THE COLLECTION AND THE COMMENT FOR THE PRESENTATIONS IN POWERPOINT LESSON PLAN

Through these learningactivities, students will gain the knowledge actively and naturally through games,songs, pictures, pairs work, groups work, etc.. Comment: In general, this e-lesson

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THE COLLECTION OF E-LESSON PLANS

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I am indebted to many for providing the incentive and support during the timethat I was writing this study Firstly, I am grateful to the Department of ForeignLanguages for giving me the opportunity to carry out this study

I also wish to express my gratitude to ……….for her extremely careful and detailed critical comments on the whole of the study

I also thank to the teachers at ……… and my friends, who have givenhelpful advice and comments

Last but not least, I would like to express my deep gratitude to the author of thee-lesson plans which I have used in my collection, especially to the website:http://baigiang.violet.vn

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TABLE OF CONTENT

ACKNOWLEDGEMENTS……… 2

Section 1 THE INTRODUCTION………

THE IMPORTANCE OF USING E-LESSON PLANS IN TEACHING…

Section 2 THE COMMENT FOR THE PRESENTATIONS IN THE COLLECTION 1 Unit 1 ……….

2 Unit 3 ……….

3 Unit 5 ………

4 Unit 7………

5 Unit 9 ………

6 Unit 11……….

7 Unit 13……….

8 Unit 15………

CONCLUSION………

REFERENCES………

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INTRODUCTIONDuring the time of science and technology, information technology has been agreat impact on every aspect of the society and it is considered as one of the mostimportant factors promoting the reformation process in our country Therefore, theapplication of information technology in the reformation process of teachingmethodology and in promotion the educational quality is the necessary demand The2008-2009 school-year is chosen to be the year of promotion the application ofinformation technology in teaching Furthermore, according to the recent study, theinfluence of senses on the acquirement of knowledge will receive: 1% from tasting,1.5% from touching, 3.5 % from smelling, 11% from listening and 83% from looking.With these demands and statistics, it is realized that to make the teaching processinteresting and effective, the teacher should use film or pictures to motivate thestudents’ interests and help them to acquire knowledge in the best way All these can

do if e-lesson plans are used in teaching

1. Aims of the study: This study is the collection of e-lesson plan of English 11(oddunits) with the hope of having the reliable documents for the teachers.Furthermore, in each e-lesson plan there are many critical comments from differentsources: the teachers at Chu Van An high school, my friends at the university, mysupervisor, and my comments More importantly, from these comments, theteachers will have experience to make their e-lesson plans more effective

2. Scope of the study: Because the lack of time, I just collected some e-lesson plans

of English 11 (odd units)

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THE IMPORTANCE OF USING E-LESSON PLANS IN TEACHING

Along with the development of society, the educational methodology requiresthe changes to meet the practical demands and to increase the educational quality.One of the most significant and necessary alternations is the application ofinformation technology in teaching, especially the use of e-lesson plans Recently,although still having a few difficulties in implementing teaching with e-lessonplans, the application of e-lesson plan in teaching is considered as the centralfunction in reformation of educational methodology because it brings a lot ofbeneficial aspects

It is obvious that the application of e-lesson plans in teaching is advantageous.Firstly, the e-lesson plans perform an invaluable function in motivating studentsand promoting the quality of the lesson An educationist has said that students arenot afraid of learning but they fear to face with the boring lesson With thetraditional methodology, a lot of students are bored to see the dull pictures of theteacher with simple teaching aids What they want to see is something special andnew to create the wonderful feeling to acquire the new knowledge When e-lessonplans are used, the variety of pictures, songs, and video clips will appear to fill thestudents’ demands with only a click of mouse Moreover, the application of e-lesson plan in teaching flexibly and adaptly will decrease the independence ofstudents on teacher and contribute to reform the teaching methodology effectively.The teacher will save a lot of time to write on the blackboard or to hang thepaperboard Therefore, the time for interaction between teacher and students will

be increased and more activities will be organized in class Through these learningactivities, students will gain the knowledge actively and naturally through games,songs, pictures, pairs work, groups work, etc The last objective received is thestudents know how to learn actively and the role of teacher in class is justorganizing and directing students to learn By doing so, the teaching methodologyhas been reformed

