2013 ets lesson plan presentation
DESCRIPTION
Compilation containing all of the Lesson Plan Posters developed by the LSTS English Department teachers for the 2013 ETS ConferenceTRANSCRIPT
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: