Vietnam National University – HCM

University of Social Sciences and Humanities

Faculty of English Linguistics and Literature

LESSON PLAN
UNIT 4: SHALL WE GO OUT FOR DINNER?

1. Description of the class

Learners: The English classroom includes 12 learners with 5 men and 7 women. Their age is between 22 and 30. All of them are
working in the same Vietnamese company. Because this company is targeting to enter international market, staff are required to
improving English for their job. Tuition of English courses will be under the payment of company. These learners have begun the
course in language institution for 2 weeks after finishing elementary-level course. Being in the level of pre-intermediate, they’re able
to apply simply vocabulary and grammar in reading and writing basically. However, they’re still struggling with communication skills,
especially speaking, which is caused by lacking English speaking environment. In fact, working with only Vietnamese colleagues in
company prevents learners from using English. It gradually becomes an obstacle for them to make sentences as well as join
conversations in English. Embarrassment when making mistakes causes learners lose their confidence in improving communication
skills. Therefore, learners hope that this course can help them feel more confident to work well with their international partner. However,
taking English course at night after a long working day makes them tired, sometimes, which also make them become less active
participants in English speaking activities.

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 Setting: The language institution where learners are learning English is in the centre of city. Every classroom is well-prepared with
full of facilities such as DVD player, microphone, projector, TV, speaker…The course begins from 7:00 pm to 8:00 pm on Monday,
Wednesday and Friday. It lasts three months and this is the second week.
Goals (for the whole course)
 Grammar: Through the course, learners can not only review basic grammar such as present tense, past tense, possessive
pronouns or comparative, but also acquire more knowledge in higher level. From virtual situations in the book, they can know
how to apply grammar in real word correctly.
 Vocabulary: Familiar topics in each of unit will help learners build up a lot of useful vocabulary which enhance learners’
English skills as well as communicate with other people outside the classroom successfully.
 Pronunciation: Learners will be able to enhance their pronunciation as well as imitate intonation and stress of native
speakers through conversations in the book. Accordingly, their listening skill will be also improved.
 Speaking: After the course, leaners can attain the accuracy and fluency in speaking for the level of pre-intermediate.
Furthermore, activities and tasks familiarizing learners with real conversation will help them get more confidence in
communicating with foreigners.
 Reading: Learners will be able to understand simple materials outside the classroom through building up vocabulary,
developing skimming skill and scanning skill during the course.
 Listening: A variety of listening activities in this course will enable learners to listen for gist, for specific information and
for details effectively and accurately. Especially, authentic materials of the course will help them understand real English used
by native speakers to communicate with them successfully.

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  Writing: Learners will be able to make simple writing by using grammar and vocabulary in the course. Writing will not
be a difficult task for them after they practice it frequently in class.

2. Textbook
Logan, S.& Thaine, C. 2008. Real Listening & Speaking 2. UK: Cambridge University Press
Lesson background:
- The previous lesson
Unit 3: How do I buy a ticket? (page 18)
With the topic of transport, students learn how to understand information about public transport. They practice to ask for
travel information and check understanding of the information. Speaking is the main skill to focus while listening, reading and
writing are integrated in the lesson.
- Today lesson
Unit 4: Shall we go out for dinner? (page 22)
In this lesson, students are introduced some useful expressions to make suggestions for dinner. Speaking skill is focused with
activities in pair work and group work in which students can practice speaking. Through listening activities, students learn to
listen for specific information and practice to understand information about personal details and events. Reading skill is also
integrated when students are asked to read the audio script and answer the question. In addition, students practice to talk about
what they eat in a restaurant.
- The next lesson
Unit 5: You should go to the police (page 26)

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 In this lesson, students have a chance to practice speaking without repeating unnecessary words. They also learn to
understand information about personal details and events through speaking and listening activities. Giving general and specific
information is also a main focus for students to practice.

3. Objectives
At the end of the lesson, students will be able to:
Speaking (Main skill): start a conversation with full purpose of suggesting someone go out for eating and talk about a simple meal.
Students must adopt the subskills:
- Accuracy with Words & Pronunciation: Students will be able to pronounce words and structures correctly in order to be
understood.
o Can understand and pronounce correctly new vocabularies relating to food or meal and restaurant.
o Can understand and pronounce rightly these structures: Shall we…/ What about…/ We could…/ I’ve got an idea…/
Let’s… and these expressions for a starter I had.../ For a main course I had…/ For a dessert I had…
o Can pronounce correctly intonation and sentence stress of suggestions.
- Using Functions: Students will be able to make suggestion to others by using the function words/structures and can start a
short talk by using the expressions.
- Appropriacy: Students will be able to choose and use the words, structures (shall we/ what about/ we could/ I’ve got an idea/
Let’s) and the expressions appropriably and flexibly;

