Phiếu mô tả hồ sơ dạy học dự thi của giáo viên
1. Name of teaching product: Integrated teaching of English and Maths
2. Teaching objectives:
2. 1. Educational aims: Students know how to plan their parties
2.2. Knowledge
- General knowledge: Students learn about parties
- Language: Asking and answering about parties
- New words: words related to parties
2.3. Integrated skills: Students are able to use knowledge of Maths to answer
questions related to the topic of the lesson.
3. Students
- 23 students from 11 Informatics Class
- Students are quite active and supportive. They like calculations and
teamwork.
4. Significance of the lesson
- The lesson equips students with useful knowledge about parties and enables
them to talk about parties. Along with this, students can apply knowledge related to
Maths to solve problems given by teachers. This can motivate students to learn more
effectively.
- In real life, students can independently plan and hold a party
5. Teaching materials and teaching devices
- Board
- Projector
- Video
- A0 papers
6. Teaching procedure
Stages
Teacher’s activities
Warm-up
- Asks students some
(5 minutes) questions:
+ Do you like going to
parties?
+ Do you often go to
parties?
- Divides class into 3
groups. Teacher shows 7
pictures about parties
for students to look at in
10 seconds and requires
them to remember (not
to write down) names of
the parties shown
through 7 pictures.
Students’ activities
- Listen to the teacher
and answer teacher’s
questions
- Listen to the teacher - Group work
and remember the
names of the parties.
(Students are not
allowed to write down
anything)
- Asks students to write - Write words on the
these words in the board board
in 30 seconds. Which
group gets more words
wins the game.
1.
Work
arrangement
- Whole class
2.
3.
4.
5.
6.
7.
- Expected answers:
(the answers can come
in any order)
- Costume party
- Going-away party
- Birthday party
- Christmas party
- Farewell party
- House warming party
- Tet party
- Leads in the topic of
the lesson: A Party
Pre- Asks students to
speaking
brainstorm things they
(5 minutes) want to talk about a
party.
Expected answers:
+ kind of party
+ occasion on which the
party is held
+ time and place
+ host and guests of
party
+ partner with whom I
go
+ decorations
+ food and drinks
+ music
- Listen to the teacher
and open their course
books
- Listen to the teacher
and answer questions
- Whole class
- Whole class
Whilespeaking
(15
minutes)
- Teacher at the same
time writes students’
ideas on the board and
gives them some
suggested structures/
vocabularies to practise
making full sentences
about things related to a
party.
For example:
+ It is a farewell party
+ It is held when my
friend goes to US to
study.
....
Task 1. (6 minutes)
- Shows students a
video about a party.
Asks students to watch
it, take notes, and then
answer some questions:
+ What kind of party is
that?
+ On which occasion is
the party held?
+ Where is party held?
+ Who are host and
guests of the party?
+ Are there
decorations?
+ What sorts of food
and drinks do they
have?
+ What are activities
during the party?
- Teacher checks the
answers with class,
- Listen to teacher,
watch the video, take
notes, and answer
teacher’s questions
- Whole class
- Listen to teacher’s
checking.
- Whole class
plays the video again if
necessary.
Task 2. (9 minutes)
- Asks students to work
in pair, telling their
partners about the party
they have been to, using
suggestions on page 35
of the course book.
- Whose party was it?
- What was the
occasion?
- Did you take a gift for
the host?
- Who did you go with?
- Where was the party?
- Were there any
decorations?
- Were there a lot of
people there?
- Did you know most of
the people there?
- What sort of food and
drink did you have?
- What was the music
like?
- Did you dance?
- Did you meet anybody
nice there?
- What time did it
finish?
- Did you stay to the
end?
- Calls some students
randomly to share their
stories, then gives them
- Listen to teacher and - Pair work
talk about a party
which they have been
to.
- Listen to your
friends and give them
comments.
- Whole class
feedback.
Postspeaking
(15
minutes)
Task 3
- Leads in a situation:
“Melinda is going to
throw her birthday
party. Help her to make
a clear plan for her
birthday party”. Use
your maths skills to help
Melinda make decisions
to plan for her party!
- Divides class into 4
groups. Asks students to
go around class,
discussing with
teammates to work out
the answers to the
following questions
which are printed on A0
paper and stuck on the
class walls:
BUDGET
1. Melinda has decided
not to ask her parents
for money to hold her
birthday party. Actually
she opens a saving
account that earns a
fraction x of its balance
in interest every year.
Three years ago
Melinda deposited $800
into the account and has
not deposited or
withdrawn any money
- Listen to the teacher
and work out the
answers to the
questions, then write
down the answers on
the A0 papers on the
walls.
- Group work
since. If she has earn
$126.10 in interest, what
is the value of x
A.
1
4
1
B. 5
1
C. 10
1
D. 20
E.
