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Lesson Plan Topic: Deforestation
Teacher: Lesson objective: Materials: Skills involved: Time allotment: Assessment: Jeremy Fellows Students will understand deforestation by evaluating the effects of illegal logging locally and decide which relevant party (entity) bears the most responsibility. Vietnamese National English Text Grade 9 Unit 6; Video: Deforestation; Illegal Logging Article; Reading Comprehension Handout; “Pyramid of Guilt” Handout Speaking, Writing, Listening, Reading, Speculation, Evaluation, Opinion 2 periods (80’) Students will work in groups to create a ‘pyramid of guilt’ poster and present their thoughts and commentary to the class. At end of class: What have we learned today? What can we do now?
TPS Activity: Introducing the Topic & Word Association (10’) (Accessing Prior Knowledge) – Teacher writes the words ‘Logging,’ ‘Conservation,’ and ‘Deforestation’ on the board and asks the students to individually think of as many words related to the words written on the board as they can in 1 minute. Teacher then asks students to share their words with their partner. Teacher then elicits words from the students to the board around writing them around the original 3 words. Teacher will probe for understanding and review pronunciation/syllable stress on select vocabulary. Deforestation Video (15’) (Listening & Speaking) – Before watching the video, students are instructed to record at least 2 effects of deforestation as they watch the short film. Students watch a 4’ video on the topic of deforestation. After watching the video, teacher instructs students to create an ‘Effects of Deforestation’ list compiled together by sharing their answers within their group (or with a partner). Teacher will then elicit student answers to the board. Teacher will extend the dialogue by asking open-ended questions about the ‘ripple-effects’ of deforestation (e.g., Why do we cut down forests? What happens if we destroy the habitats of forest-dwelling animals? What will happen if we can’t stop deforestation? How can we do to stop deforestation?). Deforestation Article (20’) (Reading & Speaking) – Students will read a current affairs article called Vietnam Illegally Logging Laos Forests. Activity 1: Teacher asks students to look at the title of the article and answer some pre-reading T/F questions (speculation skills). Students then read the article and go back and check their previous guesses on the T/F questions. Activity 2: Students complete a synonym match worksheet which uses highlighted words from the article. When complete, students will compare and contrast answers with group members. Teacher facilitates a class-wide check. Activity 3 - Discussion: Students are paired together and provided a Student A and Student B set of discussion questions. Students will take turns asking each other questions about the article. Teacher is mobile, monitoring, and tracking participation with a class role sheet. (The picture above is a QR code providing access to the PDF document via the internet by using your smart phone with QR Reader software to take a picture of the QR code and download the article and the worksheet) Opinions & Evaluation Activity (35’) (Writing, Listening & Speaking) – Activity 1: Students are provided a list of 6 parties that are involved in selling furniture made from wood that comes from the process of illegal logging. Students are asked to rank the parties in order of most to least guilty in the crime of selling furniture which comes from illegal logging and then write a short answer as to why they feel a particular party is the most guilty and/or least guilty. Activity 2: Students are asked to share their answers within their group. Then, as a group they must complete a ‘Assigning Guilt Pyramid.’ Students must discuss reasons why they feel a particular party belongs somewhere on the pyramid of guilt. Once finished, each group will present their poster to the class.
Scaffolding the lesson content not only touches on all four strands of English language learning, but also allows the students to utilize higher order learning skills such as defending their position, comparison and contrast, evaluation and creativity. Various strand activities allow the students to better understand the different perspectives of their peers on the topic of deforestation. The students responded positively to the lesson activities as they were able to connect the very large global problem of deforestation to a local problem which is tangible to their everyday lives.
This lesson has a lot of activities, thus, it is necessary that the teacher is able to effectively manage the time of the activities. Using a stopwatch or online countdown timer as well as updating the students on time remaining for the task are ways to accomplish this. Classroom management is also a key consideration. The teacher must dictate the tempo of the lesson, not the students. It is important to save time at the end of class to ask the students what they have learned by doing the activities.
2012 English Teaching Swap --- Poster Sharing Lesson Plan Topic: Project-based learning - The Junior Inventors Project Teacher Lesson objectives Angel Chen (1) (2) (3) (4) To learn stories about great inventors. To make an organized proposal for explaining purposes and thoughts. To reflect on your own lifestyle and create a product that people need. To orally deliver a presentation systematically and reasonably.
