- the group with more points wins - refer back to the pictures just stuck on the board and ask SS whose life they know much about Transition: do you know how to write a biography?. That’[r]
Trang 1Lesson Plan (grade 11 – advanced) Period 125: Preparation date : 20/4/2008 Unit 15: Lesson : writing
- By the end of the lesson, the students are able to organize accounts in chronological order.
- By the end of the lesson, the students are able to write a biography
II Lexical items :
- biography
- chronological order
III Structures :
- he was born in Dijon, France, in 1832, to a family known for fine craft work of wood
- he graduated from L’Ecole Centrale des Arts et Manufactures, Paris, in 1855
IV Teaching aids:
- chalk and board - pictures
V Techniques :
- writing-based
- Procedures :
1
warm-up
(7’)
Games: famous people
- arrange the class into two groups, A and B
- get the group representatives to draw straws for who goes first
- show SS pictures of or related to famous people , one by one and let the groups decide whom the picture refers to
- award one point for each correct answer, and stick that picture up on the board If the group in question fails to give the answer, the turn then passes to the other group Play continues until all the pictures are shown
- keep a total running of points for each group
- the group with more points wins
- refer back to the pictures just stuck on the board and ask SS whose life they know much about
Transition: do you know how to write a biography? That’s the focus of our lesson today
- write down on the board:
Unit 15: p125:Writing a biography
pictures
2 Pre-
writing
(10’)
Activity 1: presenting an outline
- elicit what to be included in a biography
from SS:
Name, date, and place of birth, his or her family, social, cultural Educational background
- tell SS that a biography is normally organized in chronological, i.e in the order of
- expressions of time:
In his later years….
at the age of 20….
On March 1st , 1890 …
During the winter, he ….
- clause of time:
she moved to China when
Chalk and board
Lop6.net
Trang 2time that the events take place.
Activity2:introducing useful language
she was nine
as soon as she finished her
degree, she worked as a nurse
after his father died, his
mother went to work
Chalk and board
3
while-writing
(20’)
Activity 1: Re-arranging (task b, textbook, p.206-207)
- divide Ss into small groups Each group is
given a poster with phrases on and a set of faces: neutral (yellow), smiling (pink) and sad (blue)
- Ask Ss to stick a neutral face next to a refusal one
- Tell Ss to stick the poster on the board when they have finished The first group to finish with all correct answers will win the game
- demonstrate using the phrases on the boar and then have Ss start
- go over the answers and show a poster with the phrases in 3 categories
Activity 2: identifying main ideas
- give each student a copy of the text below (
appendix 2)
- put SS into groups of four
- ask SS to divide the text into five paragraphs according to these headings
- call on group representatives to give the answers
Expected answers:
1 g 2 c 3 i 4 e 5 a
6 h 7 b 8 d 9 f
Headings:
- introduction - early
- private life - later career
- life now
Small board cards
4
Post-writing
(10’)
Peer correction
- Ask Sts to work in group of 5, deliver each
group 5 pieces of writings and tell them to read and correct their friends’ narratives
- Tell each group to choose the best piece of writing, and the most special story
- Go around to control and give help if necessary
- Call a St from each group to read their group’s best writing, and ask Sts to give comments
Card 1- Jack and card 2 – Sinh are delivered out Sts
Handouts + sheets
of paper
5
Homework
(1’)
- Ask Sts to write a biography as guided at
Lop6.net