Name of the Teacher Date Level of the class Length of lesson

Le Thi Hai Nguyen October 26th , 2021 Upper-intermediate 60 minutes

Lesson Type:
Four skills - Reading

Lesson Topic:
Wild Weather
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

Gain an understanding of a piece of writing by applying two main Successfully demonstrated their comprehension of the text via
reading techniques which are ‘reading for gist’ and ‘reading for completing two activities: 1) Selecting the sub-headings of the text
detail’. from a given list and 2) working with a partner to discuss and find
out the answers regarding the details of the passage.
Anticipated difficulties: Suggested solutions:

1. While the topic of weather change is a common awareness
among young adults, it is likely that not all the students find
the topic interesting. Eventually, some of them might be
less involved in the lesson than the others.
2. As all of the students are Spanish and speak English as a
foreign language, they may find it a bit hard to understand
some of the concepts or vocabulary in the reading.
1. A good lead-in of the lesson will help the students get more
prepared and more engaged with the lesson. More
specifically, in the Introduction stage and Warmer stage, I
will encourage the students to share their knowledge
regarding the topic.
2. To make sure that the lesson’s passage will not be too
challenging, I have chosen the text with a length of

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 approximately 380 words so that the students will not find
3. Some students who are more active tend to take it overwhelming. Besides, most of the text’s key words
domination in class, while some others remain more which are suitable for English learners of the upper-
reserved. intermediate level.

3. Pair activities are carried out twice in the lesson, which

ensures the students’ equal engagement with the lesson.
Authentic Text

Wild weather
What is happening to our weather?

One weekend in May 2010, Nashville in the USA was expecting a few centimetres of rain. Two days later, 33 centimetres had fallen and
eleven people had died in the resulting floods.

There’s been a change in the weather. Extreme events like the Nashville flood – described by officials as a once-in-a-millennium
occurrence – are more frequent than before. Also in 2010, 28 centimetres of rain fell on Rio de Janeiro in 24 hours, causing mud slides
that buried hundreds of people. And record rains in Pakistan led to flooding that affected more than 20 million people. The following
year, floods in Thailand left factories near Bangkok under water, creating a worldwide shortage of computer hard drives. Meanwhile,
severe droughts have affected Australia, Russia and East Africa. Deadly heat waves have hit Europe, leaving 35,000 people dead in
2003. Financial losses from such events jumped 25 percent to an estimated $150 billion worldwide in 2011.

What’s going on? Are these extreme events signals of a dangerous, human-made change in the Earth’s climate? Or are we just going
through a natural run of bad luck? The short answer is: probably both. On the one hand, the most important influences on weather
events are natural cycles in the climate. Two of the most famous weather cycles, El Niño and La Niña, originate in the Pacific Ocean and
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can affect weather patterns worldwide. But something else is happening too: the Earth is steadily getting warmer, with significantly
more moisture in the atmosphere. The long-term accumulation of greenhouse gases in the atmosphere is trapping heat and warming
up the land, oceans and atmosphere. As the oceans warm up, they produce more water vapour and this, in turn, feeds big storms,
such as hurricanes and typhoons.

And yet, there are ways of dealing with the effects of such extreme events. After 2003, French cities set up air-conditioned shelters for
use in heat waves. In the 2006 heat wave, the death rate was two-thirds lower.
‘We know that warming of the Earth’s surface is putting more moisture into the atmosphere. We’ve measured it. The satellites see it,’
says climatologist Jay Gulledge. Another scientist, Michael Oppenheimer, agrees. We need to face up to that reality, he says, and do
the things we know can save lives and money.
Passage taken from:
National Geographic Learning: https://www.ngllife.com/wild-weather-1

Please include a rationale for why you have chosen this authentic material (approximately 100 words):
There are two main reasons why I have chosen the text from National Geographic Learning as the reading material for the lesson.
Firstly, all the students are young adults who age from 18 to 25 and thus, such a global issue like weather change could be a common
topic to draw their attentions. Besides, the level of all the students also matters. As all of them are at upper-intermediate level,
providing a topic of a more scientific and topical issue is interesting and challenging enough for them to get immersed in the lesson.

