2012 English Teachers’ Swap: Poster Sharing Lesson Plan Topic: Current Affairs

 

SUMMARY  OF  LESSON  ACTIVITIES  

Note-Taking Strategy Mini-Lesson: (15 minutes) Teacher reviews visual form note-taking strategy taught and applied in previous lesson (5 minutes). Teacher displays an excerpt of a lecture transcript on the projection screen and asks students to work in pairs to read and note the main idea, key points and key supporting details into a visual form structure of their choice (3 minutes). Teacher asks pairs to exchange their visual form notes with other groups to allow for peer comparison and contrast, peer feedback in the form of comments, as well as self-correction (5 minutes). Teacher demonstrates how they would put the passage into visual form. Reading (Analysis): (15 minutes) Students are paired according to ability (strong students with weak students). Teacher distributes current affair articles cut out from the Vietnam Daily News (English version) – 1 article per pair. Students work in pairs to read, analyze, and extract important information into a visual form outline of their choice. Writing (Visual Form Notes ⇒ Written summary): (15 minutes) After creating visual form notes of article, students work in pairs to individually write a short summary of their current affairs article using the visual form notes they completed earlier to guide their writing.

Speaking (Small Group Discussions - Speaking): (20 minutes) The purpose of this small group activity is for students to explain (discuss) their articles, NOT to read their summaries. One student from each pair will rotate to another table to work within another small group while the other partner remains seated to work with new students coming to their table. At each rotation, each student within the group is given 90 seconds to summarize their article and for peers to ask questions. Teacher sets expectation that there is to be dialogue, not simply one-way communication and controls the pace by clapping to signal next rotation. This cycle continues for 15 minutes. Oral Presentations (Public Speaking): (55 minutes) Pairs come to the front of the class to conduct an oral presentation of their article. Pairs are told to decide on the content each student will talk about and are provided a rubric of how their presentation will be assessed. Each pair is given 2 minutes to present. Presentations are recorded using an iPad and videos are later uploaded to the departments YouTube channel where students can access their videos for reflection assignment. Teacher uses rubric to assess oral presentation and provides results to students along with critical, constructive feedback.

Teacher: Jeremy Fellows Lesson objective: Students will work in pairs to read a current affairs article from the ‘Vietnam Daily News’ newspaper

and apply notes into a visual format, then a written summary and finally an oral presentation. Materials: Vietnam New newspaper (English version);

Skills involved: Reading (analysis), Visual Form Note-taking Strategy, Summarizing (Writing), Group Discussion and Oral Presentation (Speaking), Self-reflection

Time allotment: 3 periods (120’) Follow-up: Students will watch a video of their oral presentation and complete a self-reflection questionnaire which

will help them identify the strengths and weaknesses of their oral presentation skills;

2012 English Teachers’ Swap: Poster Sharing Lesson Plan Topic: Current Affairs

 

Self-Reflection (Homework): Students access their recorded oral presentation on YouTube and complete an oral presentation self-reflection questionnaire to identify their strengths, weaknesses and goals for the next time they conduct an oral presentation. This assignment is submitted to their online class platform for marking. LESSON  REFLECTION  This activity was extremely effective in getting students to understand the value of being able to read, summarize and present orally. I found that students enjoyed reading current affairs articles that were tangible and relevant to their everyday lives and country. They were constantly asking the meaning of words they came across in the articles. The most valuable aspect of this activity was the process they engaged in which resulted in an oral presentation of a written work in their own words.  LESSON  SUGGESTIONS  

1. Ensure the students understand different ways of taking notes in a visual format (i.e. graphic organizers, mind-maps, etc.)  2. Teacher does need to demonstrate the thought process and how to complete visual form notes.  3. Teacher needs to ensure pairs consist of mixed ability students (i.e. strong students with weak students) – this can be in any

strand – speaking, listening, reading, or writing. The important thing is that their strengths and weaknesses compliment each other. You don’t want to pair two students who are both weak in reading or writing.  