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 - Turn-taking Skills: students must be able to join in a conversation with others. Need to use pausing subskill which purposely
allows others to take a turn and/or hesitation devices such as 'ums' and 'errs' to hold on to a turn while they search for the next
thing to say.
Listening (Integrated skill): Listen and get full meaning of daily conversation relating suggestion of going out and short talk of
describing a meal. In detail, students must gain the subskills:
- Listening for gist: Students will be able to listen and catch general meaning of texts related to restaurants and meals.
- Listening for specific information: Students will be able to listen, catch key point and able to group information into separated
parts.
Reading (Integrated skill): Students will be able to:
- Read and understand contents and directions used in the lesson for each task.
- Skimming: at the While – Speaking task, students will be able to skim important information in the audio script in order to
answer questions.
Writing (Integrated skill): Students will be able to:
- Answer questions in suitable structures (Post – Speaking).
- Brain Storming, Organizing and Editing: students could adopt these skills to answers questions in written and to describe a
meal in a Vietnamese restaurant as a homework.
Grammar: Students have been considered as being able to distinguish expression is followed by – ing (gerund after preposition)
already.
Pronunciation: Students should pronounce correctly new vocabularies, structures, expressions and intonation.
Vocabularies: Students should be able to use correct new words relating to meals, restaurants; and differ kind of meals.

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4. Methodology
In this lesson, Communicative Language Teaching (CLT) and Audiolingual Method (ALM) are approaches we chose to teach
Speaking skills. First, CLT is an approach which focuses on the communicative competence of language learning that requires learners
to master almost aspects of language. Therefore, it helps students have knowledge of the linguistic forms, meanings, and functions and
equips them the necessary skills for communication in the real context. Second, ALM is a method which requires students to overlearn
the target language and to learn to use it automatically without stopping to think by using drills.
The reasons for using this approach are:
 CLT and ALM help students will be able to communicate in the target language.
 By using the authentic materials and contextualization in CLT, students have an opportunity to improve speaking skills in their
daily life experience outside the classroom.
Drills such as repetition, replacement, or transformation in ALM, which are conducted based upon the patterns present in the
dialogs, help students form new habits in the target language and overcome the old habits of their native language.
5. Materials and sources
- Textbook:
- CD player (Audio track 29 part A1, P.22; Audio track 30 part B1, P.23; Audio track 31 part C1, P.24; Audio track 33 part
D4. P.25)
- Handouts (Information gap games on Appendix 01, Speaking activities, New vocabulary)
- Projector
- Speaker

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 6. Procedure
Stages & Objective Class activities Explanation Key Possible
time Teacher Students problems
Warm- - To arouse Activities 1 (5 minutes)
up Ss’ interest and - T shows picture - Look at - Colourful - In the picture,
5 minutes curiosity 1 (Appendix 02) and picture 1 and answer pictures of attractive there are 6 flags of 6
- To help Ss asks Ss “what do you see T’s question food ingredients will countries which were
review some simple in this picture?” draw Ss’ attention to made of variety of
vocabulary of foods start the lesson food ingredients.
- To excitingly
introduce topic of - T confirms the
the lesson to Ss answer
- T shows picture - Pay attention - Picture 2:
2 to 7, then ask Ss to to each picture and *Italian flag
guess name of countries answer T’s questions *ingredients: basil,
and food ingredients to pasta and tomatoes
make flag in each - Picture 3:
picture.

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 - T confirms the *Japanese flag
answers and give *ingredients: tuna
complimentary for and rice
correct ones. - Picture 4:
*Greece flag
*ingredients: feta
cheese and olives
- Picture 5:
*Korea flag
*ingredients: kimbap
and sauce
- Picture 6:
*Brazil flag
*ingredients: limes,
pineapple and
passion fruit
- Picture 7:
*America flag
*ingredients: hotdog,
ketchup and mustard

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 Pre- Information - gap Activity 02 (5 minutes)
Speaking game: - T instructs the - Listen - By using their
15 - To provides information-gap game carefully the own words to make
minutes some vocabularies that students work in instruction of game. some simple sentences,
involved in topic pair. One of them plays Ss easily play this
today. Student A and another game. Their speaking
- To draws person plays Student B. skill also can be
students’ attention Their responsibility is to improved.
to get ready the find out the meals on
new lesson. menu of fast food
- To builds restaurant. An
interactions information gap exists
students and their when one person in an
partners exchange knows
- To something the other
improves Ss person does not.
speaking skills by - T asks students - Form the
making some to work in pairs and group of two people
simple sentences gives them handouts. and play this game to
(Appendix 03)

