Giáo án Unit 9: Protecting the Environment Tiếng anh 10 Global success

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 Pronunciati Vietnamese Form Meaning on equivalent 1. identify (v) /aɪˈdentɪfaɪ/
recognize a problem and show that it nhận biết, nhận diện exists 2. /ˌdiːˌfɒrɪ the cutting down of trees in sự chặt phá rừng deforestation ˈsteɪʃn/ a large area, or (n)
the destruction of forests by people 3. endangered
/ɪnˈdeɪndʒəd/ in danger of có nguy cơ tuyệt

(a)
being harmed, lost, unsuccessful, etc. chủng Assumptions
Anticipated difficulties Solutions - Students may not know the
- Use a mind map and images of some major
environmental problems and solutions.
environmental issues and solutions to show in
- Students may not know how to make an the class.
effective presentation on environmental
- Give short, clear instructions and help if protection. 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 Interacti Time on WARM-UP - To activate CROSSWORD 5 mins students’ * T gives instructions T-S
knowledge on the ** Ss do the crossword puzzle individually, choose a number S topic of the unit. and give your answer. - To create a
*** Ss can ask T for more clues or consult their classmates if S-S
lively atmosphere they don’t know the answers. in the classroom.
**** T checks and corrects if Ss spell or pronounce the words T-S - To lead into the
incorrectly. T decides on the winner who is the first to give new unit.
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. PRESENTATI - To get students
TASK 1. LISTEN AND READ (P.100) 12 ON interested in the
* T draws Ss’ attention to the conversation between Nam and T-S mins topic.
his father. T plays the recording twice, has Ss listen to the - To get students
conversation, read along and underline words and phrases in to learn some
the conversation which are related to the environment. vocabulary to be
** Ss do the task individually. T-S learnt in the unit.
*** 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 ** Ss read the conversation S-S

*** One pair read aloud. S-S
**** T collects common mistakes and gives comments. T-S PRACTICE - To practise
TASK 2: READ THE CONVERSATION AGAIN AND 5 mins reading for
ANSWER THE FOLLOWING QUESTIONS. (P.101) specific
* T asks Ss to work individually to read the questions and T-S information.
underline the key words, then share their ideas with a - To practise
partner who sits next to them. scanning.
** Ss do Task 2 individually first. S-S - To develop Ss'
*** Ss share and discuss with their partners about the key T-S knowledge of words.
vocabulary for the **** T corrects their answers as a class. topic protecting
1. What did Nam’s teacher ask him to do? the environment.
2. What has Nam come up with so far? T-S
3. When does Nam have to deliver the presentation?
* T asks Ss to scan the conversation, locate the key words to S-S
find the answer for each question with the partner who sits T-S 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.
- To help Ss revise TASK 3: MATCH THE WORDS IN A WITH THE WORDS IN 4 mins collocations for
B TO FORM PHRASES IN 1. (P.101) the environment.
* T has Ss locate the verbs or phrasal verbs in the T-S - To practise
conversation, find the nouns or noun phrases after each scanning.
verb/ phrasal verb to do the matching. S ** Ss work individually.
*** Ss share their answers with a partner. T-S
**** T checks and gives the correct answers with the whole
class, has them say the meaning of each collocation.