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Although teaching e-lesson plans are advantageous compared with thetraditional methodology, there are stills some certain obstructions Firstly, it takesthe certain time for students to get familiar with the new teaching methods Manystudents complain that they can not catch up with the lesson and because there aretoo many slides and they do not know what to write among many letters on theslides The most difficulty encountered is the lack of money to equip most ofclasses with the Projectors and computers while annual money supplied for theschool is used for other purposes Furthermore, to have a period with the use of e-lesson plan effectively, the teacher must have the knowledge of informationtechnology and master the uses of teaching software However, a lot of teachers,especial the old teachers and the teachers in the countryside lack of thesenecessary demands

UNIT 1: FRIENDSHIP

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Reading

The teaching procedure in brief:

I- Warm up:

- T gives students some words and asks them to draw the word from the initial

letter of 6 words: New York, rain, fire, egg, and iron.

- T shows some pictures of friends to lead to the new lessons

II- Before you read:

- T introduces new words

III- While you read:

- T asks students to do 3 tasks in the textbook

IV- After you read:

- T gives students 2 questions and asks them to discuss them in groups:

1 What are the qualities for true friendship?

2 Why do we need to have friends?

Comment: In general, this e-lesson plan has provided enough basis knowledge

of the lesson to students The font size is clear for students in the large class to see.Moreover, the combination of background color and word color in the slides issuitable The activity in warm up is interesting to motivate students However, thereare some comments I want to share to make this e-lesson plan more effective Firstly,

it is not necessary to show 6 pictures in warm up activity because it is waste of time.The teacher should give 2 or 3 pictures to introduce topic of the lesson only In thepart of new words, the teacher should give the transaction and their parts of speech Indiscussion, the teacher could add more pictures or any films to arouse students’interests In a word, this e-lesson plan is good but it needs more creation to addspecies in class

UNIT 1: FRIENDSHIP Speaking

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III Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

IV Procedure:

-Divides class into 2 groups and asks them to list the name

of the body of a person as many as possible (shows the

picture to the Ss to look at)

-Students work in groups and give the answers: for

example; hair, face, nose, chin, lip, forehead, skin, leg, etc

- Teacher leads to the new lesson: Today we will learn to

describe the physical characteristics and personalities of

our friends

Group work

Instruction: You are going to look at the picture of 4

people on page 15 and describe them in pairs

- Before letting Ss do the task, T asks them to read Useful

language on page 16 T may ask If Ss know the meanings

of the adjectives provided

- T may ask Ss to provide some adjectives/expressions

used to describe people’s appearance She may also give

Ss a handout of these adjectives and expressions

Describing people’s appearance

Height Tall, medium, short

Build Slim, plump, overweight/obese.

Thin, muscular, athletic, stocky, well-built,

of medium/average/normal build.

Hair + length: long, short, shoulder-length.

+ style: straight, wavy, curly, crew-cut.

+ color: black, grey, red, brown.

Face Oval, round, large, square, skinny,

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chubby, long, with high cheek-bones.

Eye Small, big, black, brown, blue

Nose Straight, crooked, turned up, big, small,

flat

Chin Pointed chin, double chin,

Lips Thin, full, narrow, heart shaped

Skin White, pale, suntanned, oriental, dark,

brown, coffee-colored, black, a smooth complexion, pale complexion/ dark complexion, clear skin, greasy skin

- T asks Ss to work in pairs to describe the people in the

picture, and then calls on some Ss to present their answers

- T gives feedback

Suggested answers:

1 The boy is about 16 years old He may

short-sighted because he’s a wearing a pair of glasses.

He has short black hair, a round face with a broad forehead, a small nose, thin lips, and a small chin.

He’s quite good-looking.

2 The girl is about 14 She’s also wearing a pair of

glasses She has shoulder-length black hair, and she’s wearing a ribbon She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty.

