Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 9: Protecting the environment - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 9: Protecting the environment - Năm học 2022-2023

1. 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 phỏ rừng the destruction of forests by people 3. endangered (a) /ɪnˈdeɪndʒəd/ in danger of being harmed, lost, unsuccessful, cú nguy cơ tuyệt chủng etc.
2. Assumptions Anticipated difficulties Solutions - Students may not know the environmental - Use a mindmap and images of some major environmental problems and solutions. issues and solutions to show in the class. - Students may not know how to make an effective - Give short, clear instructions and help if necessary. presentation on environmental protection. 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. * 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
3. 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 Ss read the conversation S-S One pair read aloud. S-S
4. T collects common mistakes and gives comments. T-S PRACTICE - To practise reading TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING 5 mins for specific QUESTIONS. (P.101) information. * T asks Ss to work individually to read the questions and underline the key T-S - To practise scanning. words, then share their ideas with a partner who sits next to them. - To develop Ss' Ss do Task 2 individually first. knowledge of Ss share and discuss with their partners about the key words. S-S vocabulary for the T corrects their answers as a class. T-S topic protecting the 1. What did Nam’s teacher ask him to do? environment. 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 T-S for each the question with the partner who sits behind them. Ss do the task in pairs. S-S T have Ss share answers with the class and confirm the correct answer. T-S 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. - To help Ss revise TASK 3: MATCH THE WORDS IN A WITH THE WORDS IN B TO FORM 4 mins collocations for the PHRASES IN 1. (P.101) environment. * T has Ss locate the verbs or phrasal verbs in the conversation, find the T-S - To practise scanning. nouns or noun 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 with the whole class, has them T-S say the meaning of each collocation. * 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
5. 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 PRODUCTION - To practise pair TASK 5: ROLE PLAY THE FOLLOWING SITUATION 10 mins working and SITUATION: conversational skills in - Student A: You’re Minh, a student of Thang Long High School in Hanoi. You the form of role play. are preparing a presentation on Environmental Protection. You meet Greta
6. - To give students Thunberg, a famous Swedish environmental activist. Ask for her advice on authentic practice in your presentation. using target language - Student B: You’re Greta Thunberg, a famous Swedish environmental input of the lesson. activist. Give your advice on the presentation that Minh asks you. * Teacher gives Ss clear instructions in order to make sure Ss can role-play T-S effectively. Ss are to bound to follow these conversation steps and use required language they have just acquired. - CONVERSATION STEPS: 1. Greeting 2. Small talks 3. Main topic 4. Finishing off - REQUIRED LANGUAGE: Use vocabulary in 3 and structures in 4. 1. Vocabulary: environmental issues, practical actions, endangered animals, global warming. 2. Structure: Reported speech The student chooses his/ her partner and role play as instructed. S-S T observes Ss while they are role playing, notes their language errors and T-S gives help if neccessary. T calls to pairs to role play in front of the audience, then gives Ss T-S feedback. WRAP-UP To help Ss memorise WRAP-UP T-S 5 mins HOMEWORK the target language - Gain an overview about the topic Protecting the environment and skills that they - Build vocabulary about the environment and identify the reported speech have learned and do with statements and questions. 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).
7. • 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.
8. UNIT 9: PROTECTING THE ENVIRONMENT LESSON 2: LANGUAGE I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge - Revise sentence stress and become aware of rhythm in speaking; - Understand and put words/ phrases related to the environment to good use; - Revise and practice the reported speech with statements and questions. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Be ready to be responsible for participating in environmental activities; - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 9, Language - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Direct Indirect Reported clause Statement ‘I’m tired,’ I said. I told them (that) I was tired. that-clause Question ‘Are you ready?’ the nurse asked The nurse asked Joel if/whether he if-clause/whether-clause Joel. was ready. wh-clause ‘Who are you?’ she asked. She asked me who I was.
