INTERNATIONAL UNIVERSITY

DEPARTMENT OF ENGLISH
ELT METHODS AND TECHNIQUES: TEACHING READING AND WRITING

LESSON PLAN
SKILL FOCUS: READING

Group’s name: The Locos

Member 1: Trương Ngọc Minh Châu
Member 2: Phạm Duy Khoa
Member 3: Huỳnh Lê Hương Kiều
Member 4: Nguyễn Hoàng Khôi Nguyên
Member 5: Mai Bảo Vy
 LESSON PLAN

Teacher’s name: Trương Ngọc Minh Châu, Phạm Duy Khoa, Huỳnh Lê Hương Kiều, Nguyễn Hoàng Khôi Nguyên, Mai Bảo Vy
Date: October 22nd, 2020
Course book: PRISM 1 – READING & WRITING
Lesson/ Title: Unit 2 – Reading 1 – Celebrations
Class: IE1
Description of class:
- Level of language proficiency: A2 - Waystage
- Age: 18 - 19
- Number of students: 12
- Students’ characteristics: Most of the students are musically, spatially, and interpersonally intelligent.
- Duration: 45 minutes
I. OBJECTIVES/ LEARNING OUTCOMES: (Linguistic/ Non-Linguistic)
By the end of the lesson, students should be able to (SWBAT):
- Identify the meaning of the basic vocabularies in illustrating festivals and celebration.
- Use those vocabularies in different situations.
- Apply the strategy of skimming in gaining the main points of the text while reading about celebrations on earth.
- Apply the strategy of scanning in getting the information in detail of each celebration while reading about celebrations on earth.
- Discuss features of festivals and celebrations with other people
- Explain two types of texts, namely magazine and journal.
- Develop the skills of communication, cooperation and thinking critically.

II. RECENT WORK/ LEARNERS PRIOR KNOWLEDGE:

Linguistic: Scanning for numbers; Nouns, verbs, and adjectives; Simple sentences and how to write descriptive sentences; There is/
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 There are
Context / Topic: Places

III. APPROACHES/ METHODS AND TEACHING AIDS:

Approaches/Methods: Communicative Approach, Communicative Language Teaching, Task-Based Language Teaching
Teaching Aids: A4 & A3 papers, pictures, slides,

IV. TEACHING PROCEDURES:

Aims Teacher’s activities Students’ activities Content Grouping

LEAD-IN (5 minutes)
- To arouse - Give instructions of the lead-in - Listen to the teacher’s - For the demonstration: Adjectives Individual work
students’ interest in section by saying: “The screen instructions. related to celebrations (5 in total):
learning. will show you a list of flashing joyful, colorful, special, noisy,
- To establish a words. Please look at the screen solemn.
communicative link and try to memorize as many - For the game: Nouns related to
between the learners words as possible. After that, celebrations (12 in total)
and the information you will write the words down Confetti, fireworks, gatherings,
about to be on a piece of paper. The one ribbon, festivals, gifts, balloons,
presented. who can write down the most costumes, lucky money, lights,
words wins a bonus from me.” mistletoe, parades
- Verify the students
understanding by asking
questions such as: - Answer the teacher’s
“What will be on the screen?” questions.
“Will you be able to copy down
the words?”
“Who wins the game?” -The chosen student does
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- Pick a student for a short the demonstration by
demonstration: “Now, I will following the given
invite [the name of the student] instructions. The other
for a short demonstration. students pay close attention
Please pay close attention.” to the demonstration.
- Answer the teacher’s
- Ask the chosen student: “[the question.
name of the student], how many
words you’ve got?” - Begin playing the game.
- Start the game by saying: “So,
[the name of the student] gets
[the number of words]. You
guys are going to memorize as
many words as possible. Are
you ready? Go! - Try to memorize as many
- Show the words on a slide, words as possible.
one word at a time, one second
for each word. - Write down the words in
- Give instructions: “Now, you the allotted time.
have one minute to write down
all the words you can
remember.” - Answer the teacher’s
- Ask the students: “How many question.
of you got 12/11/10
(progressively counting down
until all of the students have
raised their hands)?” - The student with the most
- Ask the student with the most words read the words out
words to read the words out loud.
loud.
- Congratulate the winner.
- Announce the winner. - Try to guess the topic.
- Ask the students: “So can you
guess what today’s lesson is
about?” - Listen to the topic of the
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 - Introduce the students to the lesson.
reading lesson of the day: “You
all have the right idea. Today,
we are going to learn more
about celebrations around the
world.”