Materials Skills involved Time allotment Assessment
Solutions Grade 7, Unit 7 Speaking, Writing, Listening, Reading 7 periods (1) Final products: group project proposal/product poster/oral presentation (2) Self evaluation and peer evaluation
# Summary of activity implementation: 1. (1 period) Inspirations from great inventors. (Solutions 7E reading) Students read stories about different inventors through textbook articles and extra reading materials. 2. (1 period) Overview of the project. Teacher introduces the objectives, procedures, requirements, schedule, and evaluation ways of the project. Students form in groups and start to brainstorm their ideas. 3. (1 period) How to write a proposal? Teacher shows students samples of well-organized proposals, and instructs students to put their thoughts into writing in a reasonable and logical way. 4. (1 period) In class discussion and poster making. Students develop ideas through group discussion, and create posters on the invention and its functions. 5. (2 periods) Presentation on final product. Students display their invention with poster, orally explicate the functions of the product, and analyze whether it can be a great business in the market. Q&A section is required after each presentation. 6. (1 period) Assessment. Self/peer evaluation and reflection sharing. “What have you learned from the process?” # Activity photos:
Students present their creations with different media, such as PPT, poster, and 3D animation software. # Reflection: The greatest benefit of this project is to make students run their imagination. I was totally surprised when they presented a lot of great ideas that no one had before. They not only were inspired by the reading content on the textbook, but also applied the information to the real life. # Suggestions: 1. Project plan and schedule should be clearly explained to students in the very beginning. Your requirements and expectations to the final product are important to guide their achievement. 2. Give students enough time on production. Encourage them to brainstorm and create.
English Teaching Swap --- Poster Sharing Lesson Plan Topic: Prepositions of places Teacher Lesson objectives Skills involved Duration Bao Phan Gia By the end of the lesson, students will be able to apply prepositions of position in describing locations. Integrated, mainly communicative approach requiring students’ to speak 1 period (40’)
Summary of activity implementation: 1. Warm-up: ‘Password’ game (5’) - Divide the class into 2 groups; Have one member from each group go to the front of the class. - Each student, in turns, stands with their back to the presentation. Each group is given a list of 8 words which will be shown in order onscreen. Each group is given 90 seconds to provide their team member clues to the vocabulary word onscreen. The groups with the most revealed words will win the game. - Monitor the class; Give feedback; Congratulate the winning group. 2. Presentation: (10’) - Explain the phrase ‘prepositions of position’; Elicit prepositions by showing Ss a map of things surrounding a house and point to their position to the house on the map; Ss to take notes on lesson hand-out. 3. Practice: Town features (20’) - Divide the class into 6 groups; Distribute one set of building cards, one set of direction cards and A4 size paper to each group; Each group has 5 minutes to create a map by following the direction cards and sticking the building cards on A4 size paper. The group that can build a map with buildings in the correct position will win the game. - Monitor the class; Give feedback on the groups’ maps; Congratulate the groups with the correct maps. Problem-solving task (Group Work) - Elicit the situation: The school canteen is quite small. It does not have enough space for the increased number of students this year. Based on this fact, where do you think is the most suitable place for a ne canteen in the school? Give it an explanation; groups work on the issue and write down their ideas on paper in 5 minutes; members from each group present their ideas; teacher gives feedback. 4. Reinforcement: (4’) - Go around with a word bag of the prepositions of position; Have some Ss randomly pick up one word card and make a sentence using the prepositions they have studied from the lesson. 5. Homework: (1’) - Write a short paragraph (about 100 words) about the suitable place the new canteen should locate in the school and explanation. Presentation photos:
- Two representatives of each group come to the front and present their ideas. - The whole class vote for the best idea.
English Teaching Swap --- Poster Sharing Lesson Plan Topic: Recipes Teacher Brett Taylor-Holmes Lesson objectives (1) (2) (3) (4) (5) To encourage group discussion To gain new vocabulary and pronunciation skills To practice reading skills To listen and make notes correctly To be able to write a food recipe.
