Lesson Plan - Grade 12 - Period 77, Unit 13: Hobbies Reading

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1. Date: March 2nd, 2010 Period 77 Unit 13 HOBBIES Lesson READING I. Objectives: By the end of this lesson, students will be able to: - deduce the meaning of some words in certain context to undersand the passage. - express their hobbies. II. Language Focus: - Grammar: - New words: guitarist, glass fish tank, admire, throw away . . . . III. Teaching Aids: cassette player, textbook . . . . IV. Procedures: Stages/ Students’ Teacher’s Activities Time Activities -T shows Ss some pictures or lets them watch some video clips Warm – up and then asks Ss to work in groups to write down what these T Ss (5 minutes) people in the clips / pictures are doing. * Expected answers: go fishing, playing the guitar, singing, taking care of the plants, Ss Ss swimming, keeping fish, collecting stamps, playing chess . . . -T asks Ss some questions to lead into the new lesson: T Ss 1. When do people do these kinds of activities? 2. Do they help make more money? 3. What is your way of spending your free time? 4. What do you call things you do in your free time?  Hobbies -T listens to Ss’answers, giving feedback and leading to the new lesson. Vocabulary Pre-teach -T elicits or explains some new words before reading. T  Ss Pre – + guitarist (n) reading + glass fish tank (n) + admire (v) + throw sth away (v) + avid (a) (8 minutes) + indulge (v) Checking: Gap – filling -T gives Ss handouts and asks them to work in pairs to complete the sentences, using the words/phrases they have just learned. 1. My uncle is a good He often accompanies his wife S  S singing with his guitar. 2. Almost everyone in my class Hoa because she is very good at maths. 3. We keep fish in a 4. Their car is old and out of fashion. They intent to it -T goes around and control Ss to do the task. T  Ss -T asks Ss to compare their answers with others. -T gives feedback and correct mistakes. * Expected answers: 1. guitarist 2. admires 3. glass fish tank 4. throw away While – Task 1 – Grid / Table Completion reading -T asks Ss to read the passage quickly and then do Task 1 in pairs. S
2. -T lets Ss compere their answers with other pairs. S  S -T calls on some Ss to go to the board and copy their answers on (7 minutes) the table (prepared by teacher beforehand) Ss  Ss -T gives feedback and correct answers. * Expected answer: 1. accomplished: well-trained, skilled 2. accompanying: playing music to support a singer or another instrument. T  Ss 3. modest: humble, not very large or expensive 4. avid: eager 5. discarded: thrown away 6. indulge in: allow oneself the pleasure of 7. keep me occupied: keep me busy Task 2 – True /False Statements (8 minutes) -T gives S handouts and asks them to work individually to read the T  Ss text and then decide if these statements are true or false. S 1. The write is an accomplished guitarist. 2. The write didn’t collect fish from the rice field. 3. The write has more local stamps then foreign ones. 4. The writer is an avid stamp collector. T  Ss Keys: 1 – F; 2 – F; 3 – T; 4 – T Task 3 – Questions and Answers (8 minutes) -T asks Ss to read the passage again silently and answer their S questions. -T asks Ss to compare their answers with a partner. Ss  Ss -T calls on some Ss to read their answers. -T has Ss work in pairs, aking and answering the questions. -T goes around the class and provides help if necessary. -T calls on some representatives of groups to act out the activity in front of the class. -T comments and gives the suggested answers. T  Ss * Expected answer: 1. His first hobby is playing the guitar. 2. No, he isn’t. 3. Because he’s an accomplished guitarist and he’s good at accompanying people singing with his guitar. 4. His second hobby is keeping fishes. 5. He bought some from the shop and collected some from the rice field near his house. 6. He is an avid stamp collector. 7. He collects them from discarded envelopes his relatives and friends give him. 8. Local stamps. 9. He keeps the less common one inside a small album. The common one he usually gives away to others or if no one wants them he simply throws them away. Post – Pair work reading -T asks Ss to work in pairs to talk about their hobbies, mentioning the following things: (7 minutes) + What your partner hobby is S  S + How much time he/she spends on it. + Ask whether he/she collects anything as a hobby. + Ask if he/she shares the same hobby with any member of his/her
