Hanoi Pedagogical University 2

Faculty of English
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FINAL - TERM ASSIGNMENT

TOPIC 5

Instructor: Nguyen Trang Nhung

Group: 3
Students: Duong Thu Ha
Nguyen Thuy Ha
Nguyen Thi Mai
Pham Thi Bich Loan
Class: ELT304.48spa.1_LT
Course name: Computer-Assisted Language Learning
Course code: ELT304

Hanoi, June 2024

TOPIC 5
PART 1: Design a 45-minute lesson plan on Speaking with the use of
technology tools (from 2 to 4 tools).
You will be guided to randomly pick up a lesson from the English textbook –
Tieng Anh 10 - Global Success.

1. A lesson plan
2. A copy of materials on which the plan is based (e.g. textbook pages,
videos, stories, etc)
3. A powerpoint slide
4. Other tools (if applied)

LESSON PLAN
GLOBAL SUCCESS GRADE 10
UNIT 3: MUSIC
lesson 4: SPEAKING
Talking about a TV music show
Teacher: Group 3
- Duong Thu Ha
- Nguyen Thuy Ha
- Nguyen Thi Mai
- Pham Thi Bich Loan
Teaching date: June 9, 2024
I. Objectives:
By the end of the lesson, students will be able to:
1. Competences
1.1. General competence
- Be collaborative and supportive in team work
- Practice presentation skills
1.2. Specialize competence
- Identify the topic of the lesson: Music
- Identify the meaning of three vocabulary items: dress up, runners-up, cash
prize
- Get ideas for making a poster and presentation of new music show
- Apply useful expressions in presentation
- Improve their critical thinking by considering voting for the best presentation
2. Attributes
- Be responsible and honest in teamwork
- Be aware of how hard it is to create a music show.
II. Time
- 45 minutes
III. Students’ information
- Grade: 10
- Level: Mixed
- School: Public with adequate facilities
- Quantity: 30 students
III. Teaching aids and material
- English Global Success Grade 10 textbook, Unit 3: Music, Speaking, pg 32
- PowerPoint slides, a projector
- Bamboozle: https://www.baamboozle.com/game/2369908
- Padlet: https://padlet.com/227140231010/class-10a3-okbk68r40k7zzjxj
- Handout: The evaluation sheet

IV. TEACHING PROCEDURE

1. Lead-in

Activity 1: Guess the Music Shows

Aim To activate students’ thought and interests about the topic: Music

Outcomes students identify the topic of lesson: Music

Materials bamboozle link: https://www.baamboozle.com/game/2369908

Interaction Teachers - students

patterns

Timing 5 minutes

Procedure of the activity:

Step 1 Introduce the game Bamboozle

Step 2 Give instructions:

2 teams take turns to choose numbers on Bamboozle.
Within 30 seconds, the team has to answer the question. If there is
no answer, the answering turn will belong to the other team.
Which team has more points will be the winner and receive plus
points.
Keys:
1, Vietnam Idol

2, The Voice Vietnam

3, Which show does the following saying come from?

Amazing good job, em!!
=> Rap Việt
4, Ca sĩ giấu mặt/ Ca sĩ mặt nạ/ The Masked singer

Step 3 Lead-in:
- Teacher asks students about the similarity among the questions.
 - Teacher collects the student's ideas.
- Then the teacher said: “It's all about the music show, right?
There are many music shows, not just the 4 shows above and not
only in our country. Today we will learn about another TV music
show and then come up with ideas for our own music program. At
the end of this class, you will be able to talk about a new music
show.”

2. Pre-speaking

Activity 2: To give students vocabulary, expressions and plan for the next
Aim stage.

Outcomes - Identify pieces of information of a show

- Organize ideas to plan for presentation.

Materials - Tieng Anh 10 Student’s Book

- PowerPoint slides
- Padlet

Interaction Teacher - students

patterns

Timing 12 minutes

Procedure of the activity:

Activity 2:
Match the meanings (2 minutes)
Step 1 Ask students to match three vocabulary items below to their
corresponding meanings.

Vocabular Meanings
y

dress up people who come second in a race or competition

runners-up a prize in a competition that takes the form of

money

cash prize to put on formal clothes for a special occasion

Step 2 Show suggested answer:

1, dress up /drɛs ʌp/ (phr.v): to put on formal clothes for a special
occasion
2, runners-up /ˈrʌnəz-ʌp/ (n): people who come second in a race or
competition
3, cash prize /kæʃ praɪz/ (n): a prize in a competition that takes the
form of money

Activity 3:
Read about a TV music show and complete the notes below (5 minutes)

Step 1 Ask students to read the reading text and then complete the note in
 2 minutes

Step 2 The whole class checks the answers together.

