of a chart description: T asks one student to read out the model writing and elicits the features of a chart description * The organization + Topic sentence: tells what the chart is Lop1[r]
Trang 1Date of preparation:
Date of teaching :
Period:
Unit 11: sources of energy
Lesson 4: Writing
A Aims
1 Objectives : By the end of the lesson, sts will be able to:
- Interpret information presented in the charts
- Identify language to be used for describing the charts
- Write descriptions of the charts
2 Teaching aids:
- blackboard, chalk, handouts,
- textbook, lesson plan,
B Procedures
Teacher’s activities Time Student’s activities
I Organization
- T checks the number of students and asks
Ss to make some class arrangement
II Checking the old lesson
- T calls on 1 student to talk about what
they learnt in the previous lesson
- T gives comments and mark
III New lesson
1 Warm- up:
- T asks sts these questions:
+ What kind of energy is consumed the
most in Viet Nam?
+ Which one ranks next? Why?
- T introduces to the topic of the lesson:
Writing a description of the chart
2 Task 1
- T gets sts to read the task requirements
- T gets sts to work in pairs to read the
passage and fill in the gaps with the
information from the chart
- T calls on some sts to read out their
answers and checks with the class
- T uses the writing in Task 1 as a model
of a chart description: (T asks one student
to read out the model writing and elicits
the features of a chart description)
* The organization
+ Topic sentence: tells what the chart is
1 min
4 mins
4 mins
9 mins
- The monitor reports the number of students in his/her class to the
teacher
- talk about what they learnt in the previous lesson
- listen to the T
- answer the questions:
+ petroleum + coal
+ nuclear and hydroelectricity
- get general information
- read the task requirements
- work in pairs to read the passage and fill in the gaps with the
information from the chart
- read their answers: 117/ coal/ smallest.
- read the model writing and give out some information
Lop11.com
Trang 2about- time, location
+ Supporting sentences: a sentence that
sums up the general trend and some other
sentences describe the chart in details
+ Concluding sentence: summarises the
main points
* Language use: present simple tense or
past simple tense
3 Task 2 + 3
- T tells sts that before they describe a
chart, they need to spend time analyzing it
and organizing the information in the most
logical order
Eg: Sts must understand the topic, general
trend of the chart
- T tells sts to study the chart again and
continue their description of the trends in
energy consumption in the year 2005
- T goes around to check and offer help
- T asks sts to work in pairs and correct
each other’s writing
- T gets sts to combine their writing in task
1 and task 2 to make up a complete writing
about the trends in energy consumption in
Highland in the year 2000 and 2005
5 Feedback on sts’ writing
- T chooses one description and reads it to
the class
- T elicits corrective feedback from the
class and gives final comments afterwards
T draw sts’ attention to the organization of
description and the language use,
especially the verb tenses and expressions
of changes
IV Consolidation
- T summarises the main points of the
lesson
V Homework
- T asks sts to write a description of a table
they see in the newspaper (any table)
VI Feedback
1 Good points
2 Weak points
18 mins
6 mins
2 mins
1 min
- note down
- listen carefully and copy down
- study the chart again and continue their description of the trends in energy consumption in the year 2005
- ask for help if necessary
- correct each other’s writing
- combine their writing to find the rapidly increasing energy
consumption in Highland
- give corrective feedback and listen carefully
- take note
- listen and note down
- take note and do at home
Lop11.com