Giáo án môn Tiếng Anh Lớp 10 Global - Unit 9: Protecting the environment

UNIT 9: PROTECTING THE ENVIRONMENT
Lesson 1: Getting started – A Presentation On The Environment
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Gain an overview about the topic Protecting the Environment;
- Build vocabulary about the environment and identify the reported speech with statements and questions.
2. Core competence
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Raise awareness of environmental problems and solutions;
- Promote environmental protection.
II. MATERIALS 
- Grade 10 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. identify (v)
/aɪˈdentɪfaɪ/
recognize a problem and show that it exists
nhận biết, nhận diện
2. deforestation (n)
/ˌdiːˌfɒrɪˈsteɪʃn/

the cutting down of trees in a large area, or the destruction of forests by people
sự chặt phá rừng
3. endangered (a)
/ɪnˈdeɪndʒəd/
in danger of being harmed, lost, unsuccessful, etc.
có nguy cơ tuyệt chủng

Assumptions 
Anticipated difficulties
Solutions
- Students may not know the environmental problems and solutions.
- Students may not know how to make an effective presentation on environmental protection. 
- Use a mindmap and images of some major environmental issues and solutions to show in the class. 
- Give short, clear instructions and help if necessary.

Board Plan
Date of teaching
Unit 9: PROTECTING THE ENVIRONMENT
Lesson 1: Getting started – A Presentation on the Environment
* Warm-up
Crossword
Task 1: Listen and read.
Task 2: Read the conversation again and answer the following questions. 
Task 3: Match the words in A with the words in B.
Task 4: Complete the sentences.
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To activate students’ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom.
- To lead into the new unit.

CROSSWORD
* T gives instructions 
** Ss do the crossword puzzle individually, choose a number and give your answer. 
*** Ss can ask T for more clues or consult their classmates if they don’t know the answers. 
**** T checks and corrects if Ss spell or pronounce the words incorrectly. T decides on the winner who is the first to give the correct key word ENVIRONMENT. 
- T leads in the lesson: Environmental protection is the practice of protecting the natural environment by individuals, organizations and governments. Its objectives are to conserve natural resources and the existing natural environment and, where possible, to repair damage and reverse trends. As students, at your age, you can take some simple actions to help save the environment effectively.
- T shows the mind map and briefs students on some key points of environmental problems, solutions and practical actions.

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5 mins

PRESENTATION
- To get students interested in the topic.
- To get students to learn some vocabulary to be learnt in the unit.
TASK 1. LISTEN AND READ (P.100)
* T draws Ss’ attention on the conversation between Nam and his father. T plays the recording twice, has Ss listen to the conversation, read along and underline words and phrases in the conversation which are related to the environment. 
** Ss do the task individually.
*** Ss compare the words and phrases they have underlined and discuss their meaning with a partner.
**** T checks their answers with the whole class. 
* T has Ss read the conversation in pairs.
** Ss read the conversation
*** One pair read aloud.
**** T collects common mistakes and gives comments.

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12 mins
PRACTICE
- To practise reading for specific information. 
- To practise scanning.
- To develop Ss' knowledge of vocabulary for the topic protecting the environment.
TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING QUESTIONS. (P.101) 
* T asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them. 
** Ss do Task 2 individually first.
*** Ss share and discuss with their partners about the key words.
**** T corrects their answers as a class. 
1. What did Nam’s teacher ask him to do?
2. What has Nam come up with so far?
3. When does Nam have to deliver the presentation?
* T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them.
** Ss do the task in pairs.
**** T have Ss share answers with the class and confirm the correct answer. 
Key: 
1. She asked Nam to do some research on the environmental protection.
2. He’s come up with a range of environmental issues.
3. Nam has to deliver the presentation next week.