PRE-READING: TEACHING VOCABULARY (12 minutes)

- To introduce - Divide the class in four teams - Get into groups of three. - Reading 1, “Understanding the Team work
students to of three. vocabulary,” p. 40.
keywords. - Give each team a worksheet - Receive the worksheet and - The three false words are:
- To foster the spirit with the same questions as the the definitions. 1. country (n): a land that has its
of teamworking. textbook and nine definitions. own customs, army and government
(three of them are unnecessary) etc.
- Give instructions: “Now, you - Listen to the teacher’s 2. pots (plural, noun): containers,
will fill in the gaps with the instructions. usually made of clay and plastic, in
words I have given. Pin your which plants are grown.
answers onto the board once 3. give (v): to offer something to
you have finished, and someone, or to provide someone
remember to write down the with something.
order in which you finish. The - The keywords are:
team that finishes first with the 1. celebrate (v): to do something
most correct answer wins.” enjoyable because it is a special day.
- Verify students’ understanding - Answer teacher’s 2. culture (n): the habits, traditions,
by asking: questions. and beliefs of a country or group of
“How will you fill in the gap?” people.
“If you finish first, what number 3. gift (n): something you give to
will you write down on the someone, usually on a special day.
board?” 4. the ground (n): the surface of the
- Start the game by saying: earth.
“Ready, set, go!” - Start matching up the 5. lucky (adj): having good things
- After all the groups have words. happen to you.
finished or three minutes have - Stop working and pin the 6. traditional (adj): following the
passed, stop the game. If in the answers onto the board. ways of behaving or doing things
latter case and there are still that have continued in a group of
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 groups that are not done with people for a long time.
their work, tell them to pin their
answers onto the board.” - Congratulate the winner.
- Check the answers and
identify the winner.
WHILE READING – FINDING MAIN IDEA: FILL IN THE BLANK (10 minutes)
-To enhance the - Stick the reading task 4 in four Task 4 – page 42 Teamwork
students’ ability in A3 papers on the board. Ex: celebrate weddings with an
using skimming - Ask students to form into - Form into groups of 3 eight - course meal____
skill for finding groups of 3 students. students. Key: China
general “Now I will divide you guys KEYS:
information, into groups of 3 students.” 1. Mexico
specify in filling in - Cut the symbols of 5 countries - Hold the symbols. 2. China
filling the blank into 5 pieces of papers and mix 3. Greece
- To develop them up. Give each group a 4. Japan
communicative version of those symbols. 5. The US
ability of the - Ask each group to read the - Listen to the teacher’s *Skimming: is reading a text quickly
students. passage on the book, find out instruction carefully. Read to get a general idea of meaning.
the answers and stick those the passage on the book, - There is no need to read every
answers (the 5 countries’ find out the answers and word when skimming.
symbol) on the blanks in the A3 stick those answers (the 5
papers on the board. countries’ symbol) on the
“Each group will have 5 pieces blanks in the A3 papers on
of papers including the 5 the board.
countries’ symbol. Your job is to
read the passage on page 41 in
the book, find out the answers
for task 4 and stick the right
symbol on each blank on the
board.”
- Check students’ understanding
by taking an example. - Answer the teacher:
“Let’s take an example. Look at “China”.
the phrase. Which country can
be filled in the blank?”.
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- Ask a student “How can you
find out the answer?” - Answer the teacher’s
- Introduce students the tip to question.
help them do the task: “As you - Listen to the teacher
can see, when you need to find carefully.
out the general information,
you read the text quickly to find
the general information. For
example, you read the phrase
(celebrate weddings with an
eight-course meal) on the task,
then move your eye rapidly
through the passage until you
see the line of what you need to
find (line 1 in the second
paragraph)”
- Ask them the next question:
“What will you do next, sit on - Answer the teacher: “Run
your chair or run to the to the board.”, “Stick it on.”
board?”. After their answer,
continue asking them: “Will you
write the countries’ name on it
or stick the symbol on?” “Now,
let’s get started.”
- Check the answer and
announce the winner. - Give a big hand to the
“Let me check your responses. winner.
The winner is…”
- Give explanation if they have
wrong answer. - Listen to the teacher’s
“Now, which country is right explanation and fix the
one class?”- “The evidence is wrong answers or take note.
on line…” - Listen to the teacher’s
- Introduce the strategy of explanation and take note.
skimming:
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 “So, after all. The technique
that we use to complete this task
is called skimming.”
“- Skimming: is reading a text
quickly to get a general idea of
meaning.
- There is no need to read every
word when skimming.”

