School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

CLIL B – GEOGRAPHY - page 52

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
 learn how to protect natural features and related vocabulary.
 practise reading for main ideas and specific information (T/F and sentence completion).
 practise presentation – other natural features that are under threat.
1.2. Competences
 improve communication, collaboration, logical thinking, and collaborative discussion.
1.3. Attributes
 be aware of protecting the marine environment.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác trực
quan, projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Look at the picture and guess - Ss’ answers. - T’s feedback.
the place.
- Answer questions about the - Ss’ taking notes. - T’s presentation
Great Barrier Reef.
- Get to know some vocabulary - Ss’ individual work. - T’s observation.
words related to nature and
environmental protection.
- Read the passage and decide - Ss’ answers. - T’s feedback.
if the statements are true or
false.
- Find the information for each - Ss’ answers. - T’s feedback.
number in the passage.
- Talk about the importance of - Ss’ group work. - T’s observation
coral reefs.
- Discuss and present a natural - Ss’ answers/ presentation. - T’s feedback/ Peers’
feature that is under threat. feedback.
IV. PROCEDURES
A. Warm-up: (5’)
a) Objectives: First, Ss activate their prior knowledge by sharing their personal experience
about environmental problems.
b) Content: Ss share their opinion about the questions.
c) Expected outcomes: encouraging group/pair participation; eliciting vocabulary words and
background knowledge related to the lesson.
d) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 Group discussion
- Show Ss a picture of the marine environment and ask - Work in groups and answer the given
Ss to discuss to answer the questions: questions.
1. What are some environmental problems of the
ocean?
2. What do you think you can do to protect the ocean?
- Set a time limit of 3 minutes.
- Call for answers and share the background - Give answers.
knowledge about the questions.
Possible answers from Ss:
1. Plastic waste/ oil spill/ the water is
polluted/ …
2. Reduce the use of plastic/ collect
garbage at the beach/ …
B. New lesson (35’)
 Activity 1: Pre-Reading (10’)
a) Objectives: Ss preview and get to know the topic of the reading as well as the core vocabulary of the
reading.
b) Content: Ss are introduced to vocabulary words related to the reading.
c) Expected outcomes: Ss grasp the basic knowledge within the lesson and understand the vocabulary
words.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Get to know the topic of the reading.
- Have Ss work in pairs complete exercise 1 (SB, - Complete the tasks with their partners.
p.52).
- Set the time limit for 3 minutes.
- Call for answers. - Give answers/ Listen to their peers.
- Give feedback. - Check answers.
Answer Key:
The Great Barrier Reef is along the northeast
coast of Australia. Global warming is
Task b. Look at the new vocabulary and come up destroying the Great Barrier Reef.
with the Vietnamese meanings.
- Have Ss work in pairs to guess the part of speech and - Complete the task with partners.
meanings of words. (This can tell what words Ss have
confidence about knowing and what words they
definitely don’t know.)
- Check answers as a whole class. - Listen to the teacher and check their
- Present and explain the new vocabulary words to the answers.
class. (using IWB/ PPTs).
- Play audio and have Ss listen and repeat. - Listen to the teacher and take notes
- Show the transcriptions of words and have Ss repeat - Listen and say the word.
again. - Look at the transcriptions and say the words.
- Correct Ss’ pronunciation. Answer keys
Note: For a non-digital classroom (without IWB/ - coral bleaching /ˈkɒr.əl /bliːtʃɪŋ/ (phr):
PPTs). T can write vocabulary on the board for Ss to hiện tượng tẩy trắng san hô
guess. Then correct the answers with the whole class. - cool /kuːl/ (v): làm mát
- leisure /ˈleʒ.ər/ (n): thời gian rảnh rỗi
- overfishing /ˌəʊ.vəˈfɪʃ.ɪŋ/ (n): tình trạng
đánh bắt cá quá mức