1
25
INVITATION
2. Melinda is sending
birthday postcards to her
friends and relatives,
and she wants each
postcard to be unique.
She has 8 styles of
postcards, 3 types of
stamps, and two
different colors of ink
from which to choose.
How many different
combinations of
postcard style, stamp,
and ink color can
Melinda create?
DECORATION
3. Melinda can choose
two types of decorations
for his party. She can
chose from balloons,
streamers, confetti, and
a banner. How many
combinations can
Melinda make?
PARTY FOOD
4. Melinda is trying to
decide what type of cake
she should have at his
party. She can have a
chocolate cake, vanilla
cake, or a chocolate and
vanilla mixed cake.
There are four types of
frosting; chocolate,
vanilla, frosting with
sprinkles, and vanilla
with blue food coloring.
How many
combinations of cake
can Melinda make for
her party?
5. Melinda wants to
make muffins for her
birthday. The number of
muffins that she can
make, M, is given by
5
M(w) = 3 w + 50,
where w is the weight of
the flour used, in
pounds. If Melinda
wants to make 60
muffins, how many
pounds of flour does she
need?
A. 3
B. 6
C. 60
D. 120
E. 150
6. Melinda needs to
figure out how many
pizzas she needs to
order for her party.
Everyone at the party
will get two slices of
pizza. Each pizza has
eight slices. How many
pizzas will Melinda
need to order to feed all
30 of her guests and
herself?
MUSIC
7. Melinda is selecting
musical bands to play on
her birthday party. She
intends to select exactly
two guitarists, one
bassist, and one
drummer. Of the
musicians she can
choose, five play guitar,
two play bass, and four
play drums. How many
different bands can she
create?
A. 40
B. 80
C. 120
D. 240
E. 330
- Listen to teacher’s
explanations and
Expected answers:
1. D
2. 48
3. 6
4. 12
5. B
6. 8
7. 80
- Explains answers to
the whole class
1.
Melinda deposited
P=$800 dollars at an
interest rate of i=x per
year
The total amount at the
end of the nth year: P(1 +
i)n
Therefore:
800+ 126.10 =800(1 +
x)3
=> X=
1
20
2.
To choose postcards, we
have 8 choices.
To choose stamp, we
have 3 choices
To choose color of ink,
we have 2 choices
So Melinda can create:
8x3x2=48 different
combinations of
postcard style, stamp,
and ink color
write down in
notebooks
- Whole class
3.
To choose 2 types of
decorations from 4
choices (balloons,
streamers, confetti, and
a banner) we have
2
c 4 =6 (choices).
4.
To choose cake, we
have 3 choices
(chocolate cake, vanilla
cake, or a chocolate and
vanilla mixed cake)
To choose frosting, we
have 4 choices
(chocolate, vanilla,
frosting with sprinkles,
and vanilla)
Therefore, Melinda can
make: 3x4=12
combinations of cake
5.
We have the formula:
5
M(w) = 3 w + 50
Therefore to make 60
muffins (M=60), we
have:
5
60= 3 w + 50
ð
w =6 (pounds)
6.
The number of slice of
pizza that 31 people
need is: 31x2=62
Each pizza has 8 slices,
so the number of pizzas
is: 62/8=7.75
-> Choose 8 pizzas.
7.
To choose 2 guitarists
from 5 guitarists, we
2
have c 5 10 (choices).
To choose 1 bassist from
2 bassists, we have
1
c 2 2
(choices).
To choose 1 drummer
from 4 drummers, we
1
have c 4 4 (choices).
Therefore, Melinda can
create:
2
1
1
= c 5 x c 2 x c 4 =10x2
x4=80 different bands.
Wrap-up
- Summarize main
(5 minutes) points of the lessons
7. Assessment of learning
- Listen to the teacher
- Whole class
- For individual speaking performances: teacher gives students feedback after they
deliver their performances.
- For group work: teacher goes around class and gives students feedback directly
while students are practising speaking with one another.
- If students have good or excellent answers, teacher gives them compliments and
good marks.
Overall, students are supportive, enthusiastic, and show active participation in the
lesson.
8. Products from students
- Maths is often thought to be a very boring lesson. And English topics are
sometimes said to be inauthentic. However, when Maths is integrated into an English
lesson, students are very excited about the class activities because they can use their
Maths skills (particularly equation, percent, and combination) to deal with practical
situations.
- After the lesson, students showed their abilities to talk about parties and plan
parties.
Picture 1. Students are discussing question 1 (Post – Speaking) in group
Picture 2. Students are discussing question 3 (Post – Speaking) in group
Picture 3. Students are discussing question 3 (Post – Speaking) in group
Picture 4. Students are discussing question 7 (Post – Speaking) in group
Picture 5. One student is talking about a party she has been to (Task 2. WhileSpeaking)
APPENDIX
Link video – task 1 (While-speaking): https://www.youtube.com/watch?
v=uLyOV0YMN34
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