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GROUP 4/ CLASS 9/ UNIT 1/ LOCAL ENVIRONMENT/ PROJECT

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GROUP 4/ CLASS 9/ UNIT 1/ LOCAL ENVIRONMENT/ PROJECT

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Unit 01 My new school Lesson 7 Looking back  project (1)

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My group opinion:

-          Activity 1 in the textbook: T replaces it by another activity.

-

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Teacher replaces activity 1 , because this activity is difficult for her students or not exciting

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1. Pre-speaking
a + b: adapt
2. While-speaking
a: adapt
b+c: no adaptation
3. Post-speaking
adapt

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Strategies for adapting textbook activities

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Strategies for adapting textbook activities

MATCHING

| Strategies | Problems | Possible solutions
| Extending material | The task or exercise is too short. The learners need more practice. | Write extra items, following the same pattern.
| Shortening material | The task or exercise is too long. The learners don’t need so much practice. | Make material more challenging, e.g. learners try to answer comprehension questions before reading. Make materials less challenging, e.g. break up a long text into shorter sections.
| Changing methodology | The task doesn’t suit the learners’ learning style. You want a change of pace. The coursebook often repeats the same kind of task. | Change the interaction pattern, e.g. use a matching task as a mingling activity (in this case learners move around the class to find their partners).
| Changing the level of the material | The texts or tasks are too easy or too difficult.   | Use as much as you need, but do not feel you have to use it all. Give different parts of the text or task to different learners.
| Reordering material | The activities in the units in the book always follow the same sequence. The learners need to learn or practice things in a different order. | Change the order of the material, e.g. ask learners to cover up a page or part of a page, so that they focus on what you want them to do first

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appropriate activities: 1,2,3
activity 4: not necessary
not appropriate activities: 5,6 ( not enough time to carry out the two activities)
Adapt: think of a new room.( You can use the questions below)
What kind of room do you like?
What is there in the room?
How is the room?...
Describe your room to the others in your group
b.
· Lesson objectives/ Contents/Topic/        Teaching methods shouldn't be modified

·  Activities/ Resources (level of difficulty) could be modified

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Activity 1: relevant to Ss' need
Activity 2: suitable
Activity 3: suitable
Activity 4: omit
Activity 5:suitable
Activity 6: suitable for good Ss

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a/ Activity 1-2-3: suitable for my students
Activity 4: so simple, we can omit/ let students do first as prediction/ or move before activity 3
Activity 5: time-consuming for Ss to draw
Activity 6: suitable
b/ We could modify:
·   Teaching methods

Activities

Resources (level of difficulty)
but not:
Lesson objectives

Contents

Topic

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Group 4: advantages:
- age- appropriate material.
- They are a resource for both teachers and students
- provide organized units of work. A text gives you all the plans and lessons you need to cover a topic in some detail.
- The more materials we have, the more interesting lessons are
disadvantages:
- textbook doesn't take students'background knowledge into account.
- students tend to see learning as an acccumulation of correct answers
- there are a lot of vocab, grammar points exercises So  Ss don't have time to complete

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Advantages:
- easy to make plans for lessons
-

Disadvantages:
- contents of one textbook is not enough

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- Textbooks focus on communicative approach
with suitable activities for teachers to teach in classroom.
- There are many updated topics that interest students
Students can know more about other cultures around the world
- Students know how to make projects
- Pictures are really colorful and great, the letters are written in large sizes.
Disadvantages:
- There are sometimes so many things to do in 1 lesson_>teachers don't have enough time to do.
-

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*Advantages:
- ease the students to find the reliable information for their homework and assignments.
- focus four skills.
- provide structures and vocabularies for students' learning

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Group 4/ Class 9/ Unit 1/ local environment/ Project

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Group 4/ Class 9/ Unit 1/ local environment/ Project

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Group 1 - English 6 - Project: Dream school

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Group 1 - English 6 - Project: Dream school

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1. STEP 1: Essentional question
- Raise driving questions:
- Divide Ss into groups
- Ask students to draw/ collect photos/ pictures related to the topic dream school.
- Set the time for Ss to complete: 1 month
- Ask each group to have a presenter
- Provide guidance on presentation skill (structuring a presentation, designing PPT skill, handling questions)
5. STEP 5: Assess students on their final presentation and project outcome
|                  Criteria |                                Mark |
•Selection of photos (quality/ suitability) •Exhibition (quality of caption/ creativity) •Students’ attitudes
•Presentation skills  |  |

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Design a timeline for project components. Consider these issues when creating a schedule:

What time allotment will be given to the project?

Will this project be conducted during the entire school day or during dedicated blocks of time?

How many days will be devoted to the project?

