Lesson plan for Technology in Language Teaching

HANOI UNIVERSITY POST GRADUATE DEPARTMENT FINAL PROJECT Technology in Language Teaching Instructor : Nguyen Quang Vinh Student : Dang Phuong Mai Date of birth : 26 - 10 - 1988 Place of birth : Thainguyen Province Class name : English k18 Email : maidangtn@gmail.com Thainguyen, May 2011 LESSON PLAN Topic: Work Lesson + I Overview Background - Setting: A university EFL/ESL class - Subject: The 1st year students at Information Communication and Technology College – Thainguyen University - Age: 18-30 years old - English language ability: Pre-intermediate - Class size: 25-30 students - Time: 90 minutes approximately Objectives - By the end of the lesson, ss should be able to:  Consolidate the vocabulary of jobs and characters  Use correctly the vocabulary to say about work  Use the modal verbs to talk about possibility and necessity Equipments - Computer, chalks, books, handouts Materials - English textbook for the 1st year students at Information Communication and Technology College – Thainguyen Univeristy Methods - PPP, CLT II Rationale for using Web 2.0 - Web 2.0 is the newest product in website designing Today, millions of users are turning to web 2.0 for its benefits By combining Web 2.0 applications such as blogging, join podcasts, and download, with Hot Potatoes software, I would like to help my students get familiar with practicing English online Specifically, the students can some kinds of English exercise or game easily, such as multiple-choice, gap-filling, crossword and check the results by themselves as practicing Moreover, they don’t have to spend much time taking notes and waiting for teacher’s checking Finally, technology application helps me to control my students in class better and to make sure that all of them are following the lesson III Procedures Lesson 1: Stage Warm-up Time Procedures mins - T greets ss, and then asks ss some questions: Eg: How are you today? Is anyone absent today? - T activates st’s knowledge of the character adjectives by asking each of them to think of adjectives to describe themselves - T starts with an example first Eg: I’m sociable and energetic - T goes round to see how many adjectives the ss can think of and writes them on the board Pre- 15 - T asks ss to read aloud the words on the board Activity 1: mins - T asks ss to work in pair and find out ten adjs to describe character in the word snake (see Appendix A) - After a few minutes, T asks ss how many character adjs they can find and checks answers with the class - Here is the key: adventurous, ambitious, creative, energetic, hard-working, independent, practical, romantic, serious, and sociable - T checks ss if they know the meaning of these words and asks ss to read them aloud Activity 2: - T calls on ss to answer some questions: What is your job? What does your father do? What is your mother’s job? - Then T asks ss to look at Activity (access to http://maidangphuong.blogspot.com/2011/05/activity-2lesson-1.html) and asks them to explain the meaning of the words in the right column + snowboarder: VĐV trượt tuyết + accountant: nhân viên kế toán + nurse: y tá + model: người mẫu + tourist guide: hướng dẫn viên du lịch + graphic designer: thiết kế đồ họa - T asks ss to work in pair and discuss the characteristic listed and match them to the jobs - T goes round to check ss’ working and helps them with any difficult words - T elicits suggestions round the class for further characteristics that would go with each job While- 15 - Here is the key: 4a, 1b, 6c, 5d, 2e, 3f - T draws ss’ attention on the title of the article and the two mins photos of Charlotte Dutton (see Appendix B) T elicits from the ss what her jobs are - T then asks ss to look at the box bellow muscle strong slim Paris crash helmet freezing warm baggy clothes designer clothes and think of which words and phrases in the box are associated with modeling/which ones are associated with snowboarding - T asks ss to work in pair and share their opinions Activity 3: - T asks ss to Activity 3: Read the article and find the answers to these questions above (access to http://maidangphuong.blogspot.com/2011/05/activity-3lesson-1_8440.html or http://pastehtml.com/view/autdv6895.html) - T goes round the class and helps ss with any difficult words - T helps ss to distinguish the differences between a model and a snowboarder in Charlotte’s points of view Eg: Model: have to be slim, can’t eat anything fattening Snowboarder: need muscles, have to eat protein, cakes, and chocolate, strong, careful - T asks ss to discuss in group of whether they would like to these two jobs and which jobs they would choose, then Post- 10 report to the class - T gives ss a game about people’s characters (access to mins http://maidangphuong.blogspot.com/2011/05/crosswordlesson-1.html) - T consolidates the lesson and asks ss to prepare for the next one Lesson 2: (cont.) Stage Time Warm-up 10 Procedures - T starts the lesson with a small activity: mins What can you do? Write I can’t or I can in the blank (see Appendix C) - After mins, T asks ss to check each other and report to the class what their partner can or can’t Pre- 15 mins Activity 1: - T draws ss’ attention on the words can and have to by asking ss to read the text From mountains to modeling again and the exercise (access to http://maidangphuong.blogspot.com/201 1/05/activity-1-lesson-2.html) - T goes around to check ss’ working - After ss check their answer, T gives Aims some explanation Can: • Use: to talk about possibility • Form: (+) S + can + V_inf (-) S + cannot + V_inf (?) Can + S + V_inf ? • Eg: + I can get up late on Saturdays + Students can’t be late for school + Can you swim? Have to: • Use: to talk about necessity • Form: (+) S I/you/we/they + have to + V_inf She/he/it + has to (-) S I/you/we/they + don’t + have to + She/he/it + doesn’t V_inf (?) + I/you/we/they does + she/he/it + have to + V_inf ? • Eg: + I have to arrive on time every day + She doesn’t have to go to school on Saturdays + Do they have to have a notebook? - T asks ss to work in pair and make While 15 mins sentences with can or have to Activity 2: - T asks ss to the matching exercise (access to http://maidangphuong.blogspot.com/201 1/05/activity-2-lesson-2.html) - T goes round to check ss’ working and helps them with any difficult words - T aks ss to check how many correct answers they have Activity 3: - T asks ss to another exercise (access to http://maidangphuong.blogspot.com/201 1/05/activity-3-lesson-2.html) - - T goes round to check ss’ working - Then T ask ss to think about their school and discuss in group whether or Post- not the situations are true for them mins - T asks ss to work in group of and play a game (access to http://maidangphuong.blogspot.com/201 1/05/mix-game-lesson-2.html) Which group finishing first will be the winner - T consolidates the lesson APPENDIX A: Activity 1: Describing character Work with a partner Look at the word snake and find ten adjectives to describe character Use a dictionary How many of the adjectives are similar to adjectives in your language? APPENDIX B: _ swim _ climb a tree _ speak English _ fly _ run fast _ play chess _ ride bicycle _ make cookies APPENDIX C: Write I can or I can’t in the blanks _ sing well _ play guitar [...]... _ climb a tree _ speak English _ fly _ run fast _ play chess _ ride bicycle _ make cookies APPENDIX C: Write I can or I can’t in the blanks _ sing well _ play guitar .. .LESSON PLAN Topic: Work Lesson + I Overview Background - Setting: A university EFL/ESL class - Subject: The 1st year students at Information Communication and Technology College – Thainguyen... textbook for the 1st year students at Information Communication and Technology College – Thainguyen Univeristy Methods - PPP, CLT II Rationale for using Web 2.0 - Web 2.0 is the newest product in website... themselves as practicing Moreover, they don’t have to spend much time taking notes and waiting for teacher’s checking Finally, technology application helps me to control my students in class better