1

SAMPLE LESSON PLANNING

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Contents

Rationale ……………………………………….……………………..………………….…………………….……………………..….. 3

Lesson Plan 1 ………………………….…………………….………………………………………..…………...……..….……..….. 8

Lesson Plan 2 ………………………….…………………….………………………………………..…………...……..….……….. 11

Appendix 1 ………………………….…………………….………………………………………..…………...……..….……..…….. 15

Appendix 2 ………………………….…………………….………………………………………..…………...……..….……..……. 16

Reflection ………….………………………….…………….…………….………….………………………..…….……….…..…..… 17

References ………….………………………….…………….………………..….………………………..…….…..…………….….. 19
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Rationale

This rationale justifies the development of two lesson plans tailored to a specific group of adult

learners. The learners, aged 18-20, are enrolled in an English course to prepare them for university

studies. They need to attain a level of B1 to enter their chosen courses. Their current level of written

and spoken English is at the pre-intermediate level (A2), and they all speak Vietnamese as their first

language. Although they are not English majors, many of the students want to study overseas in an

English-speaking country, such as Australia. They get along well with their classmates and are very

respectful towards their teachers. They are used to traditional teaching methods, but they are open

to different approaches. They have the typical second language learning capacities and cognitive

abilities of learners at this age and level.

Although this group of learners are familiar with traditional teaching methods, I have chosen to use

the Communicative Language Teaching (CLT) approach, specifically Task-Based Language Teaching

(TBLT). CLT is an approach to language instruction that encourages learners to communicate

effectively in real-life situations (Brown & Lee, 2015). It encourages students to use the target

language through meaningful and authentic activities, rather than focusing solely on grammar rules.

The teacher acts as a facilitator, and the students take on collaborative roles (Brown & Lee, 2015).

Within the CLT framework is TBLT, where learners complete purposeful, goal-oriented tasks that

reflect how the language is used in real life (Brown & Lee, 2015; Ellis, 2003). Although there are

various versions of TBLT, they all centre around the same premise: there is a communicative

problem that needs to be solved. Ellis (2006) proposes a TBLT framework using three phases: pre-

task, main task and post-task. I have chosen Ellis’ TBLT approach to plan two lessons for this group of

Vietnamese A2 learners, as it will be a motivating and engaging structure for them. The students are

open to approaches that differ from traditional teaching methods, and TBLT is suitable because it

focuses on real-world language use through authentic activities, supports learner engagement and
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motivation, improves fluency and encourages learner autonomy and agency. These aspects are

important for learners at this age and level.

Pre-Task Phase

This group of learners share a common goal of achieving a B1 proficiency level in English, and many

want to study in an English-speaking country. Lessons need to be motivating for adult learners

because motivation helps them stay engaged and continue learning (Dornyei & Ushioda, 2013).

Studies also show that students at lower proficiency levels, much like these A2 learners, are more

likely to succeed at greater levels when they are motivated to learn the language (Hasannejad et. al.,

2017). The three-part structure of the TBLT approach helps to improve motivation. Both lessons

follow the same lesson structure, with a pre-task, main-task and post-task phase. The pre-task phase

prepares learners for the task by providing them with the necessary knowledge of vocabulary and

language required to complete it (Motlagh et. al., 2014). In the pre-task for both lessons, learners

are presented with the necessary vocabulary and phrases needed to perform the task. They are

presented with planning materials that serve as guidelines for carrying out the task. Students are

also able to watch the teacher model the task. By providing students with a well-organised pre-task,

their motivation to engage in the main task is likely to be greatly increased (Motlagh et. al., 2014).

