Lesson Objectives:

By the end of the lesson, students will be able to:

1. Apply the basic elements of a good presentation (voice, body language, confidence).

2. Use a simple structure (Introduction, Main Idea, Conclusion) to present a topic.

3. Use a digital tool (Alison) for interactive learning and self-practice.

Lesson Structure:

1. Warm-Up (15 minutes) – Activating Prior Knowledge

Activity: "Great or Not?"

• Show two short video clips (one with a good speaker, one with a poor presenter).

• Discuss: "What makes a good presenter?" (Encourage verbal, visual, or gesture-based responses).

• Introduce three key elements using visual cue cards:

  1. Voice – Speak clearly and loudly.

  2. Body Language – Stand straight, use hands, make eye contact.

  3. Confidence – Believe in yourself!

2. Guided Learning (20 minutes) – Digital Integration with Alison

Interactive Activity:

• Introduce Alison’s Public Speaking Course (Kid-friendly version).

• Guide students through a short animated video on speaking clearly and confidently.

• Pause and discuss key points using visuals and keywords.

Differentiation:

• Offer speech-to-text tools for students who struggle with writing.

• Use visual timers for students needing structured breaks.

• Allow peer discussion for collaborative learning.

3. Application (20 minutes) – Mini Presentation Practice

"My Favorite Thing" Presentation:

• Each student picks a favorite object (toy, book, pet, sport, etc.).

• They write or draw three points: 1) What is it? 2) Why do I like it? 3) A fun fact about it.

• Students practice presenting in small groups first.

• Use Flipgrid or Padlet for students to record short videos of their presentations.

Extension:

• Students use Canva or PowerPoint to add visuals to their presentations.

4. Wrap-Up & Reflection (5 minutes) – Exit Ticket

Reflection Questions:

• "What was easy about presenting?"

• "What was difficult?"

Assessment & Adaptations:

Assessment Methods:

• Observations (Body language, Voice, Engagement).

• Flipgrid/Padlet recordings for self-reflection.

Materials Needed:

• Reading passages with specific topic

• Vocabulary lists

• Comprehension questions

Lesson Structure:

Introduction (10 minutes)

• Introduce the lesson topic.

Main Activities (50 minutes)

1. Reading Passage (20 minutes)

   • Activity: Provide a short reading passage (Specific topic).

   • Guidance: Read the passage after me, pausing to explain difficult words and phrases.

2. Comprehension Questions (15 minutes)

   • Activity: Hand out a set of comprehension questions related to the topic. These can include questions about the main idea, details, and inferences.

3. Vocabulary Building (15 minutes)

   • Activity: Identify key vocabulary words from the passage. Create flashcards with the words and their definitions.

   • Practice: Have students work in pairs to quiz each other on the new vocabulary.

Conclusion (10 minutes)

• Recap the key vocabulary of the lesson.

• Ask a few students to summarize the passage in their own words.
  

Objective: By the end of the lesson, students will be able to apply effective time management techniques to improve their academic performance and overall well-being.

Duration:2 hours

Lesson Outline:

1. Introduction (10 minutes)

   • Greet the students and introduce the topic.

   • Discuss the importance of time management for academic success.

   • Outline the objectives of the lesson.

2. Warm-Up Activity (10 minutes)

   • Ask students to share their current time management practices and challenges.

   • Discuss common time management issues faced by students.

3. Presentation: Understanding Time Management (15 minutes)

   • Define time management and its significance.

   • Explain the impact of poor time management on academic performance and stress levels.

4. Setting SMART Goals (15 minutes)

   • Introduce the concept of SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).

   • Provide examples of academic and personal SMART goals.

   • Activity: Have students write down one SMART goal for the semester.

5. Prioritization Techniques (15 minutes)

   • Explain the Eisenhower Matrix (Urgent vs. Important tasks).

   • Demonstrate how to use the matrix to prioritize tasks.

   • Activity: Students create their own Eisenhower Matrix with their current tasks.

6. Creating a Study Schedule (20 minutes)

   • Discuss the importance of a balanced and realistic study schedule.

   • Introduce tools and apps for time management (e.g., planners, digital calendars).

