Name: Phung Thi Minh Ngoc
Class: QH2014.E1
AFL LESSON PLAN
Class level: Upper Intermediate Time: 90 minutes
Population: 16
Student description: Travel-agent-to-be
Main language focus: Speaking: Communication
Topic: Promotion and Marketing in Tourism ( Book: Going international for tourism)
Integrated language skills: Listening skill
Sub-skill/item:
Reasoning
Discussing the advantages and disadvantages of a holiday Promoting a holiday
Specific objectives: At the end of the lesson, the students will be able to: List the characteristics of a good oral promotion of a holiday
Compare two promotion speeches of the same holiday. Produce their own holiday promotion speech.
Students’ prior knowledge concerning the topic:
Students have learned vocabulary related to tourism and holiday
Pedagogic Activity Resources
Needed assessmentTypes of used
Identify AfL Principle(s)
1. Topic introduction (5m)
Teacher introduces the topic and talk about the learning objectives of the lesson
Slides - Sharing learning
intention
2. Pair work (12m)
- Students are given two slogans of holiday advertisements
- Then they work in pair to come up with their favorite one (4m)
- After that, some pairs are required to present about the slogan they choose, tell about their first impression of that slogan and give their reasons for their choice (8m)
3. Group work (30m)
- Students in 4 groups watch a video selling a holiday (This can be the sample for students’ role play at the end of the lesson). After watching,
Group 1 and 2 must discuss the content/stages of the video to the content and language use in the video
observation and feedback
- Group work
Group 3 and 4 must discuss the language use of the travel agent in the video.
- Each group presents their ideas on A0 paper and has 3 minutes to share their answers (12m in total)
- Teacher gives feedback on the content of 4 groups and states the characteristics as well as stages of a good holiday promotion. (5m)
4. Sharing assessment criteria (3m)
Teacher introduces the rubric to assess students performance in the next activity
Feedback
form Interactivewhole class sharing
Sharing assessment criteria
5. Group work (10m)
- Students work in the same group of 4 members.
- Each group chooses a holiday listed in the book to advertise. They can use the table in activity 1 page 154 as reference.
- Students, in their group, must think of the way to sell their chosen holiday to the rest of the class.
Page 154 in
the book Teacher’sobservation and support
- Group work
- Teacher’s observation and support
6. Role-play (25m):
- Each group comes on stage and sells their holiday. (Maximum 5 minutes for
each group)
- Other groups participate in the role play as customers and give feedbacks using feedback form.
- Teacher gives comments and make student records
records - Student record keeping
7. Summarize (5m)
Teacher rubric for role-play task
Success criteria Indicators of student performance
High Medium Low that is being played.
Responds with an answer that is partly relevant to the role that is being played.
Responds with an answer that is not relevant to the role that is being played.
Demonstrates active listening by effective and relevant reference to other’s points of view.
Demonstrates active listening by reference to others’ points of view.
Makes little or no reference to others points of view.
Use of persuasive effective strategies to persuade audience to his/her point of view.
Uses some appropriate and effective strategies to persuade audience to his/her point of view.
Uses few or no strategies to on a few occasions.
Success criteria Indicators of student performance
High Medium Low Control of both verbal
and non-verbal language
Speaks clearly,
accurately and in role. Generallyclearly and accurately.speaks Occasionally or rarely speaksclearly or accurately. Uses body language
(eye contact, posture, gestures)
appropriately and effectively to enhance and support speech.
Uses some aspects of body language to enhance and support speech.
Uses little or no body language to enhance and support speech.
Employs a variety of techniques to enhance the oral presentation, eg pauses, tone, volume, rate.
Employs some
techniques to enhance the oral presentation, eg pauses, tone, volume, rate.
Employs few or limited techniques to enhance the oral presentation, eg pauses, tone, volume, rate.
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