The document provides a lesson plan for an English class on the topic of jobs. The 45-minute lesson is for a group of 20 beginner level students aged 15-20. It includes objectives to have students name different jobs using the structure "What do you do?", practice pronunciation, and produce questions and answers about jobs. The lesson uses techniques like silent way, audio-lingualism and role plays. It assesses students' performance and provides homework assignments.

1. LESSON PLAN
SUBJECT: ENGLISH
UNIT 2: WHAT DO YOU DO?
1. Description of the class:
Level: Beginner
Description of the students: They are from 15 to 20 years old. Most of them are female. In previous lesson, they have already
learnt about introducing themselves and introducing others, the present tense with simple structures, stress, and
pronunciation on vowels and consonants. They can listen to the short dialogs and communicate together. But their
vocabularies are limited and they find hard to express their ideas. They learn English in order to improve their speaking skill,
especially their pronunciation and communication.
Class size: 20 students
Schedule (time, time allocation): 45 minutes
2. Text book: Ken Wilson (2010). Smart Choice 1. Place of publication: Oxford University Press.
3. Lesson Aims:
Students will be able to listen and respond to language receptively before being required to produce. That is they listen and
then speak.
Students will be able to develop their grammatical knowledge of simple question about the jobs in English.
Students will be able to understand about Silent Way.
4. Lesson Objectives:
At the end of the lesson, the students will be able to:
- Name different jobs and practice the structure: “What do you do?” by speaking the conversation.
- Pronounce the words correctly(pronunciation and stress)
- Produce a correct question about the job as well as the answer.

2. 5. Methodology:
- Warm up, Pre – speaking, while – speaking: Silent Way.
- While – speaking, Post – listening: Silent Way + Audio-Lingualism
6. Classroom Procedure:
Stage/ Time
allocation
Aims Class activities Explanation Possible/
expected
answers to
exercises (key)
Possible
problems and
solutions
Teacher(T) Students (Ss)
Warm up (4
minutes)
Stimulate and
cultivate
interest /
curiosity among
Ss about the
topic they are
going to learn.
1.Greeting Ss:
How are you
today?
2. Show the
video clip to Ss
and ask them
what the topic
is.(let Ss guess
the topic
through video
clip.)
1.Pay high
attention to T
and they are
curious what's
going on?
2.Look at the
video clip and
guess the topic.
3. Respond.
Ss can guess the
topic of the new
lesson without
T’s introduction.
Appendix 1 Ss might not
pay attention to
the T and the
video clip. T
should keep Ss
silent.
Pre-speaking
(15 minutes)
Practice
students’
speaking skill
(The T gives Ss
some new
vocabularies
and helps them
learn how to
pronounce
well).
1.Give Ss 10
new
vocabularies
about different
kinds of jobs
and ask the Ss
to read them
with the sound
color charts
1.Pay high
attention to T
and the screen
without
understanding
Ss can guess
what the T is
going to tell
them about.
Appendix 2 Most of the Ss
can not
understand
what is going
on. The T
should keep
going on the
lesson.
2. Read aloud
the first new
Repeat the new
word according
T uses the
Sound Color
Appendix 3 + Ss may have
wrong

3. vocabulary one
time with the
sound color
charts and guide
Ss repeat.
to T’s
instruction.
charts to help Ss
learn new words
by themselves.
pronunciation
=> The T
corrects their
mistakes & asks
them to repeat
at least 3 times
3. Read aloud
the first new
vocabulary one
time with the
word color
charts and guide
Ss repeat.
Observe the
color of the
charts and the
T’s instruction,
and then try to
pronounce the
words with
correct stress.
T designs this
chart to help Ss
remember the
spelling and
stress of new
words
Appendix 4+5 Some Ss
pronounce
incorrectly =>
ask them to
repeat.
While-
speaking (15
minutes)
To help Ss
remember the
new
vocabularies
they have just
learnt through
the listening
test.
1.Let Ss listen to
a conversation
and ask them to
use the words in
the box to
complete the
conversation
Listen and fill in
the blanks.
T uses
completing the
dialogue drill to
recall Ss to the
new words they
have to learn.
Appendix 6 If some Ss can’t
listen to the
conversation
clearly, they will
raise their
hands => let
them listen
again.
To check the Ss’
pronunciation
2. Divide the
class into 10
groups, each
group includes 2
Ss and number
groups from 1
to 10. Ask them
to practice the
conversation.
Use fingers to
point out which
group will play
Work in pair
and prepare to
have the role-
play.
T can test the Ss’
pronunciation
through role-
play activity.
The chosen
group makes
errors with
their
pronunciation
=> ask another
group to model.