9. 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. Task 2: Change the sentences into reported speech. Revision game * Homework
10. 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 Interaction Time WARM-UP - To activate VIDEO WATCHING 5 mins students’ knowledge *T divides Ss into 8 groups, delivers the handouts, and asks Ss to watch the T-S on the topic of the video and complete the handout. unit. Ss fill in each blank ONE word with its given initial to complete Mr. Earth S - To create a lively story. atmosphere in the Ss exchange their handouts to check the correct answers. S-S classroom T gives relevant comments on the students’ answers and shows the key T-S - To lead into the on the screen. new unit Key: 1. resources 2. destroyed 3. dumped 4. thrown 5. Chemical 6. deforestation 7. energy 8. Material 9. Awareness 10. recycle PRONUNCIATION RHYTHM - To help students *T explains what rhythm of speech is and that different languages or T-S 4 mins understand the families of languages have different rhythm. For example, Vietnamese is a concept and identify tonal language with no system of word stress and every word is stressed. sentence stress On the other hand, the rhythm of English is based on the contrast between - To help Ss practice stressed and unstressed syllables or words in regular intervals. To sound like sentence stress and a native speaker and be more fluent, Ss will also need to learn the language become aware of rhythm. rhythm in speaking. - Sentence stress is the pattern of stressed and unstressed words across a sentence. Normally this emphasis is on words that carry important
11. 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? VOCABULARY To make sure that Ss TASK 1: MATCH THE WORDS AND PHRASES WITH THEIR MEANINGS. understand the (p.102) T-S 4 mins meanings of the *T asks Ss to work independently or in pairs and asks them to read the words / phrases that words and phrases carefully and match them to their meanings. S have been Ss look at the conversation, and find the context where the words / introduced in Getting phrases are used, if necessary. S-T-S
12. Started or will be Ss discuss in pairs, then T calls on one student to read aloud a word / learnt in the unit. phrase and another student to read its definition. T-S T checks answers as a class. Key: 1. a 2. d 3. e 4. b 5. c To give Ss an TASK 2: COMPLETE THE SENTENCES USING THE CORRECT FORM OF THE 4 mins opportunity to WORDS AND PHRASES IN 1. (p.102) practise using the *T asks Ss to work in pairs using the correct form of the words and phrases T-S words / phrases they in 1. have learnt in Ss read the sentences carefully to decide which word / phrase in 1 can be S meaningful contexts. used to complete each of the sentences and explain that they can use the context clues to help them decide on the word / phrase. T asks Ss work in pairs. Ss call out the word / phrase they have used in S-S each sentence first. T asks Ss to give the answers as well as the reasons why they have T-S chosen the word / phrase for each sentence. T checks answers as a class and confirms the correct answers. Key: 1. Biodiversity 2. wildlife 3. habitats 4. climate change 5. ecosystem GRAMMAR - To have Ss revise TASK 1: UNDERLINE THE CORRECT WORD OR PHRASE TO COMPLETE EACH reported speech SENTENCE. (p.102) 8 mins with statements and *T tells Ss to look at Remember! box on page 40 and asks them to make a T-S questions. list of changes when reporting a statement or a question. In weaker classes, - To help Ss provide some prompts, e.g. tense, pronouns, time and place, if necessary. understand the use T lets Ss work individually to choose the correct word or phrase in each S of reported speech sentence. with statements and T tells them to exchange their answers in pairs. S-S questions. T checks answers as a class and asks Ss to explain their choices. T-S Key: 1. was
13. 2. suggested 3. the following week 4. asked 5. had handed To give Ss an TASK 2: CHANGE THESE SENTENCES INTO REPORTED SPEECH. (p.102) 4 mins opportunity to *T asks Ss to work independently and rewrite the sentences using reported T-S practise the use of speech. T also reminds Ss of the changes needed: personal pronouns, tenses reported speech. of verbs, and adverbs of time. T lets Ss work individually. S T has Ss work in pairs to compare answers. S-S T checks answers as a class and confirms the correct answers. T-S Key: 1. Mrs Le explained that the burning of coal led / leads to air pollution. 2. Nam said he had to present his paper on endangered animals the following week. 3. Linda asked the speaker if human activities had / have an impact on the environment. 4. Nam asked Mai what environmental projects her school did. 5. Tom said to / told Nam that he would read more articles before writing the essay. EXTRA ACTIVTITY To give Ss a chance REVISION GAME 4 mins to revise what they * T introduces 7 questions and shows them one by one on the screen. T-S have leant. Ss read the questions and choose the correct answers. S Ss can share their answers in pairs. S-S T checks with the whole class and confirms the correct answers. T-S WRAP UP - To help Ss WRAP-UP T-S 3 mins HOMEWORK consolidate what T asks Ss to talk about what they have learnt in the lesson they have learnt in HOMEWORK the lesson. Do exercises in the workbook. - To revise the lesson and prepare for the next lesson: Reading.