- threat /θret/ (n): mối đe doạ \
- threaten /ˈθret.ən/ (v): đe dọa, gây nguy
hiểm
 Activity 2: While-Reading (13’)
a) Objectives: Ss identify their purpose for reading and develop a deep understanding of how to protect
The Great Barrier Reef.
b) Content: Tasks 2, 3, & 4, Page 52.
c) Expected outcomes: Ss can read for main idea and specific information and learn how to protect an
environmental site.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read the passage and decide if the
statements are T (true) or F (false).
- Help Ss underline key words in each statement - Listen to the teacher.
in exercise 2 (SB, p.52).
- Have Ss read and complete exercise 2 (SB, - Work individually to complete the task.
p.52).
- Ask Ss to take notes on the sentence containing - Highlight or underline.
the answers in the reading passage.
- Let Ss check their answers in pairs. - Check answers with their partners.
- Correct as a whole class. - Listen to the teacher and check answers.
Keywords:
1. Whales – only marine animals – Great
Barrier Reef.
2. Many different corals - Great Barrier
Reef.
3. Twice – coral – 1985 – now.
4. Main cause – coral bleaching –
pollution.
5. Great Barrier Reef – become –
protected marine park.
Answer keys
1. F 2. T 3. T 4. F 5. T
Task b. Read and find what information the given
numbers refer to.
- Have Ss work in pairs to complete exercise 3 - Work in pairs to complete the tasks.
 (SB, p.52).
- Call for answers. T can make this a game by
showing any of the given numbers. Ss raise their
hand to fight for the answer. Those who have
correct answers may earn some bonus points.
- Correct as a whole class.
Task c. Read and find the remaining reason.
- Have Ss work individually to complete exercise
4 (SB, p.52).
- Call for answers.
- Correct as a whole class.
 Activity 3: Post-Reading (12’)
a) Objectives: Ss can make connections to the reading.
b) Content: Tasks 5 & 6, page 52.
c) Expected outcomes: Ss can present some solutions to some natural features that are under threat.
d) Organization of the activity:
TEACHER’S ACTIVITIES
Task a. Pair talk.
- Have Ss work in pairs to complete exercise 5
(SB, p.52).
- Call for presentation.
- Give feedback.
Task b. Project
- Explain and instruct Ss to do exercise 6 (SB, p.52)
- Have Ss work in groups of 4 or 5 (depending on
the number of Ss in the class). Show Ss a list of
suggested features and let Ss choose one from the
list or T can assign each group one feature to work
- Raise their hand to fight for the answer.
- Check answers.
Answer keys:
 50 – the percentage of lost coral in the
Great Barrier Reef since 1985
 99 – the percentage of the reef is now a
marine park
 30 – species of marine animals
 1,500 – species of fish
 348 – the size of the Great Barrier Reef
in square kilometres
 4,000 – the number of shellfish
 2,500 – the number of separate coral
reefs
 400 – types of coral
 1981 – the year when Great Barrier
Reef was the World Heritage area
- Complete the tasks all by oneself.
- Give answers.
- Check answers.
Answer keys:
... is an area of natural beauty.
STUDENTS’ ACTIVITIES
- Work in pairs to complete the tasks.
- Give answers.
- Listen to the teacher to check answers.
- Listen to T’s instructions.
- Work in groups to discuss, research, and
complete the tasks.
 on.
 Mangrove Forests
 Cua Dai beach erosion
 Starfish Beach on Phu Quoc Island
 Natural forests
 Disappearing wild animals (tigers/ bears/
elephants/…)
 ….
- Set a time limit of 7 minutes. - Give answers/ Listen to their classmates
- Ask some groups to present (T can ask all groups if sharing.
they have enough time) and other groups to give
feedback - Listen to T’s feedback.
- Give feedback.

C. Consolidation and homework assignments (5’)

* Consolidation
- Write a short paragraph (about 80-100 words) about a natural feature under threat in Vietnam. You
can use ideas from exercise 4 to complete this task.
* Homework:
- Review the learnt vocabulary in today’s lesson
- Do the exercises in WB: page 37
- Prepare: Progress check B (page 53 – SB).

V. Reflection
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
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