Lesson Plan

LESSON PLAN LESSON PLAN Supervisor Hoaøng Thuùy Nguyeân Student Nguyeãn Thò Hoàng Nhung Class 10 (basic – level version) UNIT 15 CITIES DESCRIPTION OF CLASS English level Pre intermediate Number of st[.]

LESSON PLAN

Supervisor : Hoàng Thúy Nguyên Student : Nguyễn Thị Hồng Nhung Class : 10 (basic – level version)

UNIT 15: CITIES

DESCRIPTION OF CLASS:

English level: Pre-intermediate

Number of students: 30

Teaching period: While reading

RECENT WORK : Students have received the necessary input:

- A general idea of the text which they are going to learn

- Vocabulary items relating to the topic (meanings, pronunciations, forms) such as

locate (v), mingle (v), ice-free (adj), metropolitan region (n), take over (phrasal verb) and finance (n).

AIMS: This unit aims to help Sts to:

- Knowledge: know some information about New York City

- Language: know some language items concerning the city

- Skills: develop their reading skills

OBJECTIVES: at the end of the lesson, Sts should be able to:

- Knowledge: know some characteristics of New York City

- Language: understand the text and do all the tasks in while reading

- Skills: scan the reading passage to understand the important details

APPROACH AND TEACHING AIDS:

Communicative Approach, Grammar-Translation method

Teaching aids: BB, chalk, textbook, wall charts, handouts and worksheets

ANTICIPATED PROBLEMS:

a) When Sts are reading the text, they may forget the meanings of some language items which they have learnt

b) Sts may get difficulty in imagine the location of New York City as well as New York State although it has been mentioned in the text

SOLUTIONS:

a) Before asking Sts to do the tasks which focus on the details, T gives Sts the small task about some language items existing in the text

b) Teacher shows the location of New York City as well as New York State on the map

Teacher’s activities Students’

activities Content Aims WHILE READING (20

minutes)

- T introduces what Sts are

going to do: “We have learnt

some language items and got

the main idea of the text Now

we move on to another

activity First of all, open your

books and read the text

carefully and silently.”

1 TASK 1- Filling the

blanks: (5 minutes)

- T shows the wall-chart 1 on

- Sts listen

- Sts read the text silently

- Sts listen

TASK 1- Filling the blanks

Wall-chart 1

- To focus Sts’ attention

- To help Sts review some important language items

the BB.

- T gives instruction: “Each

student has one worksheet

Now, find the words or

phrases from the text that

mean the same as these

phrases You have 2 minutes

to do this task.”

- T distributes worksheet 1

- T walks around to control

the class

- T asks some Sts to give their

answers

- T gives feedback

2 TASK 2- Matching

statements (8 minutes)

- T gives instruction: “We’ve

just finished task 1 Now, read

the first paragraph again and

do another exercise Work in

pairs choosing the correct

information for each number

You have 3 minutes.”

- T distributes worksheet 2

- T walks around to control

the class

- T shows the wall-chart 2

- T asks Sts to give their

answers

- T gives feedback

- T sticks the map on the BB

- T asks Sts to point out where

New York City and New York

State are on the map

- T shows them again

3 TASK 3- Comprehension

questions ( 7 minutes)

- T shows the wall-chart 3 on

the BB

- T gives instruction: “We’ve

just finished task 2 Now we’ll

do the last task Read the

second paragraph and do task

3 Work in pairs making

suitable questions or answers

You have 4 minutes.”

- T distributes worksheet 3

- T walks around to control

the class

- T asks open pairs to give

- Sts do the task

- Sts give the answer orally

- Sts listen

- Sts work in pairs

- Sts answer orally

- Sts point them out

- Sts listen

- Sts work in pairs

- Sts answer

Worksheet 1

TASK 2- Matching statements

Worksheet 2 Wall-chart 2 Map of the US

TASK 3- Comprehension questions

Wall-chart 3

Worksheet 3

- To help Sts know how to do the task

- To control the class and help Sts

- To check Sts’ understanding

- To help Sts get information from paragraph 1

- To help Sts know how to do the task

- To control the class and help Sts

- To check Sts’ understanding

- To arouse Sts’ interest and help them understand the text more

- To help Sts understand the text clearly and practise making questions

- To help Sts know how to do the task

- To control the class and help Sts

- To check Sts’ understanding

their answers.

- T gives feedback and more

information

APPENDIXES:

+ Assignment

+ Text of unit 15 in textbook

+ 3 wall-charts

+ Worksheets

APPENDIXES TASK 1- Filling the blanks:

Find the words or phrases from the text that mean the same as those below.

Paragraph 1

1 in one place =

2 mix with =

3 not covered with ice =

4 city and large area around it =

Paragraph 2

5 get control of =

6 special =

7 management of money =

TASK 3- Comprehension questions:

Work in pairs making suitable questions or answers.

a _?

- By the Dutch in 1624.

b What makes New York an unusual city?

_.

c ?

- Its hundreds of tall offices and apartment buildings.

d What are special about New Yorkers?

_.

e ?

- The statue of Liberty, the Empire State Building, Wall Street, and the Broadway theatre district.

TASK 2- Matching statements:

Work in pairs choosing the correct information for each number.

7 two rivers mingling

with the water of the Atlantic Ocean

New York

ice-free in all

seasons 946 the southeastern part of New York State

Natural charact e-ristic (6)

Weath er (5)

Populatio

n (million) (4)

Area square (km) (3)

Locatio n (2)

State (1)

NEW YORK CITY