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

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 abl

Phiếu mô tả hồ sơ dạy học dự thi của giáo viên

1 Name of teaching product: Integrated teaching of English and Maths

2 Teaching objectives:

2 1 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

3 Students

- 23 students from 11 Informatics Class

- Students are quite active and supportive They like calculations and

teamwork

4 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

5 Teaching materials and teaching devices

- Board

- Projector

- Video

- A0 papers

6 Teaching procedure

Stages Teacher’s activities Students’ activities Work

arrangement Warm-up

(5 minutes)

- Asks students some questions:

+ Do you like going to parties?

+ Do you often go to parties?

- Divides class into 3 groups Teacher shows 7 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 7 pictures

- Asks students to write these words in the board

in 30 seconds Which group gets more words wins the game

1

- Listen to the teacher and answer teacher’s questions

- Listen to the teacher and remember the names of the parties

(Students are not allowed to write down anything)

- Write words on the board

- Whole class

- Group work

3

4

5

6

7

- 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

- Listen to the teacher and open their course books

- Whole class

Pre-speaking

(5 minutes)

- Asks students to brainstorm things they 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

- Listen to the teacher and answer questions

- Whole class

+ music

- Teacher at the same time writes students’

ideas on the board and gives them some suggested structures/

vocabularies to practise 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.

While-speaking

(15

minutes)

Task 1 (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 do they have?

+ What are activities during the party?

- Teacher checks the

- Listen to teacher, watch the video, take notes, and answer teacher’s questions

- Listen to teacher’s

- Whole class

- Whole class

answers with class,

plays the video again if

necessary

Task 2 (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

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

checking

- Listen to teacher and talk about a party which they have been to

- Listen to your friends and give them

- Pair work

- Whole class

stories, then gives them feedback

comments

Post-speaking

(15

minutes)

Task 3

- 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 4 groups Asks students to

go around class, discussing with teammates to work out the answers to the following questions which are printed on A0 paper and stuck on the class walls:

BUDGET

1 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

- Listen to the teacher and work out the answers to the questions, then write down the answers on the A0 papers on the walls

- Group work

withdrawn any money since If she has earn

$126.10 in interest, what

is the value of x

A 14

B 15

C 101

D 201

E 251

INVITATION

2 Melinda is sending birthday postcards to her friends and relatives, and she wants each postcard to be unique She has 8 styles of postcards, 3 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

3 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

4 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?

5 Melinda wants to make muffins for her birthday The number of muffins that she can make, M, is given by

M(w) = 53w + 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 3

B 6

C 60

D 120

E 150

6 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

7 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:

1 D

2 48

3 6

4 12

5 B

6 8

7 80 - Listen to teacher’s - Whole class

- Explains answers to

the whole class

1

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= 201

2

To choose postcards, we

have 8 choices

To choose stamp, we

have 3 choices

To choose color of ink,

we have 2 choices

So Melinda can create:

8x3x2=48 different

combinations of

postcard style, stamp,

and ink color

3

To choose 2 types of

decorations from 4

choices (balloons,

streamers, confetti, and

a banner) we have

c42=6 (choices)

4

To choose cake, we

have 3 choices

(chocolate cake, vanilla

explanations and write down in notebooks

cake, or a chocolate and vanilla mixed cake)

To choose frosting, we have 4 choices

(chocolate, vanilla, frosting with sprinkles, and vanilla)

Therefore, Melinda can make: 3x4=12

combinations of cake

5

We have the formula:

M(w) = 53w + 50

Therefore to make 60 muffins (M=60), we have:

60=53w + 50

 w =6 (pounds)

6

The number of slice of pizza that 31 people need is: 31x2=62

Each pizza has 8 slices,

so the number of pizzas is: 62/8=7.75

-> Choose 8 pizzas

7

To choose 2 guitarists from 5 guitarists, we have c52=10 (choices)

To choose 1 bassist from 2 bassists, we have

c21=2 (choices).

To choose 1 drummer from 4 drummers, we have c41=4 (choices)

Therefore, Melinda can create:

=c52xc21xc41=10x2x4=80 different bands

Wrap-up

(5 minutes) - Summarize main points of the lessons - Listen to the teacher - Whole class

7 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

8 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 1 Students are discussing question 1 (Post – Speaking) in group

Picture 2 Students are discussing question 3 (Post – Speaking) in group

Picture 3 Students are discussing question 3 (Post – Speaking) in group

Picture 4 Students are discussing question 7 (Post – Speaking) in group

Picture 5 One student is talking about a party she has been to (Task 2

While-Speaking)

Link video – task 1 (While-speaking): https://www.youtube.com/watch? v=uLyOV0YMN34