Thiết kế bài dạy môn Tiếng Anh 11 - Planning lesons

PLANNING LESONSBenefits of planningProper lesson plans are essential. You will feel more relaxed and confident ifyou follow a clear plan.The plan will enable you to improve yourtiming The plans are an aid to continuing improvementAfter the lesson, you can add an evaluation to the plan, identifying those parts which went well and those which were less successful. 2. Planning the lessonBefore starting a lesson, it is important to know:The aims/ objectives of the lessonThe new language to be taught in the lessonThe main stages of the lessonWhat to do at each stage3. Objectives in lesson planning: Objectives: i. must be set out for every lesson; ii. must be related to the overall aims for the series of lessons; iii. must be expressed in terms of precise finite verbs stipulating what the pupils are to do. Thus the accepted formula will be:                  OBJECTIVES :The pupils will:1. 2. 3.iv. should reflect measurable/observable activities which very often determine the content of the lesson, e.g. the pupils will recall;the pupils will discuss;the pupils will work in groups;the pupils will report;the pupils will draw conclusions.v. Should be such that the degree of success in attaining them can be judged at the end of the lesson (e.g. 'The pupils will list five factors ...');* Accordingly it is important to avoid verbs like:The pupils will appreciate types of plastics.The pupils will study a diagram of ..The pupils will understand the theory of ...Such actions have non-observable results and the degree of success in achieving them cannot be ascertained at the end of the lesson.(i) COGNITIVE OBJECTIVES (intellect - knowledge - 'think'):knowledge and recall: Key verbs will be state, recall, list, recognise, select, reproduce, draw, e.g. The pupils will list energy-giving foods. comprehension: Key verbs will be: explain, describe, reasons for, illustrate. application: Key verbs will be: use, apply, select, classify, adapt. analysis: Key terms will be: identify the cause of, identify the motive for, deduce, draw conclusions from, break down, list the component parts of, compare and contrast, differentiate. synthesis: Key verbs will be: plan, argue , produce (something from the original), summarise, generalise, organise, design, explain the reason for . evaluation: Key words will be evaluate, assess the value of, judge, give arguments for and against, criticise.  (ii)   PSYCHOMOTOR OBJECTIVES(physical skills-do) to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment adhere, re-create, build, perform, implement, demonstrate, complete, show, perfect, control, construct, solve, combine, integrate, develop, formulate, modify, master, design, specify, manage, invent, project-manage(iii) AFFECTIVE OBJECTIVES(feeling, emotions - attitude - 'feel')Receive : ask, listen, focus, attend, take part, use, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel, state Respond : react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform Value:argue, challenge, debate, refute, confront, justify, persuade, criticise, Organise : obey, build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare What are aims & objectives?Aims and objectives both consist of two essential parts; an action verb and a subject contentreference. They are written from the perspective of the learner; they are what the learnercan do upon completion of the learning. A simple example would be, "Upon completion ofthe class the learner should be able to repair a dripping tap".Examples of action verbs are provided in the table at the end of this article. According toBloom's Taxonomy (1956), action verbs are classified in three domains; cognitive (thinkingand knowing), psychomotor (skills) and affective (attitudes).Aims are often more appropriate for courses than for subjects. An aim for a course may be,"Students should acquire skills of economic analysis and reasoning" or, "Students should develop the ability to think creatively and independently about new engineering problems".A course may have a number of broad, often esoteric, aims. Aims may include abstract concepts such as 'professional qualities' or 'appreciation of the classics', learning that maybe difficult to measure but which nevertheless important.Objectives are usually more specific statements of the learning which will occur, generally within a subject, lecture or task. Objectives are not statements of content or topics, nor are they statements of the intended teaching strategies; rather, The best objectives will neither be too vague nor overly precise. Does your textbook have teacher’s notes? If so, look at the notes for one lesson. Do the notes clearly tell you:a. the aims of the lesson?	