Procedure: Stages/ Times arrangement Warm-up 5mins Aims: - introduce to students the topic of reading lesson - activate students’ knowledge on the topic Game: Word Square - Divide stu
Trang 1LESSON PLAN 2 Unit 11: NATIONAL PARKS
Period: Reading Time allotted: 45 minutes Class: 10 B1
Date: 16/02/2011 Teacher in charge: Truong Thi Xuan Thanh Trainee teacher: Hoang Thi Hoai Giang Phone number: 01689 374 568
I Objectives: By the end of the lesson, students will be able to:
- skim specific details to be able to understand some difficult words
- skim the passage to be able to understand the passage and answer the questions or withdraw some important details
- feel more interested in expressing their ideas about which national parks they like best by comparing or by their own feeling, thinking
- develop their working skills in groups, pairs or individually
II Teaching Aids and Materials: textbook, posters, handouts, pictures.
III Procedure:
Stages/
Times
arrangement
Warm-up
(5mins)
Aims:
- introduce to students the topic of reading lesson
- activate students’ knowledge on the topic
Game: Word Square
- Divide students into 2 groups, name groups
- Tell students they will play game WORD SQUARE, stick poster on the
board and tell the rule
- Check students’ understanding of instructions
- Let students start the game
- Give feedback and declare the winner (small gift for the winner)
Group work
Trang 2W K L P G H Y U
L A V I V R U S
Feedback:
1 wildlife 2 natural
3 species 4 extinct 5 survival
Lead- in:
+ Ask students: What do all above words relating to?
Expected answer: They relate to NATIONAL PARK
Pre-
reading
(5 mins)
Aims: help students to be familiar to the new words and the meaning of
those in the reading passage
Pre-teaching vocabulary:
1 butterfly / 'bʌtəflai / (n): con bươm bướm
Eliciting technique: picture
Eliciting sentence: What do we call it?
2 wilderness / 'wild nis / (n): vùng hoang dã
Eliciting technique: pictures + explanation
Whole class, individual work
Trang 3
Eliciting sentence: It is an isolate area and no longer having influence,
recognition or publicity What do we call it?
3 contamination / kən,tæmi'neiʃn / (n): sự ô nhiễm
Eliciting technique: synonym
Eliciting sentence: What is the synonym of “pollution”?
4 sub- tropical / 'sʌb'trɔpikəl / (adj): cận nhiệt đới
Eliciting technique: explanation
Eliciting sentence: What do we call the area near the tropical area?
* Step of presenting vocabulary:
+ Elicit the new word
+ Model
+ Let students repeat chorally
+ Let students repeat individually
+ Write the new word on the blackboard
+ Check stress
+ Ask students to give the Vietnamese equivalent if necessary
+ Ask students to copy the new words on the notebook
* Checking vocabulary: Rub out and Remember:
- Ask students to listen and repeat two or three times
- Rub out the word and leave the Vietnamese meaning on the blackboard
- Point at each Vietnamese equivalent and have students say the English word and vice versa
While-
reading
(20 mins)
Aims:
- help students to be able to listen for general information to have background knowledge about natural resources
- help students to be able to listen for specific information to know
Pair work, individual work
Trang 4which types of sources of energy and how important they are.
Activity 1: True/ False statement
- Ask students to work in pairs and guess following sentences if they are
True or False
- Check students’ understanding of instructions
- Deliver the handouts:
Activity 1: True/ False statement
1 Cuc Phuong is the only national park in Vietnam
2 We can go to Cuc Phuong national park to study butterflies, visit caves,
hike mountains and look at the 1000 year-old-tree
3 Nairobi National park is the smallest park in Kenya
4 The species of animals and plants in Nairobi National park are poor
5 Everglades National park is in the southwestern United States
6 Everglades National park has plants and animals from both tropical and
temperate areas
- Remind students pay attention to key words in each statement
- Let students 3 minutes to guess the answers
- Call some students write down their guess on the board
- Let students 5 minutes to read the passage and decide which sentences are
true or false
- Call some students write down their answers on the board and give
feedback
Number Before reading After reading Feedback
Activity 2: Answer the questions
- Ask students to work individually, read the reading passage again and
answer questions in task 2 in textbook (page 114)
- Check students’ understanding of instructions
- Remind students pay attention to key words in the questions and in the
reading passage
Trang 5- Give model to students.
- Let students 5 minutes to read the passage again and answer the questions
- Call some students read out their answers and give feedback
Feedback:
1 The area of the rainforests in Cuc Phuong National park is 200 square km
2 Because the rainy season is over
3 They can learn about the habits of animals and how one species is
dependent on another for survival
4 In the orphanage, orphaned and/ or abandoned animals are taken care of
5 Everglades National park is endangered because of the toxic levels of
chemicals in the water
6 If more chemicals are released into the water, plants and animals will die/
will be killed/ destroyed
Post-
reading
(10 mins)
Activity: Discussion
- Ask students to work in groups of 4 to discuss following questions:
Which of the three national parks would you like to visit most? Why?
- Check students’ understanding of instructions
- Give model to students
- Let students 5 minutes to discuss the questions above
- Call some students from some groups to present their discussion
- Give comments
Group work
Home
work and
Evalua-tion
(5mins)
- Give homework: Ask students to write in their notebook about which
national park their friends want to visit most and the reason why
- Give model for students/ help them how to do the homework
- Ask students’ ideas, feeling about the reading lesson
Whole class
Phú Vang, ngày tháng năm 2011
Teacher in charge
Trương Thị Xuân Thanh