3. family. + How much money he/she spends on his/her hobby. -T moves around the class and help Ss if necessary. T  Ss -T calls on some Ss to present their ideas in front of the class. -T gives feedback. Homework -T asks Ss to write about their favourite hobby in about 80 words. -T asks Ss to learn all of the new words by heart and prepare T  Ss (2 minutes) SPEAKING for the next period. Date: March 8th, 2010 Period 78 Unit 13(cont.) HOBBIES Lesson SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about a hobby. - talk about collections. II. Language Focus: - Grammar: - New words: second hand book stall, pen-friend, classify, landscape . . . III. Teaching Aids: textbooks, pictures . . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Warm – up Miming Games -T divides the class into two big groups. Each group nominates Ss  Ss (7minutes) one representative. -T writes some activities in a piece of paper beforehand and gives them to each representative. * swimming * fishing * stamp collecting * mountain climbing * playing computer games * reading books * watching TV * chatting with a friend on the phone -T asks each representative to mime some activites and the members of his/her group will have to guess what the activity is. S The two representatives take turns to do the miming four times. The group which has more correct answers will win the game. -T checks Ss’ understand the instructions. -T goes round and control Ss to play the game. -T declares the winner of the game. Lead – in: -T asks Ss some questions: 1. Do you often watch TV in your free time? 2. How much time do you spend on it every day? 3. What are your hobbies? Pre – Vocabulary speaking -T elicits some new words from Ss: T  Ss
4. + second hand book stall (n) + pen-friend (n) (5 minutes) + classify (v) S + landscape (n) -T helps Ss understand the new words and practise their T  Ss pronunciations. While – Task 2 – Practising the dialogue speaking -T asks Ss to work in pairs to read the dialogue in the textbook T Ss and then practise with their partners. (7 minutes) -T moves around to control and give help if necessary. S  S -T gives feedback. (10 minutes) Task 3 – Role play -T asks Ss to take turns to role play, talking about stamp S  S collections. -T asks Ss to use all of the language and information given in Task 3 in the textbook. -T moves around to give help to Ss. S  Ss -T calls on some Ss to go to the board and make their reports. -T listens to Ss and collects their mistakes for indirect corrections. T  Ss -T gives feedback. Post – Find someone who speaking -T asks Ss to work in groups of five to talk about their hobbies, Ss  Ss using the following questionaire as help. (T gives handouts to Ss) (10 minutes) 1. What is your hobby? 2. How much time /money do you spend on your hobby? 3. Do you collect anything as a hobby? 4. Do you know anyone who keeps animals as a hobby? 5. Do you think good friends should have the same hobbies? -T asks Ss to make a report on their friend’s hobbies, using the S  Ss result of the questionaire. T  Ss -T gives feedback. Homework -T asks Ss to learn all of the new words in the lesson. -T has Ss prepare LISTENING for the next period. T  Ss (2 minutes) Date: March 10th, 2010 Period 79 Unit 13(cont.) HOBBIES Lesson LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen for specific and general ideas about collections. II. Language Focus: - Grammar: revision - New words: to come live, freestyle, gymnasium, gymnast, bar, to land . . . . III. Teaching Aids: cassette player, textbook, board . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Warm – up Game – What is it? -T divides the class into two groups. T  Ss (5minutes) -T says that he has a word in mind and he is going to give some
