GIÁO án dự THI dạy học THEO CHỦ đề TÍCH hợp môn tiếng anh 11 integrated teaching of english and maths

Phiếu mô tả hồ sơ dạy học dự thi giáo viên Name of teaching product: Integrated teaching of English and Maths Teaching objectives: Educational aims: Students know how to plan their parties 2.2 Knowledge - General knowledge: Students learn about parties - Language: Asking and answering about parties - New words: words related to parties 2.3 Integrated skills: Students are able to use knowledge of Maths to answer questions related to the topic of the lesson Students - 23 students from 11 Informatics Class - Students are quite active and supportive They like calculations and teamwork Significance of the lesson - The lesson equips students with useful knowledge about parties and enables them to talk about parties Along with this, students can apply knowledge related to Maths to solve problems given by teachers This can motivate students to learn more effectively - In real life, students can independently plan and hold a party Teaching materials and teaching devices - Board - Projector - Video - A0 papers Teaching procedure Stages Teacher’s activities Warm-up - Asks students some (5 minutes) questions: + Do you like going to parties? + Do you often go to parties? - Divides class into groups Teacher shows pictures about parties for students to look at in 10 seconds and requires them to remember (not to write down) names of the parties shown through pictures Students’ activities Work arrangement - Listen to the teacher - Whole class and answer teacher’s questions - Listen to the teacher - Group work and remember the names of the parties (Students are not allowed to write down anything) - Asks students to write - Write words on the these words in the board board in 30 seconds Which group gets more words wins the game 3 - Expected answers: (the answers can come in any order) - Costume party - Going-away party - Birthday party - Christmas party - Farewell party - House warming party - Tet party - Leads in the topic of the lesson: A Party Pre- Asks students to speaking brainstorm things they (5 minutes) want to talk about a party Expected answers: + kind of party + occasion on which the party is held + time and place + host and guests of party + partner with whom I go + decorations + food and drinks + music - Teacher at the same time writes students’ ideas on the board and gives them some suggested structures/ vocabularies to practise - Listen to the teacher - Whole class and open their course books - Listen to the teacher - Whole class and answer questions Whilespeaking (15 minutes) making full sentences about things related to a party For example: + It is a farewell party + It is held when my friend goes to US to study Task (6 minutes) - Shows students a video about a party Asks students to watch it, take notes, and then answer some questions: + What kind of party is that? + On which occasion is the party held? + Where is party held? + Who are host and guests of the party? + Are there decorations? + What sorts of food and drinks they have? + What are activities during the party? - Teacher checks the answers with class, plays the video again if necessary Task (9 minutes) - Asks students to work in pair, telling their partners about the party they have been to, using suggestions on page 35 of the course book - Whose party was it? - What was the - Listen to teacher, watch the video, take notes, and answer teacher’s questions - Whole class - Listen to teacher’s checking - Whole class - Listen to teacher - Pair work and talk about a party which they have been to occasion? - Did you take a gift for the host? - Who did you go with? - Where was the party? - Were there any decorations? - Were there a lot of people there? - Did you know most of the people there? - What sort of food and drink did you have? - What was the music like? - Did you dance? - Did you meet anybody nice there? - What time did it finish? - Did you stay to the end? - Calls some students randomly to share their stories, then gives them feedback Postspeaking (15 minutes) - Listen to your - Whole class friends and give them comments Task - Leads in a situation: “Melinda is going to throw her birthday party Help her to make a clear plan for her birthday party” Use your maths skills to help Melinda make decisions to plan for her party! - Divides class into groups Asks students to go around class, discussing with teammates to work out - Listen to the teacher - Group work and work out the answers to the questions, then write down the answers on the answers to the the A0 papers on the following questions walls which are printed on A0 paper and stuck on the class walls: BUDGET Melinda has decided not to ask her parents for money to hold her birthday party Actually she opens a saving account that earns a fraction x of its balance in interest every year Three years ago Melinda deposited $800 into the account and has not deposited or withdrawn any money since If she has earn $126.10 in interest, what is the value of x