4. Teacher should have very clear instructions and expectations of small group discussion activity. More importantly, to deter off-task behavior, teacher should give the impression that students are being evaluated and assessed on participation. Walking around during discussion time with a notepad making notes of student engagement is an effective strategy. It is referred to ask the ‘police officer effect’ – if they think you are watching, they will work and participate.  

5. Have a simple, clearly defined rubric for assessing the student oral presentations. Make sure they understand what you consider to be a ‘good’ presentation. Give the students feedback, either verbally or in written form.  

English Teaching Swap --- Poster Sharing Lesson Plan Topic: Natural Disasters

Teacher Dang Thi Quy

Lesson objectives (1) To discuss healthy eating habits.

(2) To write a three-paragraph essay about healthy eating habits.

(3) To reflect on your own eating habits.

Materials Vietnamese national textbook - Grade 6 - Unit 11

Skills involved Speaking, Writing, Listening, Reading

Duration 3 periods

Assessment (1) Writing rubrics

(2) Peer evaluation

# Summary of activities:

A. (1 period) How to write a three-paragraph essay?

Teacher shows students samples of well-written essays, instructs

them to write a three-paragraph essays through the writing

process.

B. (2 periods) Brainstorming – Writing – Evaluating

1. Think-write-pair-share (10’)

Students read their own food journals (which is required to be

done when they start unit 11) and answer the question “Do you

think your eat healthily? Why?” then share the answers in pairs.

2. Discussion (20’)

Students are assigned in groups to discuss what they think are

healthy eating habits and use graphic organizer in presentation.

3. Writing the 1st draft (35)

Develop and structure a three-paragraph essay about healthy

eating habits. (200 words)

4. Assessment (15’)

Students use rubrics to do peer evaluation.

Eating habits

# Reflection:

1. The students loved discussing the topic because it was tangible to

their everyday life. They not only were all engaged in the TPS

activity but also presented great ideas about the importance of

maintaining healthy eating habits.

2. The students were able to create good essays as well as use

rubrics to evaluate their work and give “3 likes and 1 suggestion”

feedback to their friends.

# Suggestions:

1. Use countdown timer during activities.

2. Classroom management is a key element which helps the lesson

successful. (e.g. in TPS activity, group discussion)

3. Students must be instructed to use writing rubrics beforehand.

ETS Lesson Plan Poster

Lesson Plan Topic: Teaching IELTS Writing Task 1

Teacher John Grainger

Purpose To prepare for the IELTS test To ensure students’ understanding of test requirements. To include all four strands to complete task.

Skills involved Reading, Writing, Speaking, Listening Material Focus on IELTS, Butcher Paper, Projector Summary of activity implementation This lesson plan uses “IELTS Writing Task 1” merely as an example. It can be adapted to suit most lessons. Four tasks are designed based on the writing section of task 1. Students work collaboratively to achieve their goals.

(A) Task 1 (Brainstorm): Students firstly identify the content of the chart and relevant vocabulary required for each paragraph. Paying attention to the overview section first.

(B) Task 2 (Vocabulary Mind-map): Working as a team to prepare a vocabulary mind map to ensure correct order and arrangement. Students use a large piece of butcher paper to organize their plan.

(C) Task 3 (Group Writing/Editing): Each member of the group is responsible to write an individual paragraph enabling the team to create a four paragraph written piece.

(D) Task 4 (Presentation): The group uses their written work to create a visual /oral presentation to peers in which they review/critique and evaluate. Peers given the opportunity to ask questions to group members on the construction of their work. Peer feedback is encouraged.

Task 1

Task 2

Task 3

Task 4

Students’ desks are grouped into four. Each member is assigned a particular task. Students move freely around the classroom in order to gain ideas and vocabulary from other groups

and peers. Writing task 1 is limited to 20 minutes writing time, each team times themselves. The teacher wraps up the lesson by having students make short presentations of their written work and

assigns rubrics to all groups to enable them to peer mark.

