LESSON PLAN

TIẾNG ANH 11 FRIENDS GLOBAL

UNIT 6: HIGH-FLYERS

LESSON 6C- LISTENING: NELLIE BLY

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Gain some trivial knowledge about a high-flyer, Nellie Bly.

- Gain vocabulary about linking words.

2. Competences

- Understand a radio interview about Nellie Bly’s round-the-world trip.

- Discussing Nellie Bly as a role model.

- Develop self-study skills, collaborative skills and creativity.

3. Personal qualities

- Build an awareness of the hardship and rewards of pursuing your dream.

- Be collaborative and supportive in pair work and teamwork.

- Actively join in class activities.

II. MATERIALS

- Grade 11 textbook, Unit 6, Listening audios

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 6C

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 III. PROCEDURES

1. ACTIVITY 1: WARM-UP (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire new language.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

- Students can gain more confidence and interest in the lesson.

b. Content:

- Activity: Danger 5

- Exercise 1. (p.75)

c. Products:

- Students discuss with their friends and give answers.

d. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Danger 5. (5 mins)

- T goes through the instruction on the slides: 3 topics:

- Ss work in teams of 4-5 and have 2 minutes to write 5 1. Nouns to describe character ending in -
words/phrases in a topic. ness

- When they’re done, face the boards down. 2. Jobs that require patience

- After 2 minutes, T will check as a whole class. 3. Qualities that a good journalist needs

- For each appropriate word/phrase, your team will get

+1, but if the other groups have the same words with
you, you will get -1 for each word.

- T can give an example before starting the game.

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Exercise 1: Work in pairs. What qualities do you
think you need to be a good journalist? Why?
Discuss the qualities below and your own ideas. (5
mins)

- In pairs, students discuss the personal qualities needed

to be a good journalist.

- T asks a few students to share their ideas with the

class.

e. Assessment

- Teacher observes the groups and give feedback.

2. ACTIVITY 2: PRE-LISTENING (15 mins)

a. Objectives:

- Ss gain vocabulary about linking words and phrases.

- Ss can use a listening strategy to identify connected ideas.

b. Content:

- Exercise 2 (p.75)

- Exercise 3 (p.75)

- Pre-teach vocabulary related to the topic.

c. Products:

- Ss take notes the numbers in their books/notebooks.

- Ss pronounce the new words correctly and use them in appropriate contexts.

d. Organization:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Complete the article with suitable words. (2 mins)

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- T asks students to complete the text. Do not check
answers at this point.

Exercise 3: Listen and check your answers to exercise 2. Which of the qualities from exercise 1 do
you think Nellie Bly showed? Justify your answer with evidence from the text. (5 mins)

- T plays the recording for students to check their Answers:

answers. 1 as 2 that 3 who 4 of 5 in 6 about 7 for
- T checks the meaning of any unknown words. 8 as

- In pairs, students discuss the question.

- Ask a few students to share their ideas in the class. Nellie was ambitious and determined to be
an investigative journalist who wrote about
serious issues. She was also stubborn,
because she wouldn’t let anything stop her
doing investigative journalism.

Pre-teach vocabulary related to the topic (5 mins)

- T goes through the slides and elicits the words from

the pictures first.

- T conducts oral drill chorally and individually.

- T asks CCQs to check Ss’ understanding.

- Ss answer and take notes of new vocabulary.

- Ss work in pairs to complete the matching exercise on

the slide to learn more vocab for the listening

-T goes through the slides again to check pronunciation.

Exercise 4. Read the Listening Strategy. Add one more phrase from the list below to each group
(a–d). (3 mins)

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- T goes through the Listening Strategy together. Point a however
out that linking words and phrases can help to predict b for that reason
what is coming next in a text or a recording.
c indeed
- Students add the words and phrases to the groups.
d for instance
- T checks answers as a class.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Teacher checks students’ understanding of listening strategy.

- Teacher observes Ss’ writing of vocabulary on their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:

- Ss can understand the details of a radio interview about Nellie Bly’s round-the-world trip.

b. Content:

- Exercise 5. (p.75)

- Exercise 6. (p.75)

- Exercise 7. (p.75)

c. Products:

- Students listen attentively and complete exercises in their books.

d. Organization:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 5: Listen to six sentences and the linking words which follow. Circle the endings (a or b)
that make sense. (5 mins)

- T asks students to read the sentence endings. Answer:

- T tells ss that they are going to listen to six 1a2b3b4a5b6a

sentence openers. They must choose which ending

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completes each sentence in a way that makes
sense. Emphasize to students that they must listen
carefully for the linking words and phrases that
will tell them which ending to choose.

- T plays the recording for students to choose the

correct endings.

Exercise 6: Listen to the first part of a radio interview about Nellie Bly’s most famous adventure:
a trip around the world. Are these sentences true or false? Write T or F. (10 mins)

- T goes through the instruction together. Answer key:

- T asks students to read the statements and note 1F

any key words they think will help them to answer 2T
the questions.
3F
- T plays the recording for students.
4F
- T checks answers as a class.

Exercise 7: Who do you think could go around the world first, Nellie or Elizabeth? Listen to the
second part of the interview and check your answer. (5 mins)

- T goes through the instruction together. Answer:

- T asks students to read and discuss the question Nellie managed to win the race and go around the
in pairs. world in 72 days, six hours, eleven minutes and
fourteen seconds.
- T plays the recording for students.

- T checks answer as a class.

e. Assessment

- Teacher observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (10 mins)

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 a. Objectives:

- Discussing Nellie Bly as a role model.

b. Content:

- Exercise 8 (p.75)

c. Products:

- Ss discuss with their friends.

d. Organization:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 8: In what ways do you think Nellie Bly is a good role model? Give examples from her
life to support your opinions. Use the phrases below and your own ideas. (10 mins)

- T checks the meaning of role model (a person that

people admire and try to copy).

- Students discuss the questions in pairs.

- T asks a few students to share their ideas with the

class.

e. Assessment

- Teacher observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- If T is using the Classroom Presentation Tool, first do the lesson closer to review what has
been covered in this lesson.

- T asks students: What have you learned today? What can you do now? and elicits answers: I
can listen for specific information. I can understand linking words and phrases in a text which

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tell me how pieces of information are connected. I can discuss whether Nellie Bly is a good
role model.

b. Homework

- Prepare for the next lesson