A B C D E INVITATION Melinda is sending birthday postcards to her friends and relatives, and she wants each postcard to be unique She has styles of postcards, types of stamps, and two different colors of ink from which to choose How many different combinations of postcard style, stamp, and ink color can Melinda create? DECORATION Melinda can choose two types of decorations for his party She can chose from balloons, streamers, confetti, and a banner How many combinations can Melinda make? PARTY FOOD Melinda is trying to decide what type of cake she should have at his party She can have a chocolate cake, vanilla cake, or a chocolate and vanilla mixed cake There are four types of frosting; chocolate, vanilla, frosting with sprinkles, and vanilla with blue food coloring How many combinations of cake can Melinda make for her party? Melinda wants to make muffins for her birthday The number of muffins that she can make, M, is given by M(w) = w + 50, where w is the weight of the flour used, in pounds If Melinda wants to make 60 muffins, how many pounds of flour does she need? A B C 60 D 120 E 150 Melinda needs to figure out how many pizzas she needs to order for her party Everyone at the party will get two slices of pizza Each pizza has eight slices How many pizzas will Melinda need to order to feed all 30 of her guests and herself? MUSIC Melinda is selecting musical bands to play on her birthday party She intends to select exactly two guitarists, one bassist, and one drummer Of the musicians she can choose, five play guitar, two play bass, and four play drums How many different bands can she create? A 40 B 80 C 120 D 240 E 330 Expected answers: D 48 12 B 80 - Explains answers to the whole class Melinda deposited P=$800 dollars at an interest rate of i=x per year The total amount at the end of the nth year: P(1 + i)n Therefore: 800+ 126.10 =800(1 + x)3 => X= To choose postcards, we have choices To choose stamp, we have choices To choose color of ink, we have choices So Melinda can create: 8x3x2=48 different combinations of postcard style, stamp, and ink color To choose types of decorations from choices (balloons, streamers, confetti, and a banner) we have =6 (choices) To choose cake, we have choices (chocolate cake, vanilla cake, or a chocolate and - Listen to teacher’s explanations and write down in notebooks - Whole class vanilla mixed cake) To choose frosting, we have choices (chocolate, vanilla, frosting with sprinkles, and vanilla) Therefore, Melinda can make: 3x4=12 combinations of cake We have the formula: M(w) = w + 50 Therefore to make 60 muffins (M=60), we have: 60=w + 50  w =6 (pounds) The number of slice of pizza that 31 people need is: 31x2=62 Each pizza has slices, so the number of pizzas is: 62/8=7.75 -> Choose pizzas To choose guitarists from guitarists, we have (choices) To choose bassist from bassists, we have (choices) To choose drummer from drummers, we have (choices) Therefore, Melinda can create: =xx=10x2x4=80 different bands Wrap-up - Summarize main (5 minutes) points of the lessons - Listen to the teacher - Whole class Assessment of learning - For individual speaking performances: teacher gives students feedback after they deliver their performances - For group work: teacher goes around class and gives students feedback directly while students are practising speaking with one another - If students have good or excellent answers, teacher gives them compliments and good marks Overall, students are supportive, enthusiastic, and show active participation in the lesson Products from students - Maths is often thought to be a very boring lesson And English topics are sometimes said to be inauthentic However, when Maths is integrated into an English lesson, students are very excited about the class activities because they can use their Maths skills (particularly equation, percent, and combination) to deal with practical situations - After the lesson, students showed their abilities to talk about parties and plan parties Picture Students are discussing question (Post – Speaking) in group Picture Students are discussing question (Post – Speaking) in group Picture Students are discussing question (Post – Speaking) in group Picture Students are discussing question (Post – Speaking) in group Picture One student is talking about a party she has been to (Task WhileSpeaking) APPENDIX Link video – task (While-speaking): https://www.youtube.com/watch? v=uLyOV0YMN34 ... value of x A B C D E INVITATION Melinda is sending birthday postcards to her friends and relatives, and she wants each postcard to be unique She has styles of postcards, types of stamps, and two... enthusiastic, and show active participation in the lesson Products from students - Maths is often thought to be a very boring lesson And English topics are sometimes said to be inauthentic However, when Maths. .. is held + time and place + host and guests of party + partner with whom I go + decorations + food and drinks + music - Teacher at the same time writes students’ ideas on the board and gives them