Lesson Plan 11 U8.Pdf

1 HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES Class Subject Lecturer Group Members K23A – English Language Teacher Lesson Plan And Material Development In English Second Language Teaching Nguyễn[.]

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES

Class:

Subject:

Lecturer:

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K23A – English Language Teacher Lesson Plan And Material Development In English Second Language Teaching

Nguyễn Thị Quyết No.6

Nguyễn Thị Trang

Lê Thị Lệ Phạm Thị Huyền Trịnh Thị Nhung

Lý Thị Hà Anh

Thanh Hóa, Octorber 10 th , 2023

A Objectives

By the end of the lesson, students will be able to: (Knowledge, skills, core

competencies, personal qualities)

1 identify different characteristics of independent learners

2 recognize the meanings of the new words based on the context;

3 discuss the advantages of self-contained learners

4 be collaborative and supportive in pair work and teamwork

5 develop listening comprehension ability

6 show their responsibilities for becoming independent learners

B Language Focus

Key terms: Hard-working, never give up, self-motivated, curious, and responsibility

Key grammar: make an effort to +V, take responsibility for sth

C Instructional resources

• Grade 11 English textbook, Unit 8, Listening

• 1 video about a group of students learning independently

• 4 pictures about the personality and characteristics of independent learners

• Audio file (track 62 and 63)

• Computer &projector

D Assumptions

Anticipated difficulties Solutions

- Students may lack knowledge about some

lexical items

- Students may have underdeveloping

listening skills

- Provide students with the meaning and

pronunciation of words

- Encourage students to work in pairs and in groups so that they can help each other

- Provide feedback and help if necessary

E.Procedures

I WARM-UP

( 3 mins)

To create a lively atmosphere and positive energy in the

-T shows the video about self-study after Ss watch the video, they look for at least 3 adjective keywords that are necessary for

LESSON PLAN

Lesson 5: Listening (P.91,92) Time: 45 minutes

Student’s level: 11th grader (CEFR:A2-B1)

for an independent student?”

Optional answer: Hard-working,

self-aware, responsible, highly organized,

II

PRE-LISTENING

(12 mins)

To provide students with some lexical items before listening

Pre-teach vocabulary

- T elicits Ss with the meaning and pronunciation of some new words

- T shows the pictures and asks some questions that help Ss realize the words

- Ss listen and repeat the words

- T calls two or three Ss to read the words out loud in front of the class

- T corrects pronounciation

1.Hard-working/ˌhɑːdˈwɜː.kɪŋ/:always

doing a lot of work

→ Chăm chỉ

2.Self-motivated(adj)/self-ˈməʊ.tɪ.veɪ.tɪd/:enjoying learning new

things without being forced

→ Năng nổ 3.Curious(adj) /ˈkjʊə.ri.əs/:wanting to know more about the world

→ Tò mò

4 Never give up(phrase)/nevə gIv ʌp/: trying very hard to complete a task

→Đừng bỏ cuộc

5.Responsibility(adj) /ri,spɔnsə'biləti/: be responsible for something or somebody

→Trách nhiệm

To prepare students for the content of the listening lesson

Task 1: Tick the columns

(Activity 1 page 91 in the textbook)

-T asks Ss to look at the title and the table -T asks Ss to read through the question in the table and explain if Ss don’t understand these questions

- T asks Ss to tick the columns and compare their answers with a partner

- T invites some pairs to share their answers with the whole class

-T gives the feedback

For example, if when Ss have 3 ‘yes’

answers or more, T can say they have characteristics of independent learners

III WHILE-

LISTENING

(20 mins)

To help students practice listening skill

Task 2: Choose the correct answers A, B,

or C

(Activity 2 on page 91 in the textbook)

- T tells Ss that they are going to listen to a conversation between Mai and Mike

- T gives Ss 2 minutes to read the questions, and the choices and underline the keywords before listening to the record

- T makes sure that Ss understand the vocabulary Elicit or explain any unfamiliar

or difficult strutures

Explain:

-take responsibility for sth(phr.v):Chịu

trách nhiệm cho việc gì

- T plays the radio

- If Ss have not heard clearly or have not answered some questions, T plays the radio for the second time

- T calls some Ss to answer the question and asks them why they chose it and what they hear

- T check Ss’ answer

- If necessary, play the recording again, pausing at the places where Ss can get the correct answers for questions testing specific information

-Key:1-c, 2-a, 3-b, 4-b

Task 3: Fill in the blank with no more

than three words or a number

- T adapts short answers into exercise filling

in the blanks and divides the class into pairs

There are 4 sentences with 7 missings in the worksheet which T will give each pair before listening

- T gives Ss 2 minutes to read the questions, and the choices and underline the keywords before listening to the record

- T plays the audio

- After that, T calls three pairs to write down their answers on the board

-T checks answers and gives them feedback

Questions:

1 There are …… characteristics of independent learners that Mike finds on the website

2 Independent learners never wait for

…… or …… to help them and tell them what to do

3 They take responsibility for ………… 4.They make …………to achieve their learning goals

5 They are not afraid of …………

Key:

1:4( four)

2 their parents/ teachers

3 their own learning

4 (detailed) study plans

5 asking difficult questions

IV POST-

LISTENING

(8 mins)

- To check students’

fluency and understanding in listening tasks

- To help Ss show their responsibility for self-study

Task 4: Discussion

(Activity 4 on page 92 in the textbook)

- T divides the class into many small groups(2 tables are in a group)

- T gives a question and some suggestions

+ Question:“ Which of the characteristics

of independent learners do you think you have?”

+Suggestion: hard-working,

self-motivated, responsible, curious, highly organized

- Ss note down and work in groups for around 2 minutes

- T calls 2 pairs of students randomly from groups, and then they will ask and answer each other in front of the class

-T checks and gives feedback for Ss

V WRAP-UP

AND

HOMEWORK

(2 mins)

To help students memorize the target language and skills that they have learned

WRAP-UP:

- Ask students to answer the following questions:

1 What did you learn from the lesson today?

(Recognize the characteristics of independent learners and how to practice self-study)

2 What are the core values of the lesson?

(Ss realize the personality of independent learners and concentrate on developing skills based on characteristics that they have)

HOMEWORK

- Prepare for the next lesson: Unit 8:

Writing

- Do exercises in the workbook

LESSON PLAN ENGLISH 11 UNIT 8: Becoming independent

Lesson 6: Writing (p.92) Time: 45 mins

Student’s level: 11th grader (CEFR: A2 – B1)

A Objectives

By the end of the lesson, students will be able to: (Knowledge, core competences, personal qualities)

- Use lexical items related to the topic self-study

- Write an article about the pros and cons of self-study

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

- Develop writing skills

- Show their responsibilities for learning by themselves

B Language Focus

Key grammar/ Structure: useful expressions to express the pros and cons, and outline of an

article

C Instructional resources

- Grade 11 English textbook, Unit 8, Writing

- A video about the importance of self-study

- A picture related to self-study

- A flag

- A sample writing about the pros and cons of self-study

- Computer &projector

D Assumptions

Anticipated difficulties Solutions

- Students may lack knowledge about some

lexical items

- Students may have underdeveloping writing

skills

- Guide students to make an outline first before writing

- Encourage students to work in pairs and in groups so that they can help each other

- Provide feedback and help if necessary

E Procedures

I WARM-UP

(3 mins)

- To create a friendly and lively atmosphere

in the classroom

- To get Ss interested in the topic

- T plays a video on self-study and asks a question:

“What does video talk to?” (The importance of

self-study)

- Ss watch the video, discuss, and guess the main content of the video

- T gives feedback, if necessary, then introduces the lesson

II

PRE-WRITING

To help Ss to develop ideas for their writing and provide more

Task 1: Play a mini-game

(Activity 1 on page 92 in the textbook)

