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3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes Expected answers:
+ I can use: ed-ending in connected speech
Prepositions after certain verbs
The past perfect and past simple
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss
- Complete Exercises in workbook.
E. Experience:
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Date of preparation: November 5th Date of signing: November 7th
Distributive period: 33 Date of teaching:
Unit 4 The mass media
Lesson 3 Reading
A. Aims and Objectives:
- To teach Ss to scan a text for specific information in an article in an article about forms of mass
media.
- To teach Ss new vocabulary by completing true false task.
- To develop their reading skill through choosing the main idea for each paragraph.
- To learn new vocabulary by finding words or expressions with the definitions given.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
T informs the class of the lesson objectives: skimming and scanning
1. Lead-in an article for general ideas and specific information, and learning
8 minutes additional vocabulary and information related to the history and T <--> Ss
forms of mass media.
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Ss work in pairs, look at the vocabulary items in the word bank and
discuss their meanings.
2. New lesson Mass media forms
Activity 1: Put the words and phrases related to the mass media in
17 minutes three groups Pair work
- T asks Ss to work in pairs, has them look at the vocabulary items
in the word bank and discuss their meanings, encourages them to
use a dictionary if necessary. T <--> Ss
- T checks the meanings of the vocabulary items as a class.
- T checks answers as a class.
Key:
Print: books, magazines, leaflets, newspapers
Television: news programmes, dramas, reality shows, Pair work
documentaries
The Internet: email, websites, instant messaging, data sharing
Activity 2: Quickly read instructions and choose the best heading for
the text.
This activity is reading for gist or general ideas.
- T. gets Ss to read instructions and predict the best heading for the T <--> Ss
text.
- T checks answer as a class, invites one or two Ss to explain how
they came up with their answers.
- T draws Ss’ attention to the keywords (… each form of…; new Pair work
12 minutes digital media forms…) in the last paragraph.
- Ss read instructions and choose the best heading for the text.
Key: Forms of mass media T <--> Ss
Activity 3: Match each of the following words with its meaning.
This matching activity is to improve and expand Ss’ vocabulary by
learning words in context.
- Ss do the task individually.
- T checks answers as a class, invites several Ss to say the
Vietnamese equivalent to help less able Ss to understand their
meanings better.
Key: a. 3 b. 4 c. 6 d. 2 e. 7 f. 1 g. 5
Activity 4: True, False or Not given:
Individually/
This activity focuses on reading for specific information.
Pair work
- Ss read the sentences in the table and underline the key words
which help to justify the answers.
5 minutes
- T checks answers as a class.
Key 1. F 2. T 3. F 4. F 5. T 6. NG 7. F
Activity 5: Discussion
T <--> Ss
Discuss the forms of mass media that you use daily. Explain how
you benefit from using them.
The aim of this activity is to relate the information in the article in 2
Group work
to Ss’ own experiences of using the different forms of mass media
for personal communication or finding useful information.
- T asks Ss to work in pairs to share their preferred forms of mass
T <--> Ss
media for daily communication or finding information, and how
they benefit from using them.
- T reminds them of the six forms of mass media mentioned in the
text: print, recordings, cinema, radio, television and the Internet.
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- T asks several pairs to report their discussion results to the class.
- Ss work in groups of four to discuss the forms of mass media that
are used daily.
3.
Consolidation - Summarize the main points of the lesson T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the new words.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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http://www.ebizmba.com/articles/social-networking-websites)
2. New lesson Talking about social networking
Activity 1: Complete the conversation with the sentences in the box
10 minutes - T asks Ss to read the sentences in the box and the conversation, Individually
reminds them to underline any contextual clues in the sentences
that may help them to work out the answers. These clues can
include synonyms, definitions, comparisons, etc.
- Ss read the sentences in the box and the conversation and then
do the task as required.
- T checks answers as a class.
Key: 1. E 2. C 3. D 4. B 5. F 6. A
11 minutes Activity 2: Put the following opinions about using social networks in T <--> Ss
the appropriate box
- T lets Ss work in pairs to complete the conversation.
- Encourage Ss to share their ideas and help each other complete Pair work
the sentences.
Key:
Positive opinions: 2, 4, 5
13 minutes Negative opinions: 1, 3, 6 T <--> Ss
Activity 3: Make a similar conversation
- T explains the opinions provided in the table.
- T asks Ss to work in pairs: One gives either the positive or negative
opinions and the other expresses the opposite opinions, encourages Ss to
Pair work
add more ideas of their own.
- T asks several pairs to role-play their conversations in front of the
class, encourages Ss to make comments or ask questions.
- Ss make a similar conversation (as in 3) and express the opinions
about social networking. Ss explain the opinions provided in the table. Ss <--> Ss
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+ Identify specific information through multiple-choice task and question answering
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
- Inform the class of the lesson objectives: listening for specific
1. Lead-in information in a conversation between two students talking about
7 minutes their uses of social media and how they use it for language T <--> Ss
learning.
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2. She downloaded some language learning apps on her
smartphone and started learning vocabulary on the go.
3. Because she wants to improve her English.
4. She uses some social networking sites.
5. She used a free programme on her smartphone.
6. She used it to collect samples from English TV and radio.
2. New lesson Describing a pie chart showing the use of online resources
Task 1: In pairs, discuss what a pie chart is and how you can
15 minutes describe it. Pair work
- T asks Ss to look at the illustrations in this section and credit
their answers.