3 The man is in his forties He’s tall and well-built.

He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips He’s quite good-looking.

4 The woman is in her twenties She’s quite tall and

slim She has long curly hair and an oval face with

a broad forehead, big eyes, a straight nose, shaped lips and a small chin She’s very beautiful.

heart-Task 2 Instruction: You are going to discuss and number the

personalities in order of importance in friendship and then

report the results

- Before Ss do the task, T asks them to look at the list of

adjectives provided in the book T asks if Ss understand

these adjectives or not

- T can elicit or explain some adjectives quickly:

Caring (adj): kind and helpful and showing that you care

Whole class &group work

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about other people.

Hospitable (adj): please to welcome guests; generous and

friendly to visitors.

Modest (adj): not talking much about your own abilities or

possessions.

Sincere (adj): saying only what you really think or feel.

Understanding (adj): showing sympathy for other people’s

problems and being willing to forgive them when they do

sth wrong.

-T divides the class into groups of 6 with a group leader

They discuss and the leader will take notes of the ideas,

and then one representative will report the result to the

whole class T reminds Ss that they have to explain their

choice as well

- T goes round to offer help when Ss discuss

- T calls on some Ss to report the results of their

discussion Ss’ answer may be: My group thinks that being

caring is the most important in friendship because when

friends care about each other, they will know when to

share happiness or difficulty with their friends

- T elicits feedback from the class and gives final

comments

Task 3

Instruction: Imagine that you have a friend who has just

won the first prize in Mathematics A journalist is going to

interview you about your friend Act out the interview in

pairs.

- Before Ss perform the interview in pairs, T gets Ss have

a look at their roles on page 16 and the suggestions on

page 17

- T may elicit the questions they may ask, foe example:

+ his/her physical characteristics: What does he/she look

like?

+ his/her hobbies: What does he/she like doing in his/her

free time? What are his/her hobbies?

+ his/her personalities: How is he/she? /Is he/she

friendly?

- T may also make clear the meanings of some adjectives:

Quick-witted (adj): able to think quickly; intelligent.

Good-natured (adj): kind, friendly and patient when

dealing with people.

- Tasks Ss to work in pairs to perform the interview in 7

minutes and goes around to offer help

- T calls on some pairs to perform the interview

- T elicits feedback from the class and gives final

comments

Whole class &pair work

Whole class

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- T summarizes the main points of the lesson.

- T asks Ss to do the extra exercise as homework

Comment: In general, this e-lessons plan does not meet the demand of a good

e-lesson plan because it has many mistakes Firstly, there are too many white spaces ineach slide and the designer has not used the suitable font size Moreover, most of theinformation used in this lesson plans take from the textbook and there are the lack ofcreative activities to motivate students The pictures in slide 1 and 2 should bechanged because they do not show the clear content of the lesson The designer shoulduse the word Task like in the textbook instead of activity Furthermore, there is aserious mistake in slide 6 The suggested answers of task 1 should be put before theheading of task 2 However, there is a good change in Task 3 The suggestions in thetextbook are changed into the questions so that the students will see this task easier In

a word, if any teacher wants to use this e-lesson plan, he/she should add more creativedetails to make it interesting

UNIT 1: FRIENDSHIP

Language focus

- T asks students to practice reading the words and sentences containing thetarget sound in textbook

- T asks students to do the exercises in the textbook

Comment: This is not a good e-lesson plan because it is just copied what the

textbook introduces and there is no creation to motivate students The picture used inslide 1 does not have educational aims Furthermore, there is too much mistake inwriting and the teacher should be careful to choose the font size and background color.Specially, this lesson plan does not have the warm up and free-practice activities.Therefore, it is hard to stimulate the students to learn This e-lesson plan should berearranged

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UNIT 3: A PARTY Reading

I

Objectives:

By the end of the lesson, Ss will be able to develop such listening micro-skills

as intensive listening for specific information.