( 12 mins) useful words and

phrases - Before doing this task, T asks Ss to pay attention to the title and the picture and answer the questions:

+ What does the picture show? (A girl, books, laptop)

+ What is she doing? (She is studying.) + Is she studying on her own? (Yes, she is) + Do you know what pros and cons mean? (Pros means tích cực, Cons means tiêu cực)

- T tells them to look at the table and read through the statements

- T explains new words if necessary

1 freedom (adj): tự do

2 push (v): thúc ép

3 responsible (adj): có trách nhiệm

4 academic skills: kĩ năng học thuật

- T organizes this task into a game called "Catch the flag" T explains the rule

- Rule: T calls 6 students randomly T divides them

into 2 groups Each group includes 3 members They have 10 seconds to read the sentences and quickly catch the flag to take the opportunity to answer whether the sentence is pro or con

- Answer: Pros (1,3,5), Cons (2,4,6)

To help Ss remember the main content of each part of an article

* Task 2: Work in pairs Arrange the following

sentences to fill with the outline below

a A summary of the main points and sometimes the writer’s opinion

b A short paragraph stating the issue and what the article will cover

c The topic of the article in a few words

d Each presents a main point for or against the issue, supported by facts, examples, and explanations

Outline of an article

1 Title:

2 Introduction:

3 Body paragraphs:

- T explains the task and requires Ss to do this task

to review the structure and content of an article

- T sets time to Ss complete the task

- T calls 2 Ss to write their answer on the board

- T checks and provides a full outline

Answers: 1.c, 2.b, 3.d, 4.a

- T asks Ss to refer back to the suggested ideas in task 1 and study the outline with the expressions in the box on page 92 in textbook

III WHILE-

WRITING

(18 mins)

To help Ss practice writing an article about the pros and cons of self-study

Task 3: Write an article about the pros and cons

of self-study

(Activity 2 on page 92 in the textbook)

- T explains the task

- T reminds Ss to provide detailed explanations or examples to support each idea in a paragraph

E.g Self-study gives learners more freedom They decide what they should study and how to study depending on their abilities

- T requires Ss to write an article (150-180 words) based on the information in the diagram from the previous activity

- T sets a time limit for Ss to write in class

IV

POST-WRITING

(10 mins)

To check Ss’ writing and correct their mistakes

- T requires Ss to swap their writing with a partner for peer feedback

- T asks them to focus on the content, language, and structure in their comments

- T ecourages Ss to make some revisions based on their partners’ suggestions before they produce an edited draft

- T collects some Ss' writings and gives them with some written feedback

- T shows sample to other Ss can compare with their article

Sample answer:

Pros and cons of self-study

Independent learning often involves self-study-learning at home without a teacher Let's look at its pros and cons

First of all, self-study gives learners more freedom They decide what they should study and how to study depending on their abilities Secondly, it can make learners responsible They set their learning goals and make study plans to achieve them Finally, it makes them more confident Completing tasks and solving problems on their own boost learners' confidence

On the other hand, learners may need more time to learn things They study at their own pace, with no

one to push them or help them Moreover, they may not develop certain life skills For example, as they always study alone, they may have difficulty communicating or developing relationships Finally, they may not learn practical skills Focusing too much on theoretical knowledge, they may fail to apply their academic skills in real life

In conclusion, learners should understand both the advantages and disadvantages to choose the right option However, as education is changing all the time, they may have to get used to the challenges of independent learning

- T asks Ss to read the sample and correct their

mistakes and complete their writing

- T collects others’ writings and gives them written feedback in the next lesson

V WRAP-UP

AND

HOMEWORK

To help Ss memorize the target language and skills that they have learned

WRAP-UP

- Ask Ss to talk about what they have learned in the lesson

HOMEWORK

- Do workbook exercises

- Prepare for the next lesson