Luong The Vinh High School LESSON PLAN Supervisor’s name: Le Thi Tuyet Minh Student Teacher’s name: Vo Thi Ngoc Thuyen Class: ……. Students’ level & characteristics: Grade 11/Pre-Intermediate level (the majority of students are shy and passive, some are smart and active ) Lesson: Listening – Unit 11 (English 11 – Basic Edition) Teaching time: Period 1 Tuesday morning Jan 26 th 2010 Aims: This lesson aims to • Language: To help students listen to a short passage and understand specific information about two groups of natural resources. To present and practice some vocabulary items concerning groups of natural resources and how to use them carefully. • Skill: To give students practice in listening for gist and detail. To help improve students’ writing skill via the task in the post-listening stage Objectives: By the end of the lesson, students should be able to: Develop such listening micro-skills as listening for specific and detailed information. Improve their skill of writing about the use of natural resources. Use the acquired language and knowledge to write a paragraph about different kinds natural resources Relevant Previous Knowledge: Students have finished the Reading and Speaking sections of Unit 11 Approaches and Teaching Aids: a. Grammar-Translation Method + Communicative Approach b. BB, computer, projector, realia, textbook, handouts… Anticipated problems: Student teacher’s name: Vo Thi Ngoc Thuyen Page 1 Luong The Vinh High School The majority of students may not be familiar with the topic “Sources of Energy” Most of the students are not good at listening. Solutions: Teacher gives students a short warm-up activity on the topic in order to familiarize them with the topic. Teaching procedure A. Classroom procedure (1’) * Greeting * Checking attendance B. New Lesson: (42’) Teacher’s activities + Timing Students’ activities Content Pre – Listening: Warm-up: (5’) Divide the class into 2 groups and tell the instructions of the crossword. “Each group will choose a number, and then answer the question of this number. 10 marks for the correct answer. If that group can’t answer the question, the chance is for the other, 5 marks for the correct one. After 2 groups find out all words here, you’ll have 10 seconds to guess the key word today by arranging letters in each answer. Raise your hand if you have the answer first and 20 marks for the key word.” Check students whether they understand the rule. Set the game in motion After all the words are made known, introduce the topic of the today’s lesson: “The key word here is RESOURCE, so today we’re going to listen to a text about natural resources.” Presenting vocabulary: (8’) RESOURCE (n) Show some pictures of natural resources and elicit: “ People say that our country is rich in mineral supplies such as steel, iron or coal, also has a huge amount of forest, water, wind and solar. All of these are called resources, natural resources.” Ask students for its meaning. Play a game Contribute to the lesson. Appendix Resource (n) Ex: The natural environment includes all natural resources. Student teacher’s name: Vo Thi Ngoc Thuyen Page 2 Luong The Vinh High School Give students an example. VITAL (a) Ask students to list something we cannot live without them. Elicit the meaning: “People can’t live without these resources, right? So, the natural resources are very necessary for our life. Or we can say, the natural resources are vital for our life.” Ask students for synonyms. Give students an example ECOLOGY Ask them to name some animals and the place they live. Eliciting the meaning: “So, these animals have the relation with their own environment. And the science that studies the relation between the environment and animals is ecology.” Ask them to translate into Vietnamese. If they cannot, give them the Vietnamese meaning. RENEWABLE (a) Show pictures of solar panel and windmills. Eliciting meaning by asking some questions: + What source of energy does each picture refer to? + Do we use these sources of energy every day? + How long does it take them to be replaced? Lead to the meaning: “Ok, these sources of energy are replaced quickly and naturally, so we call them renewable energy.” Ask students for the Vietnamese meaning. Give students the opposite word. FERTILIZE Show 2 contrast pictures: the first one is a barren area; the other is an area with green plants. Ask students for comparisons. Lead to the meaning: “Ok, the soil in the first picture is dry so flowers or trees can’t grow in this soil; whereas you can see plants grow very well in the second picture, right? Maybe people add more substances to soil to make plants grow well, or we can say the soil is fertilized.” Ask students for the Vietnamese meaning. Give student the family word and an example. Conduct repeatition T reads the words aloud. Ask students to repeat the new vocabulary chorally Read the words. Vital (a) Ex: Natural resources are very vital for our life. Ecology (n) Ecologist (n) Ecological (a) Renewable (a) Ex: Grass for animals is a renewable resource. Non- renewable (a) Ex: Coal and oil are non-renewable because it takes millions of years to replace them. Fertilize (v) Student teacher’s name: Vo Thi Ngoc Thuyen Page 3 Luong The Vinh High School and individually. Guiding Questions: Give the guiding questions for the talk that students are going to listen. Play the tape once (non-stop) for students to grasp the general ideal of the listening. Ask for the answer. If students can’t answer, let them listen again. Give the complete answer. While – Listening: Task 1: True or False (listen paragraph 1) Give instructions for task 1. Ask students to read through the task carefully. Play the tape (the 1 st paragraph) non-stop. Play the tape again, pause at some important points. Ask students to do the task and then check with their partners. Ask students to give the answers. Check answers with the whole class, play the tape again at points connecting to the questions to confirm. Show the answers. Task 2: Multiple Choice Give instructions for task 1. Ask students to read through the task carefully. Play the tape (the 1 st paragraph) non-stop. Play the tape again, pause at some important points. Ask students to do the task and then check with their partners. Ask students to give the answers. Check answers with the whole class, play the tape again at points connecting to the questions to confirm. Show the answers. Task 3: Gap – Filling Give instructions for task 1. Ask students to read through the task carefully. Play the tape (the 1 st paragraph) non-stop. Play the tape again, pause at some important points. Ask students to do the task and then check with their partners. Ask students to give the answers. Check answers with the whole class, play the tape again at points connecting to the questions to confirm. Show the answers. Listen and answer the questions. Do the task Handout Student teacher’s name: Vo Thi Ngoc Thuyen Page 4 Luong The Vinh High School Post_listening T writes the diagram of the passage on the screen. Ask students to work in group of 4 and summarize the passage. D. Consolidation: (1’) Consolidate the lesson Ask students to study the vocabulary at home and do the homework. Ask students to prepare the next lesson. Say goodbye to students. APPENDIX Tape script: The natural environment includes all natural resources that are necessary for life: the air, the oceans, the sun, and the land. Because they are vital for life, these resources must be protected from pollution and conserved. Ecologists study their importance and how to use them carefully. According to ecologists, resources are divided into two groups: renewable and nonrenewable. When a resource is used, it takes some time to replace it. If the resource can be replaced quickly, it is called renewable. If it cannot be replaced quickly and easily, it is nonrenewable. For example, grass for animals is a renewable resource. When cows eat the grass, the resource is used. If the soil is fertilized and protected, more grass will grow. Coal, however, is nonrenewable because it takes millions of years to make coal. All fossil fuels are nonrenewable resources. Solar energy, air, and water are renewable resources because there is an unlimited supply. However, this definition may change if people are not careful with these resources. The amount of solar energy that reaches the earth depends on the atmosphere. If the atmosphere is polluted, the solar energy that reaches the earth may be dangerous. If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO 2 ), and other gases, if human continue to pollute the air, it will not contain the correct amounts of these gases. Game Student teacher’s name: Vo Thi Ngoc Thuyen Page 5 Luong The Vinh High School 1. The burning of wood releases this. (4 letters) 2. The form of energy which the sun releases. (5 letters) 3. A type of fuel formed the remains of plants or creatures millions of years ago. (10 letters) 4. It is not a liquid, not a solid, so it must be a (3 letters) 5. It covers two- thirds of the Earth. (5 letters) 6. Piece of black mineral that is burnt as a fuel. (4 letters) Key words: RESOURCE. Student teacher’s name: Vo Thi Ngoc Thuyen Page 6 Luong The Vinh High School Student teacher’s name: Vo Thi Ngoc Thuyen Page 7 Luong The Vinh High School Student teacher’s name: Vo Thi Ngoc Thuyen Page 8 . passive, some are smart and active ) Lesson: Listening – Unit 11 (English 11 – Basic Edition) Teaching time: Period 1 Tuesday morning Jan 26 th 2010 Aims: This lesson aims to • Language: To. The Vinh High School LESSON PLAN Supervisor’s name: Le Thi Tuyet Minh Student Teacher’s name: Vo Thi Ngoc Thuyen Class: ……. Students’ level & characteristics: Grade 11/ Pre-Intermediate level. resources Relevant Previous Knowledge: Students have finished the Reading and Speaking sections of Unit 11 Approaches and Teaching Aids: a. Grammar-Translation Method + Communicative Approach b. BB,