b. what language is taught in the lesson?c. the main stages of the lesson?d. how to teach the lesson?Aims and content of the lesson:If there is a teacher manual with textbook, an aim may be stated.The aim of each lesson will depend on the nature of text and your philosophy of language teaching When thinking of the aim, ask: what should the students learn to do in this lesson? Main stages of the lesson - The three p’s The presentation stage: you introduce needed new vocabulary and grammar structures. Scene setting and task assignments are carried out for reading and listening lessons.The practice stage: You move from controlled pratice to guided practice and exploitation of the text.The performance stage: you encourage linguistic innovation, shifting attention to what is being said, rather than concerning yourself with total accuracy Main stages of the lesson:Presentation: the teacher presents new words and structuresPractice: students practice words and structures in a controlled wayProduction: students use language they have learnt to express themselves more freely. (practice and production can be oral or written)Reading: students read a text and answer questions or do a task (e.g. completing a table)Listening: students listen to a text or a dialogue on a cassette or read by the teacher. These stages are not in a fixed order1. Two teachers describe lessons they gave. For the first one, match the description with the lesson stages in the box.‘Well. First we talked a bit about deserts, and then what it’s like to travel across a desert. Then we read a text about an explorer who’s crossed every desert in the world, and the students answer the questions on it. In the text, there were several examples of the present perfect tense. I wrote some of these on the board and I gave a few more examples orally. Then we did a grammar exercise in the textbook. After that, I asked students to make up their own questions using “Have you ever ?” to ask each other.’ Now write the stages of this teacher’s lesson‘First we reviewed words for clothes, which the students had learnt last week, and then I taught them adjectives to describe materials (woolen, cotton leather, etc.) on the board. Then we looked at some pictures of people in the textbook, and they made sentences about them (“she’s wearing a green cotton dress”). Then I asked them to write a few sentences about themselves, beginning “Last weekend I was wearing” After that we read a text in the book about clothes people wear in different countries.’ Lesson 16Aim: to practice talking about clothes, materials and colorsNew vocab: adjectives: woolen, leather, cotton, nylon, plastic.Structures: present continuous: is wearing (revision)Review: show pictures of clothes. Ss give words: coat, hat, shirt, trousers, etc.Presentation: Show objects made of wool, leather, plastic, etc. Present new adjectives. Write them on board.Practice: 1) p.93 Ss look at pictures and make sentences.e.g. ‘she’s wearing a green cotton dress.’2) Pairwork. A: What’s she wearing?	B: She’s wearing a green cotton dress.4. Writing: 1) write on board: 4. Writing: 1) write on board: Ss write sentences about themselves2) Collect about 10 students’ papers. Read them out. Others guess who wrote them!5. Reading: 1) write on board: 	Peru 	Sudan	 	Pakistan	Ask: Where are they? What’s the climate like? What do people wear there?Last weekend I was wearing. Ss read text p.94 silently and find answer to guiding questions.3) Ask and answer questions p. 94A possible procedure for reading a text:Pre-readingIntroduce the text/topic and make sure students have enough vocabulary, grammar, and background information to understand the text. Be careful not to introduce a lot of new vocabulary or grammar because you want your students to be able to respond to the content of the text and not expend too much effort analyzing the language.PRESENTING VOCABULARYPresenting vocabulary involves: showing the form of the word (how it is pronounced and spelt); showing the meaning of the word clearly; giving students a chance to hear how the word is used.Some ways of showing the meaning of a word:1. Using visuals: -Real objects: things in the classroom, things you can bring into the classroom, yourself and your students-Pictures: blackboard drawings, pictures from magazines, pictures you have drawn yourself before the lesson.-Actions, mime, facial expressions.2. Giving examples to make the meaning clear.3. Using students’ own language: this is often the easiest and clearest way to show the meaning of a word; but give an example in English first so that students can hear how the word is used.Some ways of involving the class and checking that they understand:-Instead of giving a direct translation of a word, give an example and then let the class guess what the word means.-Use the word in simple questions. This gives the class a chance to hear the word in context and react to it. PRE- READING ACTIVITIESBefore students read a text, we can organize a pre-reading activity to arouse their interest in the topic and make them want to read. The activity should encourage them to think about the topic and to make predictions and guesses about what they will read. e.g. Work in groups. Do one of these activities before you read the textA. You are going to read a text about the earthquake in the picture. What would you like to know about the earthquake? Write down at least five questions which you hope the text will answerB. You are going to read a text about the earthquake in the picture. Try to imagine what the text will tell you about:BuildingsBoatsPeopleHills around the cityTrainsThe land and the seaC. You are going to read a text about the earthquake in the picture. Here are some words and phrases from the text. Can you guess how they are used in the text?The sea-bed, the Richter scale, a huge wave, tremors, massive shocks, Tokyo and YokohamaNow read the textWhile-reading Give one or two guiding q ... out the cover, pictures, headlines, or format of the text to help them predict what they will find when they read