14. UNIT 9: PROTECTING THE ENVIRONMENT LESSON 3: READING I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge - Practise reading for the main idea and specific information in a text about Environmental problems. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills; - Actively join in class activities. 3. Personal qualities - Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in environmental activities; - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 9, Reading - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. consequence /ˈkɒnsɪkwəns/ a result of something that has happened, Hậu quả especially an unpleasant result 2. respiratory /rəˈspɪrətri/ connected with breathing (Thuộc) hụ hấp 3. upset /ʌpˈset/ to change the usual state or order of Làm rối loạn something, especially in a way that stops it from happening or working Assumptions
15. Anticipated difficulties Solutions 1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of items. words. 2. Students may have underdeveloped reading, speaking - Let students read the text again (if necessary). and co-operating skills. - Create a comfortable and encouraging environment for students to read. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 9: Protecting the environment Lesson 3: Reading * Warm-up: Slap the board Task 1: Look at the picture and answer the question. Task 2: Choose the best title. Task 3: Read the text again and decide which paragraph contains the following information. Task 4: Complete the sentences. Task 5: Discuss the question. * 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
16. Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GAME: SLAP THE BOARD 5 mins topic of reading. *Class is divided into 2 teams, 2 leaders of 2 teams will play the game, the T-S - To enhance students’ others support and cheer. T prepares 12 pictures of environmental issues. T skills of cooperating says the name of one environmental issues and Ss have to slap their hands on with teammates. the appropriate picture. Ss do as instructed. S T corrects if necessary. T-S Key: 1. Global warming 2. Acid rain 3. Air pollution 4. Deforestation 5. Rubbish 6. Water pollution 7. Endangered animals 8. Ozone layer depletion 9. Noise pollution 10. Urban sprawl 11. Pesticide 12. Ocean acidification PRE- To introduce the topic TASK 1: LOOK AT THE PICTURE AND ANSWER THE QUESTION (p.103) 5 mins READING of the reading and get * T leads Ss into the lesson by showing 4 pictures on P.103 and asks them the T-S Ss involved in the question in Task 1: What environmental problems do you see in the pictures? lesson. Ss work in groups of four and identify the environmental problems in the S-S pictures. Ss discuss what they see in each picture before they come up with the environmental problems. T shows each picture on the screen, names the problems and asks Ss to T-S get ready for the first reading task. Suggested answers: a. Cutting of forests b. Global warming c. Air pollution d. Endangered animals WHILE- To help Ss practise TASK 2: READ THE TEXT AND CHOOSE THE BEST TITLE FOR IT. (p.103) 10 mins READING reading for the main *T asks Ss to open the book, read through the text quickly and choose the best T- S idea. title for it. Ss do as required. S
17. Ss share their answer in pairs. S-S T calls some students to give the answer, finalizes the answer and explains T- S which sentence gives the information. Key: a. Environmental problems: what are they? VOCABULARY *T asks Ss to guess the meaning of the following words in context. T- S 1. Consequence (n) 2. Respiratory (a) 3. Upset (v) Ss find these words in the reading passage and tell the T their meanings. S Ss share their answers in pairs. S-S T corrects if necessary. T- S To provide students TASK 3: READ THE TEXT AGAIN AND DECIDE WHICH PARAGRAPH CONTAINS 5 mins with some lexical THE FOLLOWING INFORMATION. (p.104) items. *T asks Ss to read the whole text again and decide which paragraph contains T- S the information in the table. Ss identify key words in the information first. They may include paraphrased S information so when they read the text they should also look for synonyms or words with similar meaning. T asks Ss to work in pairs to discuss and compare their answers. S-S Teacher checks with the whole class. T- S Key: 1. C 2. B 3. A 4. D - To develop reading TASK 4: COMPLETE THE SENTENCES WITH INFORMATION FROM THE TEXT. 5 mins skill for specific USE NO MORE THAN TWO WORDS FOR EACH ANSWER (p.104) information. *T asks Ss to read the text again and complete the sentences using the T-S - To help Ss practise information in the text. reading for specific Ss read through the text to locate the answers, then read again, but this S information. time paying attention only to the parts of the text that contain the answers.
18. Ss work in pairs or groups to compare answers. S-S T checks answers as a class. T-S Key: 1. weather events 2. habitats 3. waste gases 4. ecosystem POST- - To help Ss use the TASK 5: DISCUSS THE QUESTION 10 mins READING ideas and language in *T lets Ss work in groups and discuss the question. T has Ss work in groups and T-S the reading to talk decide which environmental problem is the most serious in Viet Nam. T calls about the most some Ss to present their answers in front of the whole class. serious environmental Which of the problems mentioned in the text do you think is the most serious in problem in Viet Nam. Vietnam? - Check Ss’ 1. Global warming understanding of the 2. Cutting of forests reading passage. 3. Air pollution - To help some Ss 4. Endangered animals enhance presentation Ss do as instructed. skills. T allows Ss to give comments for their friends and vote for the most S interesting and informative presentation. S-S T gives feedback and comments. T-S WRAP-UP - To consolidate what WRAP-UP T-S 5 mins HOMEWORK students have learnt in Teacher asks students to talk about what they have learnt in the lesson. the lesson. HOMEWORK - To review the lesson - T asks students to write down their opinion about benefits of protecting the they have learnt and environment. prepare for the next - Do exercises in Workbook. lesson: Speaking.