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and develop turn- - T walks around find out the correct
taking sub skill. and checks if the Ss need information.
any help.
- T invites one - Stand up and
student who is student A share their own
stand up to answer the answers.
question “Which combo
meals in fast food
restaurant does student
B like?”. Conversely,
also inviting one student
who is student B to
answer the same
question.
- T feedbacks and - Silently listen - Box 1: French
corrects answers. to the teacher. fries (Chips) &
Hamburger
- Box 2: Hot
dog & Coke

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 - Box 3: Open-
face sandwich &
Coffee
- Box 4:
Noodle & Sushi
- Box 5:
Burrito and fried
chicken
- Box 6: French
fried & Pizza
- Box 7: Coffee
& Fried egg &
Chicken
- Box 8: Doner
Kebab & Coke.
- T provides - Take note - Some
vocabularies of fast food those vocabularies. names of meals
and explains them are so strange.
through pictures. Solution: T
Burrito explains clearly

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 Doner Kebab the
Nachos characteristics of
Doughnut food (shape,
Muffin origin,
Milkshake ingredient,
colour…)
- To improve Activity 03 (10 minutes)
Ss listening skills, - T asks Ss to look - Look at the - This activity
especially listening at the situation of part A situation that Neil helps Ss practice
for specific (p.22) Listening – Going and Rachel are listening skills by
information out for dinner. talking about what to taking note specific
have for dinner. information they listen
to the conversation.
- T ask Ss to - Read the
prepare listen to the requirements and
conversation and make prepare to listen that
the requirements on part conversation.
A.1

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 - T plays the audio - Listen to the
track 29 at the first time. conversation and take
note which food they
talk about and which
kind of restaurant
they decide to go
- T asks Ss to - Read some
listen carefully at the questions on part A.3
second time and answer before going to listen
the questions on part again.
A.3
- T plays the audio - Listen - Ss do not
track 29 at second times. carefully and take know how to take
note to answer note the specific
questions. information.
Solution: T
practice with Ss
to take some key
points and plays

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 the audio many
times if Ss need.

- T asks Ss to - Work in pair

work in pair and discuss and compare their
what they listen to answers.
conversation.
- T invites some - Stand up and
Ss to stand up, share share their answers.
which information they
listen and what their
answers are.

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 - T plays the audio - Listen again Part A.1 - Ss may
track 29 at the third time, and have got the - The food they feel disappointed
gives feedbacks and correct answers. talk about Indian, because of their
corrects answers. Thai, Cambodia. incorrect
- The answers.
restaurant they decide Solution: T
to go to is suggest Ss to
Cambodian. listen many
Part A.3 times at home.
b. They feel a
bit bored with Thai
food.
c. Cambodian
restaurant is on
Queen Street.
d. Flavour is
not quite stronger
than Thai food.

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 e. Cambodian
restaurant is neither
cheap nor expensive.

While- - To provide Activities 04 (15 minutes)

Speaking students some - T asks students - Answer the - Students are
25 useful expressions the questions: “When teacher’s question. introduced some useful
minutes in making a you want to suggest your expressions in making
suggestion for friends to go out for a suggestion and the
going out for dinner, what would you correct intonation, so
dinner. say?” and invite 2 to 3

16
 - To help students to answer the they can apply in daily
students listen to question. life communication.
the intonation of - T asks students - Read Students listen to
native speakers to look at sentences from sentences from a to e native speaker voice
when making a a toe of part B.1 and pay attention to in the audio to be
suggestion. Speaking – Going out expressions in bold. familiar with the
- To help for dinner (p.23) Shall we intonation.
students practice and pay attention to What about - By working in
saying a expressions in bold: We could groups, students have
suggestion with Shall we I’ve got an idea chance to practice
correct intonation What about Let’s speaking using these
to make the We could expressions with other
suggestion sound I’ve got an idea group members.
more interesting. Let’s
- T introduces that
these expressions are
useful to make a
suggestion.