II Materials:

Textbook, cassette tapes, handouts

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV Procedure:

arrangement

- T divides the class into groups of 10 and introduces the

game: The groups should generate as many words related to

birthdays and birthday parties as possible in 5 minutes

- T divides the board into as many sections as the number of

groups is When time is up, T calls on the leader of each

group to come to the board and write their list Then T gets

the whole class to count Each correct word gets one point

Which group has more points wins the game

Suggestion words :

Age, balloon, birthday, blow out, cake, candle, cards, candy,

cookies, chocolate, confetti, decorations, gift/present, icing,

flowers, fun, party, song, etc.

Group work

& whole class

- T gets Ss to cover their books and shows them the pictures

in the book, then asks them to guess what they are going to

listen about T gives feedback and gets them to open their

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- T checks with the class.

- T helps Ss to pronounce the words on page 36 correctly T

may want to play the tape or model first and then ask Ss to

repeat after the tape or after him/ her in chorus and

- Before Ss listen and do the task, T gets them to read

through the statements to understand them and underline key

words For example, the key words in the first statement are

“at home” and “evening”

- T checks with the whole class and asks them to guess what

the party might have been like (there was a birthday cake, the

party lasted some hours, etc.)

- T plays the tape once for Ss to listen and do the task

- Then T gets Ss to find a partner to check their answers with

- T checks the answers with the whole class If many Ss can’t

answer the questions, T plays the tape one or two more times

and pauses at the answers for them to catch

Answers:

1 F(the party began at about 3 in the afternoon)

2 F(over 20)

3 F(at 4:30 they cut the cake)

4 T(the party ended at about 6)

5 F(other kids left, only one stayed to help)

TASK 2

- T checks if Ss can answer the questions in Task 2 without

listening again

- Then T plays the tape again for Ss to listen and answer the

questions While Ss are listening, T should encourage them

to note down the answers T should remind Ss to write down

only main points in note forms but not full sentences

- T gets Ss to check their answers with a partner Then T

checks with the whole class T should play the tape again and

pause at difficult points if many Ss can’t complete the task

Answers

1 16

2 Because it’s noisy and expensive

3 Soft drink and biscuits

Individualwork, pairwork &whole class

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4 At about 4:30

5 It was beautifully decorated with white and pink icing

and 16 colorful candles in the middle

6 They clapped their hands eagerly and sang “Happy

birthday”

7 At about 6

- T puts Ss in pairs and introduces the task: “Supposed that

Mai is your common friend Yesterday was her birthday but

one of you couldn’t come Now you ask the other person

about Mai’s party”

- T distributes the following handouts for Ss to do the role

play T reminds them to use the correct verb tense

- After checking that all Ss have finished, T calls on some

pairs to perform the role play in front of the class T elicits

feedback from the class and gives final comments

CARD A

Ask your friend about

Mai’s birthday Ask about:

- Place where the party

was held

- When it began and ended

- Who came

- What you did there

Add more questions if you

like

CARD BTell your friend about Mai’sbirthday party Use thefollowing information:

- It was held at Mai’s place.

- It lasted about 3 hours (3-6 p.m)

- About 20 guests came.

- Mai opened gifts, you played chess, then Mai cut cake

Add more information asyou like

Pair work andwhole class

Comment: In my opinion, this is a good e-lesson plan because it has reached

the necessary demands With the general look, one will see that the font size in theslides has been used suitably for the students at the end of a big class can see clearly.Moreover, the background color combined with the word’s color suitably The vividpictures used in slides effectively to show to content of the lesson In the pre-teachvocabulary, the pictures have been used creatively to help students understand themeaning of new words In Task 1, the designer has the new ideal to give feedbackwhen the wrong statements are crossed and the right answers are given after that Andthe last good point of this e-lesson plan is the number of slides is enough for thestudents to catch up with the teaching process

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UNIT 3: A PARTY Speaking

The teaching procedure briefly:

- T asks students to play the game: Match a verb in Column A with a suitable phrase

- T asks students to match a word with a suitable picture

1 Birthday cards 2 Gifts 3 Flowers

4 Candles 5 Birthday cake 6 Balloons

- T asks students to tell about a party that they took in or their party

- T gives some hints for students to speak:

-Whose party was it?

