of a chart description: T asks one student to read out the model writing and elicits the features of a chart description * The organization + Topic sentence: tells what the chart is Lop1[r]
(1)Date of preparation: Date of teaching : Period: Unit 11: sources of energy Lesson 4: Writing A Aims Objectives : By the end of the lesson, sts will be able to: - Interpret information presented in the charts - Identify language to be used for describing the charts - Write descriptions of the charts Teaching aids: - blackboard, chalk, handouts, - textbook, lesson plan, B Procedures Time Teacher’s activities Student’s activities I Organization - T checks the number of students and asks - The monitor reports the number of students in his/her class to the Ss to make some class arrangement teacher II Checking the old lesson mins - talk about what they learnt in the - T calls on student to talk about what previous lesson they learnt in the previous lesson - listen to the T - T gives comments and mark III New lesson Warm- up: mins - answer the questions: - T asks sts these questions: + petroleum + What kind of energy is consumed the + coal most in Viet Nam? + nuclear and hydroelectricity + Which one ranks next? Why? - get general information - T introduces to the topic of the lesson: Writing a description of the chart Task mins - read the task requirements - T gets sts to read the task requirements - work in pairs to read the passage - T gets sts to work in pairs to read the and fill in the gaps with the passage and fill in the gaps with the information from the chart information from the chart - read their answers: 117/ coal/ - T calls on some sts to read out their smallest answers and checks with the class - read the model writing and give out - T uses the writing in Task as a model some information of a chart description: (T asks one student to read out the model writing and elicits the features of a chart description) * The organization + Topic sentence: tells what the chart is Lop11.com (2) about- time, location + Supporting sentences: a sentence that sums up the general trend and some other sentences describe the chart in details + Concluding sentence: summarises the main points * Language use: present simple tense or past simple tense Task + - T tells sts that before they describe a chart, they need to spend time analyzing it and organizing the information in the most logical order Eg: Sts must understand the topic, general trend of the chart - T tells sts to study the chart again and continue their description of the trends in energy consumption in the year 2005 - T goes around to check and offer help - T asks sts to work in pairs and correct each other’s writing - T gets sts to combine their writing in task and task to make up a complete writing about the trends in energy consumption in Highland in the year 2000 and 2005 Feedback on sts’ writing - T chooses one description and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards T draw sts’ attention to the organization of description and the language use, especially the verb tenses and expressions of changes IV Consolidation - T summarises the main points of the lesson V Homework - T asks sts to write a description of a table they see in the newspaper (any table) VI Feedback Good points Weak points - note down 18 mins - listen carefully and copy down - study the chart again and continue their description of the trends in energy consumption in the year 2005 - ask for help if necessary - correct each other’s writing - combine their writing to find the rapidly increasing energy consumption in Highland mins - give corrective feedback and listen carefully - take note mins - listen and note down - take note and at home Lop11.com (3)