DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
LESSON PLAN
A. Students and Setting
STUDENTS:
Students’ age: 12
Students’ proficiency level: Intermediate (B1)
SETTING:
Institution: VSE3 class – Use of English 1
Room: A606
Class size: 13 students
Date: Thursday, July 17th, 2025
Time: Period 6 – 13:45–14:30 (45 minutes)
B. Lesson Background
This lesson continues the travel theme and introduces the correct use of articles
(a, an, the, and zero article). Students will engage in guided grammar practice
and contextual vocabulary activities related to famous landmarks, destinations,
and types of transport. The second half of the lesson includes a communicative
task in which students discuss their travel preferences using target grammar.
C. Aims and Objectives
Aims: The lesson aims to provide students with:
clear distinctions among different articles (a/ an/ the/ zero article)
guided practice using articles in travel-related contexts
speaking opportunities to describe travel destinations and preferences
collaborative tasks that reinforce both grammar and vocabulary acquisition
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
Objectives: By the end of the lesson, students will be able to:
identify and correctly use a, an, the, and zero article
understand how articles are used in common travel expressions and phrases
apply the use of articles in short speaking tasks and pair discussions
work with peers to complete tasks involving grammar and travel topic
vocabulary
D. Materials and Sources
Main source: Student’s Book (provided page content with travel-themed
grammar task)
Supplementary material:
Visual aids: Two photos for warm-up activity
Whiteboard, markers, optional projector/slides for grammar input
E. Teaching Methods
Communicative Language Teaching (CLT):
Students will use real-life travel contexts to practice the language point.
Peer interaction is encouraged in pair and group work, and students are
given speaking prompts and vocabulary support to encourage fluency.
Visual-Based Learning:
Photos will support visual learners, making the grammar point more
concrete and aiding memory retention. The warm-up uses images to
contextualize the travel theme and activate prior knowledge.
Presentation-Practice-Production (PPP):
The grammar point will be introduced with clear explanation and examples
on the board. Students will then move to controlled practice (gap-fill),
followed by freer production in a communicative speaking activity.
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
F. Lesson Procedure
Stage & Anticipated Problems
Stage Aim(s) Teacher’s Activities Students’ Activities
Timing & Solutions
1. Warm-up To activate travel- Activity 1: Find the differences Problem: Ss may
(10 mins) related vocabulary (10 mins) describe without using
and introduce - T divides the class into 4 groups - Ss work in groups to find articles.
article use and explains the rule of the game: differences and describe them Solution: T models first
contextually find six differences and say using a/an/the/zero article with clear emphasis on
through visuals. BINGO when they finish. The where relevant. article use.
fastest group gets 3 points, the - Ss share answers with class.
others get 1 point. Each group
volunteers to describe the
differences. Each correct
description earns 1 point.
- T models how to describe one
difference using “In the first
picture, there is a... but in the
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
second picture, there is a...”
2. To introduce and Activity 2: Presenting the Problem: Ss confuse
Presentation clarify the form, grammar (10 mins) when to use "the" or no
(10 mins) meaning, and use - T presents clear examples on - Ss listen, take notes, answer article.
of a/an, the, zero slides/board: CCQs orally. Solution: Use
article with CCQs. + a/an (general, unknown) contrastive examples +
+ the (specific, known) CCQs (e.g., “Do we
+ zero article (general know which cat?”). T
plural/uncountable) recycles examples from
+ the + adjective (group of people) warm-up.
- T explains each rule with
examples and checks
understanding using CCQs.
3. Grammar To practice article Activity 3: Controlled practice - Problem: Ss may rush
Practice (15 usage in a fun, Exercise 3 (5 mins) without thinking.
mins) kinesthetic way - T asks Ss to do Ex.3 on page 21 - Ss do the exercise Solution: After each
and reinforce in the SB individually. individually. round, pause briefly to
understanding. - T ecilits the answers from Ss and - Ss check their answers and check why the answer is
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
explains each answer. ask questions when needed. correct and clarify
Activity 4: Four corners (10 mistakes.
mins) - Ss move around the class to
- T puts up multiple-choice quiz choose the correct answer by
questions (related to articles) on running to corners.
slides and explains the rule: Each - Ss reflect on correct answers
corner of the room = A/B/C/D, Ss and ask questions if unsure.
run to the correct answer in 10
seconds.
- T reveals correct answer and
explains if needed.
- T gives 2 bonus points to Ss with
all correct answers.
- After finishing the quiz, T asks Ss - Ss work in pairs. First, Ss
to work in pairs to asks and answer answer the questions silently
the questions in the quiz, and guess and keep the answers secret.
their partner’s destination. - Ss ask their partner, try to
- T walks around the class to guess their destination and
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
monitor. write it down.
4. Speaking To apply target Activity 5: Discussion (7 mins) Problem: Ss may avoid
(7 mins) grammar in a - T puts discussion questions on using article structures.
meaningful, board: - Ss discuss in pairs/small Solution: T gives bonus
personalized “What does your country have to groups, using as many article points for correct use of
context (speaking offer visitors?” structures as possible. “a/an/the” during
practice). “Is it more of a winter or summer discussion. Recap on
destination – or both?” board if needed.
- T models an answer using travel
vocabulary and accurate articles.
- T monitors and provides
feedback.
5. Wrap-up To consolidate the T summarizes the uses of a/an, Ss listen and share their Problem: Time may be
(3 mins) key grammar the, zero article with 1–2 takeaways. tight.
points and reflect examples each. Optional: ask Ss to Solution: Keep wrap-up
on learning. give 1 new sentence using each brief and focused on 1
type. clear takeaway per
article type.
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
G. Appendices
Appendix A: THE TEXTBOOK
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
Appendix B: Photos in Warm-up activity
Photo 1 Photo 2
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DEMO LESSON: USE OF ENGLISH 1
Candidate’s name: Nguyen Thi Ngoc An
Appendix C: Grammar box
Articles: A / An / The / Zero Article
Form Use Example
Have you been to an island? (The speaker is not asking
With singular countable nouns when referring to
a / an about any one specific island but is asking whether you
something non-specific or new (to the listener)
have been to any island)
- To refer to specific things that are known to both speaker - Have you been to the island? (the one you and I know)
and listener
the
- With unique things - The sun, the sky, the moon, the universe, etc.,
- With groups of people (the + adjective) - The rich, the famous, the poor, the British, etc.,
Zero With plural countable or uncountable nouns used in We have to protect wild animals./ You need to have
article general passion for writing.
be over the moon, go on a couple of trips, it’s a good
Notes A/an/the are used in set phrases or expressions
idea to become an expert in a certain areas, …