ETS Lesson Plan Poster

Lesson Plan Topic: Teaching IELTS Writing Task 1

2013 English Teachers’ Swap: Poster Sharing Lesson Plan Topic: Undersea world

 

 

SUMMARY  OF  LESSON  ACTIVITIES  1. WARM-UP

The class is divided into 6 groups and given a clip of sea creatures. In 1 minute 30 seconds, they have to guess what those creatures are and write down the answer on an A4 paper. The group with the most correct answers will be the winner.

2. MAP COMPLETION Students are asked to work in pairs and given a map of the world oceans. Students have to label the ocean in 30 seconds. Then, some students are called to share their answer with the class. Students take note the ocean names.

3. KEY WORDS Active and passive vocabulary is chosen to be taught to the students so that they are equipped with necessary items to discover the text later. Individual and choral repetitions are also conducted.

4. TRUE OR FALSE Students are given 5 minutes to read the text quickly and decide whether the statements in task 1 are true or false. Then students have to take actions to show their answers, which means they stand up for the correct information and sit down for incorrect ones. Those who don’t have an idea on the answer will cross the arms to avoid the teacher’s questions.

5. GIST FINDING Students are asked to work in groups and reread the text to give the main idea of each paragraph so that they can conclude the text gist. All answers have to be written on an A4 paper, which is used to swap with other groups’ later. Each group representative is called to give the answer. The teacher gives feedback on the answers.

6. MAP DRAWING Students are asked to work in groups to draw a map of undersea biodiversity in 10 minutes. Then, based on the teacher’s signal, the groups pass their maps clockwise so that all groups see their friends’ works. The group’s map with the most votes will be used to be present in front of the class by two group members. The teacher gives feedback on the presentation.

7. HOMEWORK Students take note the homework assigned by the teacher to review the text and prepare for the next unit.

LESSON  REFLECTION  Various activities allowed the students to better discover the reading text on the topic of the undersea world. The students responded positively to the lesson activities, as they were able to retell or draw a map of the undersea biodiversity as well as expand the topic by talking about environment issues relating to the marine life.    LESSON  SUGGESTIONS  This lesson has a lot of activities, thus, it is necessary that the teacher is able to effectively manage time to focus on the central points of the lesson. It is important to save time at the end of class to ask the students what they have learned by doing the activities.  

Teacher: PHAN GIA BẢO Lesson objective: Students will be able to draw a map of undersea biodiversity and present it in front of the class, applying

vocabulary items and knowledge learnt from the text Materials: Textbooks, handouts, PPT lesson, A4 and A3 papers, projector, screen, the sound system, audio files,

board, markers Skills involved: Reading – Listening – Speaking

Time allotment: 40 minutes Assessment: Student presentation

2013English  Teaching  Swap  -­‐-­‐-­‐  Poster  Sharing  

Lesson  Plan  Topic:  Project-­‐based  learning  –Endangered  Species  

Teacher   Samuel  Jusino  Jr.  

Lesson  Objectives  

(1) To  understand  different  issues  related  to  endangered  species.  

(2) To  form  groups  and  develop  project  plans  based  on  their  chosen  species.  

(3) To  conduct  research  and  prepare  posters.  

(4) To  orally  present  their  posters  to  the  class.    

Materials  Solutions:  Grade  6,  Unit  5;  Video:  Endangered  Species  –  It’s  Now  Or  Never;    

Prezi:  Endangered  Species  

Skills  Involved   Reading,  Writing,  Listening,  Speaking  

Time  Allotment   7  periods  

Assessment  (1) Final  products:  group  project  plan/poster/oral  presentation  

(2) Self  and  peer  evaluation    

#  Summary  of  activity  implementation:  

1. (1  period)  Introduction  (Solutions:  5E  Reading/Prezi:  Endangered  Species)  

Students  read  about/review  different  animals  and  watch  a  Prezi  and  video  about  endangered  species.      

