Luu Nguyen Ha Vy 07G 0771276

LESSON PLAN

Class Description
Level: Number of Students: Class Duration: Students Description: Intermediate 12 60 minutes The students in this class are between the ages of 16 and 18. There are 8 girls and 4 boys. The girls are particularly active and enthusiastic, especially if the topics are relevant and interesting enough for them. The boys are a little bit timid and reluctant, still they can get involved in pair and group activities. Most of the students are frequent internet users. The students have learned how to Discuss the main ideas of a text Share their experiences Express their personal opinions Social networking site

Prior Knowledge:

Topic:

Methodology
The primary purpose of this lesson is to give student a chance to practice using language for an oral communicative purpose (i.e., argue for/ against an idea). In order to achieve this main goal, a number of principles and techniques associated with Communicative Language Teaching Approach will be applied.

 Material: o Authentic material is used (real newspaper articles) in the reading task to give students a chance to experience language as it is actually used o The topic Facebook is chosen with the hope that its appeal and relevance to the students experience will bring out a desire for communication among them. Yet because the topic itself is very much current and thus cannot be found in any teaching materials, I have decided to come up with a material of my own. The idea for the topic originated from a TV interview in which a number of pros and cons of Facebook were openly discussed. Types of activities: o The activities are designed for both group work (the speaking task) and individual work (the warm-up and the reading task). Group activities are given more time to work on so that students can have more chance to strengthen their ability to interact and cooperate with each other. o The activities are designed with the focus on the communication process rather than on the language form. Language forms are provided in variety (i.e., vocabulary of agreeing and disagreeing) so that students can know how to use the language appropriately when they want to express their agreement and disagreement. Teachers role: o The teachers main responsibility is to involve all students in the activities and to establish situations from which communication can emerge (asking students to share their feelings/ opinions/ experience, encouraging students to give comments on/ to response to their peers answers). o Also the teacher has to act as an advisor during activities (answering questions, reminding students of some helpful techniques) Learners role: o Students are the main communicators. They should contribute to the communication process as much as possible.

Objectives
Language Skills: Speaking (primary) + Reading (Secondary) To enable students to discuss the pros and cons of a particular topic

To enable students to support their ideas with relevant reasons and examples To have students practice in reading for main ideas

Vocabulary To familiarize students with the vocabulary of agreeing and disagreeing

Materials
Handout Facebook: Thumbs up or down? (see Appendix 1)

Teaching Procedure Stage 1: Warm up

Time: Objectives: Skills: 10 minutes Draw the Ss attention to the topic of the social networking site Facebook Speaking Teachers Activities - T writes on the board the phrase Things I do on the Internet and asks each student to come to the board and write down one thing that they mostly do on the Internet - If one student writes down Facebook, T asks he/she the reason why he/she joins Facebook - T then asks other Ss if they all join Facebook. - T asks the whole class to share some of their experience with Facebook Students Activities - Ss take turn to come to the board Notes

- Ss answer Ts questions - Ss share some of their experience with Facebook

- Ask questions like What do you know about Facebook?; What comes first to your mind when you hear the word Facebook?; How long have you been using Facebook?; What is the purpose of Facebook?; What

do you think of the name Facebook?, etc. - Make sure that each student gets a chance to answer at least one question

Stage 2: Reading task

Time: Objectives: 15 minutes Ss can read news and look for main ideas Ss can increase their speed of reading Ss can use information on the news as helpful illustrations for their speaking task later

Teachers Activities - T distributes the material to Ss - T asks Ss to work individually to do the reading task. T tells Ss that they only have 7 minutes to read all the articles and identify the main ideas.

Students Activities

Notes - Give Ss some tips to read faster: Focus on key words and skip over unimportant words (conjunctions/ prepositions/ articles) Look at groups of words/ phrases at the same time instead of looking at every word - Remind Ss about the techniques of reading for the main ideas Read the first sentence (in some cases the last sentence) of the paragraph for the main idea When reading, try to answer the questions of what/ who/how/ when/ where - For each article, ask one student to identify the main idea, then ask another one to comment on his/her friends answer.

- Ss read the articles and find out the main ideas

- Ts discuss the main ideas of the articles with the whole class.

- Ss discuss the main ideas with the T

- Suggested main topic for each paragraph: Paragraph A: People buy fake friends to look popular on Facebook Paragraph B: A burglar got arrested after checking Facebook during robbery Paragraph C: Facebook has decided to share its users home addresses and phone numbers Paragraph D: Sharing on Facebook is now more popular than sharing by Email

Stage 3: Speaking task

Time: Objectives: examples Familiarize Ss with the vocabulary of agreeing and disagreeing 30 minutes Get Ss to practice discussing the pros and cons of a subject matter Get Ss to practice developing arguments from given ideas/ clues and supporting their arguments with reasons and

Teachers Activities - T divides Ss in two groups: one group argues for the pros of Facebook (group A) and one group argues for the cons (group B) - T asks each group to choose from the list 3 ideas that they agree with the most. Then ask them to develop their arguments by giving more examples and reasons. T tells Ss that they only have 10 minutes to discuss

Students Activities - Ss pick up a group to join

Notes Let Ss choose their groups first, only interfere when the number of Ss in each group is not equal Tell Ss that they can use examples from the reading task or use their own knowledge/ experiences During the discussion, walk around the class to monitor Ss progress and answer questions Choose the Ss that seem to speak less frequently during the discussion to present Ask one group whether they agree/ disagree with the other groups opinions. Encourage them to support their comments with examples and reasons Encourage them to argue against the other groups ideas Develop the discussion by asking both group if one aspect can be both advantageous and disadvantageous as the same time (for example: sharing information) While the two groups present and give comments, take notes on some common mistakes (especially on the language used to express agreement and disagreement/ communication skills/ pronunciation)

- Ss work in groups to develop their arguments

- T chooses from each group three Ss to present the groups ideas - When one group finishes their presentation, T asks the other group to give their comments on their peers opinions

- Ss take turns to present their groups ideas - Ss give comments on their friends opinions

- Once the two group finish, T gives comment on their performances and take some time for a short focus on their common mistakes

References
Weggman, B. & Knezevic, M. (2004). Mosaic 1 Listening and Speaking (4th ed). Singapore: Mc Graw Hill. Harmer, J. (1998). How to teach English. Harlow: Longman. Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press. Buy 'Fake Friends' To Look Popular On Social Networking Sites. (2010, January 8). NDTV. Retrieved from http://www.ndtv.com/. Barb Dybwad. (2009, September 17). Busted: Burglar Arrested After Checking Facebook During Robbery. Mashable. Retrieved from http://mashable.com/. Facebook Now Sharing Your Home Address & Phone Number. (2011, January 18). In News Today. Retrieved from https://innewstoday.net/. Adam Ostrow. (2009, July 20). Sharing On Facebook Now More Popular Than Sharing By Email. Mashable. Retrieved from http://mashable.com/