Group Work and Collaboration

Adult learners need chances to collaborate because interaction helps them make meaning and

improve their language skills (Long, 1996; Mudinillah et. al., 2024). Group work also creates more

opportunities for meaningful communication than teacher-led activities (Ellis, 2003). Therefore, it is

imperative that these adult learners have opportunities to collaborate with their peers in pairs or

groups. During the main task of both lessons, students are encouraged to work in pairs or small

groups to achieve the main task. According to Long’s Interaction Hypothesis (1996), language

learning happens when learners engage in conversations that require them to negotiate meaning.
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This negotiation means asking questions or clarifying ideas. These moments help draw attention to

gaps in their language and push them to try out new forms (Ellis, 2003; Long, 1996). Swain (2005)

adds that producing language in response to others also supports learning, as it encourages learners

to reflect on how they express their ideas. Collaborative tasks also provide greater opportunities to

speak, which is crucial for adult learners who need more time and confidence to use English (Ellis,

2003). The pair and group work used in both lessons give the learners real reasons to use English

while also supporting their development through meaningful communication.

Focus on Real-world Language Use

TBLT engages adult learners with meaningful tasks that reflect authentic language use needed in

academic, professional, or everyday settings (Ellis, 2003; Van den Branden, 2006). When learners are

engaged in tasks that are relevant to their real-world experiences, they are likely to be motivated to

participate and interact (Mudinillah et. al., 2024). Both lessons are centred on real-world scenarios.

In Lesson One, students are tasked with creating a university club and persuading their peers to join.

This is both authentic and relevant, as these learners all share a common goal of attending

university, where they will likely need to meet new people and make new friends. As young adults,

learners will also likely need to plan upcoming holidays, study trips, or work trips. The practical and

useful nature of Lesson Two's Airbnb task allows learners to feel confident in taking learning risks

without concern for making mistakes, which helps to improve language learning (Ismail et al., 2023).

Nunan (2004) points out that tasks should be carefully designed to be both meaningful and

achievable, allowing learners to be challenged without feeling overwhelmed. Research also shows

that when learners take part in tasks based on real-life communication, they are more engaged and

better able to retain and apply the language they have learned (Mudinillah et al., 2024; Oura, 2001).

By using real-world scenarios, both lessons help learners see the tasks as achievable, which can

boost their motivation and engagement.

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Fluency and Communicative Competence

TBLT supports the development of fluency and communicative competence by encouraging learners

to use English in natural, meaningful ways. Ellis (2003) explains that language instruction should

reflect the communicative demands learners will face outside the classroom, and that task-based

learning helps achieve this by focusing on real-world, purposeful communication. In both lessons,

students use language to solve problems and complete authentic tasks, whether that’s designing a

university club during Lesson One or choosing an Airbnb stay during Lesson Two. These activities

give learners real reasons to speak, listen, and respond, which builds their confidence and fluency

over time. Long (2015) found that learners in TBLT programs outperformed those in traditional

classrooms when it came to communicative competence, mainly because tasks simulate the kinds of

interactions that happen in daily life. In addition, engaging in collaborative tasks gives students

frequent opportunities to negotiate meaning, which supports both fluency and accuracy (Long,

1996; Long, 2015; Swain, 2005). By using English to express personal opinions, ask questions, and

make decisions, learners develop their ability to use language flexibly and effectively in real-life

situations.

Autonomy and Agency

TBLT creates a learner-centred environment in which students are encouraged to take ownership of

their learning (Nunan, 2004; Willis & Willis, 2007). Teachers need to give learners control over their

learning by allowing them to choose content, make decisions and express personal opinions. When

they do, learners can enact agency, which aligns with an adult’s need for independence (Leaver &

Willis, 2004). The main tasks in both lessons allow students to make their own choices based on

personal opinions. During Lesson One, students design a university club based on their personal

interests. During Lesson Two, students choose their favourite Airbnb stay based on their personal

preferences. During the post-task in both lessons, students reflect on their learning through class

discussions. At the end of Lesson One, students vote on their favourite club. Both lessons are
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learner-centred, where learners are actively involved in their planning, decision-making, and

reflection. Because students can see how their ideas are directly used in the task, this sense of

autonomy also increases motivation (Nunan, 2004). By taking responsibility for their choices and

reflecting on their learning, students are more engaged and active in the process (Mudinillah et. al.,

2024). This autonomy supports deeper learning and helps students develop their language skills,

along with their confidence, critical thinking, and teamwork abilities (Willis & Willis, 2007).