4. roles in front of
the class and
evaluate them
To help Ss find
out a new
grammar point
that is the
common Wh-
questions by
themselves.
3. Divide the
class into 2
groups. Give
each group
some pieces of
paper with a
word inside. Ask
Ss to arrange
them to the
right order and
stick them on
the board.
Stick some
pieces of paper
on the board
quickly.
T’s silence
technique will
help Ss discover
the new
grammar rule by
themselves.
A group
arranges some
pieces of paper
incorrectly =>
let them see
the right
answer of
another group.
4. Require Ss to
look at the
board and read
the different
colored
sentences
according to T’s
gestures.
Read the
different
colored
sentences
T uses self-
correction
gesture to
indicate that
each of his
fingers
represent a
word in a
sentence and
uses this to
correct Ss.
Appendix 7 Some Ss read
the sentences
wrongly => ask
another S to
read again.
To help Ss apply
the grammar
point flexibly.
5. Change one
or two word in
each sentence
and ask Ss to say
the new
sentences.
Answer the T’s
questions
quickly.
T wants Ss to
use different
words to create
the new
sentences based
on the structure
they have just
learnt.
Some Ss speak
incorrectly =>
ask another S to
model.

5. Post
Speaking (11
minutes)
Practice
integrated
skilss(listening +
speaking +
comprehension)
Students can
use the words
(pronunciation+
comprehension)
and the
structure(What
do you do? I am
a….) they’ve
learn in a
flexible way in
their daily life
conversations
1. The T uses
the software to
show the video
clip(at least
once) and uses
signals to guide
the Ss do
exercises(video
1 & 2)
2. The T uses
the software to
correct the Ss’
wrong answers
1. Listen to the
audio and look
at the
questions of
the videos
(video 1 & 2)
2. Give the
answers to the
T
By asking
students to
answer their
questions,
teacher gives all
students a
chance to
practice
integrated skills.
Therefore they
can recognize
and pronounce
new words in a
correct way
without any
difficulties.
Appendix 8 Ss don’t want to
listen => ask
them pay
attention to the
video clip first,
and then try to
listen to it.
Students may
have wrong
answers =>
Correct their
mistakes.
To take
Ss’feedback
about the
lesson
Ask Ss some
questions and
invite Ss to
make their
comments
about the day’s
lesson.
Give their
private opinions
T uses the
structured
feedback
technique to
give him a good
direction to
prepare for the
next class.
Appendix 9 Shy Ss don’t like
to share their
views =>
encourage
them in a gentle
way.
7. Evaluation of students’ performance: Teacher can evaluate students’ performance
- Listen carefully what Ss say and silently signal to them how well they perform.
- Evaluating enthusiasm by observing and recording the promptitude of students’ submission of all assignments/work, exercises,
activities and agreeable to new responsibilities.
- The quality of work (that the student produces for the lesson) and effort (how hard the student worked in the lesson)
- Students’ performance will be assessed by scoring their activities, exercises, assignments.

6. 8. Homework/ assignments
- Classwork: Student Book – Unit 2(page 10,11,12,13)
- Homework: Work Book – Unit 2 (page 6,7,8,9)
9. References
a) Diane Larsen-Freeman and Marti Anderson.2011.Techniques and principles in Language Teaching. Oxford University Press
b) Richards, J.C and Rogers, T.S. 1986. Approaches and Methods in Language Teaching. Cambridge University Press
c) Useful websites: Searching on the site – www.google.com, http://donaldcherry.com/, http://www.glenys-
hanson.info/pedagogical-articles-pronunciation-spelling/silent-way-lesson-syllable-stress/#comment-21
d) Ken Wilson (2010). Smart Choice 1. USA: Oxford University Press.
10. Appendices
a) Classroomequipment / classroom technology: A board (flip chart), Chalks(markers), an eraser, pointer, data projector +
screen, speakers, Computer + Internet and Audio files, micro, pictures(Sound Color Charts+Word Charts) slides and Multi CD
Rom(Smart Choice 1).
b) Further practice: Work Book (Page 6,7,8,9).
c) Details of supporting things:

7. Appendix 1:

8. Appendix 2:
Appendix 3:

9. c
Appendix 4:

10. Appendix 5:
Vocabulary
Architect Singer Doctor Taxi Driver Model
/ˈɑːrkɪtekt/ /ˈsɪŋər/ /ˈdɑːktər/ /ˈtæksi ˈdraɪvər/ /ˈmɑːdl/
Pilot Actor Teacher Soccer Player Police Officer
/ˈpaɪlət/ /ˈæktər/ /ˈtiːtʃər/ /ˈsɑːkər ˈpleɪər / /pəˈliːs ˈɔːfɪsər /
Appendix 6:
Listening: Track 13 CD1

11. Complete the conversation
Answer:
1c 2a 3b
Appendix 7:
Common wh-questions
1)What do you do? I’m an architect.
2)Where do you live? I’m live in California.
Appendix 8:

12. Appendix 9:
1) What do you learn today?
2) How do you feel about the lesson?
3) Do you have any suggestion to make the lesson better?