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Have one student read
these sentences out loud
for the whole class.
- T asks students - Listen to 3
to look at Sound smart suggestions and tick
box and instruct them to on the pattern a or b.
listen and determine the
intonation pattern a or b.
Place the audio track No.
30 for the first time.
- T places the - Listen to the - Correct
audio track No. 30 for track for the second pattern is b for 3
the second time and give time and check the suggestions
correct answer. As well correct answer. (intonation raises).
as getting students to
listen to the intonation
patterns,
teacher also give a
model of very flat, bored
intonation to

18
demonstrate the
importance of having
some variation of pitch
in order to make a
suggestion sound more
interesting.
- T places the - Listen to the
audio track No.30 for the track, the teacher’s
third time and provides model and say the
models for students to suggestion out loud
repeat in chorus with correct
intonation.
- T Asks the - Form groups (1) We could have - Students
students to work in of four, take cards pizza for dinner. do not practice
groups of four and give from teacher and (2) Shall we eat sushi making
each groups four cards practice to make for dinner? suggestions but
which have the photo of suggestions for going (3) How about chat with others
a dish or a restaurant and out based on having roast chicken students.
one useful expression. information on the for dinner? Solution:
(Appendix 04) card. Teacher can go

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 (4) Let’s have salad around the class
- T asks students for dinner. to check the
to make suggestions to student
other group members for participation and
going out based on give help if
information on the card needed.
and pay attention to the
intonation while
speaking.
- T goes around
for checking student
practice.
- T invites one
group to say out loud
their suggestions and
correct them if there is
any mistake after they
finish.

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 - To provide Activity 5 (10 minutes)
students some - T pre-teaches - Learn new - The colourful
vocabularies when new vocabularies by vocabularies by look photo with illustrated
talking about meal. showing the photo then at the photo, the new picture will help
- To help the words and word and practice to students memorize the
students practice pronunciation pronounce the new new vocabularies
listening for (Appendix 05): words. better.
specific starter, main course, - In exercise C1,
information. dessert, mushroom when listening to
- To help soup, coriander, curry, check information
student practice beef, lime leaves, about each objects in
skimming for main coconut milk, fish sauce the box, students can
ideas. practice their listening
skill for gist.
- T instructs - Listen to - By reading the
students to do exercise instruction of teacher audio script and
C1 of part C. Listening to do exercise C1. answer the question,
– talking about a meal Listen to audio track students have a chance
(p.24). Place the audio 31 and write 1 or 2 or

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track No.31 for the first X after each word in to practice reading
time. the box. skill.
- T places track 31 - Listen to track - Chicken 2,
for the second time and 31 for the second time noodles X, lime
correct the answers. and check the leaves 1, mushroom
answers. soup 1, egg X,
chicken curry parcel
2, curry 2, beef X,
fish sauce 2, ginger 2,
tomatoes X, lemon
grass 1, coriander X,
coconut milk 2,
mushrooms 1, rice 2
- T explains four - Listen to
things that Neil talk teacher’s explanation.
about each dish in part Read the audio script
D1 Speaking strategy – of track 31 and find
Telling people what you information to answer
ate (p.24) the question. Check
the answer in pair.

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 - T asks students
to read the audio script
of track No. 31
(Appendix 06) and
answer the question
“What order does Neil
say these things”. Ask
students to check their
answer in pair.
- T gives - Correct the - Neil: c d b a
explanation and correct answers.
the answer

Post- Ss will be able to Activity 06: (5 minutes)

Speaking make sentence and Part D.03 P.25
15 speak up a short - T shows on slide - Focuses on - This task helps b. Last night I - Ss will
minutes paragraph with a set of key words and the example and students to make and went to a Japanese not volunteer to
structures and make an example requirement. speak up a short restaurant. For a go to board:
functions as below: sentence. paragraph to describe a starter, I had miso Solution: T will
meal enjoyed in soup. It was tasty. point out.

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 - Talk about - T gives other - Makes restaurant base on It’s made with tofu
kind of restaurant. sets of key words and sentences base on sets given key words. and onion. - Ss do not
- Mention asks ss make a full of key words. - The sentence c. Last night I know the dish or
part of meal. sentence from set b to f. form will be: went to a Spanish ingredients.
- Name the - T asks ss go to - Volunteers to Last night I went to restaurant. For a Solution: T has to
dishes. the board and speak up go to the board for an [kind of main, I had paella. It show image on
- Express the sentences one by speaking up. restaurant]. For a was full of flavour. slides first
opinion relating to one; s by s. [part of meal], I had It’s made with
the dishes. [dish]. It was seafood and rice. - Ss may
- Describe [opinion]. It’s made d. Last night I ask about the
ingredients with [ingredients]. went to a Chinese structure “It’s
combined in the restaurant. For a made with…”.
dishes. main, I had beef stir- Solution: T will
fry. It was quire give out a full
spicy. It’s made with structure as “It
broccoli and ginger. was made with”.
e. Last night I
went to a French
restaurant. For a
dessert, I had crème

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 brulée. It was really
sweet. It’s made with
vanilla and cream.
f. Last night I
went to a Turkish
restaurant. For a
main, I had shish
kebab. It was
delicious. It’s made
with lamb and
peppers.
Ss will able: Activity 07: (10 minutes)
- To get the Part D.04 P.25 - This task will - When did you - Ss will
full ideas of - T asks ss to help student to: last go to a not volunteer to
questions relating listen to questions and improve their restaurant? go to board
to restaurants and give answers through listening skill, Ss must show Solution: T will
dishes writing sentences. especially Listening in two points in the point out.
detail sub-skill.