This passage describes step: 3-schedule

Enable success by practicing the following tactics:

Help students who may not perceive time limits.

Set benchmarks.

Give students direction for managing their time.

Teach them how to schedule their tasks.

Remind them of the timeline.

Help them set deadlines.

Keep the essential question simple and age appropriate.

Initiate projects that will let all students meet with success.

This passage describes step: 4- Monitor

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1.The question that will launch a PBL lesson must be one that will engage your students. It is open ended. It will pose a problem or a situation they can tackle, knowing that there is no one answer or solution.

Base your question on an authentic situation or topic. What is happening in your classroom? In your community? Select a question about an issue students will believe that, by answering, they are having an impact on and make it relevant for them. The question should be a "now" question -- a question that has meaning in your students' lives.

This passage describes step: 1 Essentional question

2.To maintain control without preventing students from taking responsibility for their work, follow these steps:

Facilitate the process and the love of learning.

Teach the students how to work collaboratively.

Designate fluid roles for group members.

Have students choose their primary roles but assume responsibility and interactivity for all group roles.

Remind them that every part of the process belongs to each individual and needs each student's total involvement.

Provide resources and guidance.

This passage describes step: 4 Monitor

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Reflection is a key component of learning. To enable effective self-evaluation, follow these steps:

Take time to reflect, individually and as a group.

Share feelings and experiences.

Discuss what worked well.

Discuss what needs change.

Share ideas that will lead to new questions and new projects.

This passage describes step: step 6: Evaluate

Assessment meets many needs:

Provide diagnostic feedback.

Help educators set standards.

Allow one to evaluate progress and relate that progress to others.

Give students feedback on how well they understand the information and on what they need to improve.

Help the teacher design instructions to teach more effectively.

This passage describes step 5 Assess

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- Promoting such important skills as group work, autonomous learning, self-assessment skills, time planning, project work or oral and written expression skills.
-Improving student motivation, which translates into better academic performance and greater persistence in the study.
- Improving Ss' creativity
- Feeling self-confident
- Developing collaboration

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- enhancing students' motivation and attitudes
- improving students' language skills
- fostering learners' autonomy
- creating meaningful, authentic learning experiences for students

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Essential Elements of a Project

A Driving Question  | Project work is focused by an open-ended question that students understand and find intriguing, which captures their task and frames their exploration.
A Need to Know   | Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.
Student Voice and Choice    | Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.
Significant Content  | At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.
21st Century Competencies    | Students build competencies valuable for today’s world, such as problem-solving, critical thinking, collaboration, communication, and creativity and innovation, which are explicitly taught and assessed.
In-depth Inquiry    | Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers.
Critique and Revision  | The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.
Public Audience    | Students present their work to other people beyond their classmates and teacher.

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- reflective journals
-drawings
- video
- make posters

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How to raise students awareness of keeping the school green  and clean?
- photo gallery
- video clip
- drawings
- record interview

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- Create a website
- Make postcards
- Make a gallery with dishes
- Redesign public transports in your city/countryside
- Hold a small club(I save, You save)

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Kinds of projects:
- videos
- photography
- drawings
- portfolios
- reflective journals
- presentations

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1.Pre listening: Play a game:
T shows some pictures of New Year’s Eve. Ss watch and write the activities according to the pictures ( listening and speaking)
2. T sets the task:
Listen to the conversation and answer T/F

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1/Before- Listening : give Ss 8 pictures of different activities and ask Ss choose the pictures about New Year 's Eve  party .Then Ss talk about the activities in the pictures in groups  .

2/ Discussion : Topic : New Year 's Eve  party
Students talk about their plan for New Year 's Eve  party .
( work in group )

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1/ Pre- Listening:
Teacher prepares some pictures and a list of many activities.
Let Ss discuss in groups and write down phrases of activities for each picture.
-Teacher asks Ss to make predictions:  a list of activities  for New Year's Eve plan.
- Get feedback on the board

2/ Take a survey: (groups of 3 students)
"What activities do you and your family often prepare for New Year's Eve plan?"
Students ask their classmates to fill in the table of the survey.
The first 5 fastest students to complete the results of the survey will present their results in the front of the class.

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Group 2:  1. Phạm Thị Kim Chi
2. Phan Quốc Cường
3. Vương Thị Thùy Trâm
4. Nguyễn Thị Trà Mi
5. Lê Nguyễn Hoàng My
6. Phạm Thị Thanh Nhàn
1. Speaking and listening- Activity: listen and fill in the gaps with the words you hear.
2. Writing - Activity: Do you agree or disagree......?
3. speaking - Activity : draw and describe your future house with your partner
4. speaking- Activity: play a game using miming about the topic of sports
5. Listening- Activity : read a poem
6. speaking and listening. Activity: interview about daily activities , favourite films, hobbies..
7. Writing- Activity- write a diary of your English study.