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5 mins
- To help Ss revise collocations for the environment.
- To practise scanning. 
TASK 3: MATCH THE WORDS IN A WITH THE WORDS IN B TO FORM PHRASES IN 1. (P.101)
* T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.
** Ss work individually.
*** Ss share their answers with a partner.
**** T checks and gives the correct answers with the whole class, has them say the meaning of each collocation. 
* T checks Ss’ understanding of the individual words (adjectives in column A and nouns in column B). T can do that by asking Ss for synonyms or simple explanations, e.g. Does ‘global’ mean affecting one country only? (No, it means affecting or including the whole world.) or for example sentences,
e.g. The global ‘economy’ is affected by the pandemic.
** T has Ss read the conversation quickly again, find these words and phrases, and underline them. Then T asks Ss to do the matching.
*** Ss share their answers in groups of 4. 
**** T checks answers as a class, writes the adjectives on the board and calls on individual Ss to write the correct noun next to each adjective. Alternatively, T asks one student to read an adjective and another one to say the noun that goes with it.
Key:
1-d: global warming
2-c: practical actions
3-b: environmental issues
4-a: endangered animals

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4 mins
To help Ss identify reported speech with statements and questions.
TASK 4: COMPLETE THE FOLLOWING SENTENCES BASED ON THE CONVERSATION. (P. 101)
* T has Ss read each sentence, try to think of a verb that will complete the gap.
** Ss do the task individually
*** Ss share the answers with a peer.
**** T asks the whole class about the verb form first, then the kind of verbs used in the very sentences, i.e. reporting verbs. T calls on individual students to read the complete sentences. 
Key: 
1. asked
2. advised
3. said

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4 mins
 PRODUCTION
- To practise pair working and conversational skills in the form of role play. 
- To give students authentic practice in using target language input of the lesson.
TASK 5: ROLE PLAY THE FOLLOWING SITUATION
SITUATION:
- Student A: You’re Minh, a student of Thang Long High School in Hanoi. You are preparing a presentation on Environmental Protection. You meet Greta Thunberg, a famous Swedish environmental activist. Ask for her advice on your presentation.
- Student B: You’re Greta Thunberg, a famous Swedish environmental activist. Give your advice on the presentation that Minh asks you. 
* Teacher gives Ss clear instructions in order to make sure Ss can role-play effectively. Ss are to bound to follow these conversation steps and use required language they have just acquired. 
- CONVERSATION STEPS: 
1. Greeting
2. Small talks
3. Main topic
4. Finishing off
- REQUIRED LANGUAGE: Use vocabulary in 3 and structures in 4.
1. Vocabulary: environmental issues, practical actions, endangered animals, global warming. 
2. Structure: Reported speech
**The student chooses his/ her partner and role play as instructed.
***T observes Ss while they are role playing, notes their language errors and gives help if neccessary.
**** T calls to pairs to role play in front of the audience, then gives Ss feedback. 

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10 mins
WRAP-UP
HOMEWORK
To help Ss memorise the target language and skills that they have learned and do research about a local or an international environmental organisation.
WRAP-UP
- Gain an overview about the topic Protecting the environment 
- Build vocabulary about the environment and identify the reported speech with statements and questions.
HOMEWORK
- Exercises in the workbook 
- Project preparation
• Ask Ss to open their books at the last page of Unit 9, the Project section, say what the topic of the project is (Environmental organisations).
• Tell Ss about the project requirements: Ss will have to do research about a local or an international environmental organisation. They will have to find out information about the organisation such as when it started working, its aims and activities, and prepare an oral presentation, which they deliver in the last lesson of the unit.
• Suggest some organisations that Ss may know or hear of. Encourage Ss to search for information from different sources.
• To make their presentation more interesting, Ss should also prepare some visuals to illustrate the information.
• Put Ss into groups, and have them choose their group leaders. Ask groups to make a list of tasks they need to accomplish before each lesson, and assign them to different students, making sure that all group members contribute to the project work.
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5 mins

UNIT 9: PROTECTING THE ENVIRONMENT
LESSON 2: LANGUAGE
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- Revise sentence stress and become aware of rhythm in speaking;
- Understand and put words/ phrases related to the environment to good use;
- Revise and practice the reported speech with statements and questions.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be ready to be responsible for participating in environmental activities;
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 9, Language
Computer connected to the internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 

Direct
Indirect
Reported clause
Statement
‘I’m tired,’ I said.
I told them (that) I was tired.
that-clause
Question
‘Are you ready?’ the nurse asked Joel.
‘Who are you?’ she asked.
The nurse asked Joel if/w ...  and I'm sorry.
Noelia: I'm sorry (7) _______. It was both of us. Honestly, (8) _______. I'm fine. Don't (9) _______ about it. Hey, I saved the laptop though!
Bob: Yeah, I'll be there in 
Noelia: Oh no!
Bob: Uh oh!
Paul: Ahhhh 
Link: https://learnenglish.britishcouncil.org/skills/speaking/pre-intermediate-a2/apologising
** Ss watch the video and individually do the task.
*** T lets Ss work in pairs and share the answers. 
****T plays the video clip again on the screen and checks the answers with the whole class.
Key:
1. sorry
2. really
3. all right
4. paying attention
5. not to run
6. fault
7. too
8. it’s fine
9. worry

