LESSON PLAN

UNIT 6: NATURAL ENVIRONMENT

(For Reading skill)

Teacher’s name: Le Thi Ai Nhi

Class: IELTS 01
Ss’ level & characteristics: Pre-Intermediate level
Teaching time: 60 minutes

Objectives: At the end of the lesson, students should be able / are expected to:
 Language
 Vocabulary:
– Focus students' attention on the vocabulary related to the topic of the natural environment.
 Skills:
 Reading:
– approach Yes/ No/ Not Given questions and build a possible strategy to deal with this question type.

Anticipated Problems and Solutions

 Problems: Students may
– Confuse the difference between True/False/Not given question type and Yes/No/Not given question type.
– Not have efficient strategies to deal with Yes/No/Not given question type.
 Solutions: Teacher needs to address the difference between two question types before suggesting a strategy
to deal with the Yes/No/Not given question type.

Approach & Teaching Aids/ Materials:

a. Communicative Approach + Grammar-Translation Method (if needed)
b. PowerPoint, Zoom, Internet-connected computer, etc.

Teaching procedure
A. Classroom procedure (1’)
1. Greeting
2. Checking attendance
B. New Lesson: (55-58’)

T’s activities + time Ss’ activities Content

1. Lead-In: (10’)
T elicits from students what is meant
by natural environment. Answer the question. Natural environment is the sea,
land, air and in fact, anything
T divides the class into groups of 4, which is not man-made.
asks them to come up with a name for
their group, reminds Ss that they are
going to work in groups throughout
the lesson.
Exercise 01:
T asks Ss to work in assigned groups Work in groups, match the words in the Answer:
and match the words in the box with box with their definitions and give 1 habitat; 2 extinction; 3
their definitions. examples. conservation; 4 endangered;
Minigame: 5 species; 6 threaten; 7 poach;
After matching, T encourages students 8 captivity
to give examples of the use of some of
the vocabulary.
Each time T shouts a word, the
quickest team to say out loud their

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team’s name gets the chance to give a
sentence that includes the given word.
After 8 words, T announces the
winner.
Exercise 2: (10’)
T asks Ss if they are familiar with this
type of question in the IELTS reading
tests.
T asks Ss to distinguish the difference
between True/False/Not given
question type and Yes/No/Not given
question type.
Before doing the exercise, T helps Ss
to distinguish between “a view” and “a
claim”.
T asks Ss to work individually, read the
short text and answer the questions.
T asks Ss to show their answer and call
some of them to explain them.
T helps Ss to find the synonyms or
words/phrases that help Ss to locate
the answers.
T makes students aware that texts are
not this short in the exam and that this
exercise is just to give students the
idea of the task type.
To tackle a longer text, Ss need to find
a possible strategy to optimize their
time.
Exercise 03: (3’)
Work in groups of 4, T asks Ss to order
the steps to form a complete strategy.
T then explains the reasons behind
each step if necessary.
Exercise 04: (35’)
I.Pre-reading:
T asks Ss the following questions:
Do you like visiting zoos? Why/why
Answer the questions.
Answer the questions.
Read the short text and answer the
questions
Work in groups.
Answer the questions.
Yes/No/Not Given question type
is a common task in the reading
exam.
The purpose of this task is to
identify if the statements in the
questions match the views or
claims of the writer.
True/False/Not given question
type is about whether the
statements agree/disagree with
the information in the passage or
there is no information on this.
Yes/No/Not given question type is
about whether the statements
match/contradict the opinions of
the writer in the passage or it is
impossible to say what the writer
thinks about this.
A “view” is a personal opinion and
a “claim” is a statement made by
the writer and presented as a
fact.
Answer:
1.Yes 2.Not Given 3.No 4.Yes
Synonyms:
1 involvement - contribution /
make an impact - makes
a difference
3 most people - the majority of
[us]
4 do a great deal - go to great
lengths
Answer:
a 4; b 7; c 5; d 3; e 1; f 6; g 2
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not?
What are the advantages/
disadvantages of keeping wild
animals in captivity?
Do you know of any 'famous' zoo
animals?
How do you think zoos have changed
in the last fifty years?
What kind of things do you predict the
article will say?
T draws students' attention to Tip 4,
stating that the questions appear in
the same order as the text.
II.While-reading:
Ss work individually, T tells students to
skim read the text and answer the Read the passage and answer the Answer:
questions, following the approach questions. 1 Not Given 2 Not Given 3 No 4
suggested in exercise 03. Yes
After Ss finish the exercise, T gives the
correct answers.
T helps students to find the evidence
for each answer and underlines the
keywords and synonyms/similar
phrases.
T asks Ss if they have any difficulty in
following the strategy.

III.Post-reading:
T asks students to work in groups of 4 Work in groups and send a
and list out the zoo’s benefits in representative to present the finding.
wildlife conservation mentioned in the
passage.

C. Consolidation (1’)
- T helps Ss to review to steps involved in the strategy.

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 LESSON PLAN ANALYSIS
 Lead-in:
The first question in the lesson arouses Ss’s interest in the topic of the Natural Environment.
In exercise 01, after matching the words with their definitions, T introduces a small activity intending to boost energy
and engagement during the lesson.
 Exercise 2:
Before conducting this exercise, T points out some of the possible confusion between True/False/Not given question
type and Yes/No/Not given question type, also underpins the difference between a “claim” and a “view”
After Ss finish the exercise, T elicit Ss’s reflection after doing this type of question while analyzing that their approach
to this type of question may not be efficient in the real test, where passages are known to be much longer, and they
are under great time pressure  they need to have an effective strategy.
*This step is what I call “Proposal”, where Ss are deeply convinced that what they are about to learn would
eventually benefit them in the test.
 Exercise 3:
This is where students brainstorm to form a complete strategy and understand the purpose behind each step.
*This step is called “Analysis” and “Conclusion” is when the teacher provides the correct order for the strategy and
explains the rationale for each step.
 Exercise 4:
This activity is aimed to allow students to practice this strategy
a)Pre-reading: Questions that T asks are aimed to raise Ss’s curiosity before reading the passage, also to increase
student involvement.
b) While-reading: T lets students do the exercise individually to put the theory into practice, to see if the strategy
works or if they have any difficulty following the steps.
c) Post-reading: helps students understand the text further, through critically analyzing what they have read.
 Consolidation is added for the teacher to sum up the lesson and for students to ask any questions.