Lesson plan for Technology in Language Teaching

Procedures Lesson 1: Stage Time Procedures Warm-up 5 mins - T greets ss, and then asks ss some questions: Eg: How are you today?. mins - T asks ss to work in pair and find out ten adjs t

HANOI UNIVERSITY POST GRADUATE DEPARTMENT

FINAL PROJECT Technology in Language Teaching

Date of birth : 26 - 10 - 1988 Place of birth : Thainguyen Province

Thainguyen, May 2011

LESSON PLAN

Topic: Work

Lesson 1 + 2

I Overview

1 Background

- Setting: A university EFL/ESL class

- Subject: The 1st year students at Information Communication and Technology College – Thainguyen University

- Age: 18-30 years old

- English language ability: Pre-intermediate

- Class size: 25-30 students

- Time: 90 minutes approximately

2 Objectives

- By the end of the lesson, ss should be able to:

 Consolidate the vocabulary of jobs and characters

 Use correctly the vocabulary to say about work

 Use the modal verbs to talk about possibility and necessity

3 Equipments

- Computer, chalks, books, handouts

4 Materials

- English textbook for the 1st year students at Information Communication and Technology College – Thainguyen Univeristy

5 Methods

- PPP, CLT

II Rationale for using Web 2.0

- Web 2.0 is the newest product in website designing Today, millions of users are turning to web 2.0 for its benefits By combining Web 2.0 applications such

as blogging, join podcasts, and download, with Hot Potatoes software, I would like to help my students get familiar with practicing English online Specifically, the students can do some kinds of English exercise or game easily, such as multiple-choice, gap-filling, crossword and check the results by themselves as practicing Moreover, they don’t have to spend much time taking notes and waiting for teacher’s checking Finally, technology application helps me to control my students in class better and to make sure that all of them are following the lesson

III Procedures

Lesson 1:

Stage Time Procedures

Warm-up 5 mins - T greets ss, and then asks ss some questions:

Eg:

How are you today?

Is anyone absent today?

- T activates st’s knowledge of the character adjectives by asking each of them to think of adjectives to describe themselves

- T starts with an example first

Eg: I’m sociable and energetic.

- T goes round to see how many adjectives the ss can think of and writes them on the board

- T asks ss to read aloud the words on the board

Pre- 15 Activity 1:

mins - T asks ss to work in pair and find out ten adjs to describe

character in the word snake (see Appendix A)

- After a few minutes, T asks ss how many character adjs they can find and checks answers with the class

- Here is the key: adventurous, ambitious, creative, energetic,

hard-working, independent, practical, romantic, serious, and sociable.

- T checks ss if they know the meaning of these words and asks ss to read them aloud

Activity 2:

- T calls on ss to answer some questions:

What is your job?

What does your father do?

What is your mother’s job?

- Then T asks ss to look at Activity 2 (access to

words in the right column

+ snowboarder: VĐV trượt tuyết

+ accountant: nhân viên kế toán

+ nurse: y tá

+ model: người mẫu

+ tourist guide: hướng dẫn viên du lịch

+ graphic designer: thiết kế đồ họa

- T asks ss to work in pair and discuss the characteristic listed and match them to the jobs

- T goes round to check ss’ working and helps them with any

difficult words.

- T elicits suggestions round the class for further characteristics that would go with each job

- Here is the key: 4a, 1b, 6c, 5d, 2e, 3f

While- 15

mins

- T draws ss’ attention on the title of the article and the two

photos of Charlotte Dutton (see Appendix B) T elicits from

the ss what her jobs are

- T then asks ss to look at the box bellow

muscle slim freezing strong Paris warm baggy clothes crash helmet designer clothes

and think of which words and phrases in the box are associated with modeling/which ones are associated with snowboarding

- T asks ss to work in pair and share their opinions.

Activity 3:

- T asks ss to do Activity 3: Read the article and find the

answers to these questions above (access to

- T goes round the class and helps ss with any difficult words

- T helps ss to distinguish the differences between a model and a snowboarder in Charlotte’s points of view

Eg:

Model: have to be slim, can’t eat anything fattening.

Snowboarder: need muscles, have to eat protein, cakes, and

chocolate, strong, careful

- T asks ss to discuss in group of 4 whether they would like to

do these two jobs and which jobs they would choose, then report to the class

Post- 10

mins

- T gives ss a game about people’s characters (access to

- T consolidates the lesson and asks ss to prepare for the next one

Lesson 2: (cont.)

Stage Time Procedures Aims

Warm-up 10

mins

- T starts the lesson with a small activity:

What can you do? Write I can’t or I can

in the blank (see Appendix C)

- After 5 mins, T asks ss to check each other and report to the class what their partner can do or can’t do

Pre- 15

mins

Activity 1:

- T draws ss’ attention on the words can and have to by asking ss to read the text

From mountains to modeling again and

do the exercise (access to

http://maidangphuong.blogspot.com/201

- T goes around to check ss’ working

- After ss check their answer, T gives

some explanation.

Can:

• Use: to talk about possibility

• Form:

(+) S + can + V_inf

(-) S + cannot + V_inf

(?) Can + S + V_inf ?

+ I can get up late on Saturdays.

+ Students can’t be late for school + Can you swim?

Have to:

• Use: to talk about necessity

• Form:

(+)

S I/you/we/they + have to + V_inf She/he/it + has to

(-)

S I/you/we/they + don’t

She/he/it + doesn’t

(?)

do + I/you/we/they

does + she/he/it

+ I have to arrive on time every day.

+ have to + V_inf

+ have to + V_inf ?

+ She doesn’t have to go to school on Saturdays.

+ Do they have to have a notebook?

- T asks ss to work in pair and make

sentences with can or have to.

While 15

mins

Activity 2:

- T asks ss to do the matching exercise (access to

http://maidangphuong.blogspot.com/201

- T goes round to check ss’ working and helps them with any difficult words

- T aks ss to check how many correct answers they have

Activity 3:

- T asks ss to do another exercise (access

to

http://maidangphuong.blogspot.com/201

- - T goes round to check ss’ working

- Then T ask ss to think about their school and discuss in group whether or not the situations are true for them

Post- 5 mins - T asks ss to work in group of 4 and

play a game (access to

http://maidangphuong.blogspot.com/201

group finishing first will be the winner

- T consolidates the lesson.

APPENDIX A:

Activity 1: Describing character

Work with a partner Look at the word snake and find ten adjectives to describe character Use a dictionary How many of the adjectives are similar to adjectives

in your language?

APPENDIX B:

APPENDIX C: Write I can or I can’t in the blanks

_ swim.

_ climb a tree _ speak English _ fly.

_ run fast.

_ play chess _ ride bicycle _ make cookies _ sing well _ play guitar.