19. UNIT 9: PROTECTING THE ENVIRONMENT Lesson 4: Speaking I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Identify environmental problems and relevant solutions; - Gain an overview about the outline and useful expressions for making oral presentations on solutions to an environmental problem. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills; - Actively join in class activities. 3. Personal qualities - Understand more about Protecting the environment; - Develop self-study skills. II. Materials - Grade 10 textbook, Unit 9, Speaking - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Example Use recycle (v) /ˌriːˈsaɪkl/ to treat things that have already been used so that they can be used again Iilegal (a) /ɪˈliːɡl/ not allowed by the law emission (n) /ɪˈmɪʃn/ gas, etc. that is sent out into the air Assumptions
20. Anticipated difficulties Solutions 1. Students may lack knowledge about the Provide students with the form and use of some useful organization and some useful language of structures in their talk. oral presentations. 2. Students may have underdeveloped - Create a comfortable and encouraging environment for speaking and co-operating skills. students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively talk in the - Explain expectations for each task in detail. class. - Have excessive talking students practise. - Continue to clarify task expectations in small chunks (before every activity). Board Plan Date of teaching Unit 9: Protecting the environment Lesson 4: Speaking * Warm-up Game: Lucky Wheel Vocabulary 1. recycle (v) 2. illegal (a) 3. emission (n) * Speaking Task 1: Match the environmental problems to the suggested solutions. Task 2: Complete the presentation outline. Task 3: Presentation. * Homework
21. 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 Interaction Time WARM-UP - To introduce the GAME: LUCKY WHEEL 5 mins topic of speaking. * T chooses 9 volunteer student players, gives instructions to play: Each player T-S - To enhance students’ chooses a question and gives the answer. If he/she answers correctly, the skills of cooperating player can join the wheel of fortune and enjoys a random gift. with teammates. Ss start playing the game. S T checks their answers, gives feedback and has Ss play several times. T-S CONTROLLED - To introduce more TASK 1: MATCH THE ENVIRONMENTAL PROBLEMS TO THE SUGGESTED 10 mins PRACTICE ideas for the main SOLUTIONS. (p.104) speaking task. * T shows some words with their relevant pictures. T asks Ss to work in pairs T-S - To provide Ss with to guess the meaning and practise reading them aloud. essential vocabulary. Ss do as instructed. S Ss check the meaning and practice reading aloud in pairs. S-S T calls some students to share their answers and gives feedback. T-S Key: 1. c - e 2. a - f 3. b - d To introduce a model TASK 2: COMPLETE THE PRESENTATION OUTLINE BELOW WITH THE 5 mins for a presentation on INFORMATION IN THE BOX. (p.105) solutions to an *T tells Ss to work in pairs to complete the presentation outline using T-S environmental information in the right box. problem. T tells Ss to read the information carefully before deciding on their T-S answers. Ss exchange their answers with their partners. S - S
22. T calls on some Ss to share their answers with the class and checks T-S answers as a class. Key: 1. D 2. A 3. C 4. B LESS - To give Ss an TASK 3: WORK IN GROUPS. CHOOSE AN ENVIRONMETAL PROBLEM IN 1 AND 20 mins CONTROLLED opportunity to discuss MAKE A PRESENTATION ON THE SOLUTIONS TO IT. USE THE EXPRESSIONS PRACTICE in groups, create a BELOW TO HELP YOU. (p.105) creative mind map/ *T asks Ss work in groups. Each group: T-S diagram and deliver a - Chooses an environmental problem in 1. group presentation on - Designs a creative mind map / diagram on the environmental problem. solutions to an - Prepares a 3-5 minute presentation on the solutions to it. environmental - Joins the contest: WHO’S THE BEST PRESENTER? problem. *T gives each member of the BOARD OF JUDGES a marking sheet to give - Check students’ marks for all the presenters. understanding about Ss work in groups to prepare their oral presentations. S-S the topic. Presenters join “Who’s the best presenter” contest, take turns giving their - To help some oral presentations as required. students enhance T collects marking sheets, adds up the marks of each presenter, gives T-S communication skills. feedback, comments, decides the winner and gives a reward for the best presenter. WRAP-UP - To consolidate what WRAP-UP T-S 5 mins HOMEWORK students have learnt in Teacher asks students to talk about what they have learnt in the lesson. the lesson. HOMEWORK - To review the lesson Do exercises in the workbook they have learnt and prepare for the next lesson: Listening.
23. UNIT 9: PROTECTING THE ENVIRONMENT Lesson 5: Listening I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Protecting the environment; - Listen for specific information in a conversation about ways to protect endangered animals. 2. Core competence - Develop listening skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Be well aware of saving endangered animals; - Be encouraged to attend activities organized to protect endangered animals. II. MATERIALS - Grade 10 textbook, Unit 9, Listening - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. Suffering (n) /ˈsʌfərɪŋ/ physical or mental pain Sự đau khổ to decide or say officially that something is 2. Ban (v) /bổn/ Cấm not allowed
24. Assumptions Anticipated difficulties Solutions 1. Students may have underdeveloped listening - Play the recording many times if necessary. skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 2. Some students might excessively talk in the - Explain expectations for each task in detail. Have excessive class. talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching Unit 9: Protecting the environment Lesson 5: Listening * Warm-up: Ocean rescue Task 1: Answer the question. Task 2: True or false. Task 3: Complete the notes. Task 4: Work in groups and answer the question: Which is the most effective way to save endangered animals? * 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
25. Stage Stage aim Procedure Interaction Time WARM-UP - Check students’ GAME: OCEAN RESCUE 5 mins general knowledge *T divides class into 2 teams and chooses a team leader for each. 2 team T-S about rhinos and tigers leaders compete by raising his/ her hand to be the first to give answers to - two endangered the questions. animals. Ss do as instructed. S - To introduce the topic Competitors may discuss with his/ her team members to find out the S-S of listening. answers. - To set the context for T gives comments or feedback. T-S the very listening part. Key: 1. D 2. B 3. A 4. C 5. C - T draws Ss’ attention to the word ENDANGERED ANIMALS, then lets them know they are going to listen to a talk show related to this word. PRE- - To help students TASK 1: LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p.106) 7 mins LISTENING brainstorm and have an *T asks Ss to look at the picture and answer the questions: T-S overview about what 1. What can you see in the picture? they are going to listen 2. What is happening to the animals in the picture? to. Ss try to figure out the answer individually first. S - To provide Ss with T lets Ss work in pairs and discuss the questions. T encourages them to S-S essential vocabulary speak English and feel free to make guesses. T calls some Ss to share their guesses. T-S Key: + Picture a: The rhino is being hunted. + Picture b: The wild tiger is being kept in a cage. / The wild tiger is being held in captivity. VOCABULARY T introduces the vocabulary by: - giving explanation - showing the pictures illustrating the words.