- Sts do as required.
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+ A pie chart is a circular chart divided into triangular areas
(slices/ segments) proportional to the percentages of the whole. T <--> Ss
+ To describe a pie chart we should specify the information
(content) and proportion of each segment, which can be measured
in percentages (%) or fraction (e.g. one-third, a quarter).
Task 2: The pie chart below illustrates the forms of communication
used by students in Intel school. Complete the description with the
words in the box.
- T asks Ss to read the words in the box and check their Individually
comprehension, explains unfamiliar words, e.g. tie in (to link
something or to be linked with something), dominant (more
noticeable), majority (the largest part of a group of things).
- T allows time for Ss to read the text and do the task, monitors Ss’
progress and offer help it necessary.
- T checks answer as a class.
Key: T <--> Ss
8 minutes 1. preferences 2. recorded 3. majority
4. tied in 5. dominant 6. the least
Task 3: Study the pie chart and write a paragraph of about 130-
160 words to describe the sections.
This activity aims to provide an opportunity for Ss to describe a
pie chart.
- T asks Ss to work in pairs and read the related information,
checks their comprehension and give explanations if necessary.
- T asks Ss to work in pairs and discuss the words and phrases in
the Do you know...? box.
- T has them write their drafts independently, following the sample
in 2, and make use of the language in the Do you know…? Box.
Ask Ss to exchange their drafts with a partner for peer review.
- Sts work independently and write their final drafts.
- One or two students write the description on the board.
- T collects some drafts and give comments or ask the rest of the
class to provide feedback, encourages Ss to make revisions and
based on the feedback.
- Ss listen to the T’ feedback
Suggested answer:
The pie chart shows students’ preferred online resources recorded
in a survey carried out at Intel Secondary School Library in 2014.
A brief description of the students’ preferences follows.
We can see that a majority of students used interactive games,
which rank the first at 30%. Fiction e-books line in the second at
20%, and are given 10% less than interactive games. Online
magazines rank the third at 18% while non-fiction e-books account
for 15%. Online dictionaries are the fifth library resource at 11%.
Only a minority of students, or 6% used science journals, which is
the least popular of all resources, and used five old less than the
most preferred resource, interactive games.
To conclude, the dominant form of online resources used by the
students at Intel Secondary School Library is interactive games. Of
all the resources – fiction e-books, online magazines, non-fiction
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e-books, online dictionaries – students used science journals the
least.
E. Experience:
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- Ss put the words in the correct box, then compare their answers
in pairs or groups
Key:
/t/: watched, surfed, talked, checked
/d/: installed, enabled, shared, enjoyed, offered
/id/: updated, reported, provided, protected, downloaded
Activity 2 Listen and write down the verbs in the appropriate
columns.
- T plays the recording, has Ss listen and write down the verbs in
the appropriate columns. T <--> Ss
- Ss compare their answers in pairs
- Ss are asked to read the verbs aloud.
Key
1. decreased 2. developed 3. downloaded
4. influenced 5. invented 6. emerged
7. produced 8. provided 9. compared
/t/: 1. decreased 2. developed 4. influenced 7. produced Pair work
/d/: 6. emerged 9. compared
/id/: 3. downloaded 5. invented 8. provided
7 minutes
Vocabulary:
Activity 1: Complete the sentences with the correct words / phrases T <--> Ss
in the box.
The aim of the activity is to review the key vocabulary related to
the topic
T asks Ss to underline the key words in each sentence, then fill in
the gaps with the words given, making changes if necessary
- Ss compare their answers in pairs or groups.
- T gives feedback.
Key:
1. disposal of 2. depleted 3. cluster 4. organic Pair work
5. combustion 6. soot particles 7. pathway
Activity 2: Complete the gapped sentences with the words in the
box.
- T asks Ss to read and complete the gapped sentences.
- Ss are asked to underline the key words in each sentence, then T <--> Ss
fill in the gaps with the words given.
12 minutes Key:
1. social media 2. Social networking 3. Mass media
4. app 5. Advent 6. Microblogging
Grammar:
Activity 1: Complete the gapped sentences with the appropriate
prepositions. Pair work
- T asks Ss to read the statements and understand all the verbs and
the words after the blanks.
- Ss discuss these clues in pairs and decide on the correct
preposition.
Key: 1. on 2. Out 3. to 4. for 5. of/ about 6. with T <--> Ss
Activity 2: Match the two halves of the sentences.
- T asks Ss to read and complete the gapped sentences.
- Ss are asked to underline the key words in each sentence, then
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match the sentences.
Key: 1.b 2.d 3.a 4.e 5.f 6.c
Activity 3: Put the words in brackets in past simple or past perfect
tense.
- T asks Ss to read the incomplete sentences and underline any key Individually
words independently.
- Ss underline the key words in each sentence and decide which
two halves can make a meaningful sentence.
8 minutes - Ss exchange the answers in pairs.
Key:
1 had had 2. attended 3. deleted, had received
4. got, stopped 5. had wasted 6. had edited, uploaded T <--> Ss
Project:
Interview three classmates to find out their opinions about social
networking sites and apps. Then report to the class.
Ask Ss to work in groups of four. Group work
Ask Ss to read and discuss the guiding questions.
- T. encourages groups to prepare an outline for their
presentation.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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