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Group 2
A. Linguistic, spatial, naturalistic
B. Logical, linguistics
C. Musical
D. Interpersonal, logical
E. Linguistic, intrapersonal
F. Linguistic
G. Linguistic
D. Interpersonal, logical
H. Interpersonal, logical , bodily

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Visual: A
Bodily-kinaesthestic: H
Interpersonal: E,D
Verbal: F,G
Logical: B
Musical: C

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Nguyễn Quốc Anh
Nguyễn Trung Nguyên
Nguyễn Thị Hồng Ngọc
Nguyễn Thị Bích Trâm
Nguyễn Thi Kim Phượng

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A. Visual

B.    linguistic

C.    Musical

D.   verbal linguistic

E.    Intra-personal

F.     linguistic

G.   logical-mathematic

H.   bodily-kinesthetic/interpersonal

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A.   Visual/ linguistic

B.    Visual/ linguistic

C.    Musical

D.   Linguistic

E.    Intra-personal

F.     linguistic

G.   logical

H.   bodily-kinesthetic

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Group 1:
Phạm Thị Kim Chi
Nguyễn Thị Kim Phượng
Phạm Thị Thanh Nhàn
Văn Thị Kim Dân
Phạm Thị Ngọc Trang

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Nguyễn Thị Như Phương
Phan Thị Nui
Nguyễn Thị Hồng Mụi
Nguyễn Trung Nguyên

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Lesson 1: By the end of the lesson, my Ss will be able to talk about their favourite films.

Lesson 2: By the end of the lesson, my Ss will be able to pronounce correctly the sound /t/, /d/, /id/ in isolation and in context, use the lexical items related to the topic "Films".

Lesson 3: By the end of the lesson, my Ss will be able to talk about their favourite films by using -ed and –ing adjectives .

Lesson 4: By the end of the lesson, my Ss will be able to talk about their favourite films by using connectors: although, despite/ in spite of / however/ nevertheless.

Lesson 5: By the end of the lesson, my Ss will be able to
read the film review for specific information as well as talk about the films they would like to see .

Lesson 6: By the end of the lesson, my Ss will be able to talk about film stars; write about their favourite films.

Lesson 7: By the end of the lesson, my Ss will be able to design a film poster by usi the lexcical items related to the topic "Films", use connectors: although, despite/ in spite of / however/ nevertheless.

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Group 4: English 6 Unit 10 Our Houses in the Future

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Group 4: English 6 Unit 10 Our Houses in the Future

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Lesson 1: By the end of the lesson, my Ss will be able to talk about their houses in the future.
Lesson 2: By the end of the lesson, my Ss will be able to pronounce correctly the sound /dr/, /tr/ in isolaton and in context, use the lexical items related to the topic "Houses in the future"
Lesson 3: By the end of the lesson, my Ss will be able to understand and use "will" to talk about actions happen in the future.
Lesson 4: By the end of the lesson, my Ss will be able to use the vocab and structures to talk about homes in the future
Lesson 5: By the end of the lesson, my Ss will be able to read for specific and general information in texts including postcards, tell about a house in the future.
Lesson 6: By the end of the lesson, my Ss will be able to listen to Liz and Linda talking abiut their dream houses and know what is important to Liz and Linda; write about thier dream houses.
Lesson 7: By the end of the lesson, my Ss will be able to use the lexcical items related to the topic future house, use "will" for future; "might" for future possibility.

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Group 1 :
Grade 6  Unit 1:  My new school
Lesson 1: by the end of the lesson, My Ss will be able to remember and talk about the school things.
Lesson 2: by the end of the lesson, my Ss will be able to
- pronunce correctly  /^/ /əʊ/.
- use the verbs suitable with the nouns.
Lesson 3: by the end of the lesson, my Ss will be able to understand and use the present simple and present continuous  tenses in different situations ( role-play, write an email)
Lesson 4: by the end of the lesson, my Ss will be able to use vocabulary of the topic of school to interview their friends
Lesson 5: by the end of the lesson, my Ss will be able to:
- talk about some schools in VietNam and around the world and
- tell the reasons why the like or dislike these schools.
Lesson 6: by the end of the lesson, my Ss will be able to:
- listen and understand about a foreign school
- create a webpage for their own school.
Lesson 7: by the end of the lesson, my Ss will be able to review vocabulary, grammar points and talk about their dream school.

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Leson 2: My Ss will be able to : -vocabularies: school things -pronunce: /^/ /əʊ/

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Leson 2: My Ss will be able to : -vocabularies: school things -pronunce: /^/ /əʊ/