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/whether he was ready.
She asked me who I was.
if-clause/whether-clause
wh-clause
Command
‘Leave at once!’ they ordered.
They ordered us to leave at once.
to-infinitive clause
Assumptions
Anticipated difficulties
Solutions
1. Students may be confused when identifying stressed words in sentences and stressed syllables in words.
Give short and clear explanations with relevant examples for each case.
2. Students may be confused when changing direct speech into reported speech.
Board Plan
Date of teaching
Unit 9: Protecting the environment
Lesson 2: Language
* Warm-up
Video watching
I.Pronunciation
Task 1: Listen and repeat.
Task 2: Mark the stressed syllable.
II.Vocabulary
Task 1: Match the words and phrases with their meanings
Task 2: Complete the sentences.
III. Grammar
Task 1: Choose the correct word or phrase.
Task 2: Change the sentences into reported speech.
Revision game
* 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
VIDEO WATCHING
*T divides Ss into 8 groups, delivers the handouts, and asks Ss to watch the video and complete the handout.
**Ss fill in each blank ONE word with its given initial to complete Mr. Earth story.
*** Ss exchange their handouts to check the correct answers.
****T gives relevant comments on the students’ answers and shows the key on the screen.
Key:
1. resources 2. destroyed 3. dumped
4. thrown 5. Chemical 6. deforestation
7. energy 8. Material 9. Awareness
10. recycle
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5 mins
PRONUNCIATION
- To help students understand the concept and identify sentence stress
- To help Ss practice sentence stress and become aware of rhythm in speaking.
RHYTHM
*T explains what rhythm of speech is and that different languages or families of languages have different rhythm. For example, Vietnamese is a tonal language with no system of word stress and every word is stressed. On the other hand, the rhythm of English is based on the contrast between stressed and unstressed syllables or words in regular intervals. To sound like a native speaker and be more fluent, Ss will also need to learn the language rhythm.
- Sentence stress is the pattern of stressed and unstressed words across a sentence. Normally this emphasis is on words that carry important information, although this can change significantly, depending on the specific meaning the speaker wants to communicate.
- Example: “She bought a new car.” has main stress on “bought”, “new” and “car”.
Further links:
https://www.teachingenglish.org.uk/article/english-sentence-stress
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4 mins
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED WORDS IN THE SENTENCES. (p.101)
* T plays the recording and asks Ss to listen and repeat after each sentence, paying attention to the stressed words in the sentences.
**Ss focus attention on the way the words are grouped in the sentences and the pauses after between groups.
*** T puts Ss into pairs and has them practise reading the sentences to each other as naturally as they can.
****T corrects mistakes if necessary.
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4 mins
To help Ss practise speaking with a natural rhythm
TASK 2: MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. THEN PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. (p.101)
* T puts Ss into pairs and has them read out the sentences to each other as naturally as possible. T reminds them to stress the correct syllables in the words in bold and pauses in appropriate places.
** T lets Ss mark the stressed syllables in the words in bold individually.
*** Ss work in pairs to compare their answers.
****Check answers as a class.
Key:
1. Don’t feed the animals in the zoo while they are resting.
2. The teacher asked his students to focus on their work.
3. What were you doing when I rang you up an hour ago?
4. Are you reading the book about endangered animals in the world?
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4 mins
VOCABULARY
To make sure that Ss understand the meanings of the words / phrases that have been introduced in Getting Started or will be learnt in the unit.
TASK 1: MATCH THE WORDS AND PHRASES WITH THEIR MEANINGS. (p.102)
*T asks Ss to work independently or in pairs and asks them to read the words and phrases carefully and match them to their meanings.
** Ss look at the conversation, and find the context where the words / phrases are used, if necessary.
*** Ss discuss in pairs, then T calls on one student to read aloud a word / phrase and another student to read its definition.
**** T checks answers as a class.
Key:
1. a 2. d 3. e 4. b 5. c
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4 mins
To give Ss an opportunity to practise using the words / phrases they have learnt in meaningful contexts.
TASK 2: COMPLETE THE SENTENCES USING THE CORRECT FORM OF THE WORDS AND PHRASES IN 1. (p.102)
*T asks Ss to work in pairs using the correct form of the words and phrases in 1.
**Ss read the sentences carefully to decide which word / phrase in 1 can be used to complete each of the sentences and explain that they can use the context clues to help them decide on the word / phrase.
***T asks Ss work in pairs. Ss call out the word / phrase they have used in each sentence first.
**** T asks Ss to give the answers as well as the reasons why they have chosen the word / phrase for each sentence. T checks answers as a class and confirms the correct answers.
Key:
1. Biodiversity
2. wildlife
3. habitats
4. climate change
5. ecosystem

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4 mins
GRAMMAR
- To have Ss revise reported speech with statements and questions.
- To help Ss understand the use of reported speech with statements and questions.
TASK 1: UNDERLINE THE CORRECT WORD OR PHRASE TO COMPLETE EACH SENTENCE. (p.102)
*T tells Ss to look at Remember! box on page 40 and asks them to make a list of changes when reporting a statement or a question. In weaker classes, provide some prompts, e.g. tense, pronouns, time and place, if necessary.
**T lets Ss work individually to choose the correct word or phrase in each sentence.
***T tells them to exchange their answers in pairs.
****T checks answers as a class and asks Ss to explain their choices.
Key:
1. was
2. suggested
3. the following week
4. asked
5. had handed
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8 mins
To give Ss an opportunity to practise the use of reported speech.
TASK 2: CHANGE THESE SENTENCES INTO REPORTED SPEECH. (p.102)
*T asks Ss to work independently and rewrite the sentences using reported speech. T also reminds Ss of the changes needed: personal pronouns, tenses of verbs, and adverbs of time.
** T lets Ss work individually.
*** T has Ss work in pairs to compare answers.
**** T checks answers as a class and confirms the correct answers.
Key:
1. Mrs Le explained that the burning of coal led / leads to air pollution.
2. Nam said he had to present his paper on endangered animals the following week.
3. Linda asked the speaker if human activities had / have an impact on the environment.
4. Nam asked Mai what environmental projects her school did.
5. Tom said to / told Nam that he would read more articles before writing the essay.
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4 mins
EXTRA ACTIVTITY
To give Ss a chance to revise what they have leant.
REVISION GAME
* T introduces 7 questions and shows them one by one on the screen.
**Ss read the questions and choose the correct answers.
*** Ss can share their answers in pairs.
**** T checks with the whole class and confirms the correct answers.
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4 mins
WRAP UP
HOMEWORK
- To help Ss consolidate what they have learnt in the lesson.
- To revise the lesson and prepare for the next lesson: Reading.
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson
HOMEWORK
Do exercises in the workbook.
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3 mins
UNIT 9: PROTECTING THE ENVIRONMENT
LESSON 3: READING
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- Practise reading for the main idea and specific information in a text about Environmental problems.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in environmental activities;
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 9, Reading
* Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
Pronunciation

onthicaptoc.com thuvienhoclieu.com GA Tieng Anh 10 Global Unit 9 PROTECTING THE ENVIRONMENT