GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG

BÀI THỰC HÀNH CUỐI KHÓA:

Chọn 01 giáo án có sẵn cho 01 tiết học tiếng Anh mà thầy/cô đang sử dụng. Dựa trên những hiểu biết của
thầy cô sau khi hoàn thành mô-đun 1 về Tìm hiểu Chương trình môn Tiếng Anh trong Chương trình GDPT
2018, thầy/cô hãy:
1. Viết 01 đoạn phân tích để chỉ ra những điểm phù hợp hay chưa phù hợp của giáo án này trong việc đáp
ứng các yêu cầu về phương pháp dạy học tiếng Anh theo Chương trình GDPT 2018, và
2. Viết lại hay cải thiện giáo án nói trên cho phù hợp hơn với yêu cầu của Chương trình GDPT 2018.

TRẢ LỜI:
1.
Điểm phù hợp:
- Mục tiêu phù hợp: bao gồm mục tiêu phẩm chất và năng lực
- Tiến hành đầy đủ các bước: warm up, pre-reading, while-reading, post-reading, consolidation
- Lồng ghép các kỹ năng: nghe, đọc, nói
- Vận dụng nhiều trò chơi: là một trong những phương pháp học ngôn ngữ hiệu quả nhất
- Hoạt động dạy học đa dạng
- Theo đường hướng dạy học theo nhiệm vụ
- Sử dụng linh hoạt các phương pháp: communicative approach, task-based learning,
- Vận dụng các phương pháp đánh giá: đánh giá năng lực và đánh giá theo sản phẩm đầu ra
Điểm chưa phù hợp:
- Chưa lồng ghép kỹ năng viết
- Vì hoạt động đa dạng với thời lượng 45 phút nên giáo viên cần phải chú ý điều khiển thời lượng
cho mỗi hoạt động.
2. Cải thiện:
Điều chỉnh phần post reading: Cho học sinh hoàn thành mind-map và viết bài essay khoảng 150-
180 từ về causes, effects and solutions of global warming. Chia học sinh làm 5 nhóm, mỗi nhóm
viết 1 paragraph.

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Week: 2
Period: 3 Date of teaching: 25/01/2021
Class: 11
LESSON PLAN
UNIT 6: GLOBAL WARMING
LESSON 3: READING
------------------------------
I. OBJECTIVES
By the end of this lesson, students will be able to:
+ read for general ideas and specific information about the causes and effects of global warming
+ guess the meaning of the words by its context
+ pronounce exactly and use some vocabulary related to the topic
+ discuss the effects and solutions to global warming
+ (attitude) raise Ss’ awareness of protecting the environment and reducing the global warming.
II. Content:
Theme: Our environment Topic: Global warming
Skills: reading skill and speaking skill
Language:
Vocabulary: catastrophic, famine, absorb, capture, atmosphere, ecosystem, diversity
GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG

III. Method: Integrated, mainly communicative

IV. TEACHING AIDS: Textbook, board, hand-outs, PowerPoint, project, iSpring suite 10,
iSpring quiz marker
V. PROCEDURE
Time/ Procedure Interaction
Stage
I. Lead-in Warm – up: KIM’S GAME
(4 mins) - T sets the rules: T- Ss
+ Look at the pictures and words/phrases
+ Remember them in 60 seconds
+ Write down from your memory as many words as possible in
1 minute
+ Who has more correct answers will be the winner
- T shows the pictures and phrases
- T gives ss 1 minute to write
- T gives feedback
=> Suggested answers:
• Global warming
• Climate change
• Deforestation
• Drought
• Chemical fertilizers
• Greenhouse gas from vehicles
• Infectious diseases
• Greenhouse gas from factories
• Flood
- Lead in the new lesson by asking questions: T-Ss
1. What are the causes and effects of global warming?
2. Do you want to know more about global warming?
- To answer this questions let’s learn our lesson today: UNIT 6:
GLOBAL WARMING
LESSON 3: READING
II. Pre-reading  ACTIVITY 1: Watch the video and list out the causes
(9 mins) and effects of global warming T-Ss

- T asks Ss to watch the video about causes and effects of global

warming
- T plays the video
- T asks Ss to list out the causes and effects of global warming
- T checks and give feedbacks
*Suggested answers:
GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG

III. While-  ACTIVITY 2: Read the text and select the statement that T-Ss
reading expresses main idea
(21 mins) Lead in: to practice guessing the meanings of new words in
context, reading for the main idea and reading for specific
information, let’s go to part 3 – While-reading.
Aim: - This activity provides Ss with an opportunity to practice
reading for gist and summarizing key ideas into a statement.
Which is the statement that expresses the main idea of the
passage?
-T asks Ss to follow these steps:
Step 1: carefully read all the statements. Step 2: Underline key
words and determine what each statement tells you.
Step 3: Skim through the text. What is the topic sentence? What is
each paragraph about?
Step 4: Decide your answer.
a. T asks Ss “what is this statement about? The definition of
global warming, what is global warming?
b. only an effect of global warming
c. causes and effects of global warming
-T asks Ss to read the text quickly, find the thesis statement of the
passage in paragraph 1, key words in paragraph two, three and
four.
Quiz 1: Read the text and select the statement that expresses
its main idea. (Task 2 in textbook) T-Ss
- Ask Ss to click the answer and submit

d. > a solution to global warming

+ A is a definition of global warming.
+B mentions only about one of the effects of global warming
explained in the text.
+C is the most comprehensive one since it mentions both causes
and effects.
+D mentions only one solution.
+C is the best answer as it covers all points mentioned in the text.
Aim: This activity focuses on the skill of guessing the meaning of
GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG
new vocabulary in context.
Step 1: Find these words in the reading text
Step 2: Read the sentence that includes these words carefully to
guess their meanings in context.
Step 3: Read the meaning column, underline important words to
help you match with the appropriate words.
Step 4: decide your answers
-T elicits each of 7 words by using the sentences in the text,
pictures, synonym, and explanation.

