UNIVERSITY OF FOREIGN LANGUAGE STUDIES

FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION

ENGLISH LANGUAGE TEACHING METHODOLOGY 3

Lesson plan: Reading

Name: Đặng Lê Việt Hằng - 19SPA01

Đặng Thị Thu Uyên - 19SPA01
Từ Thị Anh Thư- 19SPA01
Class: ELTM3 – 1
Group: 8

Danang, 26th September 2022

 I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use some lexical items related to the topic;
- Practise reading for the main idea and specific information in a text about “Environmental problems”;
- Talk about the most serious environmental problems in Vietnam.
2. Core competence
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Understand more about benefits of protecting the environment;
- Raise Ss’ awareness of taking part in environmental activities.
II. TEACHING AIDS
- Grade 10 textbook, Unit 9, Reading;
- Computer connected to the Internet;
- Projector/ PowerPoint slides/ Board and chalks/ Whiteboard markers;
- Handouts/ posters.
III. TEACHING METHODS
- Communicative method.
 LANGUAGE ANALYSIS

Words Pronunciation Meaning Vietnamese Example

equivalent
Practical (adj) /ˈpræktɪkl/ connected with real situations thực tiễn He has gained practical
rather than with ideas or theories experience from his part-time
job.
Consequence (n) /ˈkɒnsɪkwəns/ a result of something that has hậu quả There are many consequences
happened, especially an due to illegal logging.
unpleasant result
Respiratory (adj) /ˈrespərətri/ connected with breathing thuộc về hô hấp Air pollution is the cause of
many respiratory diseases.
upset /ʌpˈset/ to change the usual or expected làm xáo trộn If too many species out, it will
state or order of something upset the ecosystem.
heatwave /ˈhiːtˌweɪv/ a period of unusually hot weather đợt không khí nóng The country is suffering from
its longest heatwave on
record.
 ASSUMPTIONS

Anticipated difficulties Solutions

Ss may lack knowledge about some - Provide Ss with the pronunciation, meaning and Vietnamese equivalent of
lexical items. words.

Ss may have underdeveloped - Let Ss read the text again (if necessary).
reading, speaking and co-operating - Create a comfortable end encouraging environment for Ss to read.
skills. - Encourage Ss to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
LESSON OUTLINE

Date: ……/……./……
ENGLISH 10 (NEW) - UNIT 9: PROTECTING THE ENVIRONMENT
Skill: Reading
● Class stabilization
● Check-up
● New lesson
I. Warm up: Game: Word Search Relay Race
II. Pre-reading
*Activity 1: Video watching
*Activity 2: Vocabulary presentation
III. While-speaking:
*Activity 3: Read the text and choose the best title for it (Textbook, page 103).
*Activity 4: Read the text again and decide which paragraph contains the following information (Textbook, page 104).
*Activity 5: Complete the sentences with the information from the text. Use no more than TWO words for each answer
(Textbook, page 104).
IV. Post-speaking:
*Activity 6: Making a poster
● Consolidation: What have you learned today?
● Self-assessment
● Homework
 IV. PROCEDURES

Stage Stage aim Procedure Interaction Time

Class - Establishing the new class order Whole-class 2’

stabilization and - Checking attendance
check-up

Warm-up - To arouse GAME: Word Search Relay Race Whole-class 4’

the classroom
atmosphere.
- To help Ss
revise the
vocabulary of
the previous
lesson.
- To introduce
the topic of
the lesson.

- T divides the class into 4 teams and distributes posters for

each team.
- 4 members from each team will line up in front of the class
facing their team’s poster and each member is given a colored
marker.
- Ss have 10 seconds to check the wordlist before starting.
 - Ss take turns to color one word at a time, then run back to
their seats and give the markers to other members in their
team.
- After 3 minutes, the team finding the most words will be the
winner.
*Answers:

Pre-reading To help Ss get Activity 1: Video watching Individual 3’

familiar with - T shows Ss 3 questions on the PowerPoint slide, then asks Ss work
the lesson. to watch a video about environmental pollution and answer the
questions below.
Link video:
https://www.canva.com/design/DAFM99FHbys/XQfjoUk4dQ
Vd3YtF8oHNHg/watch?utm_content=DAFM99FHbys&utm_
campaign=designshare&utm_medium=link2&utm_source=s
harebutton
*Questions:
+ How many environmental problems are there in the video?
+ What are they?
+ What are the causes of each environmental problem in the
video?
- T calls some students to give their answers and shows the
suggested answers on the slide.
*Suggested answers:
1. There are 6 environmental problems in the video.
 2. They are: Air pollution, water pollution, noise pollution,
global warming, endangered animals, deforestation
3. The causes of each environmental problem:
- Air pollution: vehicle exhaust emission, the burning of fossil
fuels, industrial emission
- Water pollution: fertilizers, pesticides, animal waste from
farms, sewage and wastewater
- Noise pollution: vehicles, social events, industrial activities.
- Global warming: power plants, deforestation, tree-clearing.
- Endangered animals: overhunting, loss of habitat and genetic
variation.
- Deforestation: forest fires, illegal and unsustainable logging.

