AFL LESSON PLAN

Name: Phung Thi Minh Ngoc
Class: QH2014.E1

AFL LESSON PLAN
Class level: Upper Intermediate
Population: 16
Student description: Travel-agent-to-be
Main language focus: Speaking: Communication
Topic: Promotion and Marketing in Tourism ( Book: Going international for tourism)
Integrated language skills: Listening skill
Sub-skill/item:
 Reasoning
 Discussing the advantages and disadvantages of a holiday
 Promoting a holiday
Specific objectives: At the end of the lesson, the students will be able to:
 List the characteristics of a good oral promotion of a holiday
 Compare two promotion speeches of the same holiday.
 Produce their own holiday promotion speech.
Students’ prior knowledge concerning the topic:
 Students have learned vocabulary related to tourism and holiday
 Students have acquired background knowledge of some common holidays.

 Students have learned expressions to talk about advantages and disadvantages

Time: 90 minutes

Pedagogic Activity

Resources
Needed

Types of
assessment
used

1. Topic introduction (5m)
Slides
Teacher introduces the topic and talk
about the learning objectives of the
lesson

Identify AfL

Principle(s)
Sharing
intention

learning

2. Pair work (12m)
Slogans
- Students are given two slogans of
holiday advertisements
- Then they work in pair to come up
with their favorite one (4m)
- After that, some pairs are required to
present about the slogan they choose,
tell about their first impression of that
slogan and give their reasons for their
choice (8m)

Peer
feedback

-Teacher’s
observation

3. Group work (30m)
- Students in 4 groups watch a video
selling a holiday (This can be the
sample for students’ role play at the
end of the lesson). After watching,
 Group 1 and 2 must discuss the
content/stages of the video to
the content and language use in
the video

Teacher’s
- Group work
observation and - Teacher’s feedback
feedback

- Video
(https://www.

youtube.com/
watch?
v=raEo1NDje
xI)
- A0 papers
- Markers

‘s - Pair-work
- Peer’s feedback

Group 3 and 4 must discuss the
language use of the travel agent
in the video.
- Each group presents their ideas on
A0 paper and has 3 minutes to share
their answers (12m in total)
- Teacher gives feedback on the
content of 4 groups and states the
characteristics as well as stages of a
good holiday promotion. (5m)



4. Sharing assessment criteria
(3m)
Teacher introduces the rubric to assess
students performance in the next
activity
5. Group work (10m)
- Students work in the same group of 4
members.
- Each group chooses a holiday listed
in the book to advertise. They can use
the table in activity 1 page 154 as
reference.
- Students, in their group, must think
of the way to sell their chosen holiday
to the rest of the class.
6. Role-play (25m):
- Each group comes on stage and sells
their holiday. (Maximum 5 minutes for

Feedback
form

Page 154
the book

Interactive
Sharing
whole
class criteria
sharing

assessment

in Teacher’s
- Group work
observation and - Teacher’s observation
support
and support

Feedback Peer’s feedback
form
Teacher’s
Student feedback

- Peer’s and teacher’s
feedback
based
on
feedback form.

each group)
records
- Other groups participate in the role
play as customers and give feedbacks
using feedback form.
- Teacher gives comments and make
student records
7. Summarize (5m)

Teacher asks a student to list the
characteristics of a good holiday
promotion.

- Student record keeping

Teacher rubric for role-play task
Success criteria

Indicators of student
High
Capacity to argue a Responds
with
an
convincing point of answer
wholly
view relevant to a relevant to the role
specified role
that is being played.

Use
of
persuasive
language
and
strategies
appropriate
to
audience and context

performance
Medium
Responds
with
an
answer that is partly
relevant to the role that
is being played.

Low

Responds with an answer that is
not relevant to the role that is
being played.

Demonstrates active
listening by effective
and relevant reference
to other’s points of
view.

Demonstrates
active Makes little or no reference to
listening by reference others points of view.
to others’ points of
view.

Uses
several
appropriate
and

effective strategies to
persuade audience to
his/her point of view.

Uses some appropriate
and effective strategies
to persuade audience
to his/her point of view.

Uses
assertive
communication
strategies with ease
on a few occasions.

Attempts
to
assertive
communication
strategies.

Uses few or no strategies to
persuade audience to his/her
point
of
view
OR
uses
strategies
that
are
inappropriate to the audience
and/or context.

use Rarely
uses
assertive
communication strategies.

Success criteria

Indicators of student
High
Control of both verbal Speaks
clearly,
and
non-verbal accurately and in role.
language
Uses body language
(eye contact, posture,
gestures)
appropriately
and
effectively to enhance
and support speech.
Employs a variety of
techniques to enhance
the oral presentation,
eg
pauses,
tone,
volume, rate.

performance
Medium
Low
Generally
speaks Occasionally or rarely
clearly and accurately.
clearly or accurately.

speaks

Uses some aspects of Uses little or no body language to
body
language
to enhance and support speech.
enhance and support
speech.

Employs
some Employs few or limited techniques
techniques to enhance to enhance the oral presentation,
the oral presentation, eg pauses, tone, volume, rate.
eg
pauses,
tone,
volume, rate.

Comments:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________