Conclusion

Overall, TBLT offers a clear and purposeful approach to help A2-level adult learners develop their

English communication skills. It supports fluency, motivation, and learner agency through

meaningful, real-world tasks that are relevant to their lives and future goals. The pre-task, task and

post-task structure allows for opportunities for choice and collaboration, which helps these learners

feel more confident using English in practical ways. The two lessons I’ve designed aim to help these

A2 adult learners practise language in meaningful contexts while building their confidence and

independence.

Word Count = 1506

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Lesson Plan 1

Level: A2 Adult Learners Skills: All four modes. The main modes are Duration: 60 minutes Approach: Task-Based Language Teaching
Speaking and Writing.
Aim: Sub Aims:
By the end of the lesson, students will be able to: • Develop vocabulary related to university clubs
• Persuade others to join a new university club • Design a university club that includes a name, purpose, activities and rules
• Work collaboratively to plan and organise a persuasive speech
• Deliver a short persuasive speech to an audience
• Listen actively and respond to peers’ speeches

Resources: Assessment:
• Interactive whiteboard (IWB) • Assessment will be based on whether each group is able to persuade their
• Join our university club! handout – one for the teacher to display peers to join their club
and one for each student • Handouts will be collected at the end of the lesson
• Teacher will actively monitor groups during the main task phase and make
notes on students’ ability to communicate for the purpose of the task
• Teacher will also make notes on how proficient each group is in using
English to communicate

Stage Timing Learning Activities Anticipated Problems and

Solutions
Pre-Task 5 mins Warm up There may be low participation
• Display the Join our university club! Handout on the IWB or shyness → Begin with a
• Go through the images of university life – sporting clubs, cooking groups, sport groups etc. Think-Pair-share format before
• Ask students: whole class discussion to build
“What clubs do you think are important at university?” confidence
“Have you ever been a part of a club? If so, what did you do?”
“What activities do you enjoy doing with others?”
• Write student responses on the IWB
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5 mins Introduce Task and Model Key Vocabulary Learners may not understand
• Explain the task: “You and your friends are new to university. You decide to create a club. Your the idea of a “club” at university
club is new, and you need to persuade others to join!” → Show the images on the
• Distribute the Join our University Club! Handout handout and explain further
• Teach key vocabulary: club, activity, meeting, join, new students, members, rules with examples. “A study club is
• Teach key persuasive phrases: Its fun! Everyone is welcome! It’s free! a group that meets to help each
other study”
5 mins Teacher Models Task
• Model how to fill in the club plan on the Join our university club! handout:
- Club Name: Movie Club
- Purpose: Watch movies and talk about them
- Activities: Movie nights, film quiz nights
- Meeting time: Every Friday at 4pm
- Rules: Be respectful, try to speak English
• Model how to present a persuasive speech to the class, persuading them to join the club:
“Our new movie clubs is fun and it’s free! You should join because you can watch new movies
and make new friends. You must come!”
Main 25 mins Main Task Students may feel hesitant to
Task • Students form small groups (3-4 per group) speak in their group, or there is
• Each group completes the club plan on the Join our university club! handout uneven group participation →
- Choose a club name, purpose, activities, day/time to meet and simple rules Assign rotating roles in each
• Students prepare a short persuasive pitch to present their club to the class group such as note taker,
• Walk around the room and monitor each group, making sure that they are on task speaker, idea giver and
• Ask prompting questions to elicit information from students: questioner. Encourage the
- “Why did you choose this name?” quieter students by directing
- “What activities will you do?” questions to them
- “Why should people join your club?”
• Support language using sentence stems: Students may struggle to
- “Join our club because ________.” generate their own ideas →
Encourage them to choose a
- “You will enjoy _____________.”
club based on one of the
- “It’s a great way to _____________.” pictures on the handout
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Most students feel reluctant to

plan a presentation → Change
the output to a persuasive
poster instead and get students
to do a gallery walk at the end
Post- 15 mins Presentation and Discussion Some students may feel
Task • Each group gives a short presentation (3-4 minutes) persuading the class to join their club reluctant to present → Allow
• Encourage the audience to vote: “Which club would you join and why?” students to use their club plan
• Follow up class discussion: notes and encourage each
- “What made a good club idea?” student to speak for an equal
- “Who was the most persuasive and why?” amount of time.

