VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL

SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND

LITERATURE
------------------------------------ 

LESSON PLAN

Teaching practice 2
Teaching Writing

CLASS:  19 NHGD
GROUP:  5

Students:  1. Phạm Ngọc Sung

2. Vũ Quốc Thái
3. Nguyễn Thị Thu Trang
4. Đặng Lê Ngọc Quyên
5. Nguyễn Thị Tuyết Minh

Instructor:  Ms. Vu An Nhu

HO CHI MINH CITY - (03/2022)

 UNIT 3: JUST A JOB?
(Focus: Writing)
1. Description of the class:

Students: Students are from 22 to 25 years old who have been learning with each other for more than 2 months. They are
learning at the integrated level. All the Ss have graduated from the universities or colleges. They join the class for different
purposes but the main one is to improve their communicative skills. Some of the students are timid, whereas others aren't hesitant
in giving their ideas. Most of them are talkative, interested in working in groups for the class activities. Most of them have good
knowledges in English that comes from their high schools and university backgrounds. However, their knowledge is not practical
yet. They haven’t applied what they learned into the real life yet.

Setting: Class size is 16 students (10 women, 6 men). This size isn’t so big, so the teacher can give students individual attention.
Students have many opportunities to interact closely with each other. The student’s numbers are neither too small nor too big
which is also convenient for organizing the activities in groups. The class is in an English Center with 2 mics, 2 white boards,
markers with different colors, pins and 1 projector screen. These learning tools are enough for the teacher to show the lecture or
organize the activities. The classroom is large, the chairs and tables in the class are made of light materials, so it is very easy for
students to participate in communicative activities or playing games. Students meet two mornings a week, on Wednesday and on
1
Saturday. The class starts from 9:00 AM and ends at 9:45 A.M. Because of this schedule, students are full of energy. This will be
an advantaged atmosphere to start a lesson. Students are usually very active and energetic for the lesson. They are relaxing but
still concentrate and take the lead in their studying.

Goals (for the whole course):

 Increase students’ awareness of grammar by comparing structures with similar items and placing them in context.
Including the structure of the tense system; simple versus continuous aspect; perfect versus non-perfect aspect; active and
passive voice; conditional forms; the system of modal auxiliary verbs; the nature and structure of the noun phrase; the role
of adjectives and adverbs.

 Help students reach a great acquisition of vocabulary. This relates to the examination of lexical systems such as: phrasal
verbs, compounds, collocation, dependent prepositions, word building, spelling and pronunciation, synonyms, antonyms,
and connotation; the teaching of new items in lexical sets such as: personality, leisure activities and body language; and the
encouragement of good learning habits: using dictionaries, keeping records, reading, and working out meaning from
context.

 Develop the four language skills, Listening, Speaking, Reading, and Writing (with special emphasis on the first two) by
providing as much varied practice as the classroom setting can allow with the use of stimulating, relevant material, and
tasks.

2
  Gives students plenty of opportunities to put language into practice, to talk about themselves and express their thoughts
and opinions on a variety of topics.

 Provide a model for students to analyze and imitate through writing lessons. Introduce learners to the structure of discourse
(conjunctions, discourse features, combining messages, expressing emphasis, organization of a text).

 Increase students’ fluency and spontaneity with the language via authentic materials included at Intermediate level.

2. Textbook:
Soars L. & J., Hancock P. (2019). 5th Edition Headway Intermediate Student’s book. United Kingdom: Oxford University
Press.

Lesson background:
In the previous lessons (including Unit 1, Unit 2), for writing skill, the students have already known how to describe a person and
how to correct the mistakes in an informal letter. For vocabulary aspect, they have already known about adjectives, especially
adjectives for describing personality. They have also known about word formation and how to keep vocabulary records. They
have also learned about informal questions, present tenses, auxiliary verbs in the grammar aspect. For the reading, listening, and
speaking skill in Unit 1 and Unit 2, they have learned about the personal problems and language matters.

