Lesson Plan (grade 11 – advanced) Period : 78 Preparation date : 20/01/2008 Unit : 9 Lesson : writing (cont) I. Aims : - By the end of the lesson, the students are able to compare trends and figures in a talbe. - By the end of the lesson, the students are able to write a description of information in a talbe. II. Lexical items : - near - almost III. Structures : - there was a difference of 320 kg of used batteries collected. - More oxygen bottle were collected in 1998 than in 1995 IV- Teaching aids: - textbook - handouts - Sheets of paper - chalk and board V- Techniques : - writing-based VI- Procedures : State/time Teacher’s and students’ activities Blackboard Materials 1. warm-up (7’) Checking the previous lesson: Call one student to go to bb to write down some expressions of comparisons, and make two sentences with the chalk and board. expressions, and leads to the lesson. Transition: Today we will continues to practice using these structures in describing information in the tables , writing a paragraph. - write down on the board: Unit 9: Writing – Describing talbes (cont) 2. Pre- writing (10’) Remind SS of useful language. - Tell SS that in order to write a report about changes of information in tables, they need to include the following: + an introduction sentence + the kind of change + the period of time involved + a comparison of different sets of information. - elicit and introduce to SS the ways we can talk about these things: + some verbs often used in the introduction sentence + some phrases used to describe changes: - expressions of time: + Between 1995 and 1998 …. + In 1999 …./ Since 2005 …. - expressions of comparison: + compared with … + in comparison with … + more / fewer / less than … + similar to …. + the same as … + a difference of … Chalk and board + expressions of time + expressions of comparison 3. while- writing (20’) Writing a Description (task 2, p. 135) - Write on the board a list of questions about the information in table 2, and ask SS to study the table and find the answers to the questions. - Tell SS to use conjunctions and connectors to make a complete description from the answers. 1. what does Table 2 show? (where and when? 2. were there more or fewer fires in 1990 than in 1980? 3. what about the acres burned in 1990 compared with 1980? 4. compare the number of fires in 1990 and 2000. 5. compare the number of acres burned in these two years. 6. say how different they were in the two years. The questions to lead SS to writing: 1. what does Table 2 show? (where and when? 2. were there more or fewer fires in 1990 than in 1980? 3. what about the acres burned in 1990 compared with 1980? 4. compare the number of fires in 1990 and 2000. 5. compare the number of acres burned in these two years. Chalk and board, textbook. - go around to control and give help if necessary Activity 2: Making sentences - ask SS to practice writing each sentence as guided in the structure models. - call on some students to go to bb to write down their writing - T corrects them 6. say how different they were in the two years. 4. Post- writing (10’) Peer correction - when they have finished, call on two students to write their descriptions on the board - Tell the class to read together and give correction if necessary - invite SS to give comments on their friends’ writing. - give feedback and comments. Chalk and board 5.Homework Language Review - Ask SS to review the language used to describe changes and to make comparison. textbook . collected. - More oxygen bottle were collected in 199 8 than in 199 5 IV- Teaching aids: - textbook - handouts - Sheets of paper - chalk and board V- Techniques : - writing-based VI- Procedures. sentence + some phrases used to describe changes: - expressions of time: + Between 199 5 and 199 8 …. + In 199 9 …./ Since 2005 …. - expressions of comparison: + compared with … + in. were there more or fewer fires in 199 0 than in 198 0? 3. what about the acres burned in 199 0 compared with 198 0? 4. compare the number of fires in 199 0 and 2000. 5. compare the number