Giáo án Tiếng Anh Lớp 10 (Global success) - Unit 9: Protecting The Environment

 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 sự chặt phá rừng
 the destruction of forests by people
 3. endangered (a) /ɪnˈdeɪndʒəd/ in danger of being harmed, lost, unsuccessful, có nguy cơ tuyệt chủng
 etc.
 Trang 1 Stage Stage aim Procedure Interaction Time
 WARM-UP - To activate students’ CROSSWORD 5 mins
 knowledge on the * T gives instructions T-S
 topic of the unit. ** Ss do the crossword puzzle individually, choose a number and give your S
 - To create a lively answer. 
 atmosphere in the *** Ss can ask T for more clues or consult their classmates if they don’t S-S
 classroom. know the answers. 
 - To lead into the new **** T checks and corrects if Ss spell or pronounce the words incorrectly. T T-S
 unit. 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.
PRESENTATION - To get students TASK 1. LISTEN AND READ (P.100) 12 mins
 interested in the topic. * T draws Ss’ attention on the conversation between Nam and his father. T T-S
 - To get students to plays the recording twice, has Ss listen to the conversation, read along and 
 learn some vocabulary underline words and phrases in the conversation which are related to the 
 to be learnt in the unit. environment. 
 ** Ss do the task individually. T-S
 *** Ss compare the words and phrases they have underlined and discuss 
 their meaning with a partner.
 **** T checks their answers with the whole class. S
 * T has Ss read the conversation in pairs. T-S
 Trang 3 * T checks Ss’ understanding of the individual words (adjectives in column A T-S
 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 S
 phrases, and underline them. Then T asks Ss to do the matching.
 *** Ss share their answers in groups of 4. S-S
 **** T checks answers as a class, writes the adjectives on the board and calls T-S
 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
To help Ss identify TASK 4: COMPLETE THE FOLLOWING SENTENCES BASED ON THE 4 mins
reported speech with CONVERSATION. (P. 101)
statements and * T has Ss read each sentence, try to think of a verb that will complete the T-S
questions. gap.
 ** Ss do the task individually S
 *** Ss share the answers with a peer. S-S
 **** T asks the whole class about the verb form first, then the kind of verbs T-S
 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
 Trang 5 research about a local HOMEWORK
or an international - Exercises in the workbook 
environmental - Project preparation
organisation. • 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.
 Trang 7 ‘Who are you?’ she asked. She asked me who I was.
 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.
 Trang 9 become aware of a native speaker and be more fluent, Ss will also need to learn the language 
rhythm in speaking. 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:
 TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED WORDS IN 4 mins
 THE SENTENCES. (p.101)
 * T plays the recording and asks Ss to listen and repeat after each sentence, T-S
 paying attention to the stressed words in the sentences. 
 **Ss focus attention on the way the words are grouped in the sentences S
 and the pauses after between groups.
 *** T puts Ss into pairs and has them practise reading the sentences to each S-S
 other as naturally as they can.
 ****T corrects mistakes if necessary. T-S
To help Ss practise TASK 2: MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. THEN 4 mins
speaking with a PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. (p.101)
natural rhythm * T puts Ss into pairs and has them read out the sentences to each other as T-S
 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. S
 *** Ss work in pairs to compare their answers. S-S
 ****Check answers as a class. T-S
 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 en'dangered 'animals in the 'world?
 Trang 11