3
In Unit 3, with the previous sessions, students have learned about state and activity verbs for the grammar part, balancing work,
and life for the vocabulary part, for the reading, listening, and speaking, they have focused on the theme of the whole unit 3 about
job and work. For the writing skill, they have learned how to distinguish an informal and formal letter.
In the lesson today, students will continue with the last part in Unit 3. Students will learn about the writing skill with a beginning
of a new module – writing a formal letter and email with practice of writing a formal job application. After the lesson, the
students will know how to write a formal letter for job application.

This lesson will be useful for the next unit when students will move to another type of writing skill: writing a story, famous
literature and story; pronouncing challenging words; Practising narrative tenses; “Used to” usage.

3. Objectives:

 Main skill: Writing (a formal letter/email for a job application).

 Integrated skill:

- Read for detail the job advertisements and the job application letters.

- Listen to the conversation about the jobs application in general

- Speak about the topic jobs and works.

4
 At the end of the lesson, the students will be able to:

- apply the right phrases in a formal form when writing a job application letter/email. (Yours sincerely/ Yours faithfully/
Best wishes/ Kind regards/ Regards; I look forward to, please accept my apologies, ...)

- write exactly job letter/email’s form by following its construction.

- use the genre analyzing kit to elicit, read and understand the job advertisements.

- make a conversation using the vocabulary and phrases about jobs and works.

5
 4. Materials and Sources
 Materials
Power point
Slide 1: Group Presentation.
Slide 2: Teaching Writing
Slide 3: Student background
Slide 4: Textbook
Slide 5: Lesson Background
Slide 6: Lesson Background cont
Slide 7: Content organizing
Slide 8: Warm-up Stage (Vu Quoc
Thai)
Slide 11: Topic lesson Introducing Slide 21: Topic Sentence Writing
task
Slide 12: Pre-Writing Stage (Ng T Thu Slide 22: While-Writing Stage 2
Trang) (Dang Le Ngoc Quyen)
2 jobs advertisement
Slide 13: The email for detail reading Slide 23: Paragraph writing.
Slide 14: Introducing the genre analyzing kit Slide 24: Link for group writing
Slide 15: The genre analyzing kit Slide 25: Timer
Slide 16: Answers for the detail reading task Slide 26: Checking list suggestion
(Nguyen Thi Tuyet Minh)
Slide 17: The construction Slide 27: Checking Time.
Slide 18: While-Writing Stage 1 Slide 28: Homework.
( Pham Ngoc Sung)
6
Guessing game introducing
Slide 9: Group dividing Slide 19: Topic for sentences writing. Slide 29: Thank you.
Slide 10: Pictures for guessing game Slide 20: Key words for the advertisement

7
 Sources:
1. Topic Minimum wage on Google image
2. Topic Human resources manager on Google image
3. Topic Leisure activities on Google image
4. Topic Sale director on Google image
5. Topic Marketing Manager on Google image
6. Topic Job adverts on Google image
7. Topic Job application letters on Google image
8. Topic an English teacher job advertisements on Harvard University Faculty of Arts & Sciences Cambridge.
Google image
9. Pratabjai Tatsanajamsuk. 2017. Genre analysis in letter of
application and syllabus design. Kamphaeng Phet Rajabhat
University
10. Wang, H. 2005. A pragmatic genre analysis of job
application letters. Peer Review Journal.
11. Harvard University. 2021. Resumes and cover letters: an
extension School resource. Office of Career Services
8
 5. Procedures:

Total: 47 minutes
Stages Class activities Possible
Objectives Explanation Key
&Time Teacher Students problems
Warm-up Activity 1: Playing game:
& Guessing job!
Objective - Review the - Show the title of the game -Volunteer to -Ss must engage the -Answers: - Some Ss might
discussion previous on the PPT slide (Slide 8). john the groups. knowledge that they + CEO (Chief be absent in the
(7 minutes) lesson: Vocab -Divide Ss into 2 teams of -Participate in have learnt and then Executive previous lesson,
(Vũ Quốc about jobs and 8 persons: team 1 and team the game. work together to Officer) so they couldn’t
Thái) works. 2. figure out the correct + Marketing catch up.  T
-Ask each team to choose 2 answers. Participate in Manager should focus on
members to come to the the game in groups + Human these Ss and
front of the class. Teacher will make Ss feel Resources explain in an
give them a card that more confident and (HR) Manager emphasized and
contains a picture and the excited. summarized way.
vocabulary related to jobs.