1. Catastrophic /ˌkætəˈstrɒfɪk/ (adj): Thảm khốc

Let’s think about the effects of global warming on nature and
people, how terrible floods in the middle of Vietnam that people
in here have to suffer? Which does the word catastrophic mean,
negative or positive?
2. Famine/ˈfæmɪn/ (n): Nạn đói
When global warming reduce crop harvest, do people have
enough food to eat?
3. Absorb/əbˈzɔːb/ (v): Hấp thụ
Give off /ɡɪv ɒf/ (v): Thoát ra
4. Capture/ˈkæptʃə(r)/ (v): giữ, bắt, chụp
When you read the word forests, what do you think about? Is it
trees? What do trees do to CO2?
5. Atmosphere (n) /ˈætməsfɪə(r)/ (n): Khí quyển
Where can contain CO2 that trees absorb and give off?
6. Ecosystem/ˈiːkəʊsɪstəm/ (n): Hệ sinh thái
Eco means ecology, system means an organized set of ideas or
theories or a particular way of doing something
7. Diversity /daɪˈvɜːsəti/ (n): Sự đa dạng
What do you think about species of animals and plants in the
world? Are there many kinds of them existing?
- read all the words as model
- ask the whole class repeat after (2 times)
- run through the meanings and match them with the appropriate
meanings
-We are going to have an opportunity to practice scanning the
text for specific information in activity 4.

- T gives feedback
-T read all the words as model
- Ask the whole class repeat after (2 times)
Aim: To help students determine the meanings of the new T-Ss
words in context
Activity 3: Match the words with their meanings (Task 3 in T-Ss
textbook: Match the words with their English meaning)

Quiz 2:
GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG
1. Catastrophic (a) a. All living creatures and plants in a
2. Famine (n) certain area and the relationships
3. Absorb (v) between them.
4. Capture (v) b. The mixture gases surrounding the
5. Atmosphere (n) Earth.
6. Ecosystem (n) c. The fact of having many different
7. Diversity (n) types of people, animals, plants or
things.
d. Take in (gas, liquid, heat) from the
space of surface around.
e. Catch and keep something/someone
in a place.
f. When a lot of people do not have
enough food and many die.
g. disastrous
Key:
1g- 2f- 3d- 4e- 5b- 6a -7c T- Ss

- T asks Ss to match and submit their answers.

Quiz 3: Listen and fill in the missing words to make complete
words.
T-Ss
-aim: To help Ss remember and pronounce the words correctly
T asks Ss to listen and fill in the letters then submit their answers.
Quiz 4: Drag and drop the words given to complete the
sentences.
Aim: To help Ss apply words in context.
Step 1: determine parts of speech of the words given and their
meanings.
Step 2: determine what part of speech each sentence needs.
Step 3: decide your answers and submit
-Aim: This activity provides Ss an opportunity to practice
scanning the text for specific information.
- T asks to follow three steps:
Step 1: Read all the statements and underline key words. How
many statements? How many paragraphs?
Step 2: Find the key words in the reading text to get appropriate
information to answer the question. If the statement agrees with
the information in the text, it is true. If the statement contradicts T-Ss
the information in the text, it is false.
Step 3: Decide True or False
Activity 4: Read the statements and decide whether they are
True (T) or False (F).
Quiz 5: Read the statements and decide whether they are
True (T) or False (F).
- T asks Ss to click their choices and submit
-T gives feedbacks and asks Ss to explain their answers.
Quiz 5:
Key: 1F 2F 3T 4T 5F 6F
GV: HOÀNG THỊ LỆ QUYÊN – TRƯỜNG THPT VÕ MINH ĐỨC – BÌNH DƯƠNG
IV. Post-  ACTIVITY 4: Read the text again and discuss to fill in T- Ss
reading the mind-map
(9 mins) -T divides class into groups and ask them to read the passage
again and discuss to fill in the mind-map
- T gives Ss 5 minutes to do the task
- T goes around to provide help if necessary
- T calls on 2 groups to give the answer
- T checks and give feedback
*Suggested answers:
1.coal 2. transport
3. cutting down 4. sea levels
5. natural disasters 6. globally
7. shortages 8. disappearance
+Solutions:
Plant more trees
Turn off lights when not in use
Use clean energy: solar, wind…
Use public transports
V. - Ask Ss: What have you learnt today? What can you do now? T-Ss
Consolidation - Summarize the main points of the lesson.
(1 min)
VI.Homework - Ask Ss to: T-Ss
(1min) • Learn the new words/phrases by heart
• Give possible solutions to the problem in your neighborhood.
VI. SELF-EVALUATION
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