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Introduction To let the 10 T-S - T will present Figure 1 on Start using their pre-existing
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 students have a minutes OCFB board and the let the English vocabulary and
slight idea of the students discuss and knowledge to establish the
topic of the make predictions about lesson’s topic and gradually
lesson and also the topic of the lesson. have ideas of the vocab which
start recalling - T will do some CCQs to will probably appear in the
some relevant help S articulate their lesson.
pre-existing thoughts.
vocabulary Is it about nature?
Is it bad or good?
Warmer to To get the 5 S-S T will introduce the title of the Try to guess what the passage
introduce the students engage minutes OCFB reading passage and let S will be about and share their
text with the lesson discuss on the main ideas of the knowledge of the topic.
passage. T will then encourage
the students share their
knowledge of the topic.
Presentation To allow the 10 T-S - T will present 10 target Acquire the understanding of
of relevant students to get minutes vocabulary needed for the target vocabulary and get
vocabulary introduced to the comprehension of well-prepared for reading and
and explained the text. comprehending the passage.
about the target - T will work through
vocabulary which Meaning, Form and
will sequentially Pronunciation of the
help them to target vocab on the
have more board.
proper - Meaning: T will give
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comprehension definition which is
of the passage. presented by more
familiar English vocab. T
will also provide an
example sentence along
with each target vocab.
e.g.
Accumulation: the
increase in amount over
a period of time. “The
accumulation of factory
smoke is one of the main
causes of air pollution.”
- Form: T will elicit a letter
each for the students to
spell “ Accumulation” on
the board.
- Pronunciation: T will
provide the phonemic
alphabet of the word  /ə
ˌkjuː.mjəˈleɪ.ʃən/. After
that, T will chorus the
word and so CICing with
the word in an example
sentence ( in this case,
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 the example is the one
provided in the Meaning)
- Repeat for the remaining
9 target vocabulary.

Practical Allow the 10 Ss-Ss - T will divide the Students - Skim read the text
activity students to apply minutes into 5 pairs and ask them - Do the assigned task and
exploring the the reading skill to discuss the following answer the question of
text of “reading for question: What is the the passage’s main idea
Skill: Reading gist” to gain a main idea of the text? after finishing the task.
for gist general - For each pair, T will
understanding of provide a worksheet
the text (Figure 2) in which the
passage has been divided
into parts and a list of
headings provided.
- T will then ask the
students to select a
suitable heading from the
list for each assigned part
of the passage.
- T will monitor the pair
work closely
- T will lastly put the right
headings together and
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 make conclusion on the
main idea of the whole
passage.
Activity Allow the 15 Ss-Ss - T will provide the S with a Work in pairs, scan the text and
focusing on students to dig minutes worksheet (Figure 3) find an accurate answer for
detailed into more specific which contains 6 each question.
understandin information by questions and requires S
g of the text answering a few a more detailed
questions of understanding of the text
details. to be able to answer
those questions.
- T will still divide the S
into 5 pairs and let each
pair discuss the answers.
Review of To allow the 5 S-S T will provide the worksheet Work individually to complete
vocabulary students to minutes (Figure 4) and ask the students the assigned task and achieve a
completely to complete it individually thorough understanding of how
acquire the usage to use the target vocabulary.
of the target
vocab in different
contexts
End of lesson To wrap up the 5 T-S T will show the pictures of Utilise their pre-existing
activity lesson and allow minutes OCFB extreme weather events again knowledge of weather change
the students to ask to discuss what people and what they have just