5 mins Teacher provides constructure language feedback:

• Highlight common strengths of each group. E.g. “I noticed that many groups used persuasive Audience may not be engaged
language well, like saying It’s fun! Everyone is welcome! Good job” in the voting process → Provide
• Highlight common errors of each group. E.g. “I noticed many groups need to work on using full voting slips or peer feedback
sentences. Some groups said things like “Fun club, join!” which could be clearer.” rubrics where students must
• Model improved phrasing. E.g. “Instead of “Fun club, join!” we could say, “It is a fun club, and circle fun idea / clear speech / I
you need to join because we do many interesting activities.” want to join! This will help to
• Invite learners to suggest corrections. E.g. “Here is a sentence – Join out club, it is fun! Can make the listening purposeful
anyone help me add some more detail to this sentence by adding the word because?”
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Lesson Plan 2

Level: A2 Adult Learners Skills: All four modes. The main mode is Reading Duration: 60 minutes Approach: Task-Based Language Teaching
Aim: Sub Aims:
By the end of the lesson, students will be able to: • Develop vocabulary related to accommodation and amenities
• Explain and justify their favourite Airbnb stay in Perth • Select five AirBNB features based on personal preferences
• Use skimming and scanning digital texts for specific information
• Work collaboratively with a partner to choose a favourite
Airbnb stay based on shared preferences
• Present and justify the favourite Airbnb stay to peers
Resources: Assessment:
Teacher needs: • Assessment will be based on whether each pair is able to
• Interactive whiteboard with WIFI choose an AirBNB stay and describe it to their peers
Each student needs their own: • Handouts will be collected at the end of the lesson
• Electronic device • Teacher will actively monitor pairs during the main task phase
• Access to WIFI and make notes on students’ ability to communicate for the
• Where will I stay? handout purpose of the task
• Teacher will also make notes on how proficient each pair is in
using English to communicate

Stage Timing Learning Activities Anticipated Problems and

Solutions
Pre-Task 5 mins Warm up Learners may be unfamiliar
• Display Airbnb website on an interactive whiteboard (IWB) with the AirBNB format → It is
• Ask students: important that the teacher
Have you ever stayed in an Airbnb? models how to use the AirBNB
If so, what did you stay in and where? website. Teacher can pair
What was good about the Airbnb stay? students so that each pair has
at least one person who feels
What was bad about the Airbnb stay?
competent with navigating the
• Click on 1-4 filters at the top of the website. Invite students to share which Airbnb’s they like, website
and why
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Learners may not be familiar

with the vocabulary →
Teacher needs to explain the
key vocabulary and use
pictures to help with
understanding.