To provide Ss Activity 2: Vocabulary presentation Whole - class 5’

with some - T shows the vocabulary on the slides.
lexical items
about - T plays the audio of the words’ pronunciation and asks Ss to
environmental repeat.
problems - T explains the meanings, forms and examples of the lexical
before items.
reading the
text. - T asks Ss to guess the Vietnamese equivalents of the new
words.
- Ss do as instructed.
- T gives feedback on Ss’ pronunciation. Depending on Ss’
level, T asks checking questions to ensure that they have
 understood correctly.
Handout 1:

While-reading - To help Ss Activity 3 – Task 2: Read the text and choose the best title Pair work 6’
practise reading for it.
for the main
idea.
- T asks Ss to open the book, read through the text to get an
overall idea.
- Ss do as instructed.
- T has Ss work in pairs to discuss the best option and the
reasons why other options cannot be used as titles for the text.
- T asks some Ss to give the answers and explain why they
chose that title.
- T shows the answer and its evidence on the slide.
Answer: a
Evidence:
 Whole-class 5’

- To help Ss Activity 4 - Task 3: Read the text again and decide which
practise reading paragraph contains the following information.
for specific
information.
- T asks Ss to read the whole text again and decide which
paragraph contains the information in the table.
- T asks Ss to identify key words in the information first and
remind Ss that the text may include paraphrased information
so when they read it they should also look for synonyms or
words with similar meaning. Pair work
- T asks Ss to scan the text to locate the answers, then read
again, but this time pay attention only to the parts that contain
the information.
- T has Ss work in pairs to discuss and compare their answers.
- Ss do as instructed.
- T has some Ss give their answers and explain which sentences
contain the information in the paragraph.
- T gives feedback and shows the answers.
Answers:
1. C
Evidence: When these harmful gases combine with water in the
air, they will come down as rain or snow, which can damage
all forms of life.
2. B
Evidence: The loss of forests can have a negative impact on
the environment. It can damage the natural habitats of many
animals and put wildlife in danger.
3. A
Evidence: It can have serious consequences such as rising sea
 levels, Polar ice melting, and extreme weather events like
floods and heatwaves.
4. D
Evidence: This is upsetting the natural balance of ecosystems, Pair work 4’
which can be harmful to all living and non-living things.

- To help Ss Activity 5 - Task 4: Complete the sentences with the

practise reading information from the text by using no more than TWO
for specific words for each answer.
information.

- T ask Ss to read the text again and complete the sentences

using the information in the text.
- T asks Ss to identify the key words and explains that the
information in the statements is paraphrased.
- Ss work individually.
- T has Ss work in pairs to compare their answers with their
partners.
- T asks some Ss to give their answers with evidence.
- T shows the correct answers and gives feedback.
Answers:
1. weather events
Evidence: It can have serious consequences such as rising
sea levels, polar ice melting, and extreme weather events like
floods or heatwaves.
2. habitats
Evidence: It can damage the natural habitats of many
animals and put wildlife in danger.
3. waste gases
Evidence: It is mainly caused by waste gases that come out
of vehicles, or factories.
4. ecosystem
Evidence: This is upsetting the natural balance of
ecosystems, which can be harmful to all living and non-living
things.
Post-reading To help Ss use Activity 6: Making a poster Group work 10’
the ideas and - T gives the instruction.
language in the
reading to talk
about the most
serious
environmental
problem in
Vietnam.

- T divides class into 4 groups and distributes posters to each

group.
- Ss work in groups, discuss and make their own poster.
- After the given time, T calls all groups to attach their posters
on the board and present their answers in front of the whole
class.
- T asks other groups to give comments and vote for the most
interesting and informative presentation.
- T gives feedback.
Consolidation To help Ss WHAT HAVE YOU LEARNT TODAY? Whole - class 4’
review what
they have learnt
in the lesson

- T gives Ss note papers and asks Ss to write things they have

remembered most from the lesson.
- T asks Ss to attach their notes on the board.
- T reads out loud some notes and asks if students agree with
their friends.
- T shows the summary of the lesson on the slide.
 Self- To help Ss - T gives Ss a self-assessment form and ask them to tick the Whole - class 1’
assessment evaluate their appropriate smiley face.
knowledge - Ss can fill in the form in class or at home (if the lesson runs
after the lesson. out of time).
Handout 2:

Homework To help Ss - T assigns the homework: Whole - class 1’

review the + Review vocabulary related to topic “Environmental
lesson. problems”
+ Prepare for the next lesson: Unit 9 – Speaking.
+ Do online exercises on Google Form.
Link: https://forms.gle/MdLauAq9YGakHguT7
APPENDICES
Handout 1: Handout 2: