Giáo án Tiếng Anh Lớp 10 (Global success) - Period 80 to 87 - Unit 9: Protecting The Environment - Năm học 2022-2023

 Date of preparing: March 18th, 2023 
 Date of teaching: March 23rd, 2023
 UNIT 9: PROTECTING THE ENVIRONMENT
Week 27_ Period 80 Lesson: Getting started
 A PRESENTATION ON THE ENVIRONMENT
I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to: 
- gain an overview about the topic Protecting the Environment 
- build vocabulary about the environment and identify the reported speech with statements and questions
- develop communication skills 
- be collaborative and supportive in pair work and team work
- actively join in class activities
- heighten awareness of environmental problems and solutions
- promote environmental protection
II. LANGUAGE KNOWLEDGE: 
 + Vocabulary: words and phrases related to the environment and ways to protect it.
 + Grammar: reported speech
 + Pronunciation: rhythm
III. INSTRUCTIONAL RESOURCES:
 - Grade 10 textbook, Unit 9 - Getting started
 - Computer connected to the Internet, tape.
 - Projector/ TV/ pictures and cards / cassette
 - sachmem.vn
IV. PROCEDURES:
 Teacher’s and Students’ activities Content
 WARM-UP (5’)
 * Teacher gives instructions Play the crossword puzzle to get to 
 * Do the crossword puzzle individually, choose a number and give know the topic the lesson 
 your answer. 
 * Students can ask T for more clues or consult their classmates if 
 they don’t know the answers. 
 * Teacher 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.
 Activity 1: Listen and Read (10’)
 VOCABULARY
 * T asks Ss to look at the explanation and the photos to guess the 
 meaning of new words. 
 * Ss say the Vietnamese meaning of the word. VOCABULARY
 * Other Ss correct if the previous answers are incorrect. 1. identify (v) /aɪˈdentɪfaɪ/: nhận biết, 
 * Teacher shows the Vietnamese meaning, says the words aloud nhận diện
 and asks Ss to repeat them. 2. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/: sự 
 * Teacher draws Ss’ attention on the conversation between Nam chặt phá rừng
 and his father and asks: 3. endangered (a) /ɪnˈdeɪndʒəd/: có nguy 
 +Who are the speakers? cơ tuyệt chủng
 + What are they talking about?
 * T plays the recording twice, has sts listen to the * T asks the whole class about the verb forms first, then the kind of 
 verbs used in the very sentences, i.e. reporting verbs. T call on 
 individual students to read the complete sentences. Task 5: Role play the following 
 situation
 Activity 5: (10’) PRODUCTION 
 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 - CONVERSATION STEPS: 
 Protection. You meet Greta Thunberg, a famous Swedish 1. Greeting
 environmental activist. Ask for her advice on your presentation. 2. Small talks
 - Student B: You’re Greta Thunberg, a famous Swedish 3. Main topic
 environmental activist. Give your advice on the very presentation 4. Finishing off
 that Minh asks you. - REQUIRED LANGUAGE: Use 
 * Teacher gives Ss clear instructions in order to make sure Ss can vocabulary in 3 and structures in 4.
 role-play effectively. Ss are to bound to follow these conversation 1. Vocabulary: environmental issues, 
 steps and use required language they have just acquired. practical actions, endangered animals, 
 *The St chooses his/ her partner and role play as instructed global warming. 
 *T observers Ss while they are role playing, note their language 2. Structure: Reported speech
 errors and give help if neccessary.
 * Teacher calls to pairs to role play in front of the audience, then 
 gives Ss feedback.
 WRAP-UP (2’)
 T asks Ss to talk about what they have learnt in the lesson.
 HOMEWORK: (1’)
 - Exercises in the workbook 
 - Project preparation
Date of preparing: March 20th, 2023 
 Date of teaching: March 24th, 2023
 UNIT 9: PROTECTING THE ENVIRONMENT
Week 27 - Period 81 Lesson: Language
I. OBJECTIVES: 
 By the end of this lesson, students will be able to:
- 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
- develop communication skills and creativity
- be collaborative and supportive in pair work and team work
- actively join in class activities
- be ready to be responsible for participating in environmental activities
- develop self-study skills
II. LANGUAGE KNOWLEDGE: 
 + Vocabulary: words and phrases related to the environment and ways to protect it.
 + Grammar: reported speech
 + Pronunciation: rhythm
III. INSTRUCTIONAL RESOURCES:
 - Grade 10 textbook, Unit 9 - Language
 - Computer connected to the Internet, tape.
 - Projector/ TV/ pictures and cards / cassette
 - sachmem.vn
IV. PROCEDURES:
 Teacher’s and Students’ activities Content
 WARM-UP (5’) * Ss look at the conversation, and find the context where the words 
/ phrases are used, if necessary. Task 1: Match the words or phrases 
* Ss discuss in pairs, then teacher calls on one student to read to their meanings
aloud a word / phrase and another student to read its definition. Suggested answers:
* Check answers as a class. 1.a 2.d 3.e 4.b 5.c 
Task 2: Complete the sentences using the correct form of the 
words and phrases in 1
*Teacher 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 Task 2: Complete the sentences using 
can use the context clues to help the correct form of the words and 
them decide on the word / phrase. phrases in 1
*Teacher ask Ss work in pairs. Ss call out the word / phrase they Suggested answers:
have used in each sentence first. 1. Biodiversity 
* Teacher asks Ss to give the answers as well as the reasons why 2. wildlife 
they have chosen the word / phrase for each sentence. Teacher 3. habitats
checks answers as a class and confirm the correct answers 4. climate change 
Activity 3: Grammar (17’) 5. ecosystem
REPORTED SPEECH
Task 1: Underline the correct word or phrase to complete 
each sentence.
