IUH - LESSON PLAN - Unit 2: OUR CHANGING PLANET - Reading (Culture: National Parks)

I. OBJECTIVES: At the end of the lesson: Students (Ss) should be able gain all of these objectives: A. Knowledge: 1. General knowledge: − Ss should know about some kinds of information which are often mentioned when talking about a national park. − Ss can be able to introduce a leaflet using the information they learn in this lesson. 2. Language materials: a) Vocabulary ★ Park ranger (n) /ˈpɑːk ˌreɪn.dʒər/ ★ Supervolcano (n) /ˌsuː.pə.vɒlˈkeɪ.nəʊ/ ★ Landscape (n) /ˈlænd.skeɪp/ ★ Valley (n) /ˈvæl.i/ ★ Mountain (n) /ˈfaʊn.tɪn/ ★ Geyser (n) /ˈɡaɪ.zər/ ★ Bison (n) /ˈbaɪ.sən/ ★ Have a picnic (v) /hæv ə ˈpɪk.nɪk/ ★ Go canoeing (v) /ɡəʊ kəˈnuː.ɪŋ/ ★ Unusual (adj) /ʌnˈjuː.ʒu.əl/ ★ Ancient (adj) /ˈeɪn.ʃənt/ ★ Biosphere (n) /ˈbaɪ.əʊ.sfɪər/ ★ Look after (v) /ˈlʊkˈæftər / b) Pronunciation - Correct pronunciation of new words. B. Skills Integrated skills: Listening - Speaking - Reading - Writing * Focus on: Reading skills II) Method and teaching aids 1. Methods Communicative Language Teaching Method (CLT) 2. Teaching aids LCD, laptop, powerpoint file, white-board, makers, microphone, handouts. Course-book: Main material: Kosta, J., & Williams, M. (2019). Prepare! Level 3 (2nd Edition) – Culture: National Parks (pp. 18–19). Cambridge University Press. Steps of teaching: 1. Greeting 2. New lesson (40 minutes) Stages Procedures Content Teacher’s activities Students’ activities Warm-up and lead-in (5 minutes) Warm-up: (5minutes) - Greets the class cheerfully. - Asks Ss plays small game “Mystery Island” - Explains the game rules. - Shows a big island map on the board or slide. - Check Ss understanding by asking some question about the game or make one example for them. - Divides class into two teams. - Praises Ss enthusiastically. - Listen and follow T's instructions. - Answer T’s questions - Take turns choosing the spots and answer the question on the board. - Play the game - Praise for winning team. Game: “Mystery Island” Rules: Question: – A place next to the sea with sand or stones, where people go to swim or sunbathe. -> Beach - A fun place with swimming pools, slides, and games with water. -> Water Park - A place where people can see many kinds of animals from around the world. -> Zoo – A place in a town or city with grass, trees, and flowers where people can walk, play, or relax. -> Park - A big building with many different shops, restaurants, and sometimes a cinema. -> Shopping mall

Industrial University of Ho Chi Minh city FACULTY OF FOREIGN LANGUAGES

-🙞🙞🙞🙞🙞 -LESSON PLAN

Teacher: Trịnh Thị Mỹ Duyên Trần Thu An

Tống Hoàng Phương Thảo Class: DHAV17

Supervisor: Thu, Le Pham Thien, M.A.

October 11 st 2025, Ho Chi Minh City

Teaching date: October 11st, 2017

Duration: 40 minutes

Level: A2- pre-intermediate

Class size: 30 students

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LESSON PLAN

Unit 2: OUR CHANGING PLANET

Reading (Culture: National Parks)

I OBJECTIVES:

At the end of the lesson: Students (Ss) should be able gain all of these objectives:

A Knowledge:

1 General knowledge:

− Ss should know about some kinds of information which are often mentioned when talking about a national park

− Ss can be able to introduce a leaflet using the information they learn in this lesson

2 Language materials:

a) Vocabulary

★ Park ranger (n) /ˈpɑːk ˌreɪn.dʒər/

★ Supervolcano (n) /ˌsuː.pə.vɒlˈkeɪ.nəʊ/

★ Landscape (n) /ˈlænd.skeɪp/

★ Valley (n) /ˈvæl.i/

★ Mountain (n) /ˈfaʊn.tɪn/

★ Geyser (n) /ˈɡaɪ.zər/

★ Bison (n) /ˈbaɪ.sən/

★ Have a picnic (v) /hæv ə ˈpɪk.nɪk/

★ Go canoeing (v) /ɡəʊ kəˈnuː.ɪŋ/

★ Unusual (adj) /ʌnˈjuː.ʒu.əl/

★ Ancient (adj) /ˈeɪn.ʃənt/

★ Biosphere (n) /ˈbaɪ.əʊ.sfɪər/

★ Look after (v) /ˈlʊkˈæftər /

b) Pronunciation

- Correct pronunciation of new words

B Skills

Integrated skills: Listening - Speaking - Reading - Writing

* Focus on: Reading skills

II) Method and teaching aids

1 Methods

Communicative Language Teaching Method (CLT)

