EVALUATIN

G LESSON
PLAN
By Hoai Linh, My Linh, Phuong Thao
Main content

A. The Unit
B. The original lesson plan
• Objectives
• Teaching context
• Activity sequence
C. Adaptation and reasoning
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A. The Unit
English 10 – Unit 5

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Content
SKILLS
LANGUAGE • Reading for general ideas and specific
Vocabulary information about natural world as
Words and phrases related to inspiration for inventions
inventions • Talking about inventions, their uses
Pronunciation and their benefits
Stress patterns: compound nouns and • Listening for specific information from an
noun groups interview
Grammar • Writing about the benefits of an invention
•The present perfect COMMUNICATION AND CULTURE
•Gerunds and infinitives Talking about inventions in Asian countries
Speaking lesson

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B. The original
lesson plan
Main components
 Class description
 Time
 Objectives
 Assumed knowledge
 Anticipated problems and solutions
 Teaching aids
 Procedure 8
Procedure

Warm-up

5 activities

Homework and consolidation

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C. Evaluation
& Adaptation
 1.
EVALUATING
OBJECTIVES
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“
Original Objectives
By the end of the lesson, students will be able to:
Language:
 Talk about unique inventions, their uses and their

benefits.
 Extent and practice vocabulary related to

inventions.
Skills:
 Make conversations about Invention.
“
 Develop presentation skills.
Learner-centered, performance- centered, content centered
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Performance Target
Level knowledge/ skill Conditions

Talk about unique inventions, their uses

and their benefits
Extend & Practice vocabulary related to inventions

Immeasurable General

Specific Measurable Achievable

13 Realistic Timebound
Performance Target
Conditions
Level knowledge/ skill

Make
Conversation about Inventions

Develop Presentation skills

Immeasurable General

Specific Measurable Achievable

14 Realistic Timebound
Revised Objectives
Main aims:
 Practice and extend vocabulary about benefits of

inventions
 Describe two provided inventions (portable solar

charger and USB stick), and one created on their

own in terms of their characteristics, uses, and
benefits.
Subsidiary aims:
 Practice listening for gist.

 Practice communication and presentation skills

(clear constructs, aided by poster).

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 2.
EVALUATING
TEACHING CONTEXT
DESCRIPTION
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 Clear description of learners
 Grade

‘’
 Numbers of students
 Level
 Available facilities

Description of teaching context?

 Not normally included in a lesson
plan

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 3.
EVALUATING
ACTIVITY SEQUENCE
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 LESSON SEQUENCE

1. Practice model Familiarize with

conversation Content structure &
key vocabulary
Preparing
Knowledge 2. Complete table 1 Identify information Language-
focused input
Knowledge Match information
Comprehension 3. Complete table 2 Add more ideas

Copy the model using

Application 4. Make conversation info from 3
Interaction
Creation 5. Create a talk Follow the structure
using their knowledge
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 SEQUENCE IN AN ACTIVITY

T T Ss T
Giving Checking
Modelling Doing as instructed
instruction Giving Feedback

Individually/
Whole-class
in pairs/ in groups

• Logically sequenced steps (Say-do-check)

• Should incorporate peer feedback
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 4.
EVALUATING
ACTIVITIES
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Warm-up
 Warm-up game
 Divides class into 2 teams.
 Asks students to join Lucky number game about Inventions in order to get them
involved in the lesson.
 Provides students with rules.
 There are 10 numbers from 1 to 10.
 Each team will take turn and choose a number showing a part of an invention.
 There are 10 seconds for each to think and guess the invention.
 Each correct answer will get 1 point for the team.
 If the team cannot have the answer in 10 seconds, the other team will get chance
to guess.
 Starts the game.
 Note: gives students some hints if necessary
 Announces the winner once finishing the game.
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Evaluation
10 questions/pictures Time-consuming
7 minutes unnecessary

Announces the winner

No relation to the
once finishing the
following part
game.
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 Adaptation

10 questions/pictures 5 pictures
7 minutes 3 minutes

No relation to the T states the content and

following part objectives of the lesson

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Activity 1+2

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 Task 1 (page 52)
Activity 1  Asks Ss to think of the heading
of the speaking lesson “ Unique
inventions” => very special and
unusual inventions.
 Asks Ss to practice with a
partner the conversation in page
52 in 2 minutes.
 Invites two pairs to read aloud
the conversation, gives
comment on Ss’ pronunciation.
 Explains some new words.
 Solid object (NP)
 Original (N)
 3D printer (N)
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Activity 2

 Has Ss complete the table about

3- D printer in 1 minute.
 Goes around and assists Ss if
necessary.
 Calls Ss to read out loud their
answers.
 Shows the keys in slide.
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 Preparation stage

Practice model conversation Complete table 1

Familiarize with content structure & key vocabulary

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 Preparation stage
Familiarize with content structure & key vocabulary

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Evaluation - Material

Aim Structure previewing

Evaluation - Material

Aim Content previewing

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 Evaluation - Material

Authenticity

Ss’ interest

Variation
 Adaptation - video
Similar Content:
main components an automatic faucet
Adaptation -
replacement

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 Evaluation – Activity
1

Asks Ss to think of the

heading of the speaking Topical knowledge
lesson “ Unique inventions”
=> very special and unusual In-depth discussion
inventions.