it.Skimming: The idea of skimming is to look over the entire text quickly to get the basic idea. For example, you can give your students 30 seconds to skim the text and tell you the main topic, purpose, or idea. Then they will have a framework to understand the reading when they work through it more carefully. Scanning: Students must look through a text quickly, searching for specific information. This is often easier with non-continuous texts such as recipes, forms, or bills (look for an ingredient amount, account number, date of service, etc.) but scanning can also be used with continuous texts like newspaper articles, letters, or stories. Ask your students for a very specific piece of information and give them just enough time to find it without allowing so much time that they will simply read through the entire text. Post-reading (Follow-up activities)Any of these activities could be done after reading the text.If the text is suitable, use it as a basis for further practice. -asking students to express feelings or opinions -asking students to match what they read against their own experience-discussing questions-reproducing the text: tell part of the story from these prompts-role-playing-gap-fillingTEACHING SPEAKINGSpeaking lessons often tie in pronunciation and grammar , which are necessary for effective oral communication. A grammar or reading lesson may incorporate a speaking activity. Either way, your  students will need some preparation before the speaking task. PRESENTATIONThis includes introducing the topic and providing a model of the speech they are to produce. A model may not apply to discussion-type activities, in which case students will need clear and specific instructions about the task to be accomplished. Then the students will practice with the actual speaking activity.PRACTICEThe activities used at this stage may include imitating (repeating), answering verbal cues, interactive conversation, or an oral presentation. PRODUCTIONInformation gaps are commonly used for speaking practice, as are surveys, discussions, and role-plays. Most speaking activities inherently practice listening skills as well, such as when one student is given a simple drawing and sits behind another student, facing away. The first must give instructions to the second to reproduce the drawing. The second student asks questions to clarify unclear instructions, and neither can look at each other's page during the activityHere are some ideas to keep in mind as you plan your speaking activities.ContentAs much as possible, the content should be practical and usable in real-life situations. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have. Correcting ErrorsYou need to provide appropriate feedback and correction, but don't interrupt the flow of communication. Take notes while pairs or groups are talking and address problems to the class after the activity without embarrassing the student who made the error. You can write the error on the board and ask who can correct it. Quantity vs. QualityAddress both interactive fluency and accuracy, striving foremost for communication. Get to know each learner's personality and encourage the quieter ones to take more risks. Conversation StrategiesEncourage strategies like asking for clarification, paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way'). Teacher InterventionIf a speaking activity loses steam, you may need to jump into a role-play, ask more discussion questions, clarify your instructions, or stop an activity that is too difficult or boringTeaching pronunciation Sounds: To help students with a difficult sound:1. Say the sound clearly, show how it is pronounced in different words and get students to repeat them. 2. Contrast the sound with other, similar sounds.3. describe how the sound is produced if you can do this easily.*say the sound alone: ‘th’-‘th’*say the sound in a word: ‘think’ ‘thank you’*contrast it with other sounds: listen ‘t-th’*write words on the board*explain how to make the sound: look-tongue between the teeth. Let the air go through: ‘th’*get students to repeat the sound in chorus: everyone ‘th’*get individual students to repeat the sound: A can you say it? Practising soundsMinimal pairs: 	These are pairs of words which differ in only one phoneme or sound. For example, pin	and bin, let and netor sink and thinkPronunciation sentences a chart is created using minimal pairs along the top and sides. The rest of the chart is filled in with commonly used words. Students make up a sentence from the commonly used words area, but they only say the corresponding words from the minimal pairs. Others listen and try to decipher the sentence. Scene Seal Bear Pear Mail Mane BillAs Many Lam Truong Like(s)Canada a/an PillMenTheCanHopeHowMy TamSoEasyMakeNotEnglishGuitarWithShowIIs/areWeCrazyToHate(s)FineElaineVNInThereBeautifulPhoFileSpeakAndLove(s)AtPlayFewTelephone number Make a list of 10 words and divide them into two groups; one group from 0-4 on the left and the other group from 5-9 on the right. Think of a phone number, but say the minimal pair rather the number.Run and circle write the minimal pairs scattered all over the board. Divide the students into 2 or 3 groups that compete to be the first to circle the correct word. The first person to circle the correct word receives a point for the team. This could also be done in pairs on paper with the students using different coloured pens.Tongue twisters These are a sequence of words, often alliterative, which are difficult to articulatequickly. The focus should be on production rather than their speed.