School: Ngô Quyền High School

Class: 10A4
Instructor: Trịnh Thị Quỳnh Như
Teacher Student's name: Nguyễn Ngọc Hải Đông
Date of teaching: 6/04/2024
Date of planning: 10/04/2024
Duration: 45 minutes

UNIT 9: PROTECTING THE ENVIRONMENT

Lesson 1: Getting started – A Presentation On The Environment
I. OBJECTIVES
This lesson aims to:
- Help students to have a general insight into the importance of the environment and introduce some practical
solutions to protect the environment.
- Facilitate students’ presentation with active participation and collaboration through group work.
- Present students words/phrases related to the topic “protecting the environment”.

II. LEARNING OUTCOMES:

By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview about the topic “Protecting the Environment”;
- Gain a set of vocabulary about the environment such as deforestation, emission, die out and identify the
reported speech with statements and questions.
2. Skills
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Attributes/ Personal qualities
- Raise awareness of environmental problems and solutions;
- Promote environmental protection.
- Be attentive to peer’s contributions and opinion
- Keep a positive attitude when receiving feedback from peers and teacher

III. MATERIALS
- Grade 10 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector/ TV

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

nhận biết,
1. identify (v) /aɪˈdentɪfaɪ/ recognize a problem and show that it exists
nhận diện

2. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/ the cutting down of trees in a large area, or sự chặt phá
the destruction of forests by people rừng
 3. endangered (adj) /ɪnˈdeɪndʒəd/ used to describe a type of animal or plant that có nguy cơ
has become very rare and that could die out tuyệt chủng
completely

Assumptions

Anticipated difficulties Solutions

- Some students may haven’t got much - Use a mind map and images of some major
knowledge about the environmental topic, environmental issues and solutions to show in the class.
including problems and solutions.
- Students may not know how to make an - Give short, clear instructions and help if necessary.
effective presentation on environmental
protection.

- Students may lack knowledge about some
lexical items.
- Students may have underdeveloped reading,
speaking and co-operating skills.
- Provide students with the meaning and pronunciation
of words.
- Create a comfortable and encouraging environment for
students to speak.
- Encourage students to work in pairs, in groups so that
they can help each other.
- Provide feedback and help if necessary.

IV. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Specific objectives ACTIVITIES Interaction Time

WARM-UP *Aims:
- To stir up the
atmosphere and activate
students’ knowledge on
the topic of protecting the
environment;
- To enhance students’
skills of cooperating with
teammates.
TYPES
GAME: CROSSWORD 10 mins
T-S
* T gives instructions
** Divide the class into 6 groups, 6 groups S
take turn to choose a number and give their
answer. If the answer is wrong, invite other
groups to answer. 1 points for each correct
answer.
*** Ss can ask T for more clues or consult
their classmates if they don’t know the S-S
answers.
 **** T checks and corrects if Ss spell or
pronounce the words incorrectly. T give 2
points for the first group to give the correct T-S
key word ENVIRONMENT.

- T leads in the lesson: Is our environment

dying? Yes, right. We can feel and see it
through global warming, pollution, sea level
rise; therefore, we have to save our
environment, our planet and take actions
before too late. Saving the Earth is saving
ourselves. As students, as individuals, we can
take some simple actions to help save the
environment effectively. And to figure out
how to save the problem, let’s move to today
lesson.

*Aims: VOCABULARY 7 mins

- To provide students * T provides Ss with the meaning and T-S
with some lexical items pronunciation of some new words.
before reading the text. ** Ss listen and repeat the words.
*** Ss practice the words in pairs and two S-S
students read the words out loud in front of
the class.
**** T corrects (if necessary) T-S
1. identify (v) /aɪˈdɛntəˌfaɪ/: nhận thấy, nhận
biết, xác định
CCQ: Can you identify - Explain "identify" in a way the students can
the angry emotion? What understand. Teacher could say, "Identify
color is it? means to figure out what something is."
- Example: Provide another example sentence
Expected Answer: It’s to solidify the meaning. " He is identify the
the red one. name of the mushroom on his phone!"

