Giáo án Tiếng Anh 10 Unit 9 (Global Success 2023): Protecting the environment

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 the destruction of 

forests by people

sự chặt phá rừng

3. endangered (a)

/ɪnˈdeɪndʒəd/

in danger of

being harmed, 

lost, 

unsuccessful, etc.

có nguy cơ tuyệt chủng

Anticipated difficulties

Solutions

– Students may not know the environmental problems and solutions.

– Students may not know how to make an effective presentation on environmental protection.

– Use a mind map and images of some major environmental issues and solutions to show in the class.

– Give short, clear instructions and help if necessary.

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

Stage

Stage aim

Procedure

WARM-UP

– To activate students’ knowledge on the topic of the unit.

– To create a lively atmosphere in the classroom.

– To lead into the new unit.

CROSSWORD

* T gives instructions

** Ss do the crossword puzzle individually, choose a number and give your answer.

*** Ss can ask T for more clues or consult their classmates if they don’t know the answers.

**** T 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.

PRESENTATION

– To get students interested in the topic.

– To get students to learn some vocabulary to be learnt in the unit.

TASK 1. LISTEN AND READ (P.100)

* T draws Ss’ attention to the conversation 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.

*** Ss compare the words and phrases they have underlined and discuss their meaning with a partner.

**** T checks their answers with the whole class.

* T has Ss read the conversation in pairs.

** Ss read the conversation

*** One pair read aloud.

**** T collects common mistakes and gives comments.

PRACTICE

– To practise reading for specific information.

– To practise scanning.

– To develop Ss’ knowledge of vocabulary for the topic protecting the environment.

TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING QUESTIONS. (P.101)  

* T asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them.

** Ss do Task 2 individually first.

*** Ss share and discuss with their partners 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 question with the partner who sits 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 collocations for the environment.

– To practise scanning.

TASK 3: MATCH THE WORDS IN A WITH THE WORDS IN B TO FORM PHRASES IN 1. (P.101)

* T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.

** Ss work individually.

*** Ss share their answers with a partner.

**** T checks and gives the correct answers with the whole class, has them say the meaning of each collocation.

* T checks Ss’ understanding of the 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 pandemic.

** T has Ss read the conversation quickly again, find these words and phrases, and underline them. Then T asks Ss to do the matching.

*** 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