checks the answers. 3/ fluent French
4/ choose
Task 5: Read the text again. Are the sentences true or false? Write T or
F. (4 mins)
- T asks 1 S to read the instructions of Answer key:
task 5. 1/ F (Paragraph A, line 2 – 3)
- T asks the Ss to complete the task 2/ T (Paragraph A, line 6 – 7)
individually in 2 minutes, including 3/ F (Paragraph B, line 4 – 5)
finding the proofs for their choices. 4/ F (Paragraph B, line 6 – 7)
- T checks the answers.
Task 6: Complete the job-related collocations from the texts using the
verbs below. (4 mins)
- T asks 1 S to read the instructions of Answer key:
task 6. 1/ look
- T asks the students to quickly scan 2/ notice
the text to write down the correct 3/ send
verbs in pairs in 2 minutes. 4/ offer
- T checks the answers. 5/ join
6/ have
e. Assessment
- T observes Ss’ performance.
- T gives feedback on their pronunciation.
4. ACTIVITY 4: POST-READING (14 mins)
a. Objectives:
5
- Ss are aware of the pros and cons of a job and talk about them with their
partners.
b. Content:
- Task 7 and the adaptation activity replacing task 8.
c. Products:
- Students discuss and exchange information with their partners.
d. Organization:
TEACHER’S AND STUDENTS’ CONTENT
ACTIVITIES
Task 7: Work in pairs. Decide which of the two jobs looks a) more fun
and b) more difficult. Explain your decision. Use the words below to help
you, and your own ideas. (7 mins)
- T asks 1 S to read the instructions of
task 7.
- T asks the Ss to choose 1 job they like
the most and 1 they like the least. Then
decide which one is more fun or more
difficult, and create a short
conversation with their partner. They
have 4 minutes.
- T invites 2 – 3 pairs to report what
their partner talked about the jobs.
The adaptation activity: Think of your dream job but do not say it out.
List at least 3 advantages and 3 disadvantages of that job, then write a
short paragraph (70 – 80 words) and exchange it to your partner so that
you can guess the job of each other. (7 mins)
6
- T introduces the adaptation activity
replacing task 8.
- T asks the Ss to think of their dream
job but not to say it out.
- T has the Ss to list at least 3
advantages and 3 disadvantages of that
job.
- T asks the Ss to write a short
paragraph (70 – 80 words) and
exchange it to their partner.
- T has the Ss work in pairs and guess
the job of each other.
e. Assessment:
- Teacher observes Ss’ performance.
- Teacher gives feedback on their report.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T reminds the Ss of the fact that a job always contains its own pros and cons,
and that the Ss need to consider if the pros are more than the cons or vice versa.
b. Homework
- Prepare for the next lesson.