26. 1. suffering (n) – explanation 2. ban (v) - visual WHILE- To help students TASK 2: NAM AND MAI ARE TALKING ABOUT MAI’S PROJECT ON WAYS TO 10 mins LISTENING develop listening skills SAVE ENDANGERED ANIMALS. LISTEN TO THE CONVERSATION AND for specific information. DECIDE WHETHER THE STATEMENTS ARE (T) OR FALSE (F). (p.106) *T asks Ss to read the statements, underline the key words, and reminds T-S them to pay attention to keywords while listening. T plays the recording. T asks Ss to listen and decide whether the statements are true (T) or false (F). Ss do as instructed. S T asks Ss to compare their answers with their partner. S-S T calls on some Ss to present their answers, then plays the recording T-S once again and checks with the class. Key: 1. T 2. T 3. F 4. T TASK 3: LISTEN TO THE CONVERSATION AGAIN AND COMPLETE THE 10 mins NOTES. USE ONE WORD FOR EACH GAP. (p.106) 3.1. Read and identify the part of speech (word class) of the missing word. *T asks Ss to read the notes and identify the part of speech (word class) of T-S the missing word. Ss read the notes, do as required. S Ss compare their answers. S-S T calls on one student to write their answers on the board, then read T-S the notes and check with the class. (1) – a noun (2) – a noun (3) – a noun (4) – a noun or an adjective 3.2. Listen and complete the notes with ONE word from the listening text. *T plays the recording and asks Ss to listen and complete each blank number T-S with ONE word from the listening text.
27. Ss do as required. S T asks Ss to compare their answers with their partner. S-S T calls on some Ss to write their answers on the board, then play the T-S recording once again and check with the class. Key: 1. importance 2. laws 3. trade 4. animal POST- To check students’ TASK 4: DISCUSS THE FOLLOWING QUESTION. (p.106) 10 mins LISTENING understanding of the * T asks Ss to work in groups of four and answer the question: T-S listening part. Which is the most effective way to save endangered animals? Each group prepares a 3-min summary on the most effective way to save S endangered animals. Then some group leaders take turns presenting the summary of their discussions to the whole class. T asks Ss to discuss the question and reminds them to refer to the ideas S-S of the listening part. T helps if necessary. T calls some groups to present their summary in front of the whole T-S class. - T allows Ss to give comments for their friends and vote for the best summary. - T gives feedback and comments. WRAP-UP - To consolidate what WRAP-UP T-S 2 mins HOMEWORK students have learnt in Teacher asks students to talk about what they have learnt in the lesson. the lesson. HOMEWORK - To review the lesson Teacher asks students to write a short paragraph about their opinion on they have learnt and how students can help to save endangered animals. prepare for the next lesson: Writing.
