Giáo án tiếng Anh 10 Unit 9: Protecting the Environment

Form

Pronunciation

Meaning

Vietnamese equivalent

1. identify (v)

/aɪˈdentɪfaɪ/

recognise 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

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 mind map and images of some major environmental issues and solutions to show in the class.

- Give short, clear instructions and help if necessary.

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.

Task 5: Role-play

* Homework

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 to 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 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 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 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

SETTING:

- 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 have to follow these conversation steps and use the language they have just acquired from the lesson.

- CONVERSATION STEPS:

1. Greeting

2. Small talks

3. Main topic

4. Closing

- 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 two 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 (An environmental organisation).

• 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.

T-S

5 mins