Professional Documents
Culture Documents
Objectives:
Listening
1. The students will be able to identify important information through watching and
listening to the video. The link of this can be found in the application section.
2. The students will also have to practice listening skills by listening to the teacher and other
classmates share their experiences of travel packing situations or things that need to be
Speaking
1. The students will be able to clarify ideas in response to the teacher’s guiding questions.
2. The students will know how to give polite advice by using the five grammar structures:
⓵ I think you should… ⓶ How about... ⓷ Why don’t you... ⓸ If I were you, I
3. The speaking tasks will also incorporate opportunities for the students to implement the
new vocabulary and their old and new knowledge about travel packing into
conversational English.
Reading
1. The students will be able to read the pre-travel notes and travel checklist made by their
2. The students will be able to gain the main idea from the video “12 Travel Packing Tips”
materials throughout the lesson. The students’ objective will be to understand the
Writing
The students will be able to describe real-life related situations and give appropriate advice to
their peers with written language. They will be prompted to use any of the five grammar
Bridging
Background Knowledge
The students all have travel packing experience from which they can easily create connections
with the topic. Additionally, they already have some basic knowledge about travel preparation.
They also know some travel vocabulary and can identify a few.
Linking
The lesson will officially start with two pictures of ‘packing,’ and the students will work in pairs
to explain or guess the meaning of ‘packing’ is. I will ask for a volunteer to share the meaning
before giving the standard definition. Furthermore, I will let them take an educated guess by
showing the definition of ‘unpacking’ to extend their understandings of the keyword. After the
students have grasped the idea of today’s lesson topic, I will trigger their past packing
experiences by asking various questions. Then to transition, I reveal that the truth behind today’s
subject is that spring break is coming up. This is followed by some questions like “Do you have
any travel plan for spring break?” “Have you started packing?” “Did you make any packing lists
Since I already knew all the students’ travel destinations, I tailored the lesson materials to be
very authentic based on some specific students’ real travel cases and their different personalities.
For instance, I used the real information about the weather of their travel places with the
corresponding season; I considered gender difference in terms of different needs for travel
packing. I believe that there are strong connections between the lesson content and the students’
existing experiences outside the classroom where they will find this real-life-related
lesson to be useful. The students will be given opportunities to produce their own learning
materials by creating their own pre-travel notes and packing checklists. They will further give
and receive advice from their peers based on their notes and checklists they create. I believe
these activities will let them take a highly active role in their learning.
Ensure Engagement:
The lesson will be broken down with different forms of interaction including interactive lecture,
individual-work, pair-work, group-work, and the whole class working together. All these
grouping arrangements will be applied in alternation to add variety. To capture and maintain
student attention, I will always begin the interactive segment with an engaging trigger, such as
giving my personal examples or modeling how the activity works. I will also monitor the
students’ learning status and their reaction to my teaching so I can adjust or improve it. When
each activity is ongoing, I will circulate to individuals or groups to ensure material was
Application
Each activity is presented with different integration of the four skills: listening, speaking, reading,
and writing.
Openings: lesson outline preview
I will start the lesson with a recap from the last lesson by calling for volunteers to recall some
teaching points before showing the recap slide. With the recap slide from the last lesson, I will
review the most important teaching points by browsing them and asking a random student to
explain a few. Next, I will show the slide ‘today we will…’ and go through the lesson outline
with the students. My purpose is to let the students have an idea about what they are going to
1. The students will create their ‘information notes’ for later use by listening to a tape
recording, which talks about two travel cases and the ‘weather forecast’ by using the
2. The students will be asked to work individually with the worksheet: “Whose suitcase?”
(Appendix 1). The task is to group the appropriate items from the packing list into two
different suitcases.
3. The teacher will check the answers on the worksheet with the whole class by going
through the ‘mixed-up items,’ which includes some new vocabulary. This part is going to
explanations of some of the vocabulary; the teacher will use ‘Google Image’ for the
students’ understanding.
1. The students will be asked to create their own travel checklists with some guiding
prompts. They will be given a heads-up that the checklist is going to be shared and
1. The students will exchange their “Pre-travel notes” with their peers. They will then use
the handout: “Suggested travel checklist” (Appendix 3) to examine and check what
2. The students take turns using the five grammar structures listed on the bottom of the
“Suggested travel checklist” (Appendix 3) to practice how to give polite advice to their
peers in terms of ➀ what to pack as the travel essentials and ➁ what things need to be
1. This part will start with two guiding questions— “What does your packing situation look
like?” and “Do you have any great packing tips?” for the students to speak up as a warm-
up.