Suggested answer:

Step 3: T emphasizes on the format of a Music show plan.

Activity 4:
Work in groups. Make up a new music show. Use the points in exercise 1 to
make up the ideas (5 minutes)

Step 1 Give students a link to the web Padlet.com which is available for
the class.
https://padlet.com/227140231010/class-10a3-okbk68r40k7zzjxj

Step 2 Ask students to work in groups of 6 members (5 groups) to design

a new music show based on the points in exercise 1 and then post
them on Padlet (assign work for individual)
1, Name (E.g. Let’s Sing!)
2, People who give their scores (E.g. three judges and a guest
artist)
 3, Number of participants (E.g. twelve)
4, What participants have to do (E.g. Wear masks and perform in a
live show every week)
5, How participants win the show (E.g. three participants with the
highest scores after six week will be winner and two runners-up)
6, Prize(s) (E.g. $100.000)

Step 3 Observe the students’ work, show their answers in the screen and
give feedback if needed

Step 4 *Provide students with useful expressions to plan for presentation

**Invite some students to make sentences based on their prepared-

ideas and useful expressions.

3. While-speaking:

Activity 5: Design a poster of your show and present it to the whole class. Use
your ideas in activity 4 (exercise 2) and the provided expressions.

Aim To give students the opportunity to design a poster of their music

shows and present it to the class.

Outcomes - Students applying useful expressionsin their presentation.

- Students are able to create a complete show.

Materials - Tieng Anh 10 Student’s Book,

- A3 paper
- Pens (colored pen, crayon,...)
- The evaluation sheet
Interaction Teacher - students
patterns

Timing 18 minutes

Procedure of the activity

Step 1 - Requires students to work in groups divided in activity 4

- Hand out each group A3 paper, pens (students can use their pens
in addition) to make a poster, and an evaluation sheet to evaluate
other groups.

Step 2 Ask all the groups to make a poster and prepare to present their
music show with that poster in 7 minutes.
+ Reminds them to use the expressions provided in the box and
makes sure that each student in the group is responsible for
making the poster and presentation.
+ Reminds them to pay attention to the criteria in the evaluation
sheet.

Step 3 - Invite all the groups to put their posters on the board and
appoint a member present about the poster.
- Each group is expected to complete their presentation in 1-2
minutes.

Step 4 Ask the rest of the class to listen and complete the evaluation
sheet.

4. Post-speaking

Activity 6: students vote for the best show done in activity 5. Teacher give
feedback for each group’s presentation.
Aim To provide constructive feedback to students on their
presentations.

Outcomes students enhance their critical thinking by completing the

evaluation sheet.
students understand their strengths and areas for improvement.

Materials Tieng Anh 10 Student’s Book

The evaluation sheet

Interaction Teacher - students/ students-students

patterns

Timing 8 minutes

Procedure of the activity

Step 1 Asks students to summarize the result and use it to vote for the
best show in 2 categories:
- The best presenter
- The best design
Teacher need to tell students to be honest and fair in voting.

Step 2 Teacher will award 2 groups with the highest voting results in 2
categories mentioned. Then T gives 3 remaining groups small
gifts due to their efforts to finish their production.

Step 3 Give feedback for each group’s presentation.

5. Wrap up and homework

Aim Help students once again notice the knowledge that they
have learned.

Outcomes students can identify what they have learned in the lesson
 students know what homework they have to do

Materials Tieng Anh 10 Student’s Book

Interaction Teacher - students

patterns

Timing 2 minutes

Procedure of the activity

Step 1 Teacher asks them the question:

(Wrap-up) “What have you learned today ?”
students answer the question
Teacher repeats briefly again what students have learned in
the lesson

Step 2 Teacher assign homework for students:

(Homework)
+ Revise the vocabulary at home
+ Do the exercises of Speaking in Workbook (Page 19-
20)
+ Prepare for the next lesson
+ Teacher asks students to repeat the homework if
needed

PART 2: Write an essay explaining why the particular tools are chosen in your
lesson plan, anticipating possible challenges when applying them in class and
proposing relevant solutions (500-700 words)

Nowadays, teachers are encouraged to apply ICT (information

communication teachnologies) in teaching, especially in language teaching to
boost lessons’ effectiveness. Hence, in our lesson plan, our group decided to use
two digital tools, Bamboozle and Padlet, in the lesson plan. This essay will
clarify why these platforms were chosen, the challenges teachers may experience
when using them, and propose compatible solutions below.

Bamboozle, one of two tools in our lesson, is used for the lead-in activity.
Based on the principles of ELT, Bamboozle is a suitable tool for producing
motivation in classes [1]. Bamboozle is an eye-catching and user-friendly page
with appealing games that can create an active atmosphere in classes. According
to the lesson observations, an engaging game such as "Lucky Number: Guess the
Music Shows" has drawn the attention of students, and raised their spirits. The
willingness of students is a vital factor in a warm-up/ lead-in activity to start an
successful lesson.

