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Teaching English Reading Skills: Green Living for Grade 10, Study notes of English Language

Van Lang UniversityEnglish Language

A comprehensive lesson plan for teaching english reading skills to grade 10 students. It focuses on the topic of green living, using a variety of activities and tasks to engage learners. The lesson plan includes a warm-up, pre-reading, while-reading, post-reading, and consolidation stages, each with specific objectives and procedures. It also incorporates vocabulary development, language analysis, and discussion prompts to enhance student understanding and engagement.

Typology: Study notes

2024/2025

Uploaded on 10/18/2024

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Teacher’s
name:
Vo Ngoc Lan
Lesson
number:
Unit 2 Level: Grade 10
Lesson length: 45
minutes
Lesson
type:
Reading Skills of
English
Date: 24/9/2024
HUMANS AND THE ENVIRONMENT
Information about the class:
The class is consisting of 15 young adult learners, age 15 of Vietnamese origin, the
lesson is part of the school routine and has already been briefly introduced to them
beforehand. The teacher has known this class for a week, the material used is from
course books and the subject is relevance to the learners' need and interests. The
learners are very well acquainted with English communication.
OBJECTIVES
By the end of this lesson, students (Ss) will be able to:
1. Knowledge
- Read for main ideas and specific information in a text about green living
- Guess the meaning of words/phrases in context
- Talk about ways to live a greener life.
2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Develop presentation skills
- Actively join in class activities.
3. Personal qualities
- Have a recognition on what activities are related to a greener lifestyle and
be ready to adopt them in their lives.
- Be more responsible for environmental protection.
MATERIALS
- Grade 10 textbook, Unit 2, Reading
- Computer connected to the Internet and projector
- Projector, pictures and cards
Anticipated problems with
materials, activities and task
Solutions
Students may lack knowledge about Provide them with the meaning and
1
pf3
pf4
pf5
pf8

Partial preview of the text

Download Teaching English Reading Skills: Green Living for Grade 10 and more Study notes English Language in PDF only on Docsity!

Teacher’s name: Vo Ngoc Lan Lesson number: Unit 2 Level: Grade 10 Lesson length: 45 minutes Lesson type: Reading Skills of English Date: 24/9/

HUMANS AND THE ENVIRONMENT

Information about the class: The class is consisting of 15 young adult learners, age 15 of Vietnamese origin, the lesson is part of the school routine and has already been briefly introduced to them beforehand. The teacher has known this class for a week, the material used is from course books and the subject is relevance to the learners' need and interests. The learners are very well acquainted with English communication.

OBJECTIVES

By the end of this lesson, students (Ss) will be able to:

  1. Knowledge
  • Read for main ideas and specific information in a text about green living
  • Guess the meaning of words/phrases in context
  • Talk about ways to live a greener life.
  1. Core competence
  • Be collaborative and supportive in pair work and team work
  • Access and consolidate information from a variety of sources
  • Develop presentation skills
  • Actively join in class activities.
  1. Personal qualities
  • Have a recognition on what activities are related to a greener lifestyle and be ready to adopt them in their lives.
  • Be more responsible for environmental protection.

MATERIALS

  • Grade 10 textbook, Unit 2, Reading
  • Computer connected to the Internet and projector
  • Projector, pictures and cards Anticipated problems with materials, activities and task Solutions Students may lack knowledge about Provide them with the meaning and

some lexical items. Students may not know how to choose the best title for the passage.. pronunciation of words. Provide them with techniques to read for main ideas. Language analysis Form Meaning Phonology Native lang equivale explosion (n) a violent burst, often with a loud noise E.g: a bomb/nuclear/gas explosion /ɪkˈspləʊʒn/ vụ^ nổ method (n) a way of doing something^ /ˈmeθəd/ phương p refillable (adj) that can be filled again after being empty /ˌriːˈfɪləbl/ có thể^ làm đ raw material (n. phr.) any material, such as oil, cotton, or sugar in its natural condition, before it has been processed for use /ˌrɑː məˈtɪəriəl/ vật liệu t sort (v) put a number of things in an order or to separate them into groups /sɔːt/ phân lo

To help students use key language more appropriately before they read.