5. information about the word. Members of each group will listen and may stop at any information they hear to guess what the word Ss  Ss is. Each group has only two chances to guess the word. The first group to tell exactly what the word is will win the game. T  Ss -T gives information about the word: 1. It is a noun with four letters. 2. It can be your friend or even your teacher. Ss  Ss 3. It give you knowledge about the world. 4. It can be found in a library. * Answer key: BOOK Lead in: -T asks Ss some questions: T  Ss 1. Do you often read books? (Yes, I do) 2. How often do you read them? (Every day) 3. Do people collect books as a hobby? (Yes, they do) Now, in our lesson today, you are going to listen to someone talking about his hobby of reading books. Pre – Pre-teaching vocabulary S  S listening -T elicits some new words from Ss before letting them listen to the recording. +gigantic (adj): huge, very big. +fairy tale (n) (8 minutes) +profitably (adv) T  Ss +bygone days (n) -T helps Ss to understand the meaning of the above words. -T lets the whole class pronoun these new words. While- Task 1 – True / False Statements listening -T asks Ss to work individually and listen to the text. S -T plays the tape more than once if necessary. (12 minutes) -T asks Ss to compare the answers with their partners. -T invites some Ss to explain their answers in front of the class. S  S -T goes over the answers with the whole class. -T gives feedback and correct answers * Expected answers: T  Ss 1. T 2. F 3. F 4. F 5. T 6. T 7. T 8. F (12 minutes) Task 2 – Gap filling -T asks Ss to work individually to listen to the tape again. S -T plays the tape again and asks Ss to do Task 2. -T plays the tape several times if necessary. S  S -T lets Ss discuss the answers with a partner. -T comments and gives correct answers. * Expected answers: 1. wonderful T  Ss 2. disease 3. jungle 4. certainly 5. ignorantly Post- Speaking listening -T asks Ss to work in groups of five Ss to talk about the T  Ss disadvantages of over-reading (reading too much) (6 minutes) -T goes around the class and helps Ss with their speaking. -T has some Ss present their ideas in front of the class. Ss  Ss
6. -T asks for comments from other Ss. -T gives out his remarks on Ss’s presentation. S * Suggested ideas: 1. near-sighted / short-sighted T  Ss 2. weak body (not move too much) 3. not having enough time for studying other subjects . . . Homework -T asks Ss to write how a person collect stamps. (2 minutes) -T asks Ss to prepare WRITING for the next period. T  Ss
7. Date: March 11th, 2010 Period 80 Unit 13(cont.) HOBBIES Lesson WRITING I. Objectives: By the end of this lesson, students will be able to: - write about a collection. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: an extra board, textbook, poster and handouts . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Game – Word building Warm-up -T asks Ss to close their books. T  Ss -T asks Ss to work in groups to find any words going with: (5 minutes) COLLECT T  Ss -T goes aound the class and observes the activity. * Expected answers: stamps, strickers, dolls, toys, cars, old money, coins, stuffed animals, pens, pencils, bottle caps, keys, rings . . . Pre-writing Pre-teaching vocabulary -T elicits ideas from Ss. 1. name of the collection (collection of books, stamps, clothes . .) T Ss 2. how he collects them (buy them, ask someone to give them, exchange them . . .) (10 minutes) 3. how he keeps them (in album, on shelves, in boxes, in a safe .) 4. when he started his collection (last year, 6 months ago . . .) 5. how he classifies them (into categories, countries, ages, colours . . .) 6. why he collects them (to relax, to kill time, to entertain T Ss oneself) 7. his plan for the future (continue to collect . . .) While- Writing writing -T asks Ss to look at all the ideas suggested in the text book. T  Ss -T asks Ss to write about their collection, real or imaginary. (20 minutes) -T sets the limited time S -T goes around the class and gives help where needed. -T calls on two Ss to go to the board to write down their work. Together with other Ss, T finds down mistakes and corrects them. -T gives feedback, pointing out some common mistakes made by T  Ss Ss when doing this writing task. Post- Discussion writing -T asks Ss to work in groups of four to talk about their hobbies. Ss  Ss -T asks Ss to use the useful languages they have studied in the (8 minutes) lesson. -T moves around the class and gives help to Ss. S  Ss -T calls on some Ss to present their ideas in front of the class. -T collects remarks from other Ss.