1
 Their mission is trying to
describe by actions or
words to their own team in
1 minute so that their team -Listen or answer - Some Ss might
can get the job’s name. when being be passive and
- If their team can not called. afraid to express
guess the job’s name in 1 their ideas.  T
minute, the other team will should encourage
be allowed to guess the them to express
job’s name. There are 3 their ideas.
cards and each team will
take turn to describe the
job’s name.
-If the team gets correct
answers, they will get a
bonus point. If don’t, they
will get no points.
- Engage Ss’ - Show a series of job -Answer T’s - Ss try to guess the
2
curiosity lead advertisements on the PPT questions new lesson topic -Answers:
in the new slide (Slide 9) and some based on the How to write a
lesson. job application letters on information that are formal
the screen, and then ask Ss provided by T and letter/email for
to guess the topic of the their own experiences. a job
new lesson. application.
- Help Ss using - Ask students a few -Answer T’s -Ss need to link the
what they’ve questions about their real questions new lesson with their -Answers:
learnt to experiences in finding jobs: real life’s experiences. The answers
express their What are their jobs? might be
ideas. Is it easy to get a job? varied
What is your advice for depending on
those who are finding a Ss’
job? experiences.
- Clarify the -Clarify the new lesson: -Listen to T and -T clearly confirms
main objective How to write a letter for a take notes the main objective of
of the new job application/ Show the the lesson.
lesson. title on the PPT slide (Slide
3
 10).
Pre- Activity 2: Discovering
Writing the meaning and
(13 construction of a formal
minutes) letter for job application
(Nguyễn through genre- analyzing
Thị Thu kit.
Trang ) - Read for -Ask Ss to focus on the two -Listen to T and - Ss must use their -Answers: -Ss might give
detailed the job job advertisements on the answer T’s reading and speaking 1. Residential unappreciated
advertisement. textbook/Show the two job questions when skills to answer as activity leader answers.
advertisements on the PPT being called. quickly as possible. for camp  T should keep
slides (Slide 11). Then ask - Ss must use their Derwentwater; listening and
Ss some questions: 1. What knowledge and a Full- guiding them to
are the two positions background and their time hotel draw the right
adverted? 2. Which job own experiences to receptionist. and suitable
they would prefer to apply answer the questions. 2. The answers answers.
- Provide the for? 3. What relevant skills might be
genre analysing or experiences they would
4
kit for further have? varied.
understanding - Tell Ss they are going to 3. The answers
the job read an example letter for a -Listen to T and -Ss must read might be
requirements. job application/ Show the raise questions if carefully the example varied.
example letter on the PPT having. letter and base on the
slide (Slide 12) kit that is provided to
-Introduce Ss to the job discover the meaning
application letter’s genre and the construction -Answers: -Some Ss may
analyzing kit (The handout of a letter for job Appendix 3 not be able to
1)/ Show the kit on the PPT application by answer the
slide (Slide 13& 14). Then themselves. questions as fast
tell them they are going to as their peers.
use it to read the example  T should
letter. suggest them to
-Divide Ss into 4 groups of focus more on
- Help Ss 4. Then give each group -Work in the -Ss need to work the key words
follow the right the handout 1. Ask Group 1 group and do the together, share their and discuss with
structure of a and 2 do the meaning part information of each their group
5
formal in the kit, Group 3 and 4 do task. other to complete the members.
letter/email for the construction part in the kit and draw the -Some Ss may
a job kit in 4 minutes. meaning and the not pay attention
application. -Then give each group 2 construction of a letter to the task.
more minutes to move for job application by  T should
around the class and ask -Working with themselves. remind them and
the other groups to the other groups tell them T will
complete the kit. to do the task. call randomly to
-While Ss working, T goes represent the
around and check Ss’ -T need to help Ss -Answers: The group to answer.
understanding with some -Discuss with with the new words in new words -There might be
words that might be new to classmates and the letter that Ss might might be some new words
Ss. raise questions to didn’t know the varied in the adverts
-Invite groups to answer T if having. meaning, the depending on and the letter for
the questions in the pronunciation and the Ss’ the Ss.
handout 1 in front of the -Answer T’s uses yet. knowledge.  T should be
class. Then elicit the right questions when well-prepared to
answers/ Show the answers help Ss when
6
 on the PPT slide (Slide 15). being called. necessary.
-Summarize the meaning, . -Some Ss may
the structure, and the make mistakes
function of each paragraph -T will help Ss elicit when answering.
on a formal letter/email for -Listen and take the right answers,  T should
a job application/ Show the notes. summarize the main correct when
summary on the PPT slide ideas. necessary.
- Help student (Slide 16). -Some Ss may
organize their forget the
idea to prepare differences
for the practice between a formal
part. and an informal
letter in the
previous lesson.
 T should
remind them on
time.

