Giao diện mới của VnDoc Pro: Dễ sử dụng hơn - chỉ tập trung vào lớp bạn quan tâm. Vui lòng chọn lớp mà bạn quan tâm: Lưu và trải nghiệm

Giáo án tiếng Anh 10 Unit 9: Protecting the Environment

Giáo án Tiếng Anh lớp 10 Global Success Unit 9: Protecting the Environment được VnDoc sưu tầm và giới thiệu giúp các thầy cô giáo tiết kiệm thời gian chuẩn bị giáo án và bài giảng, nâng cao hiệu quả công việc. Thông qua các hoạt động học tập ngôn ngữ tích cực, học sinh sẽ phát triển kỹ năng giao tiếp, tư duy phản biện và tinh thần trách nhiệm với cộng đồng.

Giáo án được xây dựng linh hoạt, bám sát mục tiêu bài học, hỗ trợ thầy cô triển khai hiệu quả trong lớp học. Kính mời quý thầy cô tham khảo!

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:

  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.

  1. Core competence

- Develop communication skills;

- Be collaborative and supportive in pair work and team work;

- Actively join in class activities.

  1. 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

Language analysis

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

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 mind map 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.

Task 5: Role-play

* 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.

 

T-S

S

 

S-S

 

T-S

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.

 

T-S

 

 

 

T-S

 

 

S

 

T-S

S-S

S-S

T-S

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.

 

 

T-S

 

 

S-S

T-S

 

 

 

T-S

 

S-S

T-S

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

 

 

T-S

 

S

 

T-S

 

 

T-S

 

 

 

 

S

 

S-S

T-S

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

 

 

T-S

 

S

S-S

T-S

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.

 

 

 

 

 

 

 

 

 

T-S

 

 

 

 

 

 

 

 

 

 

 

 

S-S

T-S

 

T-S

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

Mời các bạn nhấn nút Tải về bên dưới để lấy trọn bộ File Word của giáo án Giáo án tiếng Anh lớp 10 Global Success Unit 9: Protecting the Environment.

Chia sẻ, đánh giá bài viết
1
Chọn file muốn tải về:
Đóng Chỉ thành viên VnDoc PRO/PROPLUS tải được nội dung này!
Đóng
79.000 / tháng
Đặc quyền các gói Thành viên
PRO
Phổ biến nhất
PRO+
Tải tài liệu Cao cấp 1 Lớp
Tải tài liệu Trả phí + Miễn phí
Xem nội dung bài viết
Trải nghiệm Không quảng cáo
Làm bài trắc nghiệm không giới hạn
Mua cả năm Tiết kiệm tới 48%
Xác thực tài khoản!

Theo Nghị định 147/2024/ND-CP, bạn cần xác thực tài khoản trước khi sử dụng tính năng này. Chúng tôi sẽ gửi mã xác thực qua SMS hoặc Zalo tới số điện thoại mà bạn nhập dưới đây:

Số điện thoại chưa đúng định dạng!
Số điện thoại này đã được xác thực!
Bạn có thể dùng Sđt này đăng nhập tại đây!
Lỗi gửi SMS, liên hệ Admin
Sắp xếp theo
🖼️

Gợi ý cho bạn

Xem thêm
🖼️

Giáo án Tiếng anh lớp 10

Xem thêm
Chia sẻ
Chia sẻ FacebookChia sẻ TwitterSao chép liên kếtQuét bằng QR Code
Mã QR Code
Đóng