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A. Students and Setting


They are from 9 to 10 years old. They have learnt Family and Friends 1, 2, 3. The

level of all students is Beginner. They can understand simple instructions that the teacher gives. Some of them are quite active and outstanding in class. They are in love with dynamic and interesting activities or games.


This lesson plan can apply in foreign language centers where the maximum number of students in each class is 20. In this case, the class has 16 students. They have 2 meetings a week, on Saturday and Sunday, either of which they study with a Vietnamese teacher and the other day, with a foreign teacher. Each meeting lasts 2 hours with 15 minutes break. This lesson plan describes first 60 minutes in the meeting when student study vocabulary and grammar. The rest of the time will be used for studying phonics and doing workbook.

B. Lesson Background:

In the previous lesson – unit 2: “we had a concert”, students have learnt vocabulary in context “festival day”. The main grammar points of the lesson are forms of “have” and “be” and some regular verbs in “Past Simple” and time markers such as “yesterday”, “last week”, “last year”…

In this lesson, students are going to learn unit 3 – “the dinosaur museum”. They are continuing studying “Past Simple” with irregular verbs with negatives and questions. They are working in pairs and groups of 4, which they have been already familiar with.

In the following meeting, students will have a review on the first three units. Teacher may give them puzzles, crosswords, and cloze to check their vocabulary and grammar.

  • C. Learning Objectives/Expected Results:

After the lesson, they will be able to use new vocabulary in context “dinosaur data”

and produce negatives and questions in Past simple. The activities will allow them to use two or more skills at a time. Students can use their creativity and intelligences to accomplish tasks given. Teacher will observe students while they are doing tasks to evaluate their competences; the results of exercise will partially contribute to the evaluation.

  • D. Materials and Sources:


Pencil. Handouts made by teacher. Class book “Family and Friends 4”, page 20-22.


Naomi Simmons (2010). Family and Friends 4. Oxford University Press

  • E. Procedures / Timing:

Teacher does/says


Students do/say





Divide the class into 4 team, name each team after colors or animals, and number each student in a team. Write their team names on board to keep updating scores. Has prepared 10 flashcards with

Repeat after teacher. Memorize vocabs and speak out when being called without teacher’s repetition. Word lists: dinosaur,

10 min.

picture on one side and word on the other. Says: Today, we are going to learn some new words about dinosaur museum. You know dinosaur? Now, look at the picture and repeat after me.

museum, model, skeleton, scary, scream, roar, alive, dead, robot.

Show respectively flashcards (picture only) and speak out the words. After 3

times, do it again but with the side with words only. Check students’ memories by showing pictures and call them to speak out the vocabs (eg. Duck 3)


Divide the class into 4 groups.

Play mime, using

  • 10 min.

Says: each group will have a member come here. He or she will secretly

creativity to demonstrate the word.

look a word and silently demonstrate it by drawing a picture or act it out in order that you can guess what the word is. Which group can say the correct word first will get one point.

Observe the class to score. Make sure that each student has 2 chances to mime. Give bonuses for the winners.

Has stuck some small pieces of paper with answers into walls Divide the class into pairs. Give each pair a handout in which there is a text with blanks. (Some of the blanks are supposed to be filled with some “irregular verbs”, which they have not

Work in pair to do the activity running dictation.

  • 10 min.

learnt before) Says: I want one of you, in a pair, will run around to find the answers, then come back and tell your friend. The other, please, takes out your pencil, listen to your friend and write your answers down in the handout. The runners, no writing. And the writers, no running. OK? The three pairs who

finish first will be winners.

Check their answers. Give bonuses for the winners.

Write a list of 10 irregular verbs and their past forms. Point to each pair of words and speak out, call students randomly to repeat after.

Repeat after teacher to memorize past forms of 10 irregular verbs Word list: buy, eat, go, hear, learn, make, see, think, wear, write.

  • 5 min.

Write the rules for negatives and question in Past Simple on board:

Listen to teacher.

  • 5 min.

