Lesson plan for Technology in Language Teaching

HANOI UNIVERSITY
POST GRADUATE DEPARTMENT

FINAL PROJECT
Technology in Language Teaching

Instructor

: Nguyen Quang Vinh

Student

: Dang Phuong Mai

Date of birth

: 26 - 10 - 1988

Place of birth : Thainguyen Province
Class name

: English 2 k18

Email

:

Thainguyen, May 2011


LESSON PLAN

Topic: Work
Lesson 1 + 2
I. Overview
1. Background
- Setting: A university EFL/ESL class
- Subject: The 1st year students at Information Communication and Technology
College – Thainguyen University
- Age: 18-30 years old
- English language ability: Pre-intermediate
- Class size: 25-30 students
- Time: 90 minutes approximately
2. Objectives
- By the end of the lesson, ss should be able to:
 Consolidate the vocabulary of jobs and characters.
 Use correctly the vocabulary to say about work.
 Use the modal verbs to talk about possibility and necessity
3. Equipments
- Computer, chalks, books, handouts.
4. Materials
- English textbook for the 1st year students at Information Communication and
Technology College – Thainguyen Univeristy
5. Methods
- PPP, CLT


II. Rationale for using Web 2.0
- Web 2.0 is the newest product in website designing. Today, millions of users
are turning to web 2.0 for its benefits. By combining Web 2.0 applications such
as blogging, join podcasts, and download, with Hot Potatoes software, I would
like to help my students get familiar with practicing English online. Specifically,

the students can do some kinds of English exercise or game easily, such as
multiple-choice, gap-filling, crossword and check the results by themselves as
practicing. Moreover, they don’t have to spend much time taking notes and
waiting for teacher’s checking. Finally, technology application helps me to
control my students in class better and to make sure that all of them are following
the lesson.
III. Procedures
Lesson 1:
Stage
Warm-up

Time

Procedures
5 mins - T greets ss, and then asks ss some questions:
Eg:
How are you today?
Is anyone absent today?
- T activates st’s knowledge of the character adjectives by
asking each of them to think of adjectives to describe
themselves.
- T starts with an example first.
Eg: I’m sociable and energetic.
- T goes round to see how many adjectives the ss can think of
and writes them on the board.

Pre-

15

- T asks ss to read aloud the words on the board.
Activity 1:


mins

- T asks ss to work in pair and find out ten adjs to describe
character in the word snake (see Appendix A)
- After a few minutes, T asks ss how many character adjs they
can find and checks answers with the class.
- Here is the key: adventurous, ambitious, creative, energetic,
hard-working, independent, practical, romantic, serious, and
sociable.
- T checks ss if they know the meaning of these words and
asks ss to read them aloud.
Activity 2:
- T calls on ss to answer some questions:
What is your job?
What does your father do?
What is your mother’s job?
- Then T asks ss to look at Activity 2 (access to
and asks them to explain the meaning of the
words in the right column.
+ snowboarder: VĐV trượt tuyết
+ accountant: nhân viên kế toán
+ nurse: y tá
+ model: người mẫu
+ tourist guide: hướng dẫn viên du lịch
+ graphic designer: thiết kế đồ họa
- T asks ss to work in pair and discuss the characteristic listed

and match them to the jobs.
- T goes round to check ss’ working and helps them with any


difficult words.
- T elicits suggestions round the class for further
characteristics that would go with each job.
While-

15

- Here is the key: 4a, 1b, 6c, 5d, 2e, 3f.
- T draws ss’ attention on the title of the article and the two

mins

photos of Charlotte Dutton (see Appendix B). T elicits from
the ss what her jobs are.
- T then asks ss to look at the box bellow
muscle
strong

slim
Paris

crash helmet

freezing

warm baggy clothes

designer clothes

and think of which words and phrases in the box are
associated with modeling/which ones are associated with
snowboarding.
- T asks ss to work in pair and share their opinions.
Activity 3:
- T asks ss to do Activity 3: Read the article and find the
answers to these questions above (access to
or
/>- T goes round the class and helps ss with any difficult words.
- T helps ss to distinguish the differences between a model
and a snowboarder in Charlotte’s points of view.
Eg:
Model: have to be slim, can’t eat anything fattening.
Snowboarder: need muscles, have to eat protein, cakes, and


chocolate, strong, careful...
- T asks ss to discuss in group of 4 whether they would like to
do these two jobs and which jobs they would choose, then
Post-

10

report to the class.
- T gives ss a game about people’s characters (access to

mins

/>- T consolidates the lesson and asks ss to prepare for the next
one.

Lesson 2: (cont.)
Stage

Time

Warm-up

10

Procedures
- T starts the lesson with a small activity:

mins

What can you do? Write I can’t or I can
in the blank (see Appendix C)
- After 5 mins, T asks ss to check each
other and report to the class what their
partner can do or can’t do.

Pre-

15
mins

Activity 1:
- T draws ss’ attention on the words can

and have to by asking ss to read the text
From mountains to modeling again and
do the exercise (access to
/>1/05/activity-1-lesson-2.html)
- T goes around to check ss’ working.
- After ss check their answer, T gives

Aims


some explanation.
Can:
• Use: to talk about possibility
• Form:
(+) S + can + V_inf ...
(-) S + cannot + V_inf ...
(?) Can + S + V_inf ...?
• Eg:
+ I can get up late on Saturdays.
+ Students can’t be late for school.
+ Can you swim?
Have to:
• Use: to talk about necessity.
• Form:
(+)
S

I/you/we/they + have to

+ V_inf ...

She/he/it + has to
(-)
S

I/you/we/they + don’t

+ have to +

She/he/it + doesn’t

V_inf

(?)
do + I/you/we/they
does + she/he/it

+ have to +
V_inf ...?

• Eg:
+ I have to arrive on time every day.


+ She doesn’t have to go to school on
Saturdays.
+ Do they have to have a notebook?
- T asks ss to work in pair and make
While

15
mins

sentences with can or have to.
Activity 2:
- T asks ss to do the matching exercise
(access to
/>1/05/activity-2-lesson-2.html)
- T goes round to check ss’ working and
helps them with any difficult words.
- T aks ss to check how many correct
answers they have.
Activity 3:
- T asks ss to do another exercise (access
to
/>1/05/activity-3-lesson-2.html)
- - T goes round to check ss’ working.
- Then T ask ss to think about their
school and discuss in group whether or

Post-

not the situations are true for them.
5 mins - T asks ss to work in group of 4 and
play a game (access to
/>1/05/mix-game-lesson-2.html) Which
group finishing first will be the winner.


- T consolidates the lesson.

APPENDIX A:
Activity 1: Describing character


Work with a partner. Look at the word snake and find ten adjectives to describe
character. Use a dictionary. How many of the adjectives are similar to adjectives
in your language?

APPENDIX B:


___________________ swim.
___________________ climb a tree.
___________________ speak English.
___________________ fly.
___________________ run fast.
___________________ play chess.
___________________ ride bicycle.
___________________ make cookies.
APPENDIX C: Write I can or I can’t in the blanks
___________________ sing well.
___________________ play guitar.