*Instructional strategies: -present any new vocabulary-explain language objectives-read it slowly with students repeating-students say it at their own speed, gradually increasing their speedsome examples: -Nine, new noisy, nosy, annoying neighbours.-Jackie’s jumping jovially ‘round Jakarta-Room Three Hundred Thirty-Three on the third floor rents for $ 33.33 every third Thursday.-Purple Paper People, Purple Paper People, Purple Paper People-Sally sells sea shells by the sea shore. But if Sally sell sea shells by the sea shore then where are the sea shells Sally sells?PRESENTING AND PRACTISING STRUCTURESStep one: presentation of form and meaningStep two: blackboard examplesStep three: guided practiceA substitution drill is the usual follow-up to this step. The teacher calls out the new elements or prompts them by means of visual aids. Presenting structuresTo show the meaning of a structure, you can:-show the meaning directly, using things the students can see in the classroom(objects, your face, clothes, action, the students, pictures)-give examples from real life (your own life, students’ lives, your town)-invent a situation and give imaginary examplesA basic procedure for presenting a structure:1. Give one or two examples to show what the structure means.2. Say the structure and ask students to repeat it.3. Write an example on the board.4. Give other situations and examples.To involve the class as much as possible:-think of interesting situations and examples-get students to tell you what to write on the board-get students to give examples of the structure Practising structures Types of drill:1. Repetition: the teacher gives examples of structure; students repeat them2. Substitution: the teacher gives prompts; students give examples of the structure using the prompts. Structure practice can be mechanical or meaning Mechanical practice: students can do the practice correctly without thinking about the meaning. The focus is entirely on the form of the structure.Meaningful practice: students must think and understand what they are saying in order to do the practice. Ways of making practice meaningful:-get students to say real things about themselves.-give a situation which suggests a certain structure but leaves the students to choose exactly what to say.-let students add something of their own.Ways of involving the class in structure practice: -Do the practice quickly, getting response from different students in turn-In question/answer practice, get students to ask each other questions.-For freer practice, give a few minutes’ preparation time, so that students can think of things to say.Mechanical practice Ann likes tea but she doesn’t like coffeefolk /pop musicwalking/swimming cats/dogsYou are a stranger. Ask about places in the town: a cafe: is there a cafe near here?a grocer’s shopa cinemaa fruit stallWhere are you going?‘I’m going to the station’cinemazoo Meaningful practicesay true sentences about yourself:I like/ don’t like teaWhat about a. coffee? b. pop music? c. cats? You are a stranger. Ask about places in the town.You want to see a film Is there a cinema near here?you want to buy some fruityou want to post a letterWhere are you going?‘I’m going to the station’‘Why?’ ‘Because (I want to buy a train ticket)’CinemazooTEACHING WRITINGStages in teaching writingThe model for introducing new language has five components: lead-in, elicitation, explanation, accurate production and immediate creativity.Presentation (Lead-in, elicitation and explantion):During the lead-in, the context is introduced and the meaning or the use of the new language is demonstrated. This is the stage at which students may hear or see some language (including the new language) and during which students may become aware of certain key concept.The key concepts are those pieces of information about the context that are vital if students are to understand the context and thus the meaning and the use of the new language.E.g. In the case of formulated information- the airline timetable, it will necessary for students to understand the concepts of destination, via, departure and arrival.Here are some sentences the teacher reads1. Flight 309 goes to Paris	D2. Flight 873 stops at Detroit	V3. Flight 714 arrive in NY at 11:45	A4. Flight 873 leaves at five past seven	DpNow the teacher proceeds to teach the new language using four models above- Flight 309 goes to/ stops at/ leaves at/ arrives at)During elicitation stage the teacher tries to see if the students can produce the new language. If the student can’t produce the new language at all, we will move to explanation stage- the teacher shows how the new language is formed. If they can, but with minor mistakes, we may move to the accurate reproduction.Pratice (the accurate reproduction stage ): During the accurate reproduction stage students are asked to repeat and practise a certain number of models. The emphasis here is on the accuracy of what the students say rather than meaning or use.Production (immediate creativity stage):During immediate creativity stage, students try to use what they have just learnt to make sentences of their own rather than sentences which the teacher or book has introduced as models.