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 develop further can do to reduce the risks of obtained from the reading
thoughts extreme weather. lesson to develop further
regarding the thoughts on people’s action to
topic. reduce negative impacts of
weather change.
Lesson Rationale (700-1000 words):
There are a few reasons why I have chosen to structure my lesson in this seven-stage format. Firstly, dividing the lesson into 7 stages
including Introduction, Warmer, Presentation of relevant vocabulary, Reading for Gist, Reading for details, Review vocabulary and
End of the lesson activity is absolutely useful to perform any lesson of Reading. The seven stage format allows the teacher to
gradually lead the students to engage with the lesson in an effective way in just 60 minutes. Besides, the structure also provides a
balance between the teacher’s presentation and students’ involvement so that the students can actively get involved in the lesson
under the instruction of the teacher, which will eventually make the students more excited while learning.

The Introduction will allow the students to have a few minutes at the beginning of the lesson to make prediction about the topic of
the lesson by looking at the pictures given and recalling related pre-existing vocabulary and knowledge. I have prepared four pictures
of extreme weather phenomena which will later actually appear in the text. This stage will help the students come closer to the topic
and give them some ideas of what type of vocabulary will probably be used in the text.
Warmer to introduce the text will then provide the students the title as well as the topic of the passage. By this point, the students
will have been ready to discuss more about the topic of the lesson by using their general knowledge.
Presentation of relevant vocabulary comes shortly after the Warmer stage, equipping the Students with 10 key vocabulary which are
essential and useful for the students to get a more accurate comprehension of the text. 10 key words chosen out of the text are not
too easy for the students of upper-intermediate level to work on. This stage partly repeats the steps of Meaning, Form and
Pronunciation which is normally performed by PPP method. Amongst these 3 steps, Meaning and Form are more focused to deliver
the Reading lesson’s aim successfully.
Practical activity exploring the text Skill: Reading for gist leads the students to the step of skimming the text to find out the main
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idea of the passage after their being equipped with target vocabulary. This stage provides the students an opportunity to work in pair
and interact with their mates. I will require the pairs to work on a worksheet containing the reading passage and some sub-headings
which fit relevant parts of the passage. By selecting a suitable sub-heading for each part of the passage and then put all the selected
headings together, the students will sequentially have a conclusion on the main idea of the whole passage.
Activity focusing on detailed understanding of the text comes next so that the students will dig into more specific information from
the text after obtaining the main idea. The students continue to work in pairs and discuss on the right answers of 6 questions.
Before ending the lesson, Review of vocabulary is another task for students to achieve a full understanding of the target vocabulary
and the way of using them in different contexts. In this stage, the students will work individually to show the most objective
performance to the teacher.
In the last stage which is End the lesson activity, the teacher will extend the topic by showing the 4 pictures of extreme weather
phenomena (Figure 1) again and ask the students what they think people should do to reduce the risks of the extreme weather
events. All kind of answers from the students should be welcome and open to further discussion. This activity will help the teacher to
wrap up the lesson and give students some further thoughts related to the lesson’s topic.

I would have liked to add one more activity to the stage of Reading for gist. For example, that could be reordering parts of the text
after they are shuffled. However, as this lesson’s passage does not focus on chronological events, the activity of selecting headings is
effective enough for the students to acquire the main idea of the passage in just a limited amount of time.

A big concern I have is that some students may not find the lesson’s topic interesting enough. Taking this possibility into
consideration, I will make sure to make an exciting lead-in by encouraging the students to join me in the discussion regarding the
topic in the Introduction stage and Warmer stage.
Bibliography (if needed):

1. National Geographic Learning: https://www.ngllife.com/wild-weather-1

2. Cambridge Dictionary
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 3. All images taken from “Google: Images”
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Figure 1. Pictures of Extreme Weather Phenomena

Figure 2. ‘Reading for gist’ Worksheet

Select two suitable headings out of the list given to put into the boxes.

Wild weather
What is happening to our weather?
One weekend in May 2010, Nashville in the USA was expecting a few centimetres of rain. Two days later, 33 centimetres had fallen and eleven
people had died in the resulting floods.