-When / Where was the party?

-What time did it begin / finish?

-Who did you go with? –> With friends / alone

- What sort of food and drink they have?

- Which activities they like to take part in?

Comment: This e-lesson plan does not transfer enough the basic knowledge in

the textbook to the students After learning this lesson, the students are able to talk

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about the party and how to organize the best party However, with what convey in thise-lesson plan, the students don’t have a chance to talk about how they organize the best party Moreover, the warm up activity should be limited with only one game to save time It is better to spend more time in Task 2 and Task 3 Furthermore, the teacher should give more cues for students to talk in Task 2 and Task 3 with pictures, films or any activities to motivate students In the form of this e0lesson plan, the font size should be enlarged in slide 6 Some animation in slide 8 should be removed because it takes the students’ concentration away

Reading

I Objectives:

By the end of the lesson, Ss will be able to:

- Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context.

- Use the: Textbook.

III Anticipated: information they have read to disc uss illiteracy issues.

II Materials problems:

Ss may need to be provided vocabulary related to illiteracy so that they can complete various learning tasks.

I

V Procedure:

arrangement WARM UP

- T shows Ss some pictures and asks them to match the pictures to

the suitable phrases

a Project world about illiteracy eradication rate in over the world

in 2015

b An eradicate illiteracy class in remote areas.

c A map about illiteracy eradication rate in over the world in 1999

d An eradicate illiteracy class in mountainous areas

Suggested answers: 1.c 2.e 3 b 4.d 5.a

Group work &whole class:

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BEFORE YOU READ

- T gets Ss to work in pairs and try to make sense of the picture on

page 56, using the given prompts

- T gives Ss some questions to help them to make sense of the

2 What do you think of the people in the class?

a They are at the same age

b They don’t have conditions to go to school

c They are all kinds of ages

d a and b

3 What do you think of the teacher?

a He got a regular training in teaching

b He is a tutor

c He just works as a volunteer to teach the children to read and

write.

d He is the teacher at this school

4 What is this class different from your class?

a The children wear uniform

b The material facilities of the class are simple and in privation

and the students don’t have uniform.

c The children are provided books and the best things to

support their studying

d the room is in the best condition

- T checks with the class and asks Ss to guess what they are going

to read about

- T introduces the topic of the lesson: illiteracy

Pair work &whole class

WHILE YOU READ Set the scene: You are going to read about education in

mountainous areas and do the reading tasks that follow

TASK 1

- T gets Ss to read the passage silently and then do Task 1

- T checks Ss’ understanding of the phrases by calling on some Ss

to tell their equivalents in Vietnamese

- T checks the answers with the whole class and gives corrective

feedback

Answers:

1.c 2.e 3.a 4.b 5.d

Individualwork, pairwork & wholeclass

TASK 2

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- T gets Ss to read the task requirement and do the task

individually and then find a peer to compare their answer with If

Ss can’t do the task without reading the passage again, T might

want to give them some time re-read the passage

- T might also want to give Ss some strategies to find the main idea

of the passage

+ Ss should read the text carefully and try to summarize it in the

Ss’ own words

+ Then Ss search through the list of main ideas provided in the task

to find the most suitable one,

+ Ss should make sure the main idea chosen sums up the entire text

and not just one idea with in it

- T calls on some Ss to give their answers and asks other Ss to say

whether they agree or disagree

- T gives feedback and the correct answer:

Answer: D

(Option A is too general; Options B & C are too specific)

TASK 3

- T checks if Ss can answer the comprehension Qs in TASK 3

without having to read the passage again If Ss can’t, T gets them

to read the Qs carefully and reminds them of the tips to do the task

- T gets Ss to check answers with a peer

- T calls on some Ss to write their answers on the board and ask

them to explain their choices

- T gives the correct answers:

Answers:

1 94 % of the population (line 1, paragraph 1)

2 The campaign for illiteracy eradication (lines 1-2, para 2)

3 600 in 2000 (line 3, para 2) and 800 in 2001 (lines 5-6,

para 2)

4 They willingly / voluntarily spent their vocations teaching

ethnic minority illiterate people to read and write (lines

3-4, para 3)

5 Illiteracy will soon be eradicated (lines 5-7, para 4).

Individualwork, pairwork & wholeclass

AFTER YOU READ

- T asks Ss to discuss some questions:

1 Are there any illiterate people in your neighborhood?

2 How many people are there?

3 What do you think we should do to help them read and

write?

