MAY 28, 2022

TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI 2

BÀI TẬP LỚN:

MÔN: KĨ THUẬT DẠY THÀNH TỐ VÀ KĨ
THUẬT NGÔN NGỮ

Topic 3:
NAME: TRỊNH THỊ ĐỨC-207140231055
ĐỖ HẢI HÀ - 207140231060
 Part 1: Make a 45-minute lesson plan to teach Unit 6_Reading: Global warming is
real_English 11_Book 2_Page 10-11.
Part 2: Write an essay (about 500 words) in which you analyse the type of procedure
and the teaching principles being applied in the
lessson plan.

Answer:
Part 1: A lesson plan:

ENGLISH 11
UNIT 6: GLOBAL WARMING
SKILLS: READING ( 45 mins)
Global warming is real

I. Objectives
After the lesson, students are able to:
1. Knowledge:
- Recognize causes and effects of global warming.
2. Competences:
- Identify general and specific information in the text about global warming.
- Find and select information to discuss the ways to reduce the risks caused by
global warming.
3. Attitudes:
Express their love for the country by:
- widening their knowledge of global warming through watching TV or the
internet.
- participating in activities to protect the environment that reduce the problems
caused by global warming.
II. Teaching aids:
- Teacher: Textbook (English 11 – Unit 6 –p10, 11), powerpoint, board, chalk.
- Students: Textbook, pen, notebook.
III. Procedures:
Activities & time Products Material & Notes
Activity 1: Warm-up ( 8 mins)
Aims:
 - To create a relaxing learning environment
- To motivate Ss’ awareness of some problems of society.
- To lead into the topic of the new lesson.
- T shows 3 pictures of - Ss’s answer - Pictures:
activities that affected the
environment
- T asks Ss what problems
are described in the
pictures.
- T asks Ss to work in pairs
and then answer the
question: “what do you
know about these
problems?”
- T invites some pairs to
present their answers to
the class.
- T praises Ss for
expressing their opinions
and tells them to compare
their ideas with those in
the text after they have
read it.

READING ( 20 mins)
Activities 2: Reading ( 5 mins)
Aim: To formulate ways to grasp the main idea of the text
- T asks Ss to read the text and - Ss’s answer. - Textbook: page
then choose a statement that - Key: C 10
mentions its main idea.
- T gives feedback.
Activities 3: Vocabulary ( 5 mins)
Aim: To focus on the skill of guessing the meaning of new vocabulary in context and identify the
meanings of words.
- T asks Ss to match the words - Ss’s answer - Textbook: page 10,
with their meaning. - Key: notebooks, board and
 - T invites 2 Ss to write
answers on the board.
- T asks other Ss to make
comments.
- T shows quizlet for Ss
check answers.
Activities 4: Reading ( 10 mins)
Aim: To improve the ability to read and find detailed information
- T asks Ss to reread the
text and answer the
questions in textbook P11
in 3-5 minutes and
underlines the keywords
for their answers.
- T gives feedback
Activity 5 : Wrap-up: Discuss the questions.
Aim: recall the content of the text
- T divides the class into 4
groups.
- T askes ss to discuss the
questions in the textbook
with their groups.
- T invites the
representatives of the
1. g chalks.
2. f https://quizlet.com/
3. d _bn5frx?
x=1qqt&i=4bf9bh
4. e
5. b
6. a
7. c
- Answers of Ss - Textbook page
- Key: 11, notebook
1. Humans / People / We are
responsible.
2. It releases a large amount
of carbon dioxide into the
atmosphere.
3. Deforestation disrupts the
process of absorbing and
capturing CO2 from the
atmosphere, which causes
the world’s temperature to
rise.
4. They could lose their
homes.
5. They can reduce crop
harvests globally.
6. Because humans cannot
exist without species
diversity on Earth.
Textbook – p11,
notebook
- Ss’s answer
 groups to report their
answers
- Feedback of teacher

Part 2:

There are eight reading teaching principles and we've used four of them in
our classes. "Exploit the reader's background knowledge," is the first principle,
which we use in activity 1. Background information of readers can influence
reading comprehension. Background information may be engaged and reading
comprehension can be considerably improved by asking questions.
The following rule "Build a strong vocabulary base" which we apply to
Activity 3: vocabulary - is frequently seen as a vital skill for students learning to
read. Because of a restricted vocabulary, good reading comprehension will be
hampered. Basic vocabulary should be explicitly taught, and learner should be
taught how to properly estimate the meaning of less common words by using
context.
We use the principle of "teaching for comprehension" in activities 2 and 4.
For reading success, it's critical to keep track of your understanding.
Part of the monitoring is confirming that the projections given are accurate.
Learner must adhere to their comprehension process and be able to share the
tactics they use to grasp with teachers or other readers, in my opinion, in order to
teach comprehension. This is the last concept we apply to the entire session,
which is "Build assessment and evaluation into your teaching."
The procedure is the outline of your lesson, the ways in which you'll share
information with students and the methods you'll use to help them learn what
you're teaching. The three stages of a lesson
The beginning is Motivational opening. This is a very important part of the
lesson. Interesting things to do to get students' attention on a subject or topic can
vary. These activities that bring certain positive effects to learners that teachers
can apply in their teaching.
Defining the goals of the lesson. Unfortunately, this image implies that
lectures are not tailored to the requirements and interests of pupils. As a result, it's
critical to let your kids know exactly what they'll be learning and when they'll be
learning it. Students will be able to comprehend the direction and scope of a class
and collaborate with you to achieve those learning experiences if they are aware
of the objectives. Teachers let students ask themselves questions and predict
answers.
 Move to the following - Development is the soul of any lesson—the part
when you teach and students learn, where students get useful knowledge, modify
data, and engage in active discovery through complete participation. Include some
of the components listed below at this stage. Not only should you evaluate what
you want to teach, but teachers should also consider how you want to convey it.
Thnking creative - any class should provide opportunities for students to alter data
in novel and unconventional ways.
Successful lessons always involve student participation, there are a number
of ways in which students can practice desired behavior such as: comment or set
up for a presentation or demonstration. Students verbalize the steps they are
taking in completing an activity. They can work in small groups to share
information learned and how it relates to previous knowledge.

References:
 Carrell, 1983, Carrell and Connor, 1991
 Cameron, L. (2001). Teaching Language to Young Learners.
Cambridge: Cambridge, University Press.
 https://www.tetsuccesskey.com/2015/01/principles-of-language-
teaching-ctet.html
 https://www.tesol.org/the-6-principles/about
 Larsen-Freeman, Diane. Techniques and principles in language
teaching. Oxford University, 2000.
 Method: Approach, Design, and Procedure - Jack C. Richards and Ted
Rodgers
 Practical English Language Teaching by David Nunan