8. -T gives feedback. T  Ss Homework -T asks Ss to complete their writing about their hobbies at home. -T asks students to prepare Language Focus for next period. T  Ss (2 minutes)
9. Date: March 14th, 2010 Period 81 Unit 13(cont.) HOBBIES Lesson LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - practise pronunciation and distinguish the sounds / pt /, / bd /, / ps / and / bz /. - know how to use cleft sentences: subject focus, object focus, adverbial focus. II. Language Focus: - Grammar: as above - New words: III. Teaching Aids: textbooks, poster, pictures . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Warm-up Game – Sentence completion -T hangs a flipchart of some sentences on the board and asks Ss T  Ss to practise reading them. (5minutes) 1. These shops don’t sells maps. 2. Mr. Brown usually stops work at noon and sleeps for an hour. S 3. They stopped in Chicago and slept. 4. This book describes Washington D.C. 5. This criminal robbed a bank. T  Ss -T leads in the new lesson. Pro- Activity 1 – Listen and repeat nunciation -T demonstrates the sounds / pt /, / bd /, / ps / and / bz / by T  Ss pronouncing them exactly and clearly. -T instructs the ways to pronounce the sounds. (7 minutes) -T asks Ss to pronounce the sounds several times. -T makes sure that Ss are aware of the difference between the sounds. T  Ss Activity 2 – Practise these sentences -T plays the tape and asks them to repeat. S -T calls on some Ss to repeat the sounds clearly and slowly. -T asks Ss to work in pairs and practise the sentences. Ss  Ss -T introduces peer correction. -T goes around the class and provides help if necessary. Grammar A. Presentation. Cleft sentences -T writes some sentences on the board and asks Ss to work in (12 minutes) groups, trying to rewrite them beginning with “It is/was . . . who/that . . .” T  Ss 1. Tom gave a rose to Mary. 2. The girl saw the cat. 3. The girl saw the cat in the garden. S -T calls on some Ss to write their sentences on the board. * Expected answers: 1. It was Tom who gave a rose to Mary. T  Ss 2. It was the cat that the girl saw. 3. It was in the garden that the girl saw the cat. -T elicits general structure from Ss. [IT + BE + NOUN/PRO./ADVERB + DEFINING RELATIVE CLAUSE] T  Ss
10. (7 minutes) B. Practice Exercise 1 S -T asks Ss to do exercise 1 individually, paying attention to the subject of the sentence. S  S -T asks Ss to compare the answers with their partners. -T calls on some Ss to read aloud the sentences. T  Ss -T gives feedback and correct answers. * Expected answers: 1. It was the boy who visited his uncle last month. 2. It was my mother who bought me a present on my birthday. 3. It was Huong and Sandra who sang together at the party. (To be continued  see the textbooks) Exercise 2 (7 minutes) -T asks Ss to do exercise 2 individually, paying attention to the S object of the sentence. -T gets Ss to do Exercise 2 individually. -T goes around and gives helps to Ss. S  S -T asks Ss to compare their results with others. -T gives feeback and correct answers. * Expected answers: 1. It is English that the man is learning. T  Ss 2. It was the book that the woman gave him. 3. It was the postcard that she sent her friend. (To be continued  see the textbooks) Exercise 3 (7 minutes) -T gets Ss to do Exercise 3 individually, paying attention to the S adverbial modifier of the sentence. -T goes around and gives helps to Ss. -T asks Ss to compare their results with others. S  S -T gives feeback and correct answers. * Expected answers: 1. It was in the garden that the boy hit the dog. T  Ss 2. It was for tea that she made some cakes. 3. It was for him that his parent repaired the bicycle. (To be continued  see the textbooks) Homework - T asks Ss to make five cleft sentences focussing on subject, (2 minutes) object and adverbial modifier. T  Ss - T asks Ss to prepare UNIT 14