Suggested answers: We should take part in teaching them to read

and write every summer vacation or anytime we have free time.

Besides, we should give them books, notebooks, pens or money to

support their studying

Whole class

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WRAPPING UP

- T summarizes the main points of the lesson

- For homework, T asks Ss to learn by heart the new vocabulary

and make sentences with them

Whole class

Comment: This e-lesson plan has much mistake in planning and in the

transferred knowledge to students The first thing should be changed is the

background template because with the animated background template, the students can not concentrate on the content of the lesson Furthermore, the font size is too smallfor students to see On the other hands, there is much mistake in each activity In warm up activity, the 4 and 5 pictures should be omitted because the quality of these pictures is too bad and the students will have difficulty in identifying what these pictures means In my opinion, if the teacher uses the matching words with the

suitable pictures activity for warm up, the questions in Before you read should be deleted to save time In teaching new words part, more pictures and examples should

be added to help students understand new words In a word, the designer should be careful in planning the lesson plan because if this e-lesson plan has not meet the necessary requirement

Unit 5: Illiteracy

Speaking

I-Warm up:

- T asks students to brainstorm: Which problems do you often encounter at school?

- T gives feedback: too much homework, making noise, cutting class, cheating in exams, going to class late, forgetting doing the homework, etc

II-Pre-speaking:

- T asks students to decide which statements are the problems and which statements are solutions?

- T gives feedback

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- T asks students to work in group of three, talk about your school problems and offer solutions, using suggestions in Task 1.

- T gives some structures so talk about the problems:

S1: (talking about the problem) What do you think we should do to solve this

problem?

S2: I think we should + V/ (N) should be + P2

S3: We also should + V/ (N) should also be + P2

- T gives feedback

III-Post- speaking:

- T asks students to work in group 4 or 5, take one card at random Talk about the

problem presented by the card and offer solutions.

Colored Topics:

Red = making noise

Blue = having difficulty in learning English

Green = playing truant (cutting classes).

Yellow = breaking school regulations

Comment: This e-lesson plan has transferred enough knowledge to students

and it has some interesting activities Firstly, the warm up activity has led to the lesson in a good way because it performs two functions: making students

motivated and supplying students some useful words to talk in the next activities The post-speaking is also the creation the designer However, there is still mistake

in some slides In the new word part, it is advised to present into two slides

because with many new words in one slide, the students will have difficulty to look

at it and take notes Moreover, the font size in each slide should be enlarged

Unit 5: Illiteracy

Listening

I- Before you listen:

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- T asks students to listen and repeat

II- While you listen:

Instruction: You are going to listen about the results of a school survey carried out in Perth, Western Australia The school asked students what makes an effective school

- T asks students to do task 1 and task 2

III- After you listen:

- Tasks students to answers two questions:

1 Find out 4 factors which can make an effective school listed in the listening passage

2 Choose one out of 4 factors to discuss why it can make an effective school

- T gives feedback: effective school: good teachers and textbook, a say in school decision, mutual respect, learning centered on life skills, realistic goal

Comment: This e-lesson plan has just the copy of what mentioned in the

textbook This e-lesson plan does not have the warm up activity and the teacher is creative to give interesting questions in After listening but the slide presenting it is so boring Although the font size is chosen suitably, the background color does not change in most of slides In a word, the lesson plan should be rearranged and add more creative details to motivate students

UNIT 5: ILLITERACY Language focusThe teaching procedure in brief:

I- Warm up:

- T asks students to match each expression with the suitable statement.