2. (1  period)  Project  Overview  

Teacher  introduces  the  objectives,  requirements,  deadlines,  and  process  and  evaluation  standards  for  the  project.  Teacher  also  

provides  students  with  samples  of  past  projects.  

3. (1  period)  Form  Groups  and  Project  Plan  

Students  form  groups,  brainstorm  ideas  and  develop  plans  for  their  projects.  

4. (2  period)  Research  and  Development  

Students  conduct  research  on  their  chosen  endangered  species,  develop  ideas  through  group  discussion  and  create  posters.    

5. (1  periods)  Group  Project  Presentation  

Students  present  posters  about  their  endangered  species  and  provide  information  orally.  Question  and  answer  sessions  take  place  

after  each  presentation.  

6. (1  period)  Assessment  

Self/peer  evaluation,  reflection  and  journal  writing.  “What  have  you  learned  from  this  project?”  

#  Activity  photos:  

       

Students  working  and  presenting  their  posters  about  endangered  species.      

#  Reflection:  This  project  is  great  because  it  allows  students  to  be  creative  and  share  about  their  favorite  endangered  animals.  It  also  gives  

students  an  opportunity  to  work  in  groups,  learn  how  to  properly  plan  for  a  project  and  develop  their  presentation  skills.  I  was  very  happy  

with  the  results  and  look  forward  to  using  this  lesson  with  my  future  classes.  

#  Suggestions:  

1. During  the  Project  Overview  stage,  the  teacher  should  be  clear  in  stating  what  is  expected  of  the  students.  This  is  extremely  important  

because  many  Grade  6  students  are  new  to  project  based  learning  and  will  need  guidance  throughout  the  project.  

2. The  teacher  should  be  flexible  concerning  the  needs  of  the  groups.  Some  students  may  be  absent,  lack  materials,  or  need  extra  time  

to  finish  their  projects.  

 

2012 English Teachers’ Swap: Poster Sharing Lesson Plan Topic: Role-play Drama

 

SUMMARY  OF  LESSON  ACTIVITIES  

Preparation: 1. Introduce the story ‘The Lion and the Mouse’ & divide the class into 5 teams (5m) 2. Deliver the handout (the story), introduce new words (10m) 3. Elicits the number of characters and the gist (5m) 4. Ask Ss to divide the characters among group members. (5m) 5. Grouping according to the characters (the lions, the mouse, the hunters, narrators) (5m) 6. Practicing in character groups paying attention to intonation, feelings, phrases, gestures, voice, etc. T goes around & help each group (10m) Role-Play Drama: 1. Ask Ss to go back to their former groups & rehearse with other characters. (10m) 2. Help Ss prepare costumes, make –up (10m) 3. Ask Ss to take turn to act on the stage. Other students listen carefully & give comments using given criteria. (15m) 4. T gives comments & consolidates what they have learnt (5m) LESSON  REFLECTION  Ss love this activity very much & try their best. Performing on the stage helps Ss build up their confidence and improve their speaking skills. Silent students can benefit a lot from their friends and can show off other soft skills.  LESSON  SUGGESTIONS  Let our students decide what to do during the lesson and we’ll be surprised! We can hardly imagine how creative they are!

Teacher: Phan Thi Thanh Kieu Lesson objective: Students are able to act out a story paying attention to intonation, pronunciation and acting.

Materials: A meaningful story (worksheet); Costumes created or obtained by students;

Skills involved: Speaking. Teamwork, Acting Time allotment: 2 periods (80’)

2013 English Teaching Swap Lesson Plan Topic: Job Simulation Interview Project Teacher Angel Chen Lesson objectives (1) To use learned vocabulary in describing people’s jobs.

(2) To create job wanted posters. (3) To practice writing resume and application letter. (4) To practice job interview.

