Title UNIT 9.doc ✅

Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK: Period UNIT 9: PROTECTING THE ENVIRONMENT Lesson 1: Getting started – A Presentation on the environment I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Gain an overview about the topic “Protecting the environment”; - Build the vocabulary about the environment and identify the reported speech with statements and questions. 2. Competence: - Develop communication skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Qualities: - Raise awareness of environmental problems and solutions; - Promote environmental protection. II. TEACHING AIDS: - Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... - Students : Text books, studying equipment…. - Computer connected to the Internet. - Sach mem.vn III. PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback. 1. WARM UP & INTRODUCTION ( 3’- 5’) Aims: To activate students’ knowledge on the topic of the unit. - To create a lively atmosphere in the classroom. - To lead into the new unit. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Outcome: Student’s answers * Organisation: Teacher’s instructions … Teacher’s Student’s activities Content * 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 CROSSWORD
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. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) Aims: - To get students interested in the topic. - To get students to learn some vocabulary to be learnt in the unit. * Content: Task 1 Listen and read * Outcome: students practice the conversations * Organization: Teacher’s Student’s activities Content * 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 TASK 1. LISTEN AND READ (P. 100) Nam’s father: What are you doing, Nam? Nam: I’m preparing a presentation for my geography class. Nam’s father: What’s the topic? Nam: It’s environmental protection. My teacher asked me to do some research, but I don’t know where to start. Nam’s father: I think you should identify some environmental problems first. What have you found so far? Nam: I’ve come up with a range of environmental issues such as global warming, deforestation, endangered animals and pollution, but I don’t know how to organise them. Nam’s father: You should focus on each problem, explain the main causes of it, and the suggest the solutions. Nam: Thanks, Dad. But presenting all the solutions will be hard. Nam’s father: Have you asked your teacher for advice? Nam: Yes, I have. She advised that I should start with small, practical actions to protect the environment before coming up with big ideas that need a lot of effort or money to succeed. Nam’s father: Sounds good. You’d better follow her advice. When did she ask you to present it? Nam: She said I should present it the following week. Nam’s father: You still have a lot of time. Good luck! Nam: Thanks, Dad. 3. PRACTICE ( 15’) Aim: To practise reading for specific information. - To practise scanning. - To develop Ss' knowledge of vocabulary for the topic protecting the environment

*** 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. 4. Complete the following sentences based on the conversation. 1. My teacher _______ me to do some research on environmental protection. 2. She _______ that I should start with small, practical actions to protect the environment. 3. She _______ I should deliver my presentation the following week. Key: 1. asked 2. advised 3. said 4. PRODUCTION/ FURTHER PRACTICE ( 8’) Aim: - 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. * Content: Role play * Outcome: students’ presentation * Organization: Teacher’s Student’s activities Content * 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. **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. 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. - 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 5. WRAP-UP & HOME WORK (2’) 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