- T uses the writing in Task 1 as a model of a table description: T asks one student to read out the the model writing and elicits the features of a table description * The organisation [r]
Trang 1Date of preparation:
Date of teaching :
Period:
Unit 5: illiteracy Lesson 4: Writing
A Aims
1 Objectives : By the end of the lesson, sts will be able to:
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write descriptions of tables
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
which is more essential for better
learning, good teachers or good
textbooks?
- T gives comments and mark
III New lesson
1 Warm- up:
A matching game
- T divides the class into small
groups of 3-4 sts Then T distributes
the following handouts for sts to do
the matching task in their group
Which group finishes first and has
the correct answers will be the
winner
- T elicits more expressions, sums
up and writes them on the board
Increase/ Rise
Decrease
Fall/drop
remain
A slight increase
A sharp fall
1 min
4 mins
4 mins
- The monitor reports the number
of students in his/her class to the teacher
- talk about which is more essential for better learning, good teachers or good textbooks
- listen to the T
- get the handouts and match
- note down
Trang 2- T introduces to the topic of the
lesson: Writing a description of
tables
(Handouts: Match the expressions
with the correct graphs)
2 Task 1
- T gets sts to read the task
requirements and work on the task
with a peer
- 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 table description: (T asks
one student to read out the the
model writing and elicits the
features of a table description)
* The organisation
+ Topic sentence: tells what the
table is about- time, location
+ Supporting sentences: a sentence
that sums up the general trend and
some other sentences describe the
table in detail
+ Concluding sentence: summarises
the main points
* Language use: present simple
tense or past simple tense
Answer to task 1
1 varied 2 rise 3 declined
4 different 5 went up
6 dramatically
3 Task 2
- T tells sts that before they describe
a table, they need to spend time
analysing it and organising the
information in the most logical
order
Eg: Sts must understand the topic,
general trend of the table
- T tells sts to study the table in task
2 and analyse it with a friend by
asking these questions
9 mins
18 mins
- get general information
- read the task requirements and work on the task with a peer
- read out their answers
- read the model writing and give some information
- note down
- listen carefully and copy down
- study the table and analyse it Then answer the questions
Trang 3+ What is the topic? Does it
describe the past, present or future?
+ What patterns are shown?
+ What about ?
- T checks the answers with the
whole class
- T goes around to check and offer
help
- T asks sts to work in pairs and
correct each other’s writing
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
6 mins
2 mins
1 min
- check together amd write up a description individually
- ask for help if necessary
- correct each other’s writing
- listen carefully
- give corrective feedback and listen carefully
- take note
- listen and note down
- take note and do at home