LESSON PLAN

Week: ……

Period: ……

Date of teaching: …………………

TEXTBOOK: FLUENCY PLUS 6

Unit 5: TECHNOLOGY
Lesson 7: CLIL (pages 58, 59)

A. OBJECTIVES
By the end of the lesson, students will be able to distinguish the differences between tables, bar
graphs, and pictographs.
1. Core competences
- Know 3 types of graphs including tables, bar graphs, and pictographs.
2. General competences
- Communication and collaboration: how to apply different graphs in a real-life context.
- Problem-solving and creativity: how to collect data from each type of graph.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.

B. LANGUAGE FOCUS AND SKILLS

1. Vocabulary
- Vocabulary: words related to describing graphs and charts.
2. Skills: Listening, speaking, reading and writing.

C. RESOURCES AND MATERIALS

- Student book – pages 58, 59
- Teacher’s Guide
- Computer, projector, ….
*Culture notes: Students can show how to do the actions well.

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 D. LEARNING EXPERIENCES

Teacher’s activities Students’ activities PowerPoint

WARM-UP/REVIEW
Objective: To attract Ss’ attention to the lesson and lead in the new lesson.
*Game: Hangman
- Divide the class into different groups. Play in groups to choose a Slide 3
- Ss take turns to give a letter. If it has that letter, letter. One represents the
click the box to show it. If it doesn’t have that team to tell the teacher what
letter, click “Draw a line” to form a Hangman. the letter is.
- Ss lose when the man is completed. The team that Raise hands when knowing
gets the words is the winning team. what the hidden phrase is.
Word: Graphs and Charts

Expected outcomes and assessment

- Task completed with excellence: Students play the game energetically and work in teams effectively.
- Task completed: Students play the game energetically to find the answer.
- Task uncompleted: Students are silent and not excited about the game.
PRESENTATION
Objective: Ss can understand tables, bar graphs, and pictographs.
*Exercise 1: Read the differences between
tables, bar graphs and pictographs.
- T asks students to complete the task. Listen to T’s explanations Slide 4
- T checks the answers with a few students, asks and raise questions if
them if there are still some students who get this necessary.
wrong, and help them distinguish between the
two comparative methods.
- T should explain some unfamiliar words in the
sentences that may need explanation in a simpler
definition for students.

*Exercise 2: Miss Sarah, a teacher at a

secondary school, recorded the favorite subjects
of her students on a bar graph. Use the graph to
answer the questions.
- Students start answering these 4 questions Work individually at first. Slide 5
according to the graphs. Then work in pairs and take
- T gives the class 3 – 5 minutes to analyze the data turns asking and answering
and answer the questions. the questions.
- T reminds them what the most, the least, and the Listen to the teacher to
same means. check the answers
- T checks out students' answers and specific
numbers of students for questions 1 and 2.

Expected outcomes and assessment

- Task completed with excellence: Students can distinguish the differences among 3 types of graphs
and easily extract information from those.
- Task completed: Students know what type of chart is and how to collect information.
- Task uncompleted: Students are unable to compare 3 types of graphs and don’t know how to collect
information.

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 PRACTICE
Objective: Ss do exercises with tables, bar graphs, and pictographs.
*Exercise 3: Here is the table of students who like
playing sports at school A including soccer,
basketball, swimming, and badminton. Use the data
below and display them in a bar graph and a
pictograph.
- T instructs students to create a bar graph with two Listen to T’s instructions. Slide 7
axes Then make a bar graph and
- T explains that the biggest number of the data pictograph. Raise hands to
will help us decide how to divide the unit, the ask T if needed.
horizontal axis will then the types of sports. Compare with friends when
- T checks students drawing and provides a finishing.
suggestion.

*Exercise 4: Mr. Antony is planning a party for

his class. The students are asked to vote for
their favorite ice cream flavor. The list below
shows the results. Use the information from the
list to complete the pictograph below and
answer the question.
- T gives students enough time to draw the number Count and draw ice creams Slide 16
of ice creams according to the given data. with the correct numbers.
- After finishing the drawing, Ss answer the Check with friends to see if
questions below. there’re any differences.
- T encourages students to answer in full sentences, Answer the 4 questions
check out their answers with everyone, and ask if below in pairs. Then
there is any student who gets the data wrong so volunteer to answer in a full
they can get assisted. sentence.

Expected outcomes and assessment

- Task completed with excellence: Students draw different graphs, extract information and answer the
questions fluently.
- Task completed: Students know to draw graphs and collect data.
- Task uncompleted: Students are unable to draw graphs and collect data.

PRODUCTION
Objective: Ss play a game to review the new vocabulary and information in the passage.
*Do it: How many letters are there in your first
name? Slide 18
- T make an example of a name (T’s or S’s name). Listen to T’s explainations.
- Write the name on the board and move it to the
table.
- Use 2 more names to write on the table. Ask Ss to
spell their names. Then draw a bar graphs using
the information from the table.
- Ask Ss to work in groups of 3-4. Work in groups to make the
table and draw a bar graph.

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*Extra activity: Game: Hidden word
- Divide the class into different groups. Listen to the teacher
- There are 6 boxes with questions in each box. explaining the rules.
Open the box and answer the questions related to Be divided into groups.
graphs or charts. Work in teams to discuss
- The team with more correct answers on the box and answer the questions.
gains 1 point.
- Then the box will disappear, and there is a secret
picture behind it.
- Students try to guess the hidden word based on
the secret picture. The team that has the correct
word gains 3 points.
- In the end, which team that has more points is the
winning team.
Words:
1.
1. What is the bar graph about? - Favorite types of
movies of children from 12 – 18 years old.
2. How many people are examined in the graph? -
22
3. Which type of movie is the most popular? -
SciFi
4. How many types of movie that have fewer than
3 people enjoy? – Drama and Romance

2.
1. What is the pictograph about? – The number
of Ss who attend activity clubs.
2. How many students are there in total? - 27
3. Which clubs have more than 5 students? – Art,
Basketball, and Acting.
4. Which subject has the most attendants? – Art

3.
1. How many types of communication are
there? - 6
2. How many types of communication have
less than 15 people prefer using? - 2
3. Which types of communication have more
than 20 people prefer using? Conversation/
Talk, and Telephone.
4. Which type of communication is used the
most? - Conversation/ Talk

4.
1. What is the bar graph about? - Favorite
subjects of students in class 6A
2. How many students are there in the class? -
36
3. How many students like Physics and
Chemistry in total? - 7

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 4. How many subjects that have more than 6
students enjoy? – 2

5.
1. What is the table about? The number of
needed office items
2. How many items are needed in total? - 48
3. Which items need the biggest quantity? -
tables
4. How many items need less than 6? – 3

6.
1. What is the pictograph about? – Time spent
on different sports
2. How long does that player spend on
swimming and volleyball? - 100 mins
3. Which type of sport is played the most? -
badminton
4. Which type of sport is played the least? -
swimming

Expected outcomes and assessment

- Task completed with excellence: Students play the game energetically and can collect information
quickly.
- Task completed: Students can work in groups and answer the questions.
- Task uncompleted: Students are inactive and unable to read the graphs.

SUMMARY / WRAP UP
Activity: Collecting data
Students can work in teams or individually. Students make a question and ask their friends to collect
data about it. Then students will make a table, bar graph, or pictograph based on what they’ve
collected.
Remind students that they can decorate to make it more attractive.
Show an example on the slide.
REFLECTION
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