TEACHING ENGLISH IN DIFFERENT CONTEXTS

TEACHING FOR EXAMS 

LESSON PLAN:   
A – TEACHING CONTEXT:

Teacher’s name Nguyễn Khánh Huyền - 2190179

Exam CAE
Learners’ level Advanced (IELTS – 6.5-8.0)
Learners‘ age 15-18
No. of learners 15
Skill/Language
Speaking
focus
Speaking: A vacation
Source:

1.Website: (http://tienganhk12.com/news/n/1391/cau-truc-bai-thi-
Lesson 
cae---c1-advanced)

2.Images: Google
3.Ideas: Khánh Huyền, It’s obviously me!
Duration 45’

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B – CLASSROOM PROCEDURE:

I. Objectives:
- After this lesson, students will be able to:
+ Develop their critical speaking, thinking and also coherence and comprehension.
+ Using more advanced adjectives, and being able to tell a story based on the pictures.
II. Language content:
- Some nouns and some social studies.
III. Techniques:
- Brainstorming.
- Discuss with others.
- Pair work as well as individual work
- Take notes
IV. Teaching aids:
- Pictures, demonstration from the teacher
V. Time: 45 minutes.
VI. Procedures:

TEACHING SPEAKING:

Stage/ Procedure
Content Teacher’s Activities  Learners’ activities Notes
Time
Teaching
the
vocabulary
(mostly adj)
Practice:
Warm-up Learning Write 4 categories (Noun, Verb, Make a sentence with Board and
some adj Adjective, Adverb) which are 1 of 4 words relating markers
and verbs related to the picture that the to a vacation picture as (for the
as well as teacher shows on the board and ask long as it fits the teacher to
making a 1S in each group to describe the category. write out).
sentence picture with the words. Work
coherentl Students have 1 minutes to think individually
y. and work individually. .
Tell the teacher the
Have 4 students tell their sentences. sentence. And then the
teacher complimented
This process would take the class 5- them.
10 minutes to take part in.

Think and answer

And then have 4 children to speak (write down on the
Pre-reading board for the whole

2
 Brainstor up their mind, show the whole class class to see) the
m about their sentence. question about the use Write
the of synonyms and how words on
sentence Ask the student about the synonyms to use it. the board in
(focus of the 4 categories, each student Do exercises in pairs order to
mainly on does 3 words. (6 synonyms) have
adj and students
verbs) Explain the importance of the Before that students come and
advanced vocab which could help would write their write their
students get better marks in the real words in handout words
CAE test. (with the help of body paper (the paper will beneath
language, the teacher would be be designed to have all them,
saying the words and expressing the the words that could handout
words in action). have lots of synonyms. paper.
Students
work in
Ask Students about how many pairs.
types of synonyms and how to use
them. The pairs
would be
having one
writing
Give some examples about it: down on
the board
- Sad: Crying, heart broken,
and one
unhappy, sorrow…
saying the
- Happy: Cheerful, blissful, words out
overjoyed, overwhelmed… loud.
- Run: In a rush, run like the
wind, run in full speed
mode, sprint…
- A long time: In ages, for a
long while, forever and a
day…
- Delicious: Yummy, tasty,
flavorful, savory,
appetizing…
This process would take the class
10-15 minutes to take part in.

While- Observe Shows the 3 pictures in the Give students a Working in

reading and powerpoint, and with all the handout including 3 groups.

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 Describe synonyms that the students have
a journey generated, combines all of the
through 3 sentences to make a perfect
pictures. paragraph telling their journey.
This process would have student to
participate in a group of 3 (or 4)
Give Students handout paper.
Instruct them to tell the whole
class their story. Explain which
synonyms used in the blank.
This process would take the class
15-20 minutes to take part in.
pictures, and get the Handout
group of 3 students paper.
(or 4) to create their Padlet
own sentences, their website.
story. Candies.
PowerPoint
After they finish their .
work, let all the
teammates look at
each other's sentences.
And let them combine
the best sentences
from each of them and
make a real story
about the journey.
If the teacher doesn't
have enough time to
look at handout papers
as well as the students
do have smartphones,
let them write their
story on the Padlet
website.

Later on, ask them to

send a student from
their group to tell the
whole class the story
(at least 2 groups).

Reread the paragraph

again and point out the
synonyms.

The group would have

a present if their can
make their story more
appealing (do the
roleplay, make a short
in-real-life movie)

Post-reading Correct Ask 1 student to present their own Students answer and Working
and story with 1 of 3 pictures, let them listen to their peers. individually
feedback express what they think, how they Expressing their .

4
 feel about the picture. As thoughts freely about
important as those two aspects that student’s story.
mentioned above, they should also
predict what would happen next
(in the real time in the real class,
the teacher should ask at least 3
students).

Correct and give feedback.

This process would take the class 5-
10 minutes to take part in.

Homework/ Further practice: Do the word form exercise.