2 Teaching aids

LCD, laptop, powerpoint file, white-board, makers, microphone, handouts

Course-book: Main material: Kosta, J., & Williams, M (2019) Prepare! Level 3 (2nd Edition) – Culture: National Parks (pp 18–19) Cambridge University Press

1 Greeting

2 New lesson (40 minutes)

Content Teacher’s activities Students’

activities Warm-up

and lead-in

(5 minutes)

Warm-up:

(5minutes)

- Greets the class cheerfully

- Asks Ss plays small game

“Mystery Island”

- Explains the game rules

- Shows a big island map on the board or slide

- Check Ss understanding by asking some question about the game or make one example for them

- Divides class into two teams

- Praises Ss enthusiastically

-Listen and follow T's instructions

-Answer T’s questions -Take turns choosing the spots and answer the question on the board

-Play the game -Praise for winning team

Game: “Mystery Island”

Rules:

Question:

– A place next to the sea with sand

or stones, where people go to swim

or sunbathe -> Beach

- A fun place with swimming pools, slides, and games with water -> Water Park

- A place where people can see many kinds of animals from around the world -> Zoo

– A place in a town or city with

grass, trees, and flowers where

people can walk, play, or relax -> Park

- A big building with many different shops, restaurants, and sometimes a cinema -> Shopping mall

Lead-in (2

minute)

- Guessing Topic:

“Where is it?”

- Gives Ss 5 clues to guess the topic

- Asks them to look

at the board and guess the place they explore today

- Waits patiently If

Ss do not know the answer or

consecutively give the wrong answer T would give more clues for them and step by step lead to give T correct answers

- Praises the correct answer

- Asks them some discuss questions related to the topic

 What is the

- Pay attention to T's instructions

- Listen and look

at clues

- Raise hands to guess the correct topic

- Praise for the correct answer

Clues:

1 Park

2 Green

3 Nature

4 Wild animals

5 Dangerous

Answer: National Park

national park?

 Raise your hand if you went there before

 Can you name some national park that you know?

 What can you see there?

Pre-

Reading 1 Introduces new vocabulary

- Shows the pictures,

word-form, transcript, definition

of each word

-Explains the meaning briefly

-Asks Ss to repeat chorally and individually 2–3 times

-Corrects pronunciation

- Look at the pictures

-Listen and take notes

-Pay attention to T -Listen and repeat after T chorally and individually

Vocabulary:

★ Park ranger (n) /ˈpɑːk ˌreɪn.dʒər/

★ Supervolcano (n) /ˌsuː.pə.vɒl ˈkeɪ.nəʊ/

★ Landscape (n) /ˈlænd.skeɪp/

★ Valley (n) /ˈvæl.i/

★ Fountain (n) /ˈfaʊn.tɪn/

★ Geyser (n) /ˈɡaɪ.zər/

★ Bison (n) /ˈbaɪ.sən/

★ Have a picnic (v) /hæv ə ˈpɪk.nɪk/

★ Go canoeing (v) /ɡəʊ kə ˈnuː.ɪŋ/

★ Look after (v) /ˈlʊkˈæftər /

★ Unusual (adj) /ʌnˈjuː.ʒu.əl/

★ Ancient (adj) /ˈeɪn.ʃənt/

★ Biosphere (n) /ˈbaɪ.əʊ.sfɪər/

Content:

2 Sum up: Review vocabulary by Matching the definition (Task 5)

- Shows all the

target words on

Task 5 on the

board

- Asks Ss to find

and highlight

these words in

handout as

quickly as

possible

- Give small

present for the

fastest student

- Show the

definition on the

- Look at the words on the board

carefully

- Scan the text

to find the target words

- Match the definitions with the highlighted words

- Listen and correct the answers

Words:

Ancient Amazing Look after

Go canoeing Unusual Creatures Picnic

Definitions:

Different from others Keep safe

Very old Fantastic Travel in a small type of boat Animals in general

board and ask them to match with the correct words that they find out in the text