VOCABULARY

  • T asks Ss to look at the explanation and the photos t guess the meanings of new words. ** Ss say the Vietnamese meanings of the words.
  1. explosion (n) : a violent burst, often with a loud n
  2. method (n) : a way of doing something
  3. refillable (adj) : can be filled again after being empt
  4. raw material (n.phr.): any material, such as oil, cotton, or sugar in its natural condition, before it ha been processed for use 4 Stage Stage aim Procedure Warm-up To arouse the classroom atmospher e To lead in the lesson

CROSSWORD

  • Teacher:
  • Divides the class into two teams, has Ss in each team take turns to choose a random number, and shows the clues on the screen for the Ss to guess the words. There are 9 hidden words, and they form the key word
  • Reminds Ss that they don’t need to answer all the across words to find the key word. ** Ss discuss in their teams and say the words out. **** Teacher:
  • Confirms, shows the answers on the screen and decides the winner. If the students guess the key word correct, their group wins. If not, the team with the most points wins ( 1 hidden word correct = 1 point )
  • Leads in the lesson. Clues:
  1. Rubbish lying in an open or public place
  2. Causing no harm to the environment
  3. The amount of carbon dioxide produced by the activities of a person or an organisation
  4. Power used for driving machines, providing heat and light, etc
  5. All the people living together in a house or flat
  6. Start to use a particular method
  7. The time of life when a person is young, especially the time before a child becomes an adult
  8. Put plants, seeds, etc. in the ground to grow
  9. Interest in and concern about a particular situation or area of interest Key : L I T T E R E C O F R I E N D L Y C A R B O N F O O T P R I N T E N E R G Y H O U S E H O L D A D O P T Y O U T H P L A N T A W A R E N E S S Down word: LIFESTYLE

Pre-Reading To introduce the topic of the reading and get students involved in the lesson.

TASK 1: WORK IN GROUPS. LOOK AT THE PICTUR

AND ANSWER THE QUESTIONS. (p.21) Which pictures show a green lifestyle? Why? a b c d

  • Teacher:
  • Divided Ss work in groups of three or four to discuss questions.
  • Encourage Ss to describe the pictures using their ow language and focusing on how each object is related to green lifestyle, e.g. single-use plastic bags: plastic waste, pollution, difficult to recycle, can end up in the ocean; fresh vegetables: green lifestyle. ** Ss do as instructed. Students write the answer the padlet link *** Ss share the answers with the whole class. **** T confirms and leads in. _Suggested answers:
  • In Picture a, a man goes shopping with lots of plastic bags. It doesn’t show a green lifestyle. Plastic bags poll_

students practise guessing the meanings of words/ phrases in context

HIGHLIGHTED WORDS AND PHRASES IN THE TEX

(p.22)

  • Teacher has Ss read the text again, pay attention to context of each highlighted word/phrase and look for clues explaining the meaning of it, e.g.

1. sustainable: greener, lifestyle, can do, eco-friendly. ** Ss work in groups to discuss the clues for each opti and compare the answers. *** Ss share the answers with the whole class. **** Teacher confirms the answers by having individua call out the correct options. _Suggested answers:

  1. a
  2. b
  3. a
  4. a To help students practise reading for specific information_

TASK 4: READ THE TEXT AGAIN AND DECIDE

WHETHER THE FOLLOWING STATEMENTS ARE TR

(T) OR FALSE (F). (p.22)

  • T has Ss read the statements and underline the key words, read through the text to locate the answers, an then read again paying attention only to the parts of t text that contain the answers. T explains that the information in the statements is paraphrased and asks if they understand some difficu words such as compulsory, plastic waste and break down. ** Ss work in pairs to compare the information in each statement with information from the text. *** Ss share the answers with the whole class. **** Teacher confirms the correct answers and asks Ss correct the false statements. Suggested answers:

_1. F (compulsory -> a choice)

  1. T
  2. T
  3. F (not encouraged -> encouraged)_

Post-Reading To help students use the ideas and language in the reading to talk about ways to live green.

TASK 5: WORK IN PAIRS. DISCUSS THE FOLLOWIN

QUESTION. (p.22) In your opinion, which of the suggestions in the te is the easiest way to live green?

  • Teacher:
  • Asks Ss to read the text again and note down the fou ways to live green.
  • Encourages them to explain their answers using as many reasons as possible. ** Ss work in pairs and discuss which of the suggestio is the easiest to do. *** Some pairs present a summary of their discussion with the whole class. **** T gives comments, collects common mistakes to correct. Suggested answers: In my/ our opinion, turning off household appliances when they are not in use is the easiest way to live green because we can do this right a home. We don’t need any equipment or training for this Consolidation To consolidate what students have learnt in the lesson. To prepare for the next lesson.

WRAP-UP

Teacher facilitates what have been discussed in class having the students play a kahoot game. The one with most points will get bonus marks. HOMEWORK

  • Search for more ways to live green on the Internet, ta note some and post them on the Intenet link that you send to of your class.
  • Prepare for Speaking lesson.