28. UNIT 9: PROTECTING THE ENVIRONMENT Lesson 6: Writing I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Protecting the environment; - Write about a wildlife organization. 2. Core competence - Develop writing skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Develop more positive feelings towards their families; - Be encouraged to attend family activities. II. MATERIALS - Grade 10 textbook, Unit 9, Writing - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent In the beginning; when something first 1. Originally (adv) /əˈrɪdʒənəli/ bắt nguồn existed (especially of an organization) not part 2. Non-governmental (a) /ˌnɒn ˌɡʌvnˈmentl/ phi chớnh phủ of or associated with any government
29. 3. Organisation (n) a group of people who work together in /ˈˌɔːɡənaɪˈzeɪʃn/ tổ chức an organized way for a shared purpose Assumptions Anticipated difficulties Solutions Students may have underdeveloped - Get students to know the key information and the model for writing writing skills. about a wildlife organization based on the text and the two tables in Task 2 and Task 3. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 9: Protecting the environment Lesson 6: Writing * Warm-up Guessing game * Writing Task 1: Answer the questions. Task 2: Complete the table. Task 3: Write a paragraph about Save the Elephant. * 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
30. Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GUESSING GAME: WHICH ORGANIZATION IS IT? 6 mins topic of writing. * T divides the class into 2 teams and asks Ss to close the textbooks. There are T-S - To set the context two wildlife organizations. Thus, each team takes turns choosing the hints and for the writing part. gives their answers to the questions. The answers are also the hints/ clues from which Ss can guess the names of two wildlife organizations. Two teams try to find out the answers and guess the 2 wildlife S organizations based on the very hints. - The team gains 10 points for each correct hint answer, and 50 points for each correct organization. The team with the highest point will be the winner. Key: 1. THE WORLD WIDE FUND FOR NATURE (WWF) 2. SAVE THE ELEPHANTS - T draws Ss’ attention to two organizations and lets them know they are going to learn about how to write a paragraph about these wildlife organizations. PRE-WRITING - To activate Ss’ TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND ANSWER THE 8 mins prior knowledge QUESTIONS. (p.106) about a wildlife * T asks Ss to work in groups of four to answer the questions: T-S organization. - To provide students with a good grap of WWF as a wildlife organization. 1. Do you recognize the animal? 2. Where does it come from? 3. What do the letters WWF stand for? Ss do as required individually first. S Ss share their answers in groups. S-S
31. T calls some groups to give their answers in front of the whole class and gives the final answers. 1. A panda. 2. It comes from China. 3. WWF stands for WORLD WIDE FUND FOR NATURE (formally The World Wildlife Fund). WHILE- To provide further TASK 2: READ THE TEXT ABOUT WWF AND COMPLETE THE TABLE. (p.106) 10 mins WRITING information about a *T asks Ss to work independently to read the text about WWF and complete T-S wildlife the table with the information from it. organization and a Ss do as required. S model for the T lets Ss share their answers in pairs. S-S writing task. T invites one or two students to share their answers and checks the T-S answers with the whole class. Key: 1. Non-governmental organisation 2. 1961 3. to stop the process of destroying the planet’s natural environment 4. the survival of endangered animals and the protection of their natural habitats 5. 1,300 To help Ss practise TASK 3: WRITE A PARAGRAPH ABOUT SAVE THE ELEPHANTS, USING THE 8 mins developing ideas INFORMATION IN THE TABLE BELOW. (p.106) and writing about a *T explains the writing task: Ss use the information about another a wildlife T-S wildlife organisation (Save the Elephants) and write a paragraph (120 – 150 words) organisation. about it following the model in 2. T sets a time limit for the task and reminds Ss to refer to the text about WWF and use the sentence and paragraph structures as models for their writing. Ss do as required. S T lets Ss discuss in pairs if needed. S-S T calls one student to write his/ her writing on the board, checks and T-S gives feedbacks.
32. POST- To do a cross-check PEER CHECK Group work 10 mins WRITING and final check on - T has the groups swap and give feedback on each other’s writing. T gives students’ writing. feedback on one writing as a model and gives a sample answer: Save the Elephants (STE) is a non-profit organisation. It was set up in 1993 by Iain Douglas-Hamilton, and today it is one of the world’s largest organisations to save elephants worldwide. It aims to make sure elephants do not die out and protect the habitats in which elephants are found. Much of the work of STE focuses on stopping the illegal hunting of elephants especially in Africa and Asia, working together with scientists and experts to conduct research on behaviours of elephants, and raising people’s awareness through films, televisions and new media sources. So far, it has conducted 335 projects in 40 countries and helped to protect thousands of elephants worldwide. WRAP-UP - To consolidate WRAP-UP T-S 3 mins HOMEWORK what students have Teacher asks students to talk about what they have learnt in the lesson. learnt in the lesson. HOMEWORK - To allow students - Rewrite the paragraph in the notebooks. to finalize their - Prepare for the Communication and Culture/CLIL. versions after being checked by friends and teacher.