   • Activity: Students create a weekly study schedule using a template.

7. Avoiding Procrastination (15 minutes)

   • Discuss common reasons for procrastination.

   • Introduce strategies to overcome procrastination (e.g., breaking tasks into smaller steps, setting deadlines).

   • Activity: Students identify one task they have been procrastinating on and create a plan to complete it.

8. Effective Study Habits (15 minutes)

   • Introduce techniques for focused and efficient studying (e.g., Pomodoro Technique, active learning).

   • Discuss the importance of regular breaks and self-care.

   • Activity: Students practice the Pomodoro Technique with a short study session.

9. Balancing Academics and Extracurriculars (10 minutes)

   • Discuss tips for managing time between studies, hobbies, and social activities.

   • Emphasize the importance of maintaining a healthy balance.

10. Dealing with Distractions (10 minutes)

    • Identify common distractions and how to minimize them.

    • Discuss strategies for creating a conducive study environment.

11. Review and Reflect (10 minutes)

    • Discuss the importance of regularly reviewing and adjusting schedules.

    • Activity: Students reflect on their current time management practices and identify areas for improvement.

12. Q&A and Wrap-Up (5 minutes)

    • Open the floor for any questions or concerns.

    • Summarize the key points of the lesson.

    • Provide additional resources for further practice (e.g., websites, books).

Take home task(Submit at least 1 week schedule to lecturer email)

• Ask students to implement their study schedule for a week and track their progress.

• Encourage them to bring their experiences and any challenges they faced

• Provide feedbacks via email on their progress.

1 period - 45 minutes, 20 students

Skill : Listening

Level : 13 - 15 years old

Listening practice

Objective: By the end of the lesson, students are able to:

1. Identify the details in the audio clip;

2. Answer question by listening to audio clip

Activity 1: Short dialogue - Making holiday plans

Duration : 10 minutes

Materials: Audio clip (Oxfordonlineenglish.com)

Activity 2: Answer worksheets based on the audio - Making holiday plans

Duration : 20 minutes

Materials: worksheet with comprehension questions

Activity 3: Wrap-up - reinforce vocabulary and provide feedback

Duration : 15 minutes

Materials: Whiteboard for writing new words.

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Use at least five adjectives to describe a person’s appearance and personality.

2. Form simple sentences using the structure: "[Name] is [adjective]."

3. Participate in a speaking activity by describing a person using adjectives.

Lesson Procedure:

1. Warm-up (5 mins) – "Guess the Expression"

• Teacher makes different facial expressions (happy, sad, angry, etc.).

• Students guess the emotion and repeat the word after the teacher.

• Teacher introduces the word "adjective" as a word that describes something.

2. Presentation (10 mins) – Introducing Adjectives

• Show flashcards with adjectives (e.g., tall, short, big, small, happy, sad).

• Use gestures and pictures to explain each word.

• Ask students to repeat the words after the teacher.

• Show pictures of people and describe them using simple sentences (e.g., "He is tall." "She is happy.").

3. Practice (10 mins) – Matching Game

• Give students picture cards and adjective flashcards.

• Ask them to match the correct adjective to the picture.

• Have students say a sentence using the matched words (e.g., "The boy is tall.").

4. Production (10 mins) – "Describe Your Friend" Game

• Students pair up and take turns describing each other.

• Each student says one sentence about their partner (e.g., "She is kind." "He is funny.").

• Volunteers share their descriptions with the class.

5. Wrap-up (5 mins) – Guess Who? Game

• Teacher describes a famous cartoon character (e.g., "He is yellow. He is funny.").

• Students guess the character (e.g., "SpongeBob!").

• End the lesson with a recap of the adjectives learned.

Duration: 45 minutes.

