Students: Nguyen Thi Tuyet Nga, Do Thi Thuy Nga, Phan Giao Thuy, Vu Ngoc Phuong Nghi, Dao

Minh Hieu

LESSON PLAN - TEACHING ESP (Group 5)

1. Class profile : English-majored students
2. Student’s level : Upper-intermediate
3. Number of students : 30 - 35 students
4. Allotted time : 50 minutes
5. Date and time : December 3rd, 2018 (9 - 9:50 A.M)
6. Objectives :
By the end of the lesson, students will be able to:
- Knowledge : + Know the relevant vocabularies about consequences of air pollution.
+ Have the basic knowledge about 4 consequences of air pollution.
- Skill : + Improve reading skills within the topic of air pollution.
+Talk and give opinions about remedies for air pollution problems.
7. Assumption:
- Students have known vocabularies related to air pollution.
- Students may have the background knowledge about air pollution.
- Students can read and understand scientific articles.
- Students can work in pairs and groups.
8. Anticipated problems:
- Students may:
+ not understand the instructions.
+ lack background knowledge in the field.
+ not understand the content of the reading text.
+ have little or no idea to discuss in speaking activities.
+ have uneven participation in pair/group work.
- Laptop and LCD may not function well.
9. Possible solutions:
- Give brief and short instructions and check-back questions.
- Elicit students background knowledge.
- Pre-teach vocabulary and provide background information before reading.
- Prompt students by suggesting ideas.
- Remind students to have fair shares of talking time.
- Check for malfunctions before class and require technical supports.
10. Method/Approach: PPP
11. Materials: English for Environmental Technology, Unit 4: Air pollution
12. Teaching aids: Handouts, PPT slides, white board, markers, LCD.
13. Procedure:

Timing Stages Procedure Stages’ aim Aids and Interactio Instructions

materials n pattern

5 mins Warm-up - T ask Ss watch a short - To engage Ss into the - LCD T ⇔ whole - Let’s watch a short video about a
video to answer 2 questions: lesson - PPT slides class. problem in London and answer the
+ What happened in London - Video following questions:
in December, 1952? + What is the problem? (Yellow and
+ What are causes of that thick fog)
problem? + What are the causes of that problem?
=> So the heavy smog in London is a
- T shows the video. - To get Ss’ attention typical consequence of air pollution.
- T introduces the topic:” - To introduce the - OK. Today we are going to learn
AIR POLLUTION” topic about AIR POLLUTION.
- T asks Ss: “What are - To activate Ss’ - Now, think and answer the question:
consequences of air background knowledge What are consequences of air pollution?
pollution?”
- Ss share their ideas. - To make Ss
brainstorm ideas
15 Pre-reading - Each student scans the
mins reading passage in 3
minutes and find 5 words
that they do not know. Then
works in small groups of 4
to discuss to choose only 5
words.
- T asks some groups to
write their lists on the board.
- T checks if any group has
other words.
- T asks the whole class the
meaning of each word.
If students know, T asks
them to explain or translate
into Vietnamese. If no one
knows, teacher teaches that
word.
- T shows pictures,
definitions, synonym,
antonym, etc. on the screen,
Ss guess the word.
- T provides meanings ->
pronunciations -> spellings -
> students repeat each word
3 times.
- Ss work in their old group,
T introduces Ss to do the
matching exercise. Two
fastest groups with all
correct answers have 1
- To make Ss more - White board Group - Class! Work individually. Scan the
active in finding what - PPT slides work text in 3 minutes to find 5 words that
they want to know you do not know. Don’t look up the
dictionary. Choose only words that
prevent you from understanding the
text.
* Check-back questions
T ⇔whole Again, class!
class + Work individually or in groups?
+ Scan or read carefully the text?
+ 5 or 10 words?
- To elicit the + Can you look up the dictionary?
vocabularies + Scan in 3 or 5 minutes?
- Now, work in groups of 4. (T goes
around to group Ss). Anyone does not
have group?
Discuss to choose only 5 words. You
have 2 minutes to do.
* Check-back questions
Again, class!
+ Work in pairs or groups?
- For Ss to practice + Each group chooses 5 or 10 words?
pronunciation + Work in 2 or 5 minutes?
- Time’s up! Now write your list on the
- To check Ss’ board.
understanding - Good! How about the other groups?
Do you have any other words?
- “Does anyone know the meaning of
this word?”
 bonus.
- T checks the keys. - For Ss to review and - “1 minute for you to learn these
a. 3 e. 5 consolidate the word.”
b. 7 f. 1 vocabularies.
c. 8 g. 6 - Now, look at the screen. Work in your
d. 4 h. 2 own groups.
- Do the matching exercise as fast as
possible. When you finish, submit your
paper to me. 2 fastest groups with all
correct answers get 1 bonus.
* Check-back questions
Again, class!
+ Work individually or in groups?
+ Do you have to submit the paper to
me as fast as you can?
+ 2 or 3 fastest groups with all correct
answer have 1 bonus?
+ Don’t do before I say start.
(T goes around to deliver handouts with
the upside down)