2. deforestation (n) /diˌforəˈsteɪʃən/: sự phá

rừng
- Explain: Break down "deforestation" into
simpler terms. You could say, "Deforestation
means when a large area of trees is
permanently removed/cut down."
- Visual aid: Use a picture of a lush forest
next to an image of a cleared area with few or
no trees. Point out the difference and explain
it's deforestation.

CCQ: Can you tell me
some of the endangered
animals?
Expected Answer: Tiger,
panda, rhino,…
PRESENTATION *Aims:
- To trigger students’
interest in the topic.
- To introduce students to
learn some vocabulary
related to protecting the
environment in this unit.
2. endangered (adj) /ɪnˈdeɪn.dʒəd/: có nguy
cơ bị tuyệt chủng
- Explain: Explain "endangered" in a way the
student can understand. You could say,
"Endangered means there are very few of an
animal left, and they might disappear forever
if we don't help them."
- Example: Provide another example sentence
to solidify the meaning. "Those colorful
butterflies we saw might be endangered
because their habitat is being destroyed."
TASK 1. LISTEN AND READ (P.100) 12 mins
* T draws Ss’ attention on the conversation T-S
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. T-S
*** Ss compare the words and phrases they
have underlined and discuss their meaning
with a partner.
S
**** T checks their answers with the whole
class.
T-S
* T has Ss read the conversation in pairs.
S-S
** Ss read the conversation
S-S
*** One pair read aloud.
T-S
**** T collects common mistakes and gives
 comments.

PRACTICE *Aims: TASK 2: READ THE CONVERSATION 5 mins

- To practice reading for AGAIN AND ANSWER THE
specific information. FOLLOWING QUESTIONS. (P.101)
- To practice scanning.
- To develop Ss' * T asks Ss to work individually to read the
knowledge of vocabulary questions and underline the key words, T-S
for the topic protecting briefly tell them what “key words” are then
the environment. share their ideas with a partner who sits next
to them.

** Ss do Task 2 individually first.

S-S
*** Ss share and discuss with their partners
T-S
about the key words.

**** T corrects their answers as a class.

1. What did Nam’s teacher ask him to do?

2. What has Nam come up with so far?

3. When does Nam have to deliver the

presentation?

* T asks Ss to scan the conversation, locate

the key words to find the answer for each the T-S
question with the partner who sits behind
them.

** Ss do the task in pairs. S-S

**** T have Ss share answers with the class T-S
and confirm the correct answer.

Key:

1. She asked Nam to do some research on the

environmental protection.

2. He’s come up with a range of

environmental issues.

3. Nam has to deliver the presentation next

week.
*Aims: TASK 3: MATCH THE WORDS IN A 4 mins
- To help Ss revise WITH THE WORDS IN B TO FORM
collocations for the PHRASES IN 1. (P.101)
environment.
* T has Ss locate the verbs or phrasal verbs in
- To practice scanning. the conversation, find the nouns or noun T-S
phrases after each verb/ phrasal verb to do
the matching.

** Ss work individually. S
*** Ss share their answers with a partner.

**** T checks and gives the correct answers T-S

with the whole class, has them say the
meaning of each collocation.

* T checks Ss’ understanding of the T-S

individual words (adjectives in column A 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

S
pandemic.

** T has Ss read the conversation quickly

again, find these words and phrases, and S-S
underline them. Then T asks Ss to do the
matching. T-S

*** Ss share their answers in groups of 4.

**** T checks answers as a class, writes the

adjectives on the board and calls 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

*Aims: TASK 4: COMPLETE THE 4 mins

- To help Ss identify FOLLOWING SENTENCES BASED ON
reported speech with THE CONVERSATION. (P. 101)
statements and questions.
* T has Ss read each sentence, try to think of
a verb that will complete the gap. T-S

** Ss do the task individually

S
*** Ss share the answers with a peer.
S-S
**** T asks the whole class about the verb
T-S
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.

Key:

1. asked

2. advised

3. said

COMMENT
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Teacher’s Approval Trainee Teacher

Trịnh Thị Quỳnh Như Nguyễn Ngoc Hải Đông