There’s been a change in the weather. Extreme events like the Nashville flood – described by officials as a once-in-a-millennium occurrence –
10 i-to-i LOVE TEFL Lesson Plan
are more frequent than before. Also in 2010, 28 centimetres of rain fell on Rio de Janeiro in 24 hours, causing mud slides that buried hundreds
of people. And record rains in Pakistan led to flooding that affected more than 20 million people. The following year, floods in Thailand left
factories near Bangkok under water, creating a worldwide shortage of computer hard drives. Meanwhile, severe droughts have affected
Australia, Russia and East Africa. Deadly heat waves have hit Europe, leaving 35,000 people dead in 2003. Financial losses from such events
jumped 25 percent to an estimated $150 billion worldwide in 2011.

What’s going on? Are these extreme events signals of a dangerous, human-made change in the Earth’s climate? Or are we just going through a
natural run of bad luck? The short answer is: probably both. On the one hand, the most important influences on weather events are natural
cycles in the climate. Two of the most famous weather cycles, El Niño and La Niña, originate in the Pacific Ocean and can affect weather
patterns worldwide. But something else is happening too: the Earth is steadily getting warmer, with significantly more moisture in the
atmosphere. The long-term accumulation of greenhouse gases in the atmosphere is trapping heat and warming up the land, oceans and
atmosphere. As the oceans warm up, they produce more water vapour and this, in turn, feeds big storms, such as hurricanes and typhoons.
And yet, there are ways of dealing with the effects of such extreme events. After 2003, French cities set up air-conditioned shelters for use in
heat waves. In the 2006 heat wave, the death rate was two-thirds lower.
‘We know that warming of the Earth’s surface is putting more moisture into the atmosphere. We’ve measured it. The satellites see it,’ says
climatologist Jay Gulledge. Another scientist, Michael Oppenheimer, agrees. We need to face up to that reality, he says, and do the things we
know can save lives and money.

List of headings

A. Definition of weather change

B. Extreme weather events arose
C. Human-made reasons of weather change
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D. Causes and some early solutions

Figure 3. Reading for specific information Questions

1. The article says that extreme weather events ...

a) have an influence on the climate.
b) kill more people than before.
c) are part of a long-term change.
2. According to the article, ...
a) scientists don’t know what causes extreme weather.
b) there’s more than one factor influencing our weather.
c) it’s not possible for humans to influence the weather.
3. The rainfall in Nashville in May 2010 ...
a) last happened a thousand years ago.
b) happens every one hundred years.
c) caused very rare flooding.
4. What caused deaths in Rio de Janeiro?
a) people were trapped under soil
b) the intensity of the rain
c) extensive floods
5. According to the article, ...
a) there has been a dramatic increase in the economic costs of extreme weather.
b) extreme weather events have risen by 25 percent since 2010.
c) in 2011, 25 percent of financial losses were weather-related.
6. Which statement is NOT supported by information in the article?
a) Extreme weather is influenced by human activity.
b) Unusual weather events are part of natural weather cycles.
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 c) Such extreme weather is too rare to be a result of climate change.

Figure 4. Worksheet for reviewing vocabulary

1. Covid-19 can be ______for many people. There have been more than 4 million people who died of Covid-19 since 2020.
2. He has to ________the fact that he has lost his family due to the earthquake.
3. One of the challenges of working in Customer Service is that you have to______many complaints from the customers.
4. A/an _______is interviewed about the effects of the earthquake occurring yesterday.
5. You should find a ________ immediately in case of heavy rain with thunder and lightning.
6. There is a _________ of fresh water in many countries in the world, so people should save water.
7. You should _____your dog more than one time a day. He will be hungry if he can only eat one meal each day.
8. He had a serious car accident 2 years ago and now he still has to endure _____pain on the right leg.
9. Many human activities have had negative ________ on the environment.
10. The __________ of exhaust fumes from vehicles has made the air more polluted.

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