1 I’ll take you to the cinema 2 Let me out, please 3 Don’s make noise.

II-Pronunciation:

- T asks students to read the words and sentences in the textbook.

III- Grammar:

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- T gives some pictures and asks students to talk about the situations in the pictures

using the words given

Picture 1: The children told me to turn left after the bridge

Picture 2: My mother told me to go to the doctor

Picture 3: Hoa advised me not to buy them there

- T asks students to underline the reporting verb in the sentence

- T asks students to draw the uses and the structure of some reporting verbs.

- T gives some example to illustrate the structure

- T asks students to do exercises 1 and exercises 2 in textbook.

Comment: In general, although this e-lesson plan has transferred enough

knowledge in the textbook to the students, there is some mistake needs carefulplanning In warm up activity, the activity is interesting and the pictures used arefunny But the picture 2 is so dim that students can not see it clearly The font size inslide 5 should be larger The pictures used in grammar part are effective exception theone in slide 11 Moreover, the structures and the examples should be introduced in oneslide to help students have the general look on the structures And the last thing isthere are a lot of mistake in writing

UNIT 7: WORLD POPULATION

The family with many children The family is poor

- T leads to the lesson

II-Pre-reading:

- T shows some pictures and asks students to answer the questions in textbook

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III- While reading:

- T asks students to do task 2

IV- After reading:

- T introduces the game: CROSSWORD

- T shows the map of 5 countries: China, India, USA, Indonesia and Brazil

- T asks students to look at the map of these countries and answer the following questions:

1 Can you name five world largest countries in population?

2 Which is the richest and which is the poorest country?

Comment: This e-lesson plan has transferred enough knowledge to the

students in textbook and there is creation in warm up and after reading stage

However, still there is mistake In warm up activity, the teacher has the good ideal to give the pictures to raise the social knowledge of students but the teacher should introduces the questions on each slide for students to see The font size in all slides is

so small that students will have difficulty to take note from the screen The teacher hasused the maps of countries effectively to help students answer the questions in after reading The background color should be changed to make slides more beautifully

UNIT 7: POPULATION ListeningThe teaching procedure in brief:

I- Before you listen:

- T asks students to discuss the following questions:

1 Do you think that our world is overpopulated?

2 What continent has the largest population?

- T introduces new words and asks students to listen and repeat new words

II- While you listen:

Instruction: You will hear Dr Brown, a world population expert, talk about the world

population Listen to the interview and do the tasks that follow

- T asks students to do task 1 and task 2 in textbook

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Comment: This e-lesson plan is just the copy what has mentioned in textbook

and there is nothing new and creation This lesson plan is full of words and the font size in some slides is too large In a word, this e-lesson plan does not work effectively when it is used in teaching

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

1 How many children do your parents have?

2 Do your parents want to have more or fewer? Why?

3 In your opinion, What are the causes to the

overpopulation/ population explosion?

TASK 1

- Before letting Ss do the task, T asks them to read through

the causes provided on page 83 T makes sure that Ss

understand these statements

- T gets Ss to work in pairs to order the causes and reminds

them to explain their orders

- T calls on some pairs to present their order and asks other

pairs if they agree or disagree with their friends’ answers

Whole class

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7’

10’

- T should bear in mind that the answer, provided that Ss can

explain their answers

1 People are not properly educated.

2 People are not aware of the problem of over population.

3 Fewer children die at birth.

4 Many people believe that having a large family is a form of

- T asks Ss to read the useful language on page 83 T reminds

Ss that they should match the words/phrases on the left with

the words/phrases on the right

- Now Ss work in pairs to list the problems of poor and

overpopulated countries T may ask them to think of other

problems not mentioned in the book

- T calls on some Ss to report their answers and asks other Ss

to feedback

Suggested answers :

+ poor living condition

+ low living standard

+ not enough/expensive food

+ lack / shortage of schools/ hospitals/teachers/doctors and

- T gets Ss to read Useful language T may elicit / pre-teach

some words / phrases:

Reward and punishment policy

To exercise:

To carry out:

- T asks Ss to work in groups to do the task Ss may work out

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