Prepared by Trần Thị Hạnh Lesson plan Unit 11: Sources of energy Part D: Writing I. Class description: 41 students of Grade 11 A11, Thang Long High School II. Objectives: By the end of the lesson, students will be able to interpret and compare data described in a bar chart. III. Materials: textbook, handouts, and the board. IV. Anticipated problems - Ss may not have sufficient vocabulary and structures to describe a bar chart. - Interpreting and describing charts might be challenging tasks for Ss, so T should be ready to help them. V. Procedure Time Teacher’s activities Students’ activities 3’ Greeting - Greet the whole class: Good afternoon - Ask Ss to sit down - Ask Ss some questions: How are you, today? Is there anyone absent to day? -Greet the teacher: Stand up and say: Good afternoon, teacher. - Answer T’s questions 7’ Warm-up: A guessing game -Divide the whole class into 4 groups. - Tick the pictures on the board. - Introduce the rule of the game: Now work in your group and find out the right names these pictures. After 3 minutes, one representative of each group will come to the board and write down the answers. Which group with more correct answers will be the winner. 1. ……………… -Work in group. - Come to the board and write down their group’s answers. 1 3…………………………… 3…………………………… 4…………………………… 2 Answers: 1. Pie chart 2. Line chart 3. Diagram 4. Bar chart -Ask Ss what the purposes of a chart are. Expected answer: to show or describe specific information. -Lead to the task: Today we are going to learn how to describe a bar chart. -Answer T’s questions about purposes of those pictures. 12’ Before writing. Task1: Gap-fill :( Handout 1. ) - Ask Ss close their books. - Distribute Ss handout 2 – part A. - Give instructions: Now, I would like you to work individually. Your task is to look at the chart and use the given words in the box to fill in the blanks. Remember that there are more words than the blanks. 20 40 60 80 100 120 140 40 20 45 57 75 50 Coal Nuclear & Hydroelectricity Petroleum 2000 2005 million tones the energy consumption in Highland -Listen to T’s instruction. -Do task 1 individually. 3 The chart shows the (…1…) in Highland in 2000. As can be seen, the (…2…) energy consumption was 117 (…3…). (… 4…) made up the (…5…) amount of this figure (57 million tons). This was followed by the (…6…) of coal (40 million tons). Nuclear and hydroelectricity (…7…) the smallest (… 8…) of energy consumption. - Remind Ss pay attention to the part of speech of the words needed to fill in the blanks. - Let Ss compare with their friends - Call one volunteer to write the answer on the board. - Give feedback. Expected answer: 1. Energy consumption 2. Total 3. Million tons 4. Petroleum 5. Largest 6. Consumption 7. Made up 8. Amount - Ask Ss questions to elicit the structure and useful languages of the paragraph describing a chart. Expected answer: * Topic sentence: mention the topic, the time and location: the chart shows/ describes/ illustrates…………………. + place +time. * Supporting sentences: -a sentence: sums up the general trend: As can be seen, in general, overall………… - sentences: describe the chart in detail To make up the largest/ smallest percentage/ amount/ - Compare the answers with their friends - Write the answers on the board -Check the answer with the whole class. -Answer T’s questions -Take notes. 4 Energy Tons Total Number Energy consumption Amount Largest Consumption Million tons Coal Petroleum Made up proportion. This + to be followed by…… To rank first/ second *Concluding sentence: summarize the main points or draws relevant conclusion. To sum up, in conclusion, all in all, etc… 20’ While writing. Task 2: Now write a paragraph describing energy consumption in 2005 in 5 minutes. - Ask Ss to write in their exercise book and call one S come to the board and write down his/her paragraph. - Go around to help. - Ask Ss to exchange their description with their partners and give feedback to each other. - Check the description on the board with the whole class. Sample writing: The charts show the energy consumption in Highland in 2005. As can be seen, the total energy was 170 million tons. Nuclear and hydroelectricity made up the largest amount (75 tons). This was followed by the consumption of petroleum (50 tons). Coal made up a slightly smaller proportion with 45 million tons. Task 3: Lead-in: Do you know the reason why the energy consumption in two years is described in the same chart? It is because they want us to make a comparison. Now I will provide you with a sample. Read through the sample carefully and try to pick out the structure or useful language used to compare. -Deliver handout 2 to Ss - Analyze the sample: Ask Ss to pick out the structure and useful languages. 1. Introduction: The chart shows/ describes/ presents/ indicates/ illustrates/ compares …. 2. Body: • General trend: Overall, In general,… • Individual trends which are similar to the general trend: In fact, … • The other trends which are different from the general -Describe the chart individually. -Exchange their products and give feedback to each other. - Check the description on the board with the whole class. - Listen to T -Read through the sample carefully and pick out the structure and useful languages. 5 trend: On the other hand/ However/ In (By) contrast, … * Increase: Increase/ rise/ go up/ climb/ grow . Soar = sharply increase Rocket = dramatically rise Shot up = rapidly climbed * Decrease: Decrease/ decline/ fall/ drop/ go down… Dive: rapidly fall of Stumble = significantly decline * Stability: Remain stable/ remain constant/ level off * Adverbs: Roughly/ nearly/ approximately/ around/ about… Gradually/ slightly/ steadily/ moderately/ slowly/ minimally Dramatically/ sharply/ rapidly… 3. Conclusion: Restate the general trend. To conclude, in conclusion, to sum up, all in all………. Handout 2: Sample The chart shows the amount of 3 kinds of energy consumed in Highland in the year of 2000 and 2005. Overall, the total energy consumption in 2005 was nearly twice as much as that in 2000(170 million tons and 117 million tons in turn). In fact, there was a dramatic increase in the consumption of nuclear and hydroelectricity, 75 million tons in 2005 as opposed to 20 million tons in 2000. Highlanders also consumed more coal in 2005 than that in 2000. The amount of coal slightly rose by 5 million tons from 40 million tons to 45 million tons. However, the consumption of petroleum lightly declined from 57 million tons in 2000 to 50 million tons in 2005. 6 In conclusion, the period given indicates the rapid growth in total energy consumption in Highland. 3’ Wrap up -Summarize the main points of the lesson. - Give homework: Describe the chart. Internet Usage in Taiwan by Age Group, 1998-2000 Model writing: The graph shows changes in the age profile of Internet users in Taiwan between 1998 and 2000. The main users of the Internet in Taiwan are young adults between 16 and 30 years old. In 1998, they accounted for more than half of all users. In 1999 the number dropped slightly to 45%, but even in 2000 they were the biggest group. The second biggest group of users is aged between 31 and 50. They made up 41% in 1998, falling slightly to 37% in 2000. When combined with the 16-30 age group, over 94% of users in 1998 were between 16 and 50. However this number is dropping steadily as more children and older users log on. In 1999, the number of children online quadrupled from 2% to 8%, and it continued to increase in 2000. There were similar increases for older users, rising from 4% in 1998 to 10% in 2000. In conclusion, while adults between 16 and 50 still represent the great majority of Internet users in Taiwan, their share is declining as more children and older users join the web. -Listen to T -Write homework in the notebook. 7 8 . Prepared by Trần Thị Hạnh Lesson plan Unit 11: Sources of energy Part D: Writing I. Class description: 41 students of Grade 11 A11,. bar chart. -Answer T’s questions about purposes of those pictures. 12’ Before writing. Task1: Gap-fill :( Handout 1. ) - Ask Ss close their books. - Distribute