33. UNIT 9: PROTECTING THE ENVIRONMENT Lesson 7: Communication and Culture/ CLIL I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Protecting the environment; - Know how to make and respond to apologies; - Know what Earth Hour is and what people do in that hour. 2. Core competence - Develop creativity and communication skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Be ready to make and respond to apologies; - Understand more about Earth Hour and actively take part in this lights-out event in Vietnam. II. MATERIALS - Grade 10 textbook, Unit 9, Communication and Culture/CLIL - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent a copy of a file, etc. that can be used if the 1. backup (n) /ˈbổkʌp/ original is lost or damaged Bản sao lưu dữ liệu an object or a piece of equipment that has 2. device (n) /dɪˈvaɪs/ thiết bị been designed to do a particular job
34. land that is under the control of a particular 3. territory (n) /ˈterətri/ lónh thổ country or political leader. Assumptions Anticipated difficulties Solutions 1. Students may have underdeveloped - Encourage students to work in pairs and in groups so that they speaking and co-operating skills. can help each other. - Provide feedback and help if necessary. 2. Some students will excessively talk in the - Explain expectations for each task in detail. class. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching Unit 9: Protecting the environment Lesson 7: Communication and Culture/ CLIL * Warm-up: Video watching I. Everyday English Task 1: Listen and complete the conversations. Task 2: Make similar conversations. II. Culture Task 1: Answer the questions. Task 2: Read the text and complete the fact file. Task 3: Discussion. Extra activity Talk about Earth Hour. * Homework III. PROCEDURES Notes:
35. 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 Interaction Time WARM-UP - To introduce the VIDEO WATCHING 5 mins topic. *T lets Ss watch a video clip about making and responding to apologies and asks T-S - To activate them to: students’ - complete the conversation with the correct information. communication - listen and repeat at the end of the clip. skills. Conversation: Paul: Noelia! I am so (1)___! Are you OK? Noelia: I think so. That was lucky. Paul: I'm (2) ___sorry! I didn't see you! Noelia: That's (3) ___. I shouldn't have been running. Paul: No, no, I should have been (4) ___. Noelia: And they teach you (5) ___ inside at school! Paul: Still, it was my (6) ___ and I'm sorry. Noelia: I'm sorry (7) ___. It was both of us. Honestly, (8) ___. I'm fine. Don't (9) ___ about it. Hey, I saved the laptop though! Bob: Yeah, I'll be there in Noelia: Oh no! Bob: Uh oh! Paul: Ahhhh Link: Ss watch the video and individually do the task. T lets Ss work in pairs and share the answers. S T plays the video clip again on the screen and checks the answers with the S-S whole class. T-S Key: 1. sorry
36. 2. really 3. all right 4. paying attention 5. not to run 6. fault 7. too 8. it’s fine 9. worry LEAD IN To lead in the T leads Ss into the lesson by introducing what they are going to learn: Making T-S 2 mins everyday English: and responding to apologies. Making and responding to apologies EVERYDAY To introduce TASK 1: LISTEN AND COMPLETE THE CONVERSATIONS WITH THE EXPRESSIONS T-S 8 mins ENGLISH some structures IN THE BOX. THEN PRACTISE THEM IN PAIRS. (p.107) to express *T asks Ss to listen and complete the conversations with the expressions in the opinions. box. Ss do the task individually. S T lets Ss share their answers. S-S T calls one student to share his/ her answers and checks the answers with T-S the whole class. Key: 1. B 2. C 3. D 4. A - T gives more explanations and writes down some common structures for making and responding to apologies. To revise and TASK 2: WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS MAKING AND 7 mins practice making RESPONDING TO APOLOGIES. USE THE EXPRESSIONS IN TASK 1. (p.107)
37. and responding to *T asks Ss to work in pairs and make similar conversations using useful T-S apologies in a expressions of making and responding to apologies in task 1. conversation. Ss work in pairs and do the task. S T calls on some pairs to act out the conversations to the class and then T-S praises Ss for interesting ideas and fluent delivery. CLIL To identify the TASK 1: LOOK AT THE PICTURES AND ANSWER THE QUESTION. 3 mins meaning and What do you know about Earth Hour? importance of *T has Ss work independently to look at the pictures and list out their answers. T-S Earth Hour. T lets Ss check their answers in pairs. S-S T calls some Ss to share their answers and checks with the whole class. T-S Key: Students’ answer To help Ss learn TASK 2: READ THE TEXT AND COMPLETE EACH BLANK OF THE FACT FILE ABOUT 5 mins about Earth Hour EARTH HOUR WITH ONE WORD. (p.108) through CLIL *T puts Ss into pairs. Ask them to read the text about Earth Hour and complete T-S (Environmental the table. studies) and learn While Ss completing the task, T walks round the class and offers help, explains S some content unfamiliar words. vocabulary. T checks answers as a class by calling on pairs to write their missing words T-S on the board. Key: 1. Saturday 2. support 3. climate 4. activities 5. 2009 To give Ss an TASK 3: WATCH A VIDEO ABOUT EARTH HOUR. WORK IN PAIRS. DISCUSS THE 5 mins opportunity to FOLLOWING QUESTIONS. (p.108) personalise the *T asks Ss to work in pairs to answer the questions: T-S CLIL topic. 1. Do you want to take part in this lights-out event in Viet Nam? Why or why not? 2. If you have a chance to take part in the event, what would you do?
38. 3. What can you do to prevent the Covid-19 pandemic from spreading in Vietnam? S T has Ss underline the ideas in the text so they can use them in their discussion. In stronger classes, T encourages Ss to come up with other ideas about what to do when having a chance to take part in the event. S-S T calls on some Ss to give their answers to class. T-S T gives comments and feedbacks EXTRA To apply the WORK IN GROUPS AND TALK ABOUT EARTH HOUR 8 mins ACTIVITY knowledge they *T asks Ss to move to places of classmates they haven’t got well acquainted with T-S have learnt in this yet, form a new group and talk about Earth Hour. lesson. T calls some groups to model their talk in front of the class. S T allows Ss to give comments for their friends and vote for the most S-S interesting and informative presentation. T gives feedback and comments. T-S WRAP-UP - To consolidate WRAP-UP T-S 2 mins HOMEWORK what students Teacher asks students to talk about what they have learnt in the lesson. have learnt in the HOMEWORK lesson. Write down the discussion results of Earth Hour. - To review what students have learnt in the lesson.