7
 While- - Use the Activity 3: Practice
Writing vocabulary and writing sentences in a
(20 formal phrases formal letter/email for a
minutes) to write topic job application (6-8
sentence. minutes).
( Phạm - Prepare for - Show an English teacher -Answer T’s -Ss must understand -Answer: -There might be
Ngọc Sung- paragraph job advertisement on the questions. the job advertisement An English some new words
Đặng Lê writing. PPT slide (Slide 18); first to do the next teacher in the adverts for
Ngọc Appendix 2. Ask Ss which task. the Ss.  T
Quyên- job is being adverted. - Create the pair -Ss work in pair to should well-
Nguyễn Thị - T asks students to focus and receive the write the sentences. prepare to help
Tuyết on the keywords in the Handout 3. - They must work Ss explain.
Minh) advertisement and helps Work in pairs together and finish the -Ss might not
them analyze the required sentences because T have many ideas
requirements and skills in goes around to check about the topic or
the advertisement. and call them to have too many
- Divide Ss into 8 pairs. present whenever. ideas.  T
Give each pair the Handout -Ss will practice should give them
8
3: writing the sentences -Answer: some suggests or
- Ask pairs write a sentence -Ask T if having first, preparing for the The answers help them to
for each question in the any question. paragraph in the next might be select the best
Handout 3. Give Ss 4 -Present in front stage. varied. ideas.
minutes to finish the of the class when -Some Ss cannot
Handout 3. being called. be catch-up with
- T goes around checking -Listen to T and their friends. 
and helping Ss. take notes. T should
- Ask some pairs present encourage them.
their work in front of the -Ss might not
class. remember some
-T check the answers with formal phrases.
the class.  T should
-Remind Ss about some -Create the group remind them
formal phrases to write in a and answer T’s when necessary.
letter for a job application. questions when -Ss might use L1
being called. when
Activity 4: Practice collaborative
9
 writing a paragraph in a writing.  T
- Use the genre formal letter/email for a -Receive the should go around
analysing kit to job application (9 paper and pen and remind them.
get what are the minutes). from T.
main idea to - Divide the class into 4
write groups of 4 as the email’s
- Use the structure. Ask each group -Ss might make
construction to will oversee and write a mistakes when
identify the paragraph in a job writing.
paragraph application for English -Do the task and  T should
purpose and Teacher job as the same in if having any correct
write it exactly activity 3. Appendix 2 questions, let T immediately or
- Prepare for -Give each group a piece of knows. take notes and
writing a paper and pen to write. -Answer: collect the
complete email. Whenever they finish, they The answers popular mistakes
will come and stick their might be then correct with
paragraph into the board varied. the whole class
following the order that
10
their paragraphs belong to. later.
- Remind Ss to use the
common formal phrases
they have leant in the
previous lesson, in the
example letter, and the
sentences that they have
just written.
-While Ss are writing, T
goes around, encouraging,
helping, and reminding
them.
Activity 5: Correcting
Ss's production (5 - Work in group
minutes). to check.
- Show students some
criteria for errors
correction: Punctuation;
11
 Spelling errors; Grammar;
- Use what Word choice; Format of the - Check and take Ss might have
they’ve learn text. note. mistakes.
(kit,  T encourages
- Ask them to mix checking
construction, them and
each other first and giving
phrases,..) to emphasizes the
their suggestions for those
check, correct main point when
mistakes.
and learn from correcting.
the mistake. - Ask Ss for another -Answer:
different writing style for The answers
one sentence. Suggest them might be
to use a variety of phrases varied.
when writing.