5 mins Introduce Task and Model Key Vocabulary

• Hand out the Where will I stay? handout (See Learners may not be familiar
Appendix 1) and explain the task to students with Perth city → Teacher can
• Teach students the vocabulary that is needed for use the Maps function on
the task: available, per night, reviews, rating, AirBNB to show students the
location, cancellation, filters, amenities city layout. The teacher can go
• Teach students the key phrases that are needed on to Google and show
for this activity: students some pictures of the
“It has _____.” → It has free Wi-fi/free city, such as ECU, Kings Park
cancellation and Cottesloe Beach
“There is/There are____.” → There is a balcony.
There are 2 separate beds Learners may not have
“The price is _______ per night” travelled overseas before and
“It is close to __________.” → It is close to the university/a beach/Kings Park do not know what is
• Teacher scans through the filters button on the AirBNB website on the IWB important in an AirBNB →
Teacher to encourage these
10 mins Teacher Models Task students to choose from the
• Model how to complete the Which features are important to me? Section on the Where will I essential amenities and
stay handout – for example, your five important features and amenities might be: features options based on
1. 2 separate beds what they would like to have
2. Airconditioning in an AirBNB
3. Close to ECU
4. 4+ star rating
5. Washing Machine
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• Model to students how to how to use the website to find stays for Perth, on the given date,
for two adults for three nights.
• Model how to set the filters so that you only see stays based on price and chosen features
• Model how to open a listing, and skim and scan the listing to see if it checks off all your
chosen features. Model again with a different listing.
• Model how to write down your favourite stay and explain your choice on the Where will I
stay handout
• Model how to present your favourite Airbnb stay and explain why you chose it
• Model to students how you might explain your favourite stay. Example – “We like this place
the best because it has ______________. This is important to us because ____________.”
Main 25 mins Main Task Students may feel hesitant to
Task • Students write down their preferred features on to the Where will I stay Handout. Explain to speak in pairs → Offer
students that features means any amenities that are important for their stay. sentence stems and write
• Place students with a partner these on the board. For
• Have students collaboratively decide on their five most important features and write them example: “I think it is
into their table important that an AirBNB has
• Allow students this time to work with their partner to search for Airbnb stays that suit their _______. Do you agree?”
chosen features Teacher can also assign
• Walk around the room and monitor each partner, making sure that they are on task rotating roles so that one
• Ask questions to elicit information from students: person is the speaker, and the
• Why did you choose this AirBNB stay? other is the note-taker
• What do you like about this AirBNB stay?
• Is this one better than the other stay? Learners may struggle to use
effective scanning and reading
• What is important to you when you stay in an AirBNB?
strategies → Pair stronger
readers with lower-level
learners. Encourage students
to choose and compare the
first three listings, rather than
scrolling through many. If
most students are struggling,
encourage students to only
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choose three features or

amenities to compare
Post- 10 mins Presentation and Discussion Learners may feel hesitant to
Task • Each pair gives a brief (2 minute) presentation to present their top AirBNB choice and explain speak in front of the whole
why they chose it class → Teacher to provide
• Ask students at the end: sentence stems. For example,
- What features and amenities did most groups think were important? “We like this place the best
- What features and amenities did most groups not think were important? because it has
- Was it easy or hard to make a choice? Why? ______________. This is
important to us because
5 mins Teacher provides constructure language feedback: ____________.”
• Highlight common strengths of each group. E.g. “I noticed that many groups used clear Teacher can also have each
reasons to explain their choice, like saying ‘It is close to the university and has good reviews.’ pair present to another pair,
Well, done!” rather than the whole class.
• Highlight common errors of each group. E.g. “I noticed many groups need to work on using
there is/there are/it has correctly.”
• Model improved phrasing. E.g. “Instead of saying ‘it have washing machine’, we can say ‘It
has a washing machine.” “Instead of saying ‘there is 2 beds’, we can say ‘There are 2 beds’.”
• Invite learners to suggest corrections. E.g. “How could we improve this sentence? ‘This Airbnb
have a balcony. There is many reviews’?”
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Appendix 1

Join our university club!

Your Task: You and your friends are new to the university. You decide to create a club. Your club is
new, and you need to persuade others to join!

Ideas for your club:

Key Vocabulary and Phrases:

club activity meeting join

rules It’s fun! It’s free! Everyone is welcome! You must join because
__________.

Our Club Plan

Work with your group to create a university club. Complete the table below:
Club Name

What is the purpose

of your club?
What activities will
your club do?

When and where will

your club meet?
Who can join?

What are your club

rules?

Any other ideas

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Appendix 2

Where will I stay?

Your Task: You and a university friend are planning a three-night holiday in Perth for the following
dates: December 12, 2025, to December 15, 2025. The main purpose of your trip is to visit Edith
Cowan University and explore the city, as you want to study there in the future. You have a budget of
$750 to spend on an Airbnb stay. You need to decide which features and amenities are most
important to you. You and your partner need to choose your favourite stay and explain your choice to
the class.

Key Vocabulary and Phrases

available per night reviews rating

location cancellation filters amenities

It is close to ____. It has ________. There is/There The price is ____ per
are_____. night.

Which features are important to me?

Example: Feature 1 Feature 2

Close to the university

Feature 3 Feature 4 Feature 5

Which features did my partner and I choose?

Example: Feature 1 Feature 2

Close to the university

Feature 3 Feature 4 Feature 5

Our favourite Airbnb: ________________________________________________________________

Why did we choose this Airbnb? _______________________________________________________

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