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5 mins
LEAD IN
To lead in the everyday English: Making and responding to apologies
T leads Ss into the lesson by introducing what they are going to learn: Making and responding to apologies.
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2 mins
EVERYDAY ENGLISH

To introduce some structures to express opinions.
TASK 1: LISTEN AND COMPLETE THE CONVERSATIONS WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE THEM IN PAIRS. (p.107)
*T asks Ss to listen and complete the conversations with the expressions in the box. 
**Ss do the task individually. 
***T lets Ss share their answers.
****T calls one student to share his/ her answers and checks the answers with the whole class.
Key:
1. B
2. C
3. D
4. A
- T gives more explanations and writes down some common structures for making and responding to apologies.
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8 mins

To revise and practice making and responding to apologies in a conversation.
TASK 2: WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS MAKING AND RESPONDING TO APOLOGIES. USE THE EXPRESSIONS IN TASK 1. (p.107)
*T asks Ss to work in pairs and make similar conversations using useful expressions of making and responding to apologies in task 1. 
**Ss work in pairs and do the task.
****T calls on some pairs to act out the conversations to the class and then praises Ss for interesting ideas and fluent delivery.

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7 mins
CLIL
To identify the meaning and importance of Earth Hour.
TASK 1: LOOK AT THE PICTURES AND ANSWER THE QUESTION. 
What do you know about Earth Hour? 
*T has Ss work independently to look at the pictures and list out their answers.
***T lets Ss check their answers in pairs.
****T calls some Ss to share their answers and checks with the whole class.
Key: Students’ answer

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3 mins
To help Ss learn about Earth Hour through CLIL (Environmental studies) and learn some content vocabulary.

TASK 2: READ THE TEXT AND COMPLETE EACH BLANK OF THE FACT FILE ABOUT EARTH HOUR WITH ONE WORD. (p.108)
*T puts Ss into pairs. Ask them to read the text about Earth Hour and complete the table. 
** While Ss completing the task, T walks round the class and offers help, explains unfamiliar words.
****T checks answers as a class by calling on pairs to write their missing words on the board.
Key: 
1. Saturday 
2. support 
3. climate 
4. activities 
5. 2009

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5 mins
To give Ss an opportunity to personalise the CLIL topic.
TASK 3: WATCH A VIDEO ABOUT EARTH HOUR. WORK IN PAIRS. DISCUSS THE FOLLOWING QUESTIONS. (p.108)
*T asks Ss to work in pairs to answer the questions: 
1. Do you want to take part in this lights-out event in Viet Nam? Why or why not?
2. If you have a chance to take part in the event, what would you do?
3. What can you do to prevent the Covid-19 pandemic from spreading in Vietnam?
**T has Ss underline the ideas in the text so they can use them in their discussion. In stronger classes, T encourages Ss to come up with other ideas about what to do when having a chance to take part in the event.
***T calls on some Ss to give their answers to class.
**** T gives comments and feedbacks

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5 mins
EXTRA ACTIVITY
To apply the knowledge they have learnt in this lesson.
WORK IN GROUPS AND TALK ABOUT EARTH HOUR
*T asks Ss to move to places of classmates they haven’t got well acquainted with yet, form a new group and talk about Earth Hour. 
**T calls some groups to model their talk in front of the class.
***T allows Ss to give comments for their friends and vote for the most interesting and informative presentation.
****T gives feedback and comments.

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8 mins
WRAP-UP
HOMEWORK
- To consolidate what students have learnt in the lesson.
- To review what students have learnt in the lesson.
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
Write down the discussion results of Earth Hour. 
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2 mins

UNIT 9: PROTECTING THE ENVIRONMENT
Lesson 8: Looking back & Project
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 9;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 9, Looking back & Project
Computer connected to the internet
Pictures, A0 paper
- Projector/ TV
- sachmem.vn
Assumptions
Anticipated difficulties
Solutions
1. Students may have underdeveloped speaking, writing and co-operating skills when doing the project.
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
2. Some students might excessively talk in the class. 
- Explain expectations for each task in detail. Have excessive talking student’s practice.
- Continue to explain task expectations in small chunks (before every activity). 