- Check and fix some big

mistakes (if any) in the
paragraphs written with
class.

12
 - Giving them some tips
when writing the email/
letter.

Post- - Revise the Activity 6: Sending a - Email would be

Writing lesson. complete email more popular than - Ss might not
(5 minutes) - Ask to remind Ss one -Recall what letter nowaday so a want to write for
- Expand the more time about the they’ve learnt. complete email will the given job.
writing from structure of the email and be a great chance for  T can let them
class activity the formal phrases that they students to practise choose another
by doing the should use. - Take notes. their lesson. It is also job advert and
homework an evidence for write.
- Ask each S to write a teacher to under their
complete email and send to Ss’s understanding
T via mail. T will choose and fix if there is any
randomly one letter to fix problem.
(anonymous) in the next - Unnamed fixing
lesson. would help Ss feel
13
 - Encourage Ss to practise more comfortable
more. when writing.

6. Additional possibilities:
Stages Class activities Possible
Objectives Explanation Key
&Time Teacher Students problems
Pre-writing -Review the Activity 1: Playing game
(5 minutes) differences Finding out the
between an equivalent sentences - Participate in -The Ss have a chance -Answers: - Ss might forget
informal and a - Put a basket which the game. to review the Appendix 4 some phrases. 
formal contains many pieces of knowledges they have T help them to
letter/email paper with some formal learnt in the previous remind.
through some and informal phrases on lessons. If they do
phrases that are them at the table in the remember the phrases,
used. middle of class. it will be very useful
- Ask some students to for them when

14
 stand in front of the basket
and then choose a piece of
paper. Their mission is
finding out the equivalent
sentence with the sentence
on the paper they chose.
- Allow Ss to ask their
classmates in 30 seconds to
decide the final answer.
- The Ss with correct
answers will get a bonus
point.
Post - - Create the Activity 2: Role-play
writing opportunities so - Ask Ss to work in pairs
(5 minutes) that Ss can do the role-play:
enhance their 1 interviewer – 1
communicative interviewee.
activities
practicing writing.
They will play the
game in group so that
they can help each
other to find out the
answers by
themselves.
-Do the task. Ask - Ss must engage their -The answers -Ss might not
T or their knowledge, their might be know what to ask
classmates if experiences to do the varied.  T should
they have any task. This creates the encourage them
opportunities to by give some
15
 practice their - Ask each pair to choose questions. practice for Ss. examples and
speaking and the job they want to role suggestion
their listening play. They will take turn to
to express their ask and answer about the
ideas about the skills, qualifications, and
topic jobs and the experiences that they
works must apply for the job.

7. Homework/ Assignments:
Write a complete letter for the job application: “An English teacher” and submit via teacher’s email.

8. References
Harmer, J. (2015). The practice of English language teaching (5th edition). Pearson Education Limited.
Soars L & J, Griggs K. (2019). Headway Intermediate Teacher’s guide (5th edition). United Kingdom: Oxford University
Press.

16
 9. Appendices (handouts attached):

Handout Appendices
1. HANDOUT 1: 1. APPENDIX 1:
JOB APPLICATION LETTER’S GENRE-ANALYSING KIT ANSWERS FOR THE GAME “WHO AM I?”
2. HANDOUT 2: 2. APPENDIX 2:
WRITING TOPIC SENTENCES FOR AN ENGLISH THE ENGLISH TEACHER JOB
TEACHER APPLICATION LETTER ADVERTISEMENT
3. HANDOUT 3 : 3. APPENDIX 3:
PLAYING GAME ON FINDING OUT THE EQUIVALENT ANSWERS FOR THE HANDOUT 1
SENTENCES 4. APPENDIX 4 :
ANSWERS FOR THE ACTIVITY 1 OF THE ADDITIONAL
POSSIBILITIES

17
 HANDOUT 1:
JOB APPLICATION LETTER’S
GENRE-ANALYSING KIT
Answer the following questions about the LETTER you are reading:
The Meaning The Construction

1.Why is he writing?
1.How is the openings and endings
constructed?

