mid term assignment materials development in english language teaching

A2 ASSIGNMENT MATERIAL DEVELOPMENT IN ENGLISH LANGUAGE TEACHING By Lai Thi Ngoc Anh, Nguyen Khanh Duy Class] GroupA10_a2 Unit /lesson UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS Lesson

HANOI PEDAGOGICAL UNIVERSITY 2 FACULTY OF ENGLISH

MID-TERM ASSIGNMENT MATERIALS DEVELOPMENT IN ENGLISH

LANGUAGE TEACHING

Class: ELT 306.1 46spa.1_LT Teacher : Nguyen Thi Thu Thuy

Hanoi, 2023

A2 ASSIGNMENT MATERIAL DEVELOPMENT IN ENGLISH LANGUAGE TEACHING

By Lai Thi Ngoc Anh, Nguyen Khanh Duy Class] GroupA10_a2

Unit /lesson UNIT 7: EDUCATION OPTIONS FOR

SCHOOL-LEAVERS Lesson 1: GETTING STARTED

Textbook Global success

Grade II

Number of students 30

Level of students Intermediates

Other information

Lesson objectives

By the end of this lesson, students will be able to:

- Gain an overview about the topic Education options for school-leavers;

- Gain vocabulary to talk about plan the education;

- 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

Planning our education

1 4520 Listen and read

Ms Hoa: Good moming, class There was an education fair last weekend Did anyone go?

Nam: Yes, Mai and! did The fair was great, and we got

a lot of useful information

Ms Hoa: \'mm giad to hear that Would you like to share some of

it with the class?

Mai: Sure After finishing school, we mainly have two education options For example, we can get into university if we earn high grades or pass the university entrance exam

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 future?

Mai: I'm hoping to go to university Having won several become a scientist

Ms Hoa: Great! It’s really important to follow your dream, Mal

Mai: My mum still regrets not having gone to university

So! want to make her proud of me How about you, Nam?

Well, | don’t think university is for me | want to go toa vocational school because | want to become a car mechanic My father owns a car repair shop

Having watched him work very hard for many years helped me make my decision

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 |

4 Nam wants father’s car repair shop ofter to work at his

Find phrases in the conversation that mean the following

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

phrases from 1

Sentences using phrases from HSIN lirases rom t several biology competitions,

Mai wants to study biology and become

university

for many years helped Nam make his

decision

Evaluation of the sequence of activites in the textbook

Activity 1: Listen and read

- 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 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 for students

¢ Students might experience confusion when attempting to identify phrases

in the conversation based on the initial letters of 2 or 3 words

® The selected students were average students so the above exercise was also very difficult for them

=> When we convert this activity into a connecting form, students are

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)

— Ss be motivated for the new

lesson

2 Content

— Discussing the two given

pictures

3 Product

— Students’ speaking

4, Procedure:

— T assures Ss’

accommodation to the English

class

— T shows 2 pictures on the

screen or ask Ss to look at

those two pictures 1n the

textbook on page 76

— Tasks Ss some questions:

+ 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’

Nam: Yes, Mai and | did The fair wa:

Ms Hoa that Would y

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

true (T) or false (F)

Eee rare iG

1 Schootleavers only have the

; option of academic education ;

kì

help students get into university |

¡3 Vocational schools are for those who want to develop job skill:

| 4 Nam wants to work at his

father’s car repair shop afte leaving school

words and then find the

answers

— Thas Ss compare the

answers in pairs before

checking with the whole class

— T calls a student to give

answers

— T gives correct answer and

comments

Activity 4: Matching (0mins)

(Modify)

1 Objectives

—Ss can recognize locate 4

new words in the conversation

by using scanning skills

— Šs can identify the meaning

of new words in specific

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 § <

Activity when modified :

Handouts

Exercise 3: Match the phrases with their definitions

1 An event at which students can

talk to representatives of

universities or vocational schools about their study options

2 An exam that someone to be

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

a Vocational school

b Educational fair

c Entrance exam

d Academic education

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

Activity 5: Complete the

sentences (0mins)

( Keep)

1 Objectives

— Ss can identify the perfect

gerunds

— Ss can complete task

independently

2 Content

— Complete the sentences

using phrases from the

conversation

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