Board Plan
Date of teaching
Unit 9: Protecting the environment
Lesson 8: Looking back & Project
* Warm-up
Video watching
I. Looking back
PRONUCIATION: Listen and mark the stressed syllables in the words in bold.
VOCABUIARY: Complete the sentences.
GRAMMAR: Rewrite the senteces.
II. Project
An environmental organisation
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To revise the vocabulary related to the topic and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with teammates.
VIDEO WATCHING
*T divides the class into groups of 4.
**Members of each group watch the video clip about saving the earth and take notes individually.
*** Ss in each group share the notes. 
****T calls 1-2 Ss to give a summary of the video content based on the group’s notes, comments and checks. 

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5 mins
PRONUNCIATION

To help Ss further revise sentence stress and practise speaking with a natural rhythm.
LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. THEN PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. (p.108)
*T asks Ss to listen to the recording and mark the stressed syllables in the words in bold in the sentences and then practise saying them with a natural rhythm. T plays the recording several times if necessary.
**Ss listen and mark the stressed syllables.
***T puts Ss into pairs and has them read the sentences to each other. T encourages them to use correct sentence stress and appropriate pausing. 
****T praises Ss who try to speak with a natural rhythm.
Key:
1. 'Don’t 'buy 'products that are 'made from 'wild 'animal 'parts.
2. 'What can we 'do to 'help the 'animals in the 'wild?
3. 'Larger 'tigers tend to 'live in 'colder 'areas while 'smaller 'tigers 'live in 'warmer 'countries.
4. 'Elephants are en'dangered because of il'legal 'hunting and 'body 'part 'trade.
5. Do you 'know why so many en'dangered 'animals are disap'pearing? 

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5 mins
VOCABULARY
To help Ss revise the vocabulary items they have learnt in the unit.
CHOOSE THE CORRECT WORD TO COMPLETE EACH SENTENCE. (p.109)
*T asks Ss to choose the correct word to complete each sentence.
** T has Ss do this activity individually
***T then has Ss compare their answers with their partners.
****T checks answers as a class. T asks some Ss to write the words on the board and explain their choices.
Key:
1. habitats
2. impact
3. endangered
4. warming

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5 mins
GRAMMAR

To help Ss revise the use of reported speech.
CHANGE THE FOLLOWING SENTENCES INTO REPORTED SPEECH. (p.109)
*T asks Ss to change the sentences into reported speech.
**Ss do this activity individually.
***Ss then compare their answers with a partner.
****T checks answers as a class. T asks some Ss to write the sentences on the board and explains the changes they made to the original statements and questions.
Key:
1. The teacher explained that the rising sea level was / is a result of global warming.
2. My friend told me that she would take part in the competition the following month.
3. The speaker said the clearing and burning of forests led / lead to air pollution.
4. Tuan asked Minh if/ whether he was interested in joining the event that weekend.
5. Nam asked Mai when she was going to deliver the presentation on the environment.

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5 mins
PROJECT
To provide an opportunity for Ss to develop their research and collaboration skills and to practise giving an oral presentation.
A LOCAL OR AN INTERNATIONAL ENVIRONMENTAL ORGANISATION (p.109)
As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation.
*T gets Ss to work in their groups and gives them a few minutes to get ready for the presentation.
- T gives Ss a checklist for peer and self-assessment, explains that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters should complete their self-assessment checklist after completing their presentation.
- If necessary, T goes through the criteria for assessing their talk to make sure Ss are familiar with them.
**Two or three groups give their presentations. 
***The rest of the class to ask questions and may hold further discusions at the end.
****T showers praise on each presentation and gives Ss marks for their presentations as part of their continuous assessment or T can award a special prize to the group which has the most brilliant presentation. 

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23 mins
WRAP-UP
HOMEWORK
- To consolidate what students have learnt in the lesson.
- To prepare for the next lesson.
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
Prepare for the next lesson: Unit 10 – Lesson 1. Getting started.
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2 mins