Materials Solutions, Grade 7, Unit 10 Skills involved Vocabulary, Speaking, Writing, Listening, Reading Time allotment 7 periods Assessment (1) Final products: self-introduction writing / job interview (oral)

(2) Self evaluation and peer evaluation # Summary of activity implementation: 1. (1 period) Instruction on vocabulary.

Students learn vocabulary about different jobs. 2. (1 period) Create job wanted poster.

Teacher will instruct the common elements a wanted poster will include and show samples. Then, teacher will assign different topic (job title) to each group. Students will brainstorm and start to create it.

3. (1 period) Write an application letter. Teacher will instruct the requirements of a job application letter, and show sample writing. Students will write a letter to apply for a job they are interested in.

4. (1 period) Revise the application letter. Write a resume. Students will revise the first draft and come up with the second one. Then teacher will show students the common sample of job resume. Students will be assigned a job for interview activity, and write the resume of it.

5. (2 periods) Job interview simulation. Students will work in pairs. One will be interviewer, the other one interviewee. They will have an interview based on the requirements they have been taught. After that, every student discusses the strengths and frustration they met during the interview activity.

6. (1 period) Assessment. Self/peer evaluation and reflection sharing. “What have you learned from the process?”

# photo gallery of students’ posters:

# Reflection: I enjoyed the process of this project with students. The activity contents are meaningful and practical to them, which are skills they can apply in the future. Therefore, all of them were engaged in the practice and tried their best to reach the goals.

# Suggestions: 1. Teacher should explain the procedures clearly in the beginning overview section. 2. Providing students some samples for wanted ads and sample writings are helpful to inspire them, and

direct them to right way to meet your requirements.

2013 English Teachers’ Swap: Poster Sharing Lesson Plan Topic: ADVERBIAL PHRASES OF REASONS AND CONCESSION

 SUMMARY  OF  LESSON  ACTIVITIES  

Connect  the  sentences:  Students  work  in  pairs  to  match  2  halves  of  each  sentence  to  make  meaningful  ones.  Some  of  1.the  sentences  contain  clauses  and  phrases  of  reasons  and  concession.  

Presentation:  Students  put  sentences  in  Activity  1  into  2  columns  (Reasons  and  Concession)  then  figure  out  the  ones  2.that  contain  adverbial  phrases  of  reasons  and  concession.  Students  then  draw  out  the  formulas  of  the  structures  (with  2   representative   conjunctions  of  because  of   and   in   spite  of).   Students  are  asked   to   think  of  other   conjunctions   that  express  the  same  meaning.  Teacher  then  introduces  some  more  popular  conjunctions.  

Lucky   Numbers:   Class   is   divided   into   6   groups.   There   are   6   numbers   on   the   screen,   each   of   which   stand   for   1  3.multiple-­‐choice   question   on   the   content   learnt   in   Activity   2.   Groups   take   turn   to   choose   1   number   at   a   time   and  answer  the  question  in  10  seconds.  Groups  that  can  answer  correctly  get  a  bonus.  

Chain  Paragraphs:4. The  topic  “What  are  advantages  and/  or  disadvantages  of  televisions?”  is  shown  in  screen.  In  1    student  writes   1   sentence   containing   a   phrase   of   reason   or   concession   in   his/her   notebook.   After   1  minute,   each  

minute,   Teacher   says   “Pass!”;   each   students   then   pass   their   notebook   to   the   student   sitting   on   his/   her   right   and  receive   one   from   the   peer   sitting   on   his/   her   left.   All   students   have   1  more  minute   to   write   1  more   sentence   to  continue   the  paragraph   in   their  peers’  notebook.  All  sentences  written  must  contain  either  a  phrase  of  reason  or  a  phrase  of  concession.  Repeat  the  procedure  of  passing  notebooks  for  4  times.  For  the  fifth  time,  Teacher  says  “Pass!  End!”;  then  students  try  to  write  something  that  ends  the  paragraph.  Notebooks  are  returned  to  the  owners  and  some  students  would  volunteer  to  share  the  paragraph  they  have  in  their  notebooks.  