23 While - Activity 1: (3 mins) Activity 1:

mins reading - T asks Ss to read the text - To help Ss improve - Handout T ⇔ Ss - Read through the text quickly, in 3
in the handout quickly and reading skills - PPT slides minutes and answer this question: “How
asks Ss “How many (Skimming) - White board. many consequences of air pollution are
consequences of air mentioned in the text?”
pollution are mentioned in
the text?”
(5 minutes)
=> Answer: 4 kinds
(acidification, ozone
depletion, global warming - To help Ss improve
and economic losses)
- T checks answer, asks for
evidence (4 consequences/
one by one).
- T encourages peer-
feedback.
Activity 2: (15 mins)
- T asks Ss to open their
handouts and read the text
again.
- Ss work in pairs and do the
task in Handout 2 in 10
minutes.
- T gives check-back
questions, models the first
statement, support Ss to do
the remaining statements by
asking them keywords of
each statement.
- T gives start signal to ask
Ss to do the rest in 10
minutes.
- After 10 minutes, T asks
Ss to compare their answers
with another pair in 2
minutes.
- T checks the answers by
asking Ss to read the
statement and the correct
answer (True or False)
reading skills
(Scanning)
T ⇔ Ss
- To help Ss clearly
understand what they
have to do. Activity 2:
T ⇔ Ss - “ Work in pairs. There are 5
statements in this task. Decide whether
they are TRUE or FALSE. You have 10
Ss ⇔ Ss minutes.”
(pair work) * Check-back questions
+ Work in pairs or in groups?
- To help Ss be more T ⇔Ss + 5 or 10 statements?
confident when T + 10 or 15 minutes?
checks the keys.
- To help Ss check
their answers T ⇔ Ss
- To improve Ss’ Pair work
scanning skills
aloud.
- T asks the reason why Ss
choose that answer by
asking them to give
evidence/ explanation.
Activity 3: (5 mins)
- Ss work in pairs to
complete the summary.
Choose NO MORE THAN
TWO WORDS from the
passage for each answer.
3 fastest pairs with all
correct answers have 1
bonus.
- Ss do the activity.
- T checks the keys by
asking Ss to say the answers
aloud.
- T asks the reason why they
choose that answer by
asking them to give
evidence/ explanation.
Activity 3:
- Look at the screen. Read the passage
in 30 seconds.
- Work in pairs. Complete the summary.
Choose NO MORE THAN TWO
WORDS from the passage for each
answer.
- Do as fast as possible.
- When you finish, submit your paper to
me
- 3 first pairs with all correct answers
will have one bonus.
*Check-back:
- Work in pairs or groups?
- Do you have to submit your paper as
fast as you can?
- Don’t do before I say Start.
[T goes around to deliver handouts with
the upside down]
5 mins Post-reading - T asks the whole class: Do
you think the level of air
pollution in Thu Duc district
is very serious? Why?
- Ss volunteer to answer.
- Ss discuss in pairs in 5
minutes:
What is the most serious
consequence of air
pollution?
- T moves around to
observe, prompt when
necessary.
- Ss share their ideas with
the class.
- T summarizes Ss’ ideas on
the board.
2 mins Wrap-up - T summarizes vocabulary
and knowledge by eliciting
and giving hints
- Ss answer T’s questions
- To give Ss a chance -LCD T ⇔ Ss - Do you think the level of air pollution
to share their own -PPT slides in Thu Duc district is very serious?
opinions -White board Why?
-Marker
- To give Ss a chance Pair work - Discuss in pairs: In your opinion, what
to use their background is the most serious consequence of air
knowledge pollution? Why?
Discuss in 5 minutes. Then, I will invite
some of you to share your ideas.
* Check-back questions:
+ Pairs or groups?
+ Each student chooses 1 or 2 most
- To help Ss improve Ss ⇔Ss serious problems?
speaking skills + Do you have to explain why?
- To expand the lesson + 5 or 10 minutes?
- Time’s up. Now, let’s share your
ideas.
- To consolidate Ss - LCD T ⇔Ss - Vocabulary:
knowledge and to - PPT slides + Acidification: the process of turning
improve vocabulary - White board into acid?
retention - Marker + Depletion: the amount of things is
reduced?
+ Noxious: harmful and poisonous?
+ Intractable: be very hard to solve or
deal with?
+ Volatile: be easy to change, for
example, from liquid into gas?
+ Ventilation: the system that let fresh
air into the house?
 + Corrosion: the destruction of metal
caused by water?
+ Transcend: to go beyond the limit?
- Knowledge:
+ How many consequences of air
pollution are there in the text?
+ What are they?
Hint:
. The word that we just learnt about
acid rain;
. The holes on the sky;
. The earth getting hotter;
. Cost a lot of money.
(show summary chart of consequences)

Homework T provides Ss with - PPT slides Remember to do the translation

translation exercise exercises 1 and 2 on page 41-42. I will
Task 1 page 41 set a post on LMS for you to upload
Task 2 page 42 your assignment.