- Checks the answer by calling

on some students and asks some of them make their own sentences by using these words

or asks short questions

A meal outside

While

Reading Task 3: Match the texts with the photos

- T tells students (in groups of 6) that each short text (1–5) describes a different National Park by skimming the first sentence of each paragraph

- T writes some main-idea predictions on the

- Read the first sentences or skim each paragraph quickly

- Involve in the game and find out the best picture to match with each

paragraph

- Each group

Content:

board (e.g., A park

with animals, A park

with hot water and

geysers…)

- Starts the Hidden

Picture Challenge:

shows the pictures

(A–E) on the

screen/board but

covers most parts

with a dark layer

- T moves a

“magnifying glass”

to reveal parts of the

pictures as students

guess

- T checks answers

with the class and

briefly discusses

clues from the text

volunteer or be called to answer the questions

Task 4: Comprehension Reading: Right or Wrong?

- Leads Ss to task 4

and ask them take a

look at these

statements below

- Instruct them to

state the right or

wrong statement by

using reading for

details skills

- Read the text again for details

- Decide whether each sentence is true or false and underline

supporting evidence

Task 4:

- Tells students that

each statement

matches one specific

paragraph in the text

- Shows the

statements and

related paragraphs

side by side on the

board/slides (e.g.,

left side = statement,

right side = short

paragraph), Let them

predict before

reading, suggest

some keywords or

synonym hunting

- Asks students to

read carefully

(scanning) for details

again to decide if

each statement is

Right or Wrong

- Reminds Ss to

underline or

highlight the part in

the paragraph that

shows the answer

- Checks answers

together and ask

students to explain

- Check with the teacher

their choices.

Post-reading Project: Activity: “Guided me around the park”

- Divides the class into 8 groups

Give each group a handout featuring a different national park in Vietnam (e.g., Cúc Phương, Tràm Chim, Phong Nha–Kẻ Bàng…)

- Instructs students

to search online or use prior knowledge

to find details about:

o Where the park is

o Its landscape and famous

- Form into groups of 5–6

- Receive the handout and read the park’s name

Search for information using the internet

or discuss what they already know

- Write short, clear notes on the handout about:

o Location

o Landscape

o Animals and

Contents:

o Animals and plants found there

o The climate and suggested activities

- Asks groups to discuss and fill in the handout with their ideas (3 minutes)

- After that, invites a few groups to stand

up and present their national park as if they were tour guides introducing it

to tourists

- Gives feedback on content,

pronunciation, and presentation style

- Praises creative or confident presenters

plants

o Weather

o Suggested activities

o Reasons to visit

- Prepare a short tour guide-style introduction (around 1 minute)

- Present to the class when called

- Listen to other groups and show interest or ask questions

Consolidat

ion

- Shows several

pictures of damaged or polluted national parks (e.g., littering,

deforestation, fire, or

- Look at the pictures carefully

- Share their

feelings and

Content:

animal loss).

- Ask guiding

questions:

“How do you feel

when you see these

pictures?”

“Why do you think

this happens?”

“What can we do to

protect national

parks?”

- Elicits answers

from different

students and note

key ideas on the

board (e.g., “don’t

litter,” “plant more

trees,” “educate

visitors”)

- Gives positive

feedback and

highlight responsible

actions

- Summarize by

reminding students

that everyone can

opinions about

the damage

- Discuss

possible causes and solutions in

pairs or as a class

- Contribute ideas to a short class list: “Ways

to Protect National Parks.”

- Reflect on what they learned from today’s lesson

help protect nature.

3 Homework

-Learn by heart vocabulary

-Write a paragraph to describe your collecting item (Base on questions in speaking task)

Comments

Date: October 11, 2025

APPENDIX 1

APPENDIX 2 WORDLIST

reserve

ˈkeɪ.nəʊ/

/ˈlænd.skeɪp/

it

7 bison (n) /ˈbaɪ.sən/

→ a large wild animal similar to a cow, with a big head and shoulders, found in North

America

8 have a picnic (v) /hæv ə ˈpɪk.nɪk/

→ to take food outdoors and eat it, usually in a park or the countryside

9 go canoeing (v) /ɡəʊ kəˈnuː.ɪŋ/

→ to travel or have fun in a small narrow boat called a canoe

10 unusual (adj) /ʌnˈjuː.ʒu.əl/

→ different from what is normal or expected

11 ancient (adj) /ˈeɪn.ʃənt/

→ very old; from a long time ago

12 biosphere (n) /ˈbaɪ.əʊ.sfɪər/

→ the part of Earth where life exists, including land, water, and air

13 creatures (n) /ˈkriː.tʃəz/

→ living things such as animals or imaginary beings

APPENDIX 3 ACTIVITY