WHILE READING – FINDING SPECIFIC INFORMATION 2: TRUE/ FALSE (10 minutes)

-To enhance the - Ask students to read the - Read the passage one page Ex: On name days, people have Individual work,
students’ ability in passage one page 41, decide 41, decide each sentence is small parties with their family pair work
using scanning skill each sentence is true or false true or false individually members.
for finding detailed individually and underline the and underline the key Key: F (People have big parties and
information and in key evidences in 2 minutes evidences in 2 minutes. open their house to anybody who
making decision. “Please read the passage on wants to come.)
- To develop page 41 again to decide Task 5 – page 42
communicative whether it is true (the fact KEYS:
ability of the matches the reading) or false 1. F (put chocolates and other
students and help (the fact contradicts the candies inside pinata)
them to think information). Remember to 2. F (In Chinese culture, long
logically. underline the evidences. The noodles are lucky)
time limit is 3 minutes!” 3. F (In the U.S, Mother’s Day is
- Check the students’ - Answer the teacher. always celebrated on the second
understanding. Monday in May)
“Let’s take an example. Look at 4. T (People bring small gifts, often
the statement here. “Is it true or flower or a box of candy).
false?”, “Do we have to 5. T (Young women usually wear a
underline the key words or traditional furisode kimono, while
not?” young men often wear Western style
- Ask a student “How can you - Answer the teacher. suits)
find out the answer?” *Scanning: is reading a text quickly
- Introduce students the tip to do - Listen to the teacher in order to find specific information,

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the task: “As you can see, when carefully and take note. e.g. figures or names.
we need to find out the detailed
information, you read the text
quickly to find the specific
information. For example, you
read the statement (On name
days, people have small parties
with their family members.) on
the task, then read each line of
the Name Days paragraph
quickly until you catch the line
of what you need to find (line
3)”
- Give student a ball. Ask them
to pass it to the one sitting next
to them while the music is - Listen to the teacher’s
turned on. Pause the music instruction.
suddenly and ask the student
holding the ball at that moment
to represent his/ her pair to
answer one statement on the
task. Ask them to decide
whether it is true or false and
support the evidences. If the
answer and the evidence are
right, they will get a small gift.
“Now I will give you a ball.
When I turn on the music,
please pass it to the one next to
you. When the music is paused
suddenly, please stop passing
the ball. Who holding it at that
moment is the person represents
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your pair to decide one
statement in the task is true or
false and prove it. If the answer
and the evidence are right, you
will get a small gift.”
- Check students’ - Answer the teacher: “Pass
understanding. it.”, “The one next to us.”,
Stop passing it.”, “We need
“What will you do when I turn to…”
on the music?”, “Pass it or
throw it?”, “To whom?”,
“What will you do when I pause
the music suddenly?”,
“Continue or stop passing it?”,
“Do we need to give evidences
or not?”
“Let take an example. Look at
the sentence on the screen here.
(On name days, people have
small parties with their family
members). I will turn on the
music right now. Listen
carefully… Now I pause the
music suddenly. Who is holding
the ball? You are the on who
will decide the statement is true
or false and remember to give
evidence?”
- Start the activity.
“Let’s get started.” - Start to do the activity.

