SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH THANH HÓA

TRƯỜNG THPT THIỆU HOÁ

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KẾ HOẠCH BÀI GIẢNG

Họ tên giáo sinh : Nguyễn Trần Băng Linh
Họ tên GV hướng dẫn : Nguyễn Thị Thu
Lớp : K23D – ĐHSP Tiếng Anh
Ngành đào tạo : ĐHSP Tiếng Anh
Khoa : Khoa Ngoại ngữ
Trường : Đại học Hồng Đức
Đơn vị thực tập : THPT Thiệu Hoá
Thời gian thực tập : Từ 26/02/2024 đến 21/4/2024

Thanh Hóa, tháng 3 năm 2024

Preparing date: 27/03/2024
Teaching date: 01/04/2024
UNIT 9: PROTECTING THE ENVIRONMENT
Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- Practise reading for the main idea and specific information in a text
about Environmental problems.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Understand more about benefits of protecting the environment and raise
Ss’ awareness of taking part in environmental activities;
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the categories of peer
pressure.
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game: 4 hints 1 words
c. Expected outcomes:
 - Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Students work in 2 groups Mini game: 4 hints 1 words
- Teacher gives some guides . Answers:
- Teacher shows hints in each question. 1. Deforestation
- Ss raise hands to answer. 2. Global warming
-Teacher leads into the new lesson. 3. Air pollution
4. Endangered animals
5. Panda

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the reading passage.
- Task 1. Tick the columns to complete the following table about you. Compare your answers
in pairs.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Vocabulary pre – teaching
- Teacher introduces the vocabulary. 1. Be aware of /biː əˈweər ɒv/ (v.phr): nhận thức
- Teacher explains the meaning of the 2. Sea levels / siː ˈlɛvlz/ (n.phr): mực nước biển
new vocabulary by pictures. 3. Habitats /’hæbɪtæts/ (n): môi trường sống
- Teacher checks students’ understanding 4. Waste gases /weɪst ˈgæsɪz/ (n.phr): khí thải
with the “Rub out and remember” 5. Respiratory /rɪˈspɪrət(ə)ri / (adj): thuộc về đường
technique. hô hấp
6. Hunt illegally /hʌnt ɪˈliː.ɡəl.i/ (v.phr): săn bắn bất
- Teacher reveals that these five words
will appear in the reading text and asks hợp pháp
students to open their textbook to 7. Substance /ˈsʌbstəns/ (n): chất
discover further.
TASK 1: LOOK AT THE PICTURE AND ANSWER THE QUESTION (p.103)
* T leads Ss into the lesson by What environmental problems do you see in the pictures?
showing 4 pictures on P.103 and
asks them the question in Task 1
** Ss work in groups of four and
identify the environmental Suggested answers:
problems in the pictures. a. Cutting of forests
*** Ss discuss what they see in b. Global warming
each picture before they come c. Air pollution
up with the environmental d. Endangered animals
problems.
**** T shows each picture on the
screen, names the problems and
asks Ss to get ready for the first
reading task.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise reading for main ideas in an article about peer pressure.
b. Content:
- Task 2. Read the text and choose the best title for it. (p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
TASK 2: READ THE TEXT AND CHOOSE THE BEST TITLE FOR IT. (p.103)
-T asks Ss to open the book, read through the
text quickly and choose the best title for it. Key:
- Ss do as required. a. Environmental problems:
- Ss share their answer in pairs. what are they?
- T calls some students to give the answer,
finalizes the answer and explains which
sentence gives the information.

Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (7 mins)
- T asks Ss to read the whole text again and
decide which paragraph contains the Answer key:
information in the table. 1. C
- Ask Ss to read the five statements and underline key 2. B
words, e.g., 3. A
 4. D
- Ss identify key words in the information first.
They may include paraphrased information so
when they read the text they should also look
for synonyms or words with similar meaning.
- T asks Ss to work in pairs to discuss and
compare their answers.
- Teacher checks with the whole class.
- Check answers as a class.
TASK 4: COMPLETE THE SENTENCES WITH INFORMATION FROM THE TEXT.
USE NO MORE THAN TWO WORDS FOR EACH ANSWER (p.104)
- T asks Ss to read the text again and complete
the sentences using the information in the text. Answer key:
- Ss read through the text to locate the 1. weather events
answers, then read again, but this time paying 2. habitats
attention only to the parts of the text that 3. waste gases
contain the answers. 4. ecosystem
- Ss work in pairs or groups to compare
answers.
- T checks answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (7 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in pairs. Discuss the following question. (p.104)
c. Expected outcomes:
- Ss can use the language and ideas from the unit to reflect on their own experiences.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5. Work in pairs. Discuss the following question.
- Ask Ss to work in pairs. Ask them to list the Sample answers:
problems of problems mentioned in the text. In my opinion, air pollution is the most
- T gives Ss some guides ( useful expression and serious environmental problem in Viet Nam,
suggested ideas) especially in big cities. It affects our health
- Invite some Ss to share their answers with the whole directly because the polluted air we breathe in
class. may cause health problems such as respiratory
diseases or even death.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

INSTRUCTOR STUDENTS

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