S + didn’t + V bare inf Wh- + did + S + V bare inf? Did + S + V bare inf? Explain and give some examples to help students get used to the structures

Divide the class into 4 groups (new group) Give handouts to each groups

In group, one student asks and compare the answer of his/her friends

20 min.

Says: Now, each member in a group has a paper with information, please do not show your friend. Keep it secret. Each group will have an inspector and 3 suspects. You will see your role at the top of the paper. The inspector has to use your paper to ask 3 suspects and find out who gives wrong information. Then, bring him or her to me.

with information in the handout. The other three will answer the inspector. While asking and answering, they have to finite the verbs given.

Observe the class to see if they can finite the verbs given correctly. After each group finds out one

criminal, they four will play the game again to find the only one criminal.


For running dictation: (the answer key needs to be cut into pieces and glued around the classroom)

criminal, they four will play the game again to find the only one criminal. Handouts For

Answer key

criminal, they four will play the game again to find the only one criminal. Handouts For

For detective game:

(*each two groups will have the same handouts ** Teacher have to cut these boards into pieces of paper and fold them up)

Group 1 and 3

Inspector Question for A: What did you

(do) at 8:00 pm

Suspect A:

yesterday? Correct answer: I bought a robot model at a store.

Answer: I

(buy) a robot model at a store.

Question for B:



(went) to school

Suspect B:


Answer: No, I

(go) to school yesterday.

Correct answer: Yes, I did


Question for C: When



(heard) the

Suspect C:

noise next door?

Answer: I ____


the noise at 7:00

Correct answer: I heard the noise at 7:00


Group 2 and 4



Question for A:



a blue shirt

Suspect A:

last night?

Answer: Yes, I

(wear) a blue shirt last night.

Correct answer: Yes, I wore a blue shirt last night.


Question for B: Which dish ___

you ___

(ate) last

Suspect B:


Answer: I

(eat) tuna last morning.

Correct answer: I ate tuna last morning.


Question for C:


(made) an

Suspect C:

appointment with Mr. John last week?

Answer: Yes, I

(make) an appointment with

Correct answer: No, I didn’t.


Mr. John last week.

Final round



Question for A: ___




a postcard

Suspect A:


Answer: No, I

(buy) a postcard yesterday.

Correct answer: No, I didn’t.


Question for B: where



(saw) Mr.

Suspect B:

Will last week?

Answer: I ____


Mr. Will at the dinosaur

Correct answer: I saw Mr. Will at a coffee shop.


Question for C: What


(wrote) for

Suspect C:


Answer: I

(write) him a letter.

Correct answer: I wrote him a letter.


F. Alternative Assessment:

For assessment, teacher may use a note to pin which students have difficulty with memorizing new vocabulary and verb form. Teacher needn’t correct them right away because they may find their way out by themselves while doing tasks. Teacher should not interfere soon; just observe to see if they can correct themselves. If not, review the lesson again after the activity. While trying to accomplish tasks, students need to listen or read their friends’ products (a speech or writing). Thus, they may find mistakes and point out to correct their friends. Teacher should encourage them to do that to progress peer- assessment.

G. Classroom Management:

At the beginning, teacher divides the class into groups with particular name and number so that the teacher can take control right away by call out students’

temporary nickname. This will raise the awareness and attention of students when teacher randomly call them for checking vocab or answering questions.

H. Reflection - Phase 2:

In this phase, I have added a way to manage the class. Doing this, teacher can

easily check each student on understanding vocab and grammar instead of letting the whole class answer, which may lead to some students being silent.

This lesson mainly focuses on tasks via which students learn the language. At the age of 10, students are usually energetic and dynamic so the activities need to change quickly to draw their attentions. With those activities, student can and must integrate more than two skills at the same time to accomplish the tasks. Furthermore, tasks given allow students to accomplish by their own ways. Activities are quickly given and varied so that every student’s intelligence can have a place to shine and get bonuses. There’s bonus, there’s minus. Due to grouping students and naming them, teacher can easily manage the class. Each time students do right or misbehave, teacher can adjust the scores. Student will aware that they have responsibility for their actions. About assessment, working in pair and group gives them opportunities to self- assess and peer-assess.