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 - Observe the class, show the
answers for each statement. - Listen to the teacher and
“Ok, let’s check the right take note.
answers.” Give explanation if
they have wrong answer.
“So, the evidence is on line…”
- Introduce the strategy of
scanning.
“So, after all. The technique
that we use to complete this task
is called scanning.”
“- Scanning: is reading a text
quickly in order to find specific
information, e.g. figures or
names.”

POST READING: DISCUSSION (5 minutes)

To ensure students - Ask students to read Task 8 - - Turn to Task 8 - page 42. Task 8 - page 42 Individual work
comprehend the page 42. 1. What special days do you
content of the lesson “Now students, turn on to task celebrate?
and are able to do 8 - page 42.” 2. What do you do on these
the homework. - Hand in each student a piece - Summarize their favorite days?
of A4 paper and request each celebration (4-5 sentences) 3. What is your favorite
one to write about their favorite within the allotted time, with celebration? Why?
celebration in brief (4-5 the 3 given questions as aid.
sentences) within 2 minutes, (Ask again if unclear with
using the 3 questions as aid. anything)
“You are going to write about
your favorite festival in brief,
about 4-5 sentences, in 2
minutes.”
- Check again if students know - Answer the teacher.
what to do by asking “What do

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you write on the paper?”
- Stop and encourage - Stop writing to read out
volunteers/invite one of the loud their summaries.
students to read aloud their
summaries.
“I need volunteers!!! Or I am
going to invite one of you to
come here and share your
favorite festival.”
- Give feedback or comment.
WRAP-UP AND HOMEWORK (3 minutes)
- Show the title of a specific Individual work,
festival other than those in the Pair work
textbooks.
- Ask the students to form a - Listen to the teacher’s
group of 4 members and work instructions (form a group of
together on listing out as many 4 members and name as
associated activities of the given many related activities of
festival within 90 seconds. (The the given celebration as
team with the most relevant possible)
activities is considered the
winner.)
“Now, you are going to create
a group of four. I’m going to
give the three groups a festival.
You have to name the related
activities of that festival in 90
seconds.”
- Stop and assess each team’s - Stop and await further
results so as to determine the notice from the teacher.
winning one.
- Wrap up the content and ends - Pay attention to the
the class. → Show the teacher’s summary.
homework slide.

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 “Alright! That is the end of our
class today. Don’t forget to do
your lovely homework,
students! Goodbye class!”

V. ANTICIPATED PROBLEMS & SOLUTIONS: (Linguistic/ Behavioral)

PROBLEMS SOLUTIONS
- Students finish the task so fast - Teacher assigns extra task for them
- Students forget to underline the key words. - Teacher goes around and remind them if they forget that part.
- Warm-up: the student with the most words does not get all words - Move on to the student with the second/third/fourth most answers.
correct.
- Pre-reading: the weak students will have a hard time matching up - Give them an example by asking them questions such as: “Which word
the words. type do you think go in this gap?” “Now do you think that this particular
word goes with the words before it?”
- Students are lazy and do not practice with their partners. - Teacher comes to these pairs, ask if they know how to do this, and
remind them to do the proper task.

VI. APPENDIX: (including the reading passage and reading tasks)

- The passage and reading tasks on page 40, 41, 42

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