LO: By the end of the lesson, pupils should be able to:

1. Answer 3 out of 5 questions related to the topic.

2. Answer 8 out 10 questions correctly from the worksheet.

3. Create 5 sentence by using past and past continuous tense in groups.

presentation:

1. Pupils are asked to look at page 21.

2. Teacher emphasizes the topic.

3. Teacher explains about past simple to the class.

4. Teacher explains about past continuous to the class.

5. Teacher gives feedback to any questions related to the topic.

practice:

1. Teacher hands out worksheet related to past tense to the pupils.

2. Pupils are given 10 minutes to answer the questions.

production:

1. Pupils are asked to be in groups.

2. Teacher instructs each group members to create a sentence using past and past continuous tense.

Unit 1 : Business Negotiations

CEFR Level/ Target Group: B2,  Foundation or Diploma students (University Level), Ages 18-19

Course Overview

This course equips students with the basic understanding, knowledge, and skills to develop their speaking abilities in various business and academic contexts. It emphasizes correct language structures, grammar, vocabulary, and communication strategies.

Learning Objectives

By the end of this unit, students will be able to:

1. Apply negotiation techniques to achieve win-win outcomes.

2. Express opinions clearly and diplomatically.

3. Use appropriate language and strategies during negotiations.

   
   

Transferrable Skills Developed

1. Language and Communication Skills: Improved ability to negotiate effectively and express opinions diplomatically.

2. Values, Attitudes, and Professionalism: Enhanced understanding of professionalism and empathy in negotiations.

3. Managerial and Leadership Skills: Practice in leading discussions, resolving conflicts, and achieving win-win outcomes.

Subtopics

1. How to Bargain

   • Understanding the concept of bargaining.

   • Key phrases for making offers, counteroffers, and concessions.

   • Strategies for effective bargaining.

2. How to Accept and Give Opinions

   • Techniques for expressing agreement, disagreement, and neutrality.

   • Diplomatic language for giving constructive feedback.

   • Active listening and responding appropriately.

Assessment Details

• Roleplay Scenarios

  • Students will work in groups to act out a mock negotiation.

    
    

Teaching Materials

• PowerPoint slides for lectures.

• Handouts with key phrases and vocabulary for negotiation.

• Case studies and roleplay scripts.

• Whiteboard and markers for brainstorming and note-taking.

Day 1: Introduction to Business Negotiations

• Warm-Up Activity (10 mins): Icebreaker game – "What’s Your Style?" (Students discuss their experiences with negotiation in pairs).

• Lecture (20 mins): Define negotiation and its importance in business settings. Discuss the concept of win-win outcomes.

• Group Discussion (20 mins): Identify examples of successful and unsuccessful negotiations in real-life scenarios.

• Homework: Research one famous business negotiation case and prepare to summarize it in class.

Day 2: How to Bargain

• Presentation (20 mins): Students present their summaries of famous negotiation cases.

• Lecture (20 mins): Explain the process of bargaining, including making offers, counteroffers, and concessions.

• Activity (20 mins): Practice bargaining in pairs using a scenario (e.g., negotiating the price of a product).

• Homework: Write a short dialogue demonstrating a bargaining situation.

Day 3: Roleplay – Bargaining

• Review Homework (10 mins): Share and discuss student dialogues.

• Roleplay (30 mins): Conduct a mock negotiation session where students practice bargaining in groups.

• Feedback Session (10 mins): Provide constructive feedback on students’ performance.

Lesson Details

• Lesson Duration: 2-3 hours

• Skills Focus: Critical Thinking & Digital Literacy

Lesson Objectives

1. Evaluate educational websites using key criteria.

2. Discuss the strengths and weaknesses of different websites.

Introduce 5 Key Factors:

1. Credibility – Is the source reliable?

2. Usability – Is the site easy to navigate?

3. Engagement – Does it promote interactive learning?

4. Content Quality – Is the information accurate and up-to-date?

5. Accessibility – Can all students use it easily?

Lesson Outline (2-3 Hours)

1. Warm-up Discussion (15-20 min)

• Discussion Questions:

  • "What websites do you use for teaching?"

  • "How do you decide if a website is useful?"

• Elicit criteria such as credibility, ease of use, engagement, and accessibility.

• Small group discussion

2. Understanding Website Evaluation Criteria (30 min)

• Introduce 5 Key Factors:

  1. Credibility – Is the source reliable?

  2. Usability – Is the site easy to navigate?

  3. Engagement – Does it promote interactive learning?

  4. Content Quality – Is the information accurate and up-to-date?

  5. Accessibility – Can all students use it easily?

• Mini Discussion: "Which of these is most important for your teaching and why?"