One of the challenges that teachers may encounter when applying

Bamboozle in this lesson is the lack of students' use of the target language [2].
"Lucky Number: Guess the Music Shows" is simply an interactive game in which
students will give short and direct answers such as "Vietnam Idol" or "It is The
Masked Singers". Moreover, Bamboozle could be inaccessible without a stable
Internet connection. The situation may happen in classes at public schools with
poor-quality facilities and lose the students' interest in the lesson.

To overcome this situation, before teaching, the teacher needs to prepare

adequate facilities and consider the worst-case scenario. In other words, this tool
should only be used when there is an available Internet connection at that place.
Additionally, during the activity, the teacher should ask students to explain their
choices like: "Why do you think that is the name of the show?"so that students
can use English more. The lecturer also need to give students constructive instant
feedback to encourage their English speaking.

The second tool we use in the lesson is Padlet. There are some reasons
why we choose to use it in the pre-speaking part. Firstly, according to Fuch [3],
Padlet offers a free, easy-to-use program, a multimedia-friendly wall used to
encourage real-time, and promotes full class participation and assessment.
Besides that, students do not have to create accounts; instead, they simply visit
the website and post their thoughts by adding texts, videos, images, or files (up to
25 MB). Consequently, it works well for a variety of learning styles, particularly
for visual learners. Secondly, Padlet promotes collaborative and cooperative
learning since students can leave comments on each other's posts or create public
or private walls. For example, during this lesson, we ask students to post their
ideas for a music show they design on the wall, and other students will give
comments either as suggestions or corrections. Therefore, they can benefit from
each other's knowledge and expand their own. It is right to say that "Padlet
replaces the traditional use of whiteboards to share and store information; enables
students to interact with each other and with teachers, ask questions, and request
feedback" (Huwamel & Alabbad, 2020) [4].

However, applying Padlet in class will have some possible challenges.

Unlike verbal contributions in class, posts on Padlet are permanent unless
deleted. This permanence can make some shy students hesitant to share, fearing
that any mistake or perceived flaw will be preserved and revisited. According to
Rubin's theory [5], shy students may be afraid of judgment because shyness is
often linked to wariness and anxiety in the face of social novelty and perceived
social evaluation, reticence in social situations, and embarrassment and self-
consciousness in situations where shy individuals perceive themselves as being
or likely to be socially evaluated. To help alleviate this fear, teachers should
inform the students of the purpose of using Padlet, the importance of sharing
ideas respectfully, and the importance of giving constructive criticism to each
other. The other challenge of using Padlet is that some students may not have
smartphones or devices with a stable connection to the Internet to use Padlet,
which can limit their ability to participate fully in the activity. Teachers may need
to provide alternative means for these students to contribute their ideas and
engage with the material.

In conclusion, both Bamboozle and Padlet offer benefits for classroom

engagement, though they have some limitations. Therefore, teachers should
consider their specific needs and goals when choosing any platform to use.
REFERENCE:
Part 1:
Images Resources:
- English Global Success Grade 10 textbook, Unit 3: Music, Speaking, pg 32
https://tphcm.chinhphu.vn/cong-bo-dan-giam-khao-vietnam-idol-2023-
101230706204502641.htm
https://appadvice.com/app/giong-hat-viet-tin-tuc-am-nhac-va-video-clip-the-
voice-vietnam/589978254
https://stock.adobe.com/vn/search?
k=cartoon+microphone&astudentset_id=544085600
https://vn.pikbest.com/png-images/beautiful-women-mask-on-white-background-
for-functions-or-parties_9218248.html

https://www.vietjack.com/tieng-anh-10-moi/unit-3-speaking.jsp

Part 2:

[1]: Page 1, Handout 8 Principle of language learning

[2]: Page 14,15 Handout 7 Principles CLT 7-21

[3]: Fuchs Beth, “The Writing is on the Wall: Using Padlet for Whole-Class
Engagement”, Library Faculty and Staff Publication, USA, 2014.

[4]: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3676008

[5]: Page 143-157, Rubin, K. H., Wojslawowicz, J. C., Rose-Krasnor, L., Booth-
LaForce, C. & Burgess, K. B. (2006) The best friendships of shy/withdrawn
children: Prevalence, stability, and relationship quality, Journal of Abnormal
Child Psychology, 34(2).

APPENDIX
- English Global Success Grade 10 textbook, Unit 3: Music, Speaking, pg 32
- Peer Evaluation Table Sheet for Music Show Presentations pattern: