mid term assignment materials development in english language teaching

Textbook Global success Grade II

- Get to know the language aspects: Perfect gerunds - Develop communication skills and creativity;

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities

- Familiarize with the ways to plan the education

The sequence of activities in the textbook

Activities 1: Listen and read

Activity 2: Read the conversation again Decide whether the following Statements are true(1) or false (F)

Activity 3: Find phrases in the coversation that mean the following

Nam: That's true, but academic education isn’t everything The other option is going to a vocational school where we can learn skills for particular jobs Ms Hoa: That sounds interesting So what are your plans for the

Ms Hoa: ies very sensible, Nam! | hope you can help him his business

.2 Read the conversation Decide whether the following statements are true (7) or false (F)

option of academic education

2 Good grades at school can help students get into university |

an event at which students

an exam that someone takes

to be accepted into a school

or university

to gain knowledge and develop thinking skills

4

for many years helped Nam make his decision

- Help students with a realistic view of some learning choices

Activity 2: Read the conversation again Decide whether the following statements are True(T) or False(F)

- This activity allows students to identify detailed information in the lesson so they gain a deeper understanding into the content of the conversaton in particular and the topic in general

- This is also a popular type of exercise to get the specific informaton by sung scanning skills => Students are familiar with

Activity 3: Find phrases in the conversation that mean the following ® The initial task is structured in a manner that is unfamiliar and challenging

provided with a vocabulary list by the teacher and then asked to locate + circle the words in the dialogue, thus helping students have full specific information possible and easier to do

Activity 4: Complete the sentences using phrases from Activity 1

e Students will be learned about Perfect Gerund in the next lessson (Language Grammar)

=> The task introduces students to an overall understanding of Perfect Gerund

The sequence of activities after adaptation Aetivity 1; Warm-up (Smins, Textbook, page 76 (Adding)

1 Objectives

— Ss can describe the two pictures to identify the topic of the lesson (education options for school-leavers)

— T assures Ss’

+ What is he doing? (pointing at the picture on the left) => A worker

+ What is the girl In the second picture doing? (point at the picture on the right) => A researcher

+ Does the job in the pictures one or two require university training? Worker or researcher? Why do you think so?

— T leads into the new lesson:

+ When you graduate from high school, you will become a “School-leaver” At that

time, you will need to decide

the way you choose to continue studying What will you choose to study when

you are a school-leaver?

+ Now, we will move to the next activity to discover more

learning options

— Ss the conversation during listening

can repeat

time

— Ss can read the conversation about planning education fluently with their group members

— Be collaborative and supportive in group work 2 Content

read the — Listen and

conversation 3 Product — Students’ speaking 4, Procedure:

— T elicits the conversation by asking, some questions: + How many characters are there in this conversation? Who are they?

+ What is the conversation

Textbook, page 76,exercise |

Planning our education 1 452) Listen and read

Ms Hoa: G y class There was an educa’

about? (Planning education) + Can you guess what information will be discussed through this title?

+ Will three people talk about some choices for studying? Will they give reasons for their choices?

— T lets Ss listen to the audio and ask them to read along in silence

— T asks Ss to work in a group of three in 3 minutes to read the conversation

— T mvites a group to read the conversation in front of the class

— TT listens and gives

comments

Activity 3: True / False

questions (10mins)

(Keep) 1 Objectives

—Ss can use scanning skills to identify specific information — Compelete task

2.Content

— Read the conversation to decide which statemens is true or false

3 Product

— Students’ answer

Key:

LF 2T 3.7 4 4, Procedure:

— Tasks Ss to underline the key words and reminds them of using canning techniques to get specife informaton (T can give more specific instructions if necessary)

— T guides Ss to do the task (incuding underline the key information in the conversation and correct the false statements)

— T asks Ss to read the conversation again in 3 minutes to locate the key

Textbook, page 77, exercise 2

2 Read the conversation again Decide whether the following statements are

answers

— T gives correct answer and

comments

contexts

— Be collaborative and supportive in pair work 2, Content

— Matching the new words with their meanings 3 Product — Students’ answer I-b 2-¢ 3-d 4-a

4, Procedure: — T gives Ss a handout — Tasks Ss to work in pairs in 3 minutes to look at new words in the handout and find those words in the text, then circle them and guess the meaning of the words and

The original activity in the textbook page 77 :

3 Find phrases in the conversation that mean the following

1 an event at which students

can talk to representatives of ie

universities or vocational schools !f

_ about theirstudy options |

2 an exam that someone takes

to be accepted into a school

or university

3 studying at school or university

to gain knowledge and develop thinking skills

4 a place that teaches skills

needed for particular jobs § <

accepted into a school or

university

3 Studying at school or university

to gain knowledge and develop

thinking skills

A place that teaches skills needed for particular jobs

match them with definition — T calls some pairs to point out the position of the new word in the text, tell the meaning of the words and give the answer to the matching exercise

— Tasks if any group has a different answer

— T checks their answers and gives comments

3 Product — Students’ answer * Answer keys

1 Having won 2 Having gone 3 Having watched 4, Procedure:

— T asks Ss to read each sentence individually and underline the key words —T calls a student to underline key words in 3 questions and

Textbook, page 77, exericise 4

4 Complete the sentences using

phrases from 1

t several biology competitions,

Mai wants to study biology and become

university

for many years helped Nam make his decision

asks for the part of speech of words in blanks (verb/verb phrase)

— T asks Ss to guess appropriate verb phrases to fill in the blanks

— T asks Ss to read the conversation to find the answers in 3 minutes — T calls a student to give

answers

— T checks and gives

comments

Evaluation of the sequence of activities after adaptation Activity 1: Warm-up (ADDING technique)

We adding this activity to:

+ Raise students’ interests in the warm-up session when approaching the lesson with pictures

+ Elicit students’ associations about the new topic through asking questions related to images

+ Create opportunities to communicate and share background knowledge for students

+ Make it simpler for the teacher to lead students to understand the lesson's topic Activity 2: Listen and read ( keep)

- Provide a comprehensible input (a conversation) for students to understand more about the lesson title (Education options for school-leavers) - Enhance students’ listening and reading skills

- Help students with a realistic view of some learning choices

Activity 3: True/False questions ( keep)

- This activity allows students to identify detailed information in the lesson so they gain a deeper understanding into the content of the conversaton in particular and the topic in general

- This is also a popular type of exercise to get the specific informaton by sung scanning skills => Students are familiar with

Activity 4: Matching ( MODIFY technique)

+ The original activity is designed in a format that is quite new to students and quite difficult for students

+ This activity maybe confuses students in identifying phrases in the conversation depending on starting letters (2 or 3 words)

+ When changing this activity to matching form, Ss are provided with a vocabulary list by the teacher and then are asked to locate + circle the words in the conversation

=> T can improve students’ scanning skills and check their level of memorizing the information in the conversation

Activity 5: Complete the sentences ( keep)

e Students will be learned about Perfect Gerund in the next lessson (Language Grammar)

=> The task introduces students to an overall understanding of Perfect Gerund

APPENDIX 1 Textbook page 76 — 77

batts Education options for Ta ele) a (eed

This unit includes: LANGUAOE

3 Find phrases in the conversation that

Tor many yoa's hoped Nom make ns decision