• Example Analysis: Review a popular educational website together, discussing strengths and weaknesses.

3. Website Assessment Activity (45-60 min)

• Task Instructions:

  1. Participants work in pairs and select an educational website.

  2. They assess the website using the 5 key factors.

  3. Each pair prepares a brief evaluation, answering:

     • "Would you recommend this site? Why or why not?"

     • "What improvements would make it better?"

• Group Presentations: Pairs present their findings to the class (3-5 minutes each), followed by a brief Q&A.

• Facilitator Feedback: Teacher guides discussion, highlighting insightful observations and reinforcing evaluation criteria.

4. Application & Deeper Reflection (30-40 min)

• Case Study:

  • Compare two educational websites: one well-designed and one with issues.

  • Participants discuss what makes one more effective than the other.

• Hands-on Challenge:

  • Individually or in small groups, participants modify or suggest improvements for a less effective website.

• Discussion

  • "What’s one website you will (or won’t) use after today?"

  • "How can you help students evaluate online information?"

5. Wrap-Up & Optional Homework (15 min)

• Reflection Discussion:

  • "How will you apply this knowledge in your teaching?"

  • "What strategies can you use to help students critically assess online resources?"

• Optional Homework:

  • Find a new educational website, assess it using the 5 criteria, and prepare a short review.

Target Learners

Educators, trainers, or professionals with little to no experience using Canva.

• Age Group: 18+ (adult learners).

• Background Knowledge:

  • Familiar with basic computer skills (e.g., using a browser).

  • Some experience with PowerPoint or other visual tools is helpful but not required.

    
    

By the end of the lesson, learners will be able to:

1. Navigate Canva’s interface and understand its key tools.

2. Create a simple visual design (e.g., a poster or presentation slide).

3. Customize templates using text, images, and colors.

Step-by-Step Lesson Plan

1.Introduction & Objective Setting
Activity:

• Instructor introduces Canva.

• Explain why Canva is useful (e.g., for presentations, posters, social media).

• Show a quick sample design to spark interest.

2.Live Demonstration – Navigating Canva
Activity:

• Instructor shares screen (or uses a projector).

• Shows how to:

  • Sign up/log in to Canva.

  • Choose a template.

  • Add text, images, and colors.

3.Hands-on Practice – Create a Simple Design
Activity:

• Learners choose a template and modify it.

• Instructor provides step-by-step guidance while checking progress.

• Learners add their own text and images to personalize the design.

4.Peer Sharing & Feedback
Activity:

• Learners share their designs with a partner or the group.

• Quick feedback: “What do you like about this design?”

5.Wrap-Up & Q&A
Activity:

• Quick recap: Instructor reviews key steps in using Canva.

• Learners ask final questions.

• Exit Ticket: Each learner says one thing they learned today.

5. Evaluation

Formative Assessment (During Lesson)

-Instructor checks learners' designs and provides guidance.
- Learners complete a basic Canva project.

Summative Assessment (End of Lesson)

-Each learner presents their design to show what they created.

Objective:
by the end of the lesson, student will be able to know some basic animal vocabulary and simple sentence structures.

Pre-activity:

1. Play an audio clip filled with various animal sounds, such as dog barks, cat meows, and bird chirps. Then, pose questions to the students.

2. Display a large picture of a zoo, featuring multiple animals.

While-activity：
1. I taught basic animal vocabulary such as "cat," "pig," "bird," and "fish" by imitating animal actions or sounds. Afterward, we played a "quick response" game where I quickly showed animal flashcards, and the students had to immediately say the corresponding English word aloud. Students who spoke quickly and accurately received stickers as rewards.

2. Simple sentence instruction ：

By using flashcards, drawing cards to describe animal characteristics, and a "sentence chain" game, teach students to describe animals using sentence patterns such as "This is a..." and "This is a... It's...", and increase the fun by performing animal-related skits if they make mistakes or cannot form sentences.

Post-activity

Let's initiate an "Animal Mimicry Show." Students will come to the stage, draw an animal card, and then mimic the animal through actions and expressions. The other students will guess the animal in English. Those who guess correctly can come up to the stage and continue the imitation.