*Teacher tells Ss to look at Remember! 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. REPORTED SPEECH
 *T lets Ss work individually to choose the correct word or phrase Task 1: Underline the correct word 
in each sentence, or phrase to complete each sentence.
*T tells them to exchange their answers in pairs. Suggested answers:
*Teacher checks answers as a class and asks Ss to explain their 1. was 
choices. 2. suggested 
T lets Ss recall the use of reported speech with statements and 3. the following week 
questions and elicits from Ss the rules of using reported speech 4. asked 
with statements and questions. Reported speech is when we tell 5. had handed
someone what we or someone else said before.
- Indirect reports of statements consist of a reporting clause and 
a that-clause. We often omit that, especially in informal situations
- Indirect reports of yes-no questions consists of a reporting clause 
and a reported clause introduced by if or whether. If is more 
common than whether. The reported clause is in statement form 
(subject + verb), not question form: 
She asked if I was Scottish. (original yes-no question: ‘Are you 
Scottish?’)
- Indirect reports of wh-questions consist of a reporting clause, and 
a reported clause beginning with a wh-word (who, what, when, 
where, why, how). We don’t use a question mark:
He asked me what I wanted. (Not: He asked me what I 
wanted?)
- In indirect speech, we often use a tense which is 'further back' in 
the past. This is called 'backshift'. We also may need to change 
other words that were used, for example pronouns and adverbs of 
time and place.
 • Changes of tenses 
 • Changes of pronouns
 • Changes of time and place:
Task 2: Change these sentences into reported speech. *Class is divided into 2 teams, 2 leaders of 2 teams will play the 2. Acid rain 
 game, the others support and cheer. 3. Air pollution 
 *Teacher prepares 12 pictures of environmental issues. 4. Deforestation 
*Teacher will say the name of one environmental issues and 5. Rubbish 
students will have to slap their hands on the appropriate picture. 6. Water pollution 
 7. Endangered animals 8. Ozone layer 
 depletion 9. Noise pollution 
 10. Urban sprawl 
 11. Pesticide 
 12. Ocean acidification
 Activity 1: Look at the photos and 
Activity 1 (10’): Look at the picture and answer the question answer the questions. 
*Teacher leads students into the lesson by showing 4 pictures on Suggested answers:
P.103 and asks them the question in Task 1: What environmental a. Cutting of forests 
problems do you see in the pictures? b. Global warming 
* Ss work in groups of four and identify the environmental c. Air pollution 
 problems in the pictures. d. Endangered animals 
* Ss discuss what they see in each picture before they come up 
 with the environmental problems.
* Teacher shows each picture on the screen, names the problems 
 and asks Ss to get ready for the first reading task. VOCABULARY
words/ phrases incorrectly. 1. Consequence (n)
VOCABULARY 2. Respiratory (a)
*Teacher asks students to get the meaning of the following words 3. Upset (v)
in context.
* Ss find these words in the reading passage and tell the T their Activity 2: Read the text and choose 
meaning. the best title for it.
* Ss share their answers in pairs. Suggested answers:
*T corrects if necessary a. Environmental problems: what are 
Activity 2 (7’): Read the text and choose the best title for it. they?
*Teacher asks students to open the book, read through the text 
quickly and choose the best title for it.
* Ss do as required
* Ss share their answer in pairs.
*Teacher calls some students to give the answer, finalizes the 
answer and explains which sentence gives the information.
Activity 3 (7’): Read the text again and decide which Activity 3: Read the texts again and 
paragraph contains the following information decide who mentions the following by 
 putting a tick in the correct box. 
*Teacher asks students to read the whole text again and decide 
 Suggested answers:
which paragraph contains the information in the table.
 1. C
*Ss identify key words in the information first. they may include 
 2. B
paraphrased information so when they read the text they should 
 3. A
also look for synonyms or words with similar
 4. D
meaning.
*Teacher asks students to work in pairs to discuss and compare 
 Activity 4: Complete the sentences 
their answers.
 with information from the text. Use 
*Teacher checks with the whole class.
 no more than TWO words for each 
Activity 4 (8’): Complete the sentences with information from 
 answer 
 the text. Use no more than TWO words for each answer 
 Suggested answers:
*T asks Ss to read the text again and complete the sentences using 
 1. weather events 
the information in the text.
 2. habitats 
* Ss read through the text to locate the answers, then read again, 
 3. waste gases 
but this time paying attention only to the parts of the text that 
 4. ecosystem 
contain the answers.
* Have Ss work in pairs or groups to compare answers.