Skills involved Speaking, Listening, writing Duration 2 periods Summary of lesson activities: 1. Recipe, ingredients and the cooking process Students learn vocabulary related to food, recipes, and processes for cooking food. Different types of foods and recipes will be discussed in class as practice to make students fully understand the meaning (accessing prior knowledge) Activity 1 Students are asked to describe the cooking process and also identify some of the basic ingredients in their favorite Vietnamese food. Students discuss within their group and present to the rest of the class. 2. Introduction to the recipe video which is to be viewed by the students Students are assigned to work in pairs and watch a YouTube video on cooking Italian pasta Activity 2 Students watch and listen to the video; Student A will write down the ingredients mentioned in the clip whilst Student B supports Student A. 1. Video is repeated a second time and Student B will write the cooking process with support from Student A. 2. Students will work collaboratively to produce a complete recipe based on the video cooking lesson. 3. Recipes will be presented to the rest of the class in the form of an oral presentation. 3. Assessment: Use question and answer session to evaluate understanding of process as well as peer feedback Activity photos:
Students are divided into pairs. Each student is assigned with listening to either the ingredients used in the recipe or the cooking process of the recipe. The students will write down and organize the recipe to look like a cookbook recipe page. Presentations (5 minute presentations) The pair comes to the front of the class and presents their recipe to the rest of the class Every group takes turns providing feedback about the presentation (3 likes and a wish structure) The whole class votes for the best presentation of the recipe. Students are requested to go home and try to cook the food based on the recipe they created.
English Teachers’ Swap --- Poster Sharing Lesson Plan Topic: Vocab Enrichment and Persuasive Writing Teacher Lesson objectives Brian Lopez (1) To identify and apply new vocabulary words in creative sentence creation (2) To enhance reading ability and comprehension (3) To reinforce proper persuasive writing technique Speaking, Writing, Listening, Reading 2 periods
Skills involved Duration
Summary of activity implementation: 1. Vocabulary mastery Students work in pairs to identify the definitions of words in a story’s vocabulary list. Teacher elicits definitions from pairs and provides definitions of any unknown words # Task 1: Identification of story vocabulary Sentence Creation Students individually write sentences clearly illustrating the meaning of the word sentence. Students peer review their neighbor’s sentences to ensure the vocabulary’s meaning is clearly conveyed. # Task 2: Application of new vocabulary words 2. Reading and Comprehension Questions Students individually read a short story and answer comprehension questions. Students check their answers with their neighbor to ensure they both understood the relevant parts of a story # Task 3: 3. Proper Paragraph Writing Students are assigned one persuasive paragraph to write before the end of the period. Students use a rubric of a proper paragraph to ensure they include every essential element: a topic sentence, clarification, evidence from the story, analysis of the evidence, and a concluding sentence. # Task 4: Reinforcement of Proper Writing Format 4. Assessment: Rubrics are utilized for self and peer evaluations. Vocabulary quizzes are assigned on Engrade. Activity pictures:
Students are divided into 8 groups. Each student is assigned with either script thinking and writing or art design, according to his/her preference, ability and interest.
ETS Lesson Plan Posters
Lesson Plan Topic: Celebrations (Tieng Anh 9 – Unit 8)
Teacher Purpose Nguyen Thi Ngoc Chau To support students with different learning styles. To facilitate students to make a 1-minute talk on a celebration. To engage students in class.
Skills involved Reading, Listening, Speaking & kinesthetic learning Material Unit 8 (Tieng Anh 9) & some extra materials Summary of activity implementation Task 1: Celebrate life with celebrations (5’) 1. Ss watch a clip with pictures of 14 celebrations without taking note. 2. Ss discuss the answer in groups and write down the name of these celebrations. 3. Ss volunteer to give the names of these celebration. Task 2: Listen & Decide (10’) 1. Ss listen to 3 talks about 3 celebrations (Tet holiday, Passover and Easter). 2. After each talk, they decide if some statements are true or false. • Teacher will count 1, 2, and 3 after each statement is shown. • If students think that it’s true, keep sitting. • If they think that it’s false, stand up. • If students are late, their answers won’t be counted. 3. During the process, T introduces vocabulary. Task 3: Sharing (with extra materials) (15’) 1. Ss work in groups of four. 2. Each group will receive 4 identical pieces of paper about 1 celebration. 3. Ss read the text and take note in 5 minutes. 4. 1 student with a little star on the paper will stay & introduce the celebration that he’s/she’s just read. 5. Others will move to another group, listen & take notes. 6. Students then come back to their groups and share what they’ve known to the one that stayed. 7. Students prepare a 1-minute talk in 5 minutes Task 4: Speaking (10’) 1. T picks up a name of a student and invite him/her to the front to deliver the talk. Assessment Methods True/ False game Class participation. The quality of the 1-minute talk.
