Minh Nguyen’s lesson

  • The plan, which is designed for parts A-B, unit 7 in the book Solutions Intermediate chosen for the English Integrated Skills course, is long and a bit demanding because the target learners are taking a bachelor degree in the English language and will be able to work as a translator, interpreter or a teacher of English later. They have to pass the national university entrance examination to get enrolled in this program. The lesson content itself might be considered a bit easy for these students, but it is part of the currently used course materials.
  • Students are shortened as Ss; T for teacher.
  • It is assumed that T would create a Tumblr page for the whole class where class materials, homework and thoughts are regularly posted and shared.
  • Pre-homework is not related to the former lesson (Unit 6) but is to prepare for this lesson. The post-homework is a follow-up activity of this lesson.
  • The plan is designed for a real lesson, so it includes not only MALL activities but also other classroom tasks that facilitate the students’ learning and cover essential parts of the lesson content.


Setting: Vietnamese learners of English (first-year undergraduate students in BA English) at the age of 18-20, intermediate level (B1 level of CEFR – Common European Framework of Reference for Languages – framework).

Lesson context: This lesson is the first parts A-B of Unit 7 – True love? in the textbook Solutions Intermediate (by Tim Falla & Paul A. Davies, 2012). Parts A and B of this unit cover the vocabulary about Dating and Relationships and the grammatical point of Comparative and Superlative for adjectives and adverbs.

Language objectives: At the end of the lesson, students will be able to talk about “dating and relationships” and to discuss/exchange opinions about the topic using comparison.

Pre-homework: (no homework for the previous lesson which is a review of Unit 6)

– Groups of Ss receive different audio files of “relationship” situations (i.e., about couples’ conversations at different stages of a relationship) via email from T. They are required to prepare a role-play of their dialogue and perform/cast it for the whole class in a warm-up guessing activity. Questions for task clarification can be posed via email or Facebook Messenger with T.

(MALL used: The dialogues are in the audio file form, so Ss can open their Gmail app on their mobile phone, find the homework email and listen to the file everywhere at any time).

Time What students are doing What teacher is doing Materials What this activity accomplishes
10 min Acting out

Ss act out their dialogues prepared at home; other groups watch and give a word/phrase they would use to name the situation (they do not need to use the exact vocabulary, but can use their own words instead)

– Asks Ss to watch carefully and give a guess

– Elicits Ss to guess what the situations are about and name them; then writes the answers on the board

Board – Warm-up and lead-in to topic “Relationships”

– Speaking and listening practice for Ss

– Create a relaxing atmosphere to start the lesson

7 min Learning “Relationship”  vocabulary

Ss learn the vocabulary about love/relationships

Elicit Ss to come up with the vocabulary in the textbook (some might match the words Ss brought in the warm-up activity) Textbook; board – Ss get to know the vocabulary
 5 min Story telling

Ss work in groups and retell Harry and Daisy’s relationship based on the pictures in the textbook

Monitor and facilitate if necessary Textbook Ss can talk about relationships/love using the new vocabulary
7 min Group performance

Two groups tell the story to the whole class (representatives nominated or co-presenters)

Listen and give feedback after Ss finish the story Board Ss have more opportunity to practice speaking and using “relationship” vocabulary
20 min Comparison search

  1. – Ss are divided into 5 groups. Each group is assigned to work on two adjectives/adverbs targeted in the textbook reading text “Speed dating”.
  2. – The groups get on Facebook, use the app/site search engine (i.e., Facebook search) to find people’s use of the comparison form (superlative or comparative) of those target words. Then, they decide on and write down the appropriate answers in the blanks.
  3. – Each group need to take screenshots of their Facebook findings and posts them on a member’ Instagram account. Then, use hashtag of the class account to share with their classmates.
  4. – Watch all the evidence of authentic use of the words other groups have shared  on the PPT display screen, ask for clarification if any
Show the Instagram page with groups’ Facebook findings on the PPT slide, and check answers with Ss collectively Ss’ mobile phone (at least a Smartphone/each group); PPT slides – Review and raising awareness of comparison structure

– Expose Ss to authentic use of comparison forms.

– Ss get more engaged with such mobile learning experience.

13 min Reinforcing form, meaning and use of comparison

Review and gain deeper understanding of comparison form (superlative and comparative) by answering T’s questions

Elicit the comparison form (for both adjectives and adverbs) and exceptions Board Gain deeper understanding of comparison form and usage
10 min Speed dating

Ss divide themselves into two lines sitting opposite each other (pair-to-pair), and try out Speed Dating (introduced in the reading context) in 10 minutes

Monitor and facilitate the activity

(i.e., signal the speed conversations to start and stop for next question; read out the question for Ss to talk about)

Desks and chairs rearrangements; the most popular seven speed dating question list (shown on PPT screen or read by T) Ss get to know what Speed dating really is, which helps their discussion and brainstorming for later activities

More speaking involvement

10 min Traditional vs. Modern dating

  1. – Ss sit in their original group and discuss what they feel about speed dating compared to traditional dating; each member contributes at least one idea for idea summary at the end of the activity
  2. – Each group chooses a recorder who will listen, modify and report groups’ ideas to the whole class (other members can give support during recorder’s presentation)
Go around, monitor and facilitate; confirm each group has one recorder None Time to practice speaking using comparison
8 min Group representation/performance

Two groups volunteer to summarize the idea they had discussed

Listen carefully, write important ideas on the board, and give feedback Board Confirm Ss’ use of comparison structure and assess their understanding
8 min


Video watching

Ss watch a TED video called “Falling in love is the easy part” presented by Mandy Catron (08/2015)

Turn on the video PPT Ss get an idea for blogpost after lesson
2 min Giving homework

Listen carefully, and get the question set for their own group.


  1. – Divide Ss into 3 groups, giving each a set of the 36 closeness-generating questions list invented by Authur Aron (1997)
  2. * The list has been proved in some research to help strangers/acquaintances to fall in love, and some people have tried this way themselves.
  3. – Give homework directions:
  4. Ss need to do take-home discussion and produce a group blogpost on what they think about using the list to make friends and start a potential relationship (like what was presented in the TED video) compared to traditional style of  dating and making friends. For group discussion, Ss are advised to either use Whatsapp or Facebook group chat, and add T to their discussion. This activity allows T to observe how individuals contribute to the groupwork, if they properly approach the task and provide help when necessary (e.g., the group seems to be distracted). Ss are encouraged to use their natural daily language to talk to their friends regardless of T’s presence.
Give instructions
HW for the following lesson: 

– Groups follow homework instructions, discussing ideas and writing a blogpost about their opinions, then update it on the class blog page

– Each group needs to leave at least 3 comments on other groups’ posts.

(All the materials and teaching aids like handout content or videos would be posted by T in the section Resources on the class blog)