2. The students will watch the video “12 Travel Packing Tips”, which provides some
useful packing tips. The students will be hinted to take notes if needed for the tips they
find useful.
-Video: https://www.youtube.com/watch?time_continue=164&v=yrwtexpqLW8
3. The students will work with their partners to discuss which packing tips they find useful,
inspiring, or impressive.
Assessment
Informal Assessment
Throughout the lesson, I will track the ongoing progress of the students regularly through
gauge how well the students are digesting the new knowledge and further adjust my teaching
methods. In addition to this, I will monitor their learning status and give the appropriate support
Formal Assessment
I will assess how the students apply their new knowledge with a ‘test time’ session. This session
includes two part: in the first part, they will be asked to write down a travel packing problem that
they have faced/that they still have; afterwards, they will exchange papers with their peers. In the
second part, each student will be prompted to use any of the five grammar structures to give
written advice based on what they have learned from this lesson and their own ideas to their
peers. They will be prompted to use any of the five grammar structures and be encouraged to use
new vocabulary during this session. After these tasks are complete, I will collect the papers and
review them outside of class. For the first part, I will look into their sentence structure; for the
second part, I will focus on how they apply the five grammar structures (the main teaching points
of the lesson) to give advice to their peers. This formal assessment is designed to know if the
students understand how to use the knowledge they learned from the lesson in a practical way.
Closing
I will circle back to the slide ‘today we will…’ to review and check the objectives for today’s
lesson with the students. Next, I will show a simple packing tip to the whole class, and then ask
the students to find one useful packing tip that blows their mind as their homework, which they
will have a chance to share this tip by showing/explaining how it works in our next class meeting.
I will provide a recommended website as a source reference for them to complete the task.
Technology
I will use Power Point slides to show all the class information and instructions. This will help me
emphasize important teaching points and provide visual information. The video “12 Travel
Packing Tips” and the “weather forecast” in the Activity #1 (Suitcase Frenzy) will be played
through the computer and the projector. I will also draw on the website ‘Cambridge Dictionary’
and ‘Google Image’ as useful tools for assistance when the students have hard time
understanding the meaning of specific new vocabularies. I hope I will have time to introduce two
amazing websites related to today’s lesson topic at the end of the class. All the links of the
websites I mentioned are listed below. Don’t forget to mention your PPT!
4. Pinterest: https://www.pinterest.com
Reflection
Positives
The students were all able to make personal examples of travel packing and connecting their own
existing experiences with the lesson content appropriately. Most of the students shared a lot
when asked to discuss or answer my guiding questions. I tried hard to turn the classroom into a
community by making the lesson not only a lesson but also a practical workshop for them to get
Unexpected Situations
I confronted an issue of student cellphone addiction when I taught the lesson. A few students
didn't make good use of the given time to complete the tasks and were distracted by their phones,
especially during all the individual-work time. For example, one of the students did the task
hastily and started doing something irrelevant to the lesson like using her smartphones until I
came to her. When I checked her worksheet, I found that she hadn’t completed her worksheet
thoroughly. The worksheet was designed with several interconnected tasks: if the previous parts
were not done appropriately, the following parts could not be as planned. For this reason, I
encouraged and guided her to try and finish more. However, I ended up spending more time
Next Time
Since this class was not actually my own class. I taught this lesson in the role of a teacher
candidate, who was observed and evaluated by my cooperating teacher and a supervisor. I didn't
set any classroom rules in the beginning like I used to do because I treated myself as a ‘guest’
teacher. In terms of how to improve the unexpected cellphone situation I mentioned above, I
believe I need more effective strategies to deal with classroom behavior issues and bring students
back from distractions. I think I should have still established my rules or at least made some
announcement to set the tone for the lesson, such as stressing that the students’ mobile devices
could serve as learning tools in the classroom instead of a negative distraction. Moreover, when I
do this lesson next time, I will reinforce the heads-up before the students start doing the tasks and
circulate around the classroom more to ensure that all the students are on the right track and