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Answer the - T plays all - Listen to - Improve question: Time and - Ss cannot
questions by ss’ records one time first. whole questions for organization and Place. listen to the
own ideas the first time. writing skill through - What type of questions.
- To express - T repeats - Listen to each creating short restaurant was it? Solution: T will
ideas through question one by one, and sentence and got 1 sentences. Ss must show type of give predicate
writing. take time for students to minute to write down restaurant base on which is relating
write down the answer. their answers. activities above. to previous
- After ss give all - Listen to the - Did you have activities.
answers, T will repeat question and a starter? What was
questions one by one volunteer to go to the it. - Ss can get
and ask ss go to the board and write down Ss should say mistake in using
board write down the the question and their YES and name the tenses
question and their answer. dish of the starter. Solutions: T will
answers. - Did you have correct and
a dessert? What was explain when
it. errors occur.
Ss should say
YES and name the
dish.

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 - What did you
eat for the main
course?
Ss must name
the dish of the main
course.
- What’s it
made with.
Ss must
describe the
ingredients of the
dish.
- Did you enjoy
it?
Ss just say
YES or No. No need
to give other
opinions.

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 7. Additional possibilities

Stages & Objective Class activities Explanation Key Possible

time Teacher Students problems
While – - Improve Ss Activities 8 (10 minutes)
Speaking speaking skills, - T asks Ss to do a - Ss look at the -This role play game
(10 especially, role play game in pairs menu and work in helps Ss practice real
minutes) accuracy with and gives them the pairs. communication and
words. menu in the restaurant. improve Speaking
- Help Ss (Appendix 07) skills by using the
choose and use the - T asks Ss - Ss play the works/structures or - Ss may
words/structures or imagine they are in a game by using the the expressions T confuse how to
the expressions restaurant. One of them expressions as gives them before. use the correct
appropriately. who is a waiter will “What specials do expressions in
explain what these you have today? this situation.
meals are on the menu, For a starter I had… Solution: T can
and another person who For a main course I give these
is a customer will order had… structures or
expressions to Ss

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which meals he or she For a dessert I before playing
like. had… game.
Could you tell me
what the … is,
please?
What’s in the…?
- T walks around - Ss continue to
to see how Ss are doing. work with their
partners.
- T invites some - Ss play the - Ss may
pairs stand up to play game in front of not feel
the roles class. confident to
speak with their
partners in front
of class.
Solution: T help
Ss feel more
comfortable to
speak in public

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 by practicing
fluently.
- T gives feedback - Ss take note
to check some mistakes some useful
expressions
Post- - To help Ss Activities 9 (5 minutes)
Speaking enhance their - T asks Ss to - Work in - This activity - Ss have
10 team-work skill divide into 3 groups, groups and do as T’s mainly requires Ss to conflicts when
minutes and take-note skill choose the food they instruction in 3 corporate well with working in
- To help Ss love and take note minutes. other members in groups
improve their process to cook it group to have a - Ss lack
vocabulary of successful vocabulary for
foods by sharing presentation their preparation
ideas with other - T invites 03 - Go to the - Ss need
fellows in group representatives of 03 board and do their more time to
- To give Ss groups to present this presentation finish it
an opportunity to process in front of class - Ss make
practice their mistakes when
speaking in crowd

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 - T gives feedback - Listen to T’s doing
for each group feedback presentation
Solution:
- T
provides Ss
necessary
vocabulary and
give them
support if they
need
- T gives
more time for Ss
and encourages
them to finish it
asap
- T corrects
Ss’ mistakes by
giving feedback
after their
presentation

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8. Homework/ Assignments
Students will write a short paragraph about 100 words to describe a meal that they have enjoyed in a Vietnamese restaurant.
(Appendix 08)
9. References
Harmer, J. (2007). The Practice of English Language Teaching Fourth Edition. United Kingdom. Longman
Logan, S., & Craig, T. (2008). Real Listening and Speaking 2. Cambridge: Cambridge University Press
10. Appendices (handouts attached)

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