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Adaptation – discussion
question

When introducing a new invention,

what do we need to mention?

 Structure + content previewing

 Activate Ss’ topical knowledge
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 Evaluation – Activity
1

 Asks Ss to practice with a partner

the conversation in page 52 in 2 Standard modeling
minutes.
 Invites two pairs to read aloud
the conversation, gives comment
Listening input
on Ss’ pronunciation.
 Adaptation -
replacement

Asks Ss to practice with a Has Ss complete the table

partner the conversation in about 3- D printer in 1
page 52 in 2 minutes minute.
Invites two pairs to read Goes around and assists Ss
aloud the conversation, if necessary.
gives comment on Ss’ Calls Ss to read out loud
pronunciation. their answers.
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 Adaptation -
replacement
 Asks Ss: “When introducing a new invention, what do
we need to mention?”
 Writes Ss’ answers on the board
 Plays the video
 Asks 2-3 Ss: What were mentioned in the video?
 Asks Ss to compare their guess with the video
Adaptation -
replacement
 Concludes the structure

Name of the
Use
invention

Characteristics Benefits
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Handout
Name of invention What’s the machine/invention?
Does your invention have a name?
Use What is it used for?
What is/are the function(s) of it?
Characteristics What are the parts of it?
How does it look like?
Can you describe it?
Benefits Does that mean that…?
What are the benefits of the invention?
Does it have any benefits over other traditional/old inventions?
Evaluation - conclusion

Explains to them that the four ideas

suggested in the table are the key
points they need to mention when
talking about an invention.

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 Overall adaptation
Original Revised
1 simple lead-in question A small whole-class discussion to
1 “what do you think about the topic” activate Ss’ topical knowledge

2 Input - Read the dialogue Input – Video clip

3 Provided structure Checking structure

 Explains to them that the four ideas suggested in

4 the table are the key points they need to mention
when talking about an invention. 44
Activity 3+4

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 Preparation stage
Activity 3 +4 (Pair work)
• Match benefits with each invention
Complete table 2 • Add their own ideas
• Copying model in activity 1
Make conversation
• Using info in activity 3

T Ss T
Giving Checking
Doing as instructed
instruction Giving Feedback

👉 Peer feedback
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Activity 5

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Activity 5/ Production

This activity design is quite

appropriate given that:

- Sts have the chance to make a

presentation about a new
invention using their own ideas.

- They can enhance their group

working skills and presentation
skills.

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Activity 5/ Production

📌 Class size 👉 Work in groups of 5

📌 The structure on how to talk about an
invention was introduced + this is the
production stage of the lesson

👉 Restate the key points

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Activity 5/ Production

📌 No context of language use

👉 Let Sts role play as engineers and

present about their inventions on the
launch day
📌 Limited choice of inventions

👉 Consider the 3 inventions as

suggestions and give Sts freedom to
design their inventions
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Activity 5/ Production

📌 Not mention what T does when Sts

work in groups 👉 T goes around the

classroom and offers support
📌 Only teacher’s feedback 👉 Assign
other groups to listen and give mark
using the marking rubrics.

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 Marking rubric
1 2 3 4
Content The presentation contains The presentation contains The presentation contains The presentation contains
only 1 aspect of the 1-2 aspects of the invention more than 2 aspects and the all the aspects and the
invention. and the information is information is relevant. information is interesting
quite relevant. and new.
Vocabulary The speaker uses 1-2 word The speaker uses more than The speaker uses more than The speaker uses more than
in the lesson. 2 words in the lesson. 4 words in the lesson. 4 words in the lesson and at
least 1 unfamiliar
vocabulary item.
Visual The poster is incomplete or The poster is quite nice but The poster is quite The poster is appealing and
contains no relevant too much or too little appealing and contains the information is
content. information is included. relevant information. displayed logically.
Presentation The speaker has minimal The speaker only focuses The speaker uses suitable The speaker has good eye
skills eye contact, speaks too on a small part of the eye contact and volume. contact and can engage the
quickly/quietly. audience. The audience's’ questions class.
He/she cannot provide Only a small part of the are adequately answered. All the questions are
adequate answers for the audience's questions is smartly answered.
audience’s questions. answered.
 Consolidation and Homework
Teacher should list out the
questions. For example, they can
ask:
 What structure can be used to
talk about an invention?
 What are the new vocabulary
items we have learnt today? The idea of having Sts introduced an
invention in the next period is not feasible
 What inventions did the groups
Omit it
introduce?
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Thank you
Any question?