2.Which job is he applying for?

2.What does each paragraph contain,
and how are the paragraphs
sequenced?

3.Why is he suitable for the job?

3.What grammar and lexis are
usually used to express?

4.What does he attach in the

letter?

1
 HANDOUT 2: WRITING TOPIC SENTENCES FOR
AN ENGLISH TEACHER APPLICATION LETTER

1. Why are you writing?

2. How is your previous experience relevant to this job?

3. Why are you suitable for the job?

What relevant skills or experience they would have for the jobs?

4. What did you attached in the letter?

2
 APPENDIX 1: ANSWERS FOR THE GAME “WHO AM I?”
1. minimum wage /ˌmɪnɪməm ˈweɪdʒ/
2. human resources manager /ˌhjuːmən rɪˈsɔːsɪz ˈmænɪdʒə(r)/
3. leisure activities /ˈleʒə ækˈtɪvətiz/
4. sale director /seɪl daɪrektə(r)/
5. Marketing Manager /ˈmɑːkɪtɪŋ ˈmænɪdʒə(r)/

3
 APPENDIX 2:
THE ENGLISH TEACHER JOB ADVERTISEMENT

We are looking for an experienced ESL teacher to join our team. You’ll
organize courses for non-native speakers with diverse activities and
methods that cover all aspects of English language (speaking, writing, and
comprehending).

Requirements and skills

 Previous experience as an ESL teacher or similar role
 Knowledge of various methods of teaching English to non-native
speakers
 Great organizational and communication skills
 A calm and resilient personality
 Ability to handle classroom crises
 ESL or TESOL certification
 Degree in English Language, English Literature or similar field

4
 APPENDIX 3:
The Meaning The Construction

1. Why is he writing?
 Because he wants to
apply for a job.
1. How is the openings and
endings constructed?
 Openings: To…/From…/
Subject…/ Dear…
 Endings: I look forward to
hearing from you…/ Your
sincerely/ Your full name.

2. Which job is he applying for?

 He’s applying for a job of
hotel receptionist.
2. What does each paragraph
contain, and how are the
paragraphs sequenced?
 Paragraph 1: Reason for
writing
 Paragraph 2: Employment
experience
 Paragraph 3: Skills and
qualities
 Paragraph 4: Attachments
and availability

3. Why is he suitable for the job?

 Because he has three 3. What grammar and lexis are
years’ experience of
working in hotels, and he
can speak French and
Spanish.
4. What does he attach in the
letter?
 He attached his CV with
references from his
previous employers.
ANSWERS FOR THE HANDOUT 1
usually used to express?
 I believe that I am a good
candidate for this position
…
 During my employment in
…
 Please find attached …
 I look forward to hearing
from…

5
 HANDOUT 3 :
PLAYING GAME ON FINDING OUT
THE EQUIVALENT SENTENCES
1. Email me, or better still, call me soon.


2. Please could you…



3. I’ve attached…


4. I look forward to hearing from you…



5. Since leaving university …


6. During my employment at/in…

7. I think I’ll be good at the job…


6
 APPENDIX 4: ANSWERS FOR THE ACTIVITY 1
OF THE ADDITIONAL POSSIBILITIES
1. Email me, or better still, call me soon.

 Contact me by phone or email as soon as possible.

2. Please could you…

 I’d be very grateful if you could …

3. I’ve attached…

 Please find attached …

4. I look forward to hearing from you…

 Can’t wait to hear from you…

5. Since leaving university …

 After I left university….

6. During my employment at/in…

 While I was working at…

7. I think I’ll be good at the job…

 I believe that I am a good candidate for this position…