39. UNIT 9: PROTECTING THE ENVIRONMENT Lesson 8: Looking back & Project I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 9; - Apply what they have learnt (vocabulary and grammar) into practice through a project. 2. Core competence - Develop communication skills and creativity; - Develop presentation skills; - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Be more creative when doing the project; - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 9, Looking back & Project - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn Assumptions Anticipated difficulties Solutions 1. Students may have underdeveloped - Encourage students to work in pairs and in speaking, writing and co-operating skills groups so that they can help each other. when doing the project. - Provide feedback and help if necessary.
40. 2. Some students might excessively talk in the - Explain expectations for each task in detail. Have class. excessive talking student’s practice. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching Unit 9: Protecting the environment Lesson 8: Looking back & Project * Warm-up Video watching I. Looking back PRONUCIATION: Listen and mark the stressed syllables in the words in bold. VOCABUIARY: Complete the sentences. GRAMMAR: Rewrite the senteces. II. Project An environmental organisation * 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 Interaction Time WARM-UP - To revise the VIDEO WATCHING 5 mins vocabulary related to *T divides the class into groups of 4. T-S the topic and lead in
41. the next part of the Members of each group watch the video clip about saving the earth S lesson. and take notes individually. - To enhance Ss in each group share the notes. S-S students’ skills of T calls 1-2 Ss to give a summary of the video content based on the T-S cooperating with group’s notes, comments and checks. teammates. PRONUNCIATION To help Ss further LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. 5 mins revise sentence THEN PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. stress and practise (p.108) speaking with a *T asks Ss to listen to the recording and mark the stressed syllables in T-S natural rhythm. the words in bold in the sentences and then practise saying them with a natural rhythm. T plays the recording several times if necessary. Ss listen and mark the stressed syllables. S T puts Ss into pairs and has them read the sentences to each other. S-S T encourages them to use correct sentence stress and appropriate pausing. T praises Ss who try to speak with a natural rhythm. T-S Key: 1. 'Don’t 'buy 'products that are 'made from 'wild 'animal 'parts. 2. 'What can we 'do to 'help the 'animals in the 'wild? 3. 'Larger 'tigers tend to 'live in 'colder 'areas while 'smaller 'tigers 'live in 'warmer 'countries. 4. 'Elephants are en'dangered because of il'legal 'hunting and 'body 'part 'trade. 5. Do you 'know why so many en'dangered 'animals are disap'pearing? VOCABULARY To help Ss revise the CHOOSE THE CORRECT WORD TO COMPLETE EACH SENTENCE. (p.109) 5 mins vocabulary items *T asks Ss to choose the correct word to complete each sentence. T-S they have learnt in T has Ss do this activity individually S the unit. T then has Ss compare their answers with their partners. S-S T checks answers as a class. T asks some Ss to write the words on T-S the board and explain their choices. Key:
42. 1. habitats 2. impact 3. endangered 4. warming GRAMMAR To help Ss revise the CHANGE THE FOLLOWING SENTENCES INTO REPORTED SPEECH. 5 mins use of reported (p.109) speech. *T asks Ss to change the sentences into reported speech. T-S Ss do this activity individually. S Ss then compare their answers with a partner. S-S T checks answers as a class. T asks some Ss to write the sentences T-S on the board and explains the changes they made to the original statements and questions. Key: 1. The teacher explained that the rising sea level was / is a result of global warming. 2. My friend told me that she would take part in the competition the following month. 3. The speaker said the clearing and burning of forests led / lead to air pollution. 4. Tuan asked Minh if/ whether he was interested in joining the event that weekend. 5. Nam asked Mai when she was going to deliver the presentation on the environment. PROJECT To provide an A LOCAL OR AN INTERNATIONAL ENVIRONMENTAL ORGANISATION 23 mins opportunity for Ss to (p.109) develop their As Ss have prepared for the project throughout the unit, the focus of research and this lesson should be on the final product, which is an oral presentation. collaboration skills *T gets Ss to work in their groups and gives them a few minutes to get T-S and to practise giving ready for the presentation. an oral presentation. - T gives Ss a checklist for peer and self-assessment, explains that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters
43. should complete their self-assessment checklist after completing their presentation. - If necessary, T goes through the criteria for assessing their talk to make sure Ss are familiar with them. Two or three groups give their presentations. S The rest of the class to ask questions and may hold further discusions at the end. T showers praise on each presentation and gives Ss marks for their T-S presentations as part of their continuous assessment or T can award a special prize to the group which has the most brilliant presentation. WRAP-UP - To consolidate what WRAP-UP T-S 2 mins HOMEWORK students have learnt Teacher asks students to talk about what they have learnt in the lesson. in the lesson. HOMEWORK - To prepare for the Prepare for the next lesson: Unit 10 – Lesson 1. Getting started. next lesson.