Activity Photos Task 1 Task 2 Task 3 Task 4
English Teaching Swap --- Poster Sharing Lesson Plan Topic: Bullying Teacher Lesson objectives John Grainger & Jim Barnhart (1) (2) (3) (4) (5) To encourage group discussion To gain new vocabulary and pronunciation To practice giving opinions To listen and make notes correctly To be able to write a cause & effect essay
Skills involved Duration
Speaking, Listening, Writing 3 periods
Summary of activity implementation: 1. Elements of topic: Students will work in groups to discuss the following questions: 1) What kind of people bully? 2). What kind of people get bullied? 3). What are the consequences resulting from bullying? # Task 1: Identify the root causes and effects of bullying. 2. Introduction of a short movie clip: Students are assigned in groups to view and note take various bullying tactics used in the video “New Boy”. # Task 2: To create a graphic organizer in preparation for essay writing. # Task 3: To answer preset comprehension questions related to the topic. # Task 4: Students will share and discuss video content and organizers with different groups. Teacher will elicit comprehension by using formative assessment techniques. 3. First draft of essay. # Task 4: Develop and structure a five paragraph/300 word essay. 4. Assessment: Use rubrics to do self and peer evaluation. Presentations:
Students are divided into two main groups. One discussing causes and the other effects. Groups present their findings. Group work:
Students working in large and small groups on assigned tasks. Working to format initial essays.
English Teaching Swap --- Poster Sharing Lesson Plan Topic: Reading a Story --- Applying the first 3 of 7 Strategies for Reading Comprehension Teacher Lesson objectives Bùi Thái Quế Minh (1) (2) (3) (4) (5) To understand the story about a truck driver’s work To use background knowledge to support comprehension To “feel” the story setting with several senses To raise questions to deepen comprehension To annotate the story while reading
Skills involved Duration
Speaking, Writing, Listening, Reading 1 period
Summary of activity implementation: 1. Understand the story and use background knowledge to support comprehension: Students learn/ review key words in the story. Students share their background knowledge on the job of truck driving. 2. “Feel” the story with several senses and raise questions to support comprehension: The story lines are shown on screen one by one. Students listen to the line, then read it aloud. Students describe what they can imagine as well as what question(s) they have from each line they read, guided by the initials: • I see/ I hear/ smell… • I want to ask… The picture that illustrates the line is then shown on screen. Again, students describe what they see in the picture and compare it with what they have imagined. Students raise questions they have and get answers (if available) from their peers. After the first 2 whole-class examples, students work in groups to share ideas with their partners. Students then watch a clip that illustrates the story and share further ideas. 3. Annotate the story while reading: Students open their books to read the story again. While reading, they write down: • what background knowledge they use to understand the story (e.g., “I know…”) • what they see, hear, smell (e.g., “I can see…”, “I can hear…”, “I can smell…”) • what questions they have (e.g., Who, What, When, Where, Why, How) on separated sticky notes. As a group, they then stick their notes onto a 3-column table with headings: I know… | I see/ hear/ smell… | I want to ask… 4. Assessment: The tables with notes are put in the middle of the group desks. Groups are directed to move in a circle to read every other group’s annotations. They then return to their seats and share their opinions on other groups’ work within the groups and as a class. Presentation photos:
English Teaching Swap --- Poster Sharing Lesson Plan Topic: Description with prepositions of place. Teacher Lesson objectives Nguyen Thi Thu Thuy (1) To use prepositions of place (2) To describe positions of places appropriately (3) To describe positions of items using prepositions of place Speaking, Writing, Listening, Reading 2 periods
Skills involved Duration
Summary of activity implementation: 1. Warm-up activity: Students listen to the song "Twinkle Twinkle Little Star" and fill in the blanks with prepositions of place. 2. Introduction and reinforcement of the prepositions of place: Students learn prepositions of place through looking at pictures and making sentences. They are reinforced with activities including the 4 strands of English learning: Activity 1: (Reading) Who is who? (Group work) Students solve a situation about a teacher who can't remember what his students' names are. They read information, then look at the pictures of class map and figure out students' positions in class. Activity 2: (Listening) Students practice prepositions of place through listening to the description text. Activity 3: (Writing, Reading, Speaking) Students describe places through looking at the pictures and writing sentences based on the provided format. Students compare and contrast answers as well as read their sentences with their partner. 3. Application of prepositions of place: Activity 4: (Speaking, Listening) Where is the ball? (Group work) The class is divided into 3 groups. Place a box at the end of the classroom and some objects (pens, scissors, schoolbag, etc.) around the box. Each group takes turns to choose a representative to throw the paper ball into the box. They can get 2 points if they throw the paper ball into the box and get 1 point if they miss the ball but must say 2 correct sentences out loud to describe positions of the ball (they have to use prepositions of place). 4. Assessment: Pair and group evaluation facilitated by the teacher. Presentation photos:
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