Consolidation:  Teacher  asks,  “What  have  we  learnt  today?”  and  randomly  pick  up  1-­‐2  Ss  to  answer.5.  

 LESSON  REFLECTION  

• Students  created  grammatically  correct  and  funny  chain  paragraphs,  which  help  them  personalize  the  knowledge  of  grammar  effectively,  which  meets  the  lesson’s  objective.  

• Students  were  given  an  opportunity  to  reach  the  high  level  of  Bloom’s  Taxonomy:  Creativity.  • Students  actively  contribute  to  the  lesson  by  working  60-­‐70%  of  the  time.  

 LESSON  SUGGESTIONS  

This  lesson  is  suitable  for  students  who  are  proficient  at  previously  learnt  grammar  knowledge,  especially  the  related  •content  taught  in  grade  8  and  9.  Students  also  need  to  be  quick-­‐minded  to  successfully  carry  out  the  activity  of  Chain  Paragraphs.  

• Teacher   can   prepare   beautiful   paper   for   students   to   write   on   then   stick   best   works   on   classroom   wall   for   later  reference  or  review.  

 

Teacher:   Bùi  Thái  Quế  Minh  Lesson  objective:   Write  a  chain  paragraph  using  adverbial  phrases  of  reasons  and  concessions  

Materials:   -­‐  Computer  &  Projector  -­‐  Worksheet  #10.7.2  for  each  student  -­‐  Whiteboard  (WB)  and  markers  

Skills  involved:   Reading,  Speaking,  Writing  Time  allotment:   40  minutes  

Assessment:   Meaningful  and  grammatically  correct  sentences  written  and  sensibly  combined  into  a  paragraph  

English Teaching Swap --- Poster Sharing Lesson Plan Topic: Natural Disasters

Teacher Brett Taylor-Holmes

Lesson objectives (1) To practice group discussion and eliciting group ideas;

(2) To apply new vocabulary and practice pronunciation;

(3) To practice giving presentations;

(4) To listen and apply note-taking strategy;

Skills involved Speaking, Listening, Reading, Writing

Duration 2 periods

Summary of activity.

1. Elements of topic:

Students will work in groups to discuss the following questions: 1) What

kind of natural disasters can occur in the world? 2) Where do they happen 3)

What are the effects on societies as a result of natural disasters such as

Tsunamis?

# Task 1: Identify causes and effects natural disasters (Tsunami)

2. Introduction of a short movie clip:

Students are assigned in groups to view a video of the effects of a tsunami of

the infrastructure and population of Japan.

# Task 2: To work in pairs and predict a set of outcomes and consequences

for the natural environment (Figure 1)

# Task 3: To answer preset comprehension questions related to the topic.

# Task 4: Students will share and discuss video content with different

groups.

# Task 5: Students will work in groups to come up with a set of

recommendations based on the outcomes for Task 2. (Figure 2)

# Task 6: Students will present their findings in a short classroom

presentation.

3. Assessment:

Use of pre-determined rubrics and peer evaluation.

Figure 1: Pair Work

Figure 2: Group Work

Figure 3: Presentation

Presentations:

Students are divided into two main groups. One group discussing causes and

the other effects.

Groups present their findings. (Figure 3)

Group work:

Students working in large and small groups on assigned tasks of cause and

effect of Tsunami’s.

Reflection:

The real benefit of this lesson comes from the opportunity for students to collaborate and exchange ideas on a shared topic.

Students are given the opportunity to understand different perspectives and their peers’ opinions on the issues of natural disasters

and their effects on a society’s infrastructure.

English Teaching Swap --- Poster Sharing Lesson Plan Topic: Description with prepositions of place.

Teacher Nguyen Thi Thu Thuy Lesson objectives (1) To use prepositions of place

(2) To describe positions of places appropriately (3) To describe positions of items using prepositions of place

Skills involved Speaking, Writing, Listening, Reading Duration 2 periods 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: