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
- heighten 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 phá rừng

the destruction of forests by people

3. endangered (a) /ɪnˈdeɪndʒəd/ in danger of being harmed, lost, unsuccessful, etc. có nguy cơ tuyệt chủng

Assumptions
Anticipated difficulties Solutions
- Students may not know the environmental problems and solutions.
- Use a mindmap and images of some major environmental issues and
solutions to show in the class.
- Students may not know how to make an efective presentation on - Give short, clear instructions and help if necessary.
environmental protection.

Board Plan

Date of teaching
Unit 9: PROTECTING THE ENVIRONMENT
Lesson 1: Getting started – A Presentation on the Environment
* Warm-up: Play the crossword puzzle to get to know the topic the lesson
I. Vocabulary
1. identify (v) /aɪˈdentɪfaɪ/: nhận biết, nhận diện
2. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/ : sự chặt phá rừng
3. endangered (a) /ɪnˈdeɪndʒəd/ : có nguy cơ tuyệt chủng

II. Practice
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 to form phrases in 1.
Task 4: Complete the following sentences based on the conversation.
* Homework

Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interaction Time

Warm-up - To activate students’ * Teacher gives instructions T-S 5 mins
knowledge on the topic ** Do the crossword puzzle individually, choose a number and give your
of the unit. answer.
- To create a lively *** Students can ask T for more clues or consult their classmates if they S-T, S-S
atmosphere in the don’t know the answers.
classroom **** Teacher checks and corrects if Ss spell or pronounce the words
- To lead into the new unit incorrectly. T-S
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.
Vocabulary - * T asks Ss to look at the explanation and the photos to guess the meaning T-S 4 mins
pre-teach of new words.
** Ss say the Vietnamese meaning of the word.
1. identify (v) /aɪˈdentɪfaɪ/: nhận biết, nhận diện
To help students use key
2. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/: sự chặt phá rừng
language more
3. endangered (a) /ɪnˈdeɪndʒəd/: có nguy cơ tuyệt chủng
appropriately before they
read and listen
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows the Vietnamese meaning, says the words aloud and
asks Ss to repeat them.
Read and - To get students Task 1. Listen and read (p.100): 8 mins
listen interested in the topic * Teacher draws Ss’ attention on the conversation between Nam and his T-S
- To get students to learn father and asks:
some vocabulary to be +Who are the speakers?
learnt in the unit + What are they talking about?
T-S
* T plays the recording twice, has sts listen to the conversation, read
along and underline words and phrases in the conversation which
are related to the environment.
S
** Ss do the task individually
S-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.
T-S
Suggested answers
T-S
* T has Ss read the conversation in pairs.
S-S
** Sts read the conversation
S-S
*** One pair read aloud.
T-S
**** Teacher collects common mistakes and give comments.

Controlled - To practise reading for Task 2: (p.101) Read the conversation again and answer the following 5 mins
practice specific information questions.
- To practise scanning * Teacher asks Ss to work individually to read the questions and underline T-S
- To develop Ss' the key words, then share their ideas with a partner who sits next to them.
knowledge of vocabulary ** Ss do Task 2 individually first
for the topic protecting *** Ss share and discuss with their partners about the key words S-S
the environment **** Teacher corrects their answers as a class. T-S
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 T-S
 for each the question with the partner who sits behind them.
** Ss do the task in pairs. S-S
**** Teacher have Ss share answers with the class and confirm the correct T-S
answers:
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: (p.101): Match the words in A with the words in B to form phrases 4 mins
collocations for the in 1.
environment. * Teacher has sts locate the verbs or phrasal verbs in the conversation, find
- To practise scanning the nouns or noun phrases after each verb/ phrasal verb to do the matching
** Ss work individually
*** Sts share their answers with a partner
**** Teacher checks and gives the correct answers with the whole class, has
them to say the meaning of each collocation.

* Check 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 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 ask Ss to do the matching. S-S
*** Ss share their answers in groups of 4.
**** T checks answers as a class, write the adjectives on the board and call T-S
on individual Ss to write the correct noun next to each adjective.
Alternatively, ask one student to read an adjective and another
student to say the noun that goes with it.
Answers:
1-d: global warming
2-c: practical actions
 3-b: environmental issues
4-a: endangered animals

To help Ss identify Task 4: (p. 101) Complete the following sentences based on the 4mins
reported speech with conversation.
statements and * T has sts 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 forms first, then the kind of T-S
verbs used in the very sentences, i.e. reporting verbs. T call on individual
students to read the complete sentences.
Answers:
1. asked
2. advised
3. said
Less Task 5: Role play the following situation 10 mins
controlled - To practise pair working SITUATION:
practice and conversational skill - Student A: You’re Minh, a student of Thang Long High School in Hanoi. You
in the form of role play. are preparing a presentation on Environmental Protection. You meet Greta
- 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 very 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 St chooses his/ her partner and role play as instructed

***T observers Ss while they are role playing, note their language errors S-S
and give help if neccessary. T-S
**** Teacher calls to pairs to role play in front of the audience, then gives T-S
Ss feedback.

Wrap-up To help Ss memorise the - Gain an overview about the topic Protecting the Environment T-S 5 min
Homework target language and skills - Build vocabulary about the environment and identify the reported speech
that they have learned with statements and questions.
and do research about a
local or an international Homework:
environmental - Exercises in the workbook
organisation. - Project preparation
• 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).
• 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.
• Help Ss set deadlines for each task.
LESSON 2.
 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
- Reported speech is when we tell someone what we or someone else said before.
- In reported speech we often change tenses of verbs (backshift), pronouns and adverbs of time and place.

- The structure of the reported clause depends on whether the speaker is reporting a statement, a question or a command.
 direct indirect reported clause

statement ‘I’m tired,’ I said. I told them (that) I was tired. that-clause

‘Are you ready?’ the nurse asked The nurse asked Joel if/whether he was
if-clause/whether-clause
question Joel. ready.
wh-clause
‘Who are you?’ she asked. She asked me who I was.

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 Give short and clear explanations with relevant examples for each case.
sentences and stressed syllables in words.

2. Students may be confused when changing direct speech into Give short and clear explanations with relevant examples for each case.
reported speech.

Board Plan
Date of teaching
Unit 9: Protecting the environment
 Lesson 2: Language

* Warm-up
Handout completion and video watching
I.Pronunciation: Rhythm
Task 1: Listen and repeat. Pay attention to the stressed words in the sentences.
Task 2: Mark the stressed syllables in the words in bold. Then practise saying the sentences with a natural rhythm.
II.Vocabulary: Environment
Task 1: Match the words or phrases to their meanings
Task 2: Complete the sentences using the correct form of the words and phrases in 1
III. Grammar
Task 1: Underline the correct word or phrase to complete each sentence.
Task 2: Change these sentences into reported speech.
IV. Production
Revision game
* Homework

Procedures

Stage Stage aim Procedure Interaction Time

 Warm-up - To activate Handout completion and video watching
students’ *Teacher divides Ss into 8 groups, delivers the handouts, and asks Ss to Groupwork 5 mins
knowledge on the complete.
topic of the unit. **Ss fill in each blank ONE word with its given initial to complete Mr. Earth
- To create a lively story.
atmosphere in the *** Ss exchange their handouts to check the correct answers.
classroom ****Teacher gives relevant comments on the students’ answers and shows
- To lead into the new the key on the screen.
unit 1.resources 2.destroyed 3.dumped
4. thrown 5. Chemical 6.deforestation
7.energy 8. material 9. Awareness 10.recycle

PRONUNCIATION
Presentation
(Pre-teach *Explain what rhythm of speech is and that different languages or families T-S 4 mins
To help students
Rhythm) of languages have different rhythm. For example, Vietnamese is a tonal
understand the
language with no system of word stress and every word is stressed. On the
concept and identify
other hand, the rhythm of English is based on the contrast between
sentence stress
stressed and unstressed syllables or words in regular intervals. To sound like
a native speaker and be more fluent, Ss will also need to learn the language
rhythm.

- Sentence stress is the pattern of stressed and unstressed words across a

sentence. Normally this emphasis is on words that carry important
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:
https://www.teachingenglish.org.uk/article/english-sentence-stress
Practice To help Ss practice Task 1: Listen and repeat. Pay attention to the stressed words in the T-S 4 mins
sentence stress and sentences.
 become aware of * Teacher plays the recording and asks Ss to listen and repeat after each
rhythm in speaking. sentence, paying attention to the
stressed words in the sentences.
**Ss focus attention on the way the words are grouped in the sentences
and the pauses after between
groups.
*** Teacher puts Ss into pairs and has them practise reading the sentences
to each other as naturally as they can.
****Teacher corrects mistakes if necessary.
KEY:
1. 'Don’t 'pick the 'flowers when you 'go to the 'park.
2. The 'students 'clean the 'school 'playground 'every week'end.
3. 'What’s 'happening with the 'polar 'bears?
4. Did you 'watch the 'documentary about 'air 'pollution?
To help Ss practise
speaking with a Task 2: Mark the stressed syllables in the words in bold. Then practise Pairwork 4 mins
natural rhythm saying the sentences with a natural rhythm.
* Teacher puts Ss into pairs and has them read out the sentences to each
other as naturally as possible. Teacher reminds them to stress the correct
syllables in the words in bold and pauses in appropriate places.
** Teacher lets Ss mark the stressed syllables in the words in bold
individually.
*** Ss work in pairs to compare their answers.
****Check answers as a class.
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
Presentation To make sure that Ss Task 1: Match the words or phrases to their meanings Pairwork 4 mins
(Vocab - pre- understand the *Teacher asks Ss to work independently or in pairs and asks them to read T-S
teach) meanings of the the words and phrases carefully and match them to their meanings.
 words / phrases that ** Ss look at the conversation, and find the context where the words /
have been phrases are used, if necessary.
introduced in Getting *** Ss discuss in pairs, then teacher calls on one student to read aloud a
Started or will be word / phrase and another student to read its definition.
learnt in the unit. **** Check answers as a class.
KEY:
1.a 2.d 3.e 4.b 5.c

Practice To give Ss an Task 2: Complete the sentences using the correct form of the words and Pairwork 4 mins
opportunity to phrases in 1 T-S
practise using the *Teacher asks Ss to work in pairs using the correct form of the words and
words / phrases they phrases in 1.
have learnt in **Ss read the sentences carefully to decide which word / phrase in 1
meaningful contexts. can be used to complete each of the sentences and explain that they can
use the context clues to help
them decide on the word / phrase.
***Teacher ask Ss work in pairs. Ss call out the word / phrase they have
used in each sentence first.
**** Teacher asks Ss to give the answers as well as the reasons why they
have chosen the word / phrase for each sentence. Teacher checks answers
as a class and confirm the correct answers
Key:
1. Biodiversity
2. wildlife
3. habitats
4. climate change
5. ecosystem

Presentation - To have Ss revise GRAMMAR: Reported speech

(Grammar- pre- reported speech with Task 1: Underline the correct word or phrase to complete each sentence. T-S 8 mins
teach) statements and *Teacher tells Ss to look at Remember! on page 40 and asks them to make a
questions. list of changes when reporting a statement or a question. In weaker classes,
 provide some prompts, e.g. tense, pronouns, time and place, if necessary.
**T lets Ss work individually to choose the correct word or phrase in each
sentence,
***T tells them to exchange their answers in pairs.
****Teacher checks answers as a class and asks Ss to explain their choices.
Key: 1. was 2. suggested 3. the following week 4. asked 5. had handed
T lets Ss recall the use of reported speech with statements and questions
and elicits from Ss the rules of using reported speech with statements and T-S
questions. Reported speech is when we tell someone what we or someone
else said before.
- Indirect reports of statements consist of a reporting clause and a that-
clause. We often omit that, especially in informal situations
- Indirect reports of yes-no questions consists of a reporting clause and a
reported clause introduced by if or whether. If is more common
than whether. The reported clause is in statement form (subject + verb), not
question form:
- To help Ss She asked if I was Scottish. (original yes-no question: ‘Are you Scottish?’)
understand the use of
- Indirect reports of wh-questions consist of a reporting clause, and a
reported speech with
reported clause beginning with a wh-word (who, what, when, where, why,
statements and
how). We don’t use a question mark:
questions.
He asked me what I wanted. (Not: He asked me what I wanted?)
- In indirect speech, we often use a tense which is 'further back' in the past.
This is called 'backshift'. We also may need to change other words that were
used, for example pronouns and adverbs of time and place.
 Changes of tenses

Direct speech Reported speech

Present simple Past simple

Present continuous Past continuous

 Present perfect Past perfect

Past simple Past perfect

Present perfect continuous Past perfect continuous

Past continuous Past perfect continuous

 Changes of pronouns
Direct speech Reported speech

Pronouns I he/ she

You I/ We/ They

We We/ They

Objects Me him/ her

You me/ us/ them

Us us/ them

Possessive My his/ her

Adjs
Your my/ our/ their

Our our/ their

Possessive Mine his/ hers

pronouns
Yours mine/ ours/ theirs

Ours ours/ theirs

 Demonstrative This that
Pronouns
These those

 Changes of time and place:

Direct speech Reported speech

Here there

Now then/ at that moment

today/ tonight that day/ that night

Tomorrow the day after; the next/ following day

the day after tomorrow two days after; in two days’ time

Yesterday the previous day/ the day before

the day before yesterday two days before

last week the week before

next week the week after; the next/ following

week

ago before
- To give Ss an Task 2: Change these sentences into reported speech. T-S 4 mins
opportunity to *Teacher asks Ss to work independently and rewrite the sentences using
practise the use of reported speech. T also reminds Ss of the changes needed: personal
reported speech. pronouns, tenses of verbs, and adverbs of time.
** Teacher lets Ss work individually.
*** T has Ss work in pairs to compare answers.
 **** Check answers as a class. Confirm the correct answers.
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.
Production To give Ss a chance to Revision game T-S 4mins
revise what they * Teacher introduces 7 questions and shows them one by one on the
have leant. screen.
**Ss read the questions and choose the correct answers.
*** Ss can share their answers in pairs.
**** T checks with the whole class and confirms the correct answers.

Wrap up To help Ss consolidate T asks Ss to talk about what they have learnt in the lesson T-S 3 mins
what they have learnt
in the lesson.

Homework To revise the lesson - Do exercises in the workbook. T-S 1 min

and prepare for the
next lesson:
Reading.

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 skill
- 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 1, 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 Hậu quả
happened, especially an
unpleasant result
2. respiratory /rəˈspɪrətri/ connected with breathing (Thuộc) hô hấp
3. upset /ʌpˈset/ to change the usual  Làm đảo lộn
state or order of
something, especially in a way
that stops it from happening or 
working
 Anticipated difficulties Solutions
1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of 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
Game: Slap the board
* Reading
Task 1: Look at the picture and answer the question.
Task 2: Read the text and choose the best title for it
Vocabulary
1. consequence (n)
2. respiratory (a)
3. upset (v)
Task 3: Read the text again and decide which paragraph contains the following information
Task 4: Complete the sentences with information from the text. Use no more than TWO words for each answer.
Task 5: Discuss the question
* Homework

Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce the topic of * Game: Slap the board 5 mins
reading. *Class is divided into 2 teams, 2 leaders of 2 Team work
- To enhance students’ skills of teams will play the game, the others
cooperating with teammates. support and cheer.
*Teacher prepares 12 pictures of
environmental issues.
**Teacher will say the name of one
environmental issues and students will
have to slap their hands on the appropriate
 picture.

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

To introduce the topic of the Task 1: Look at the picture and answer the T-Ss 5 mins
reading and get Ss involved in question
the lesson. *Teacher leads students into the lesson by
showing 4 pictures on P.103 and asks them
the question in Task 1: What environmental
problems do you see in the pictures?
**Ss work in groups of four and identify the
Pre-Reading environmental problems in the pictures.
***Ss discuss what they see in each picture
before they come up with the
environmental problems.
**** Teacher shows each picture on the
screen, names the problems and asks Ss to
get ready for the first reading task.
Suggested answers:
a. Cutting of forests
b. Global warming
c. Air pollution
 d. Endangered animals

While-Reading To help Ss practise reading for Task 2: Read the text and choose the best T- Ss 5 mins
the main idea. title for it.
*Teacher asks students to open the book,
read through the text quickly and choose
the best title for it.
** Ss do as required
*** Ss share their answer in pairs.
****Teacher calls some students to give
the answer, finalizes the answer and
explains which sentence gives the
information.
Key:
a. Environmental problems: what are they?

VOCABULARY
*Teacher asks students to get the meaning of
the following words in context.
 1.Consequence (n)
2.Respiratory (a)
3.Upset (v) T- Ss
** Ss find these words in the reading passage
To provide students with some and tell the T their meaning.
lexical items *** Ss share their answers in pairs. 5 mins
****T corrects if necessary

Task 3: Read the text again and decide

which paragraph contains the following
information
*Teacher asks students to read the whole
text again and decide which paragraph
contains the information in the table.
**Ss identify key words in the information
first. they may include paraphrased
information so when they read the text
they should also look for synonyms or
T-Ss
words with similar
meaning.
To develop reading skill for ***Teacher asks students to work in pairs
specific information. to discuss and compare their answers.
5 mins
****Teacher checks with the whole class.
Ss
Answer key:
1. C
2. B
Pair work
3. A
4. D

Task 4: Complete the sentences with

information from the text. Use no more
than TWO words for each answer
 *T asks Ss to read the text again and
complete the sentences using the
information in the text.
** Ss read through the text to locate the
answers, then read again, but this time
paying attention only to the parts of the
text that contain the answers.
*** Have Ss work in pairs or groups to
compare answers. T-Ss
**** Check answers as a class.
Key:
1. weather events
2. habitats
3. waste gases
4. ecosystem

To help Ss practise reading for 5 mins

specific information.

Pair work

T-Ss

Post-Reading - To help Ss use the ideas and Task 5: Discuss the question Groupwork 10 mins
language in the reading to talk *Teacher lets students work in groups and
about the most serious discuss the question:
environmental Which of the problems mentioned in the
 problem in Viet Nam. text do you think is the most serious in
- Check Ss’ understanding of the Vietnam?
reading passage. 1. Global warming T-Ss
- To help some Ss enhance 2. Cutting of forests
presentation skills. 3. Air pollution
4. Endangered animals
** Ss work in groups and decide which is
the most serious one in Viet Nam.
** Teacher calls some students to present
their answers in front of the whole class.
***Teacher allows students to give
comments for their friends and vote for the
most interesting and informative
presentation.
****Teacher gives feedback and
comments.
Wrap-up To consolidate what students Teacher asks students to talk about what T-Ss 3 mins
have learnt in the lesson. they have learnt in the lesson.

Homework To review the lesson they have - Teacher asks students to write down their T-Ss 2 mins
learnt and prepare for the next opinion about benefits of protecting the
lesson: Speaking. environment.
- Do exercises in Workbook.
 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 skill
- Actively join in class activities

3. Personal qualities
- Understand more about Protecting the environment
- Develop self-study skills

II. Materials
- Grade 10 textbook, Unit 1, 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/ the act of sending out of light, heat, gas, etc.

Anticipated difficulties Solutions

1. Students may lack knowledge about the organization Provide students with the form and use of some useful structures in their talk.
and some useful language of oral presentations.
2. Students may have underdeveloped speaking and co- - Create a comfortable and encouraging environment for students to speak.
operating skills. - 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 class. - Explain expectations for each task in detail.
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: Solutions to environmental problems
Task 1: Match the environmental problems to the suggested solutions
Task 2: Complete the presentation outline below with the information in the box
Task 3: Choose an environmental problem in 1 and make a presentation on the solutions to it. Use the expressions below to help you.
* Homework
Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce the topic of Game: Lucky wheel Individual 5 mins
speaking. * T chooses 9 volunteer student players, gives work
- To enhance students’ skills of instructions to play: Each players choose a
cooperating with teammates. question and gives his/ her answer. If answers
correctly, the player can join the wheel of fortune
and enjoy a random gift.
**Ss start playing the game.
****Teacher checks their answers, gives feedback
and starts their wheels of fortune.

Pre-Speaking To introduce more ideas for the Task 1: Match the environmental problems to the 5 mins
main speaking task. suggested solutions T-Ss
*Teacher asks students to work in pairs
**Teacher goes around and offers help if needed.
***Teacher asks students to check in pairs.
****Teacher calls some students to share their
answers and gives feedback.
Answer key:
Key: 1. c - e 2. a - f 3. b – 4.d

Vocabulary
1.Recycle(v)
2. illegal(a)
3. emission(n)
*Teacher shows some words with their relevant
pictures. 5 mins
Presentation **Ss guess the meaning and practise reading them
(Vocab pre-teach) aloud.
 To provide Ss with essential ***Ss practice reading aloud in pairs.
vocabulary ****Teacher calls some to read again and corrects if
necessary

Pre-speaking To introduce a model for a Task 2: Complete the presentation outline below Pair work 5 mins
presentation on solutions to an with the information in the box
environmental problem. *Teacher tells students to work in pairs to
complete the presentation outline using using
information in the right box. T-Ss
**Teacher tells Ss to read the information carefully
before deciding on their answers.
***Ss exchange their answers with their partners.
****T calls on some Ss to share their answers with
the class and checks answers as a class. T-Ss
Key: 1. D 2. A 3. C 4. B

S-S

T-Ss

While-speaking - To give Ss an opportunity to Task 3: 20 mins

discuss in groups, create a Work in groups. Group
creative mind map/ diagram *Teacher asks Ss work in groups. Each group: work
and deliver a group - Chooses an environmental problem in 1.
presentation on - Designs a creative mind map / diagram on your
solutions to an environmental environmental problem.
problem. - Prepares a 3-5 minute presentation on the
- Check students’ understanding solutions to it. Use the suggested organization and T-Ss
about the topic. expressions to help you.
- To help some students - Join the contest: WHO’S THE BEST PRESENTER?
enhance communication skill
. A suggested organization and expressions for an
effective presentation:
I. INTRODUCTION: Welcoming
the audience and introducing
the topic
- Hi everyone.
- Good morning/ afternoon.
- I’m here today to talk to you
about/ discuss …
- I’d like to talk about ...
- Today, I’d like to share with
you ....

II.1 BODY – MAIN PART 1:

Introduce the first point/ idea
- Firstly, the problem can be
solved by …
- The first solution is to ...
II.2. BODY – MAIN PART 2:
Introduce the second point/idea
- My next point is …
- Another solution is to …
III. CONCLUSION: Finishing the
presentation and thanking the
audience
- That concludes our
presentation.
- That’s the end of our
presentation today.
- Thank you for listening.
- Thank you for your attention.
 *Teacher gives each member of the BOARD OF
JUDGES a marking sheet to give marks for all the
presenters.
*** Ss work in groups to prepare their oral
presentations.
** Presenters join “Who’s the best presenter”
contest, take turns giving their oral presentations
as required.
****Teacher collects marking sheets, add up the
marks of each presenter, gives feedback,
comments, decide the winner and gives a reward
for the best presenter.
Wrap-up To consolidate what students Teacher asks students to talk about what they have T-Ss 3 mins
have learnt in the lesson. learnt in the lesson.

Homework To review the lesson they have - Do exercises in the workbook T-Ss 2 mins
learnt and prepare for the next
lesson:
Listening.
 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

2. Ban (v) /bæn/ to decide or say officially that something is not Cấm
allowed

Assumptions
Anticipated difficulties Solutions
1. Students may have underdeveloped listening skills. - Play the recording many times if necessary.
- 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 class. - Explain expectations for each task in detail. 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 5: Listening
* Warm-up
Ocean rescue
* Listening
Task 1: Work in pairs and answer the question.
Task 2: Listen to the conversation and tick (✔) T (True) or F (False).
Task 3: Listen to the conversation again and complete the notes.
Task 4: Work in groups and answer the question
Which is the most effective way to save endangered animals?
* Homework

Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interaction Time

Warm-up - Check students’ general Game: Ocean rescue Team work 5 mins
knowledge about rhinos *Teacher divides class into 2 teams.
and tigers – two **2 team leaders compete by raising his/ her
endangered animals. hand to be the first to give answers to the
- To introduce the topic of questions.
listening. ***Competitors may discuss with his/ her team
- To set the context for the members to find out the answers.
very listening part. ****T gives comments or feedback.
Ocean rescue game-questions:
 1. It is a large heavy animal with very thick skin
and either one or two horns on its nose.
A. An elephant
B. A crocodile
C. A hippo
D. A rhino
2. Rhinos are large animals found in rivers and
lakes in …...........
A. America
B. South Africa
C. Europe
D. Australia
3. Rhinos are threatened by illegal hunting and
loss of …............
A. habitat
B. water
C. river
D. ocean
4. The tiger is the largest living …........., and lives
in forest habitats.
A. Panda
B. Lion
C. cat
D. pangolin
5. Tigers are endangered animals and there are
not more than ….........tigers in the wild now.
A. 35
B. 350
 C. 3500
D. 35000

KEY: 1.D 2.B 3.A 4.C 5.C

Lead in To lead in the listening tasks. Teacher draws students’ attention to the word T-Ss 1 min
ENDANGERED ANIMALS, then lets them know
they are going to listen to a talk show related to
this word.
Pre-Listening To help students brainstorm Task 1: Look at the picture and answer the T-Ss 7 mins
and have an overview about questions.
what they are going to listen
to.

Pair work

*T asks Ss to look at the picture and answer the

questions:
1. What can you see in the picture?
2. What is happening to the animals in the
picture?
** Ss try to figure out the answer individually
first.
***Teacher lets students work in pairs and
discuss the questions. Encourage them to speak
English and feel free to make guesses.
****Teacher calls some students to share their
guesses.
- Answer:
+ 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.
1. suffering (n) – explanation
2. ban (v) - visual
1.

To provide Ss with essential

vocabulary

Presentation
While-Listening To help students develop Task 2: Nam and Mai are talking about Mai’s 20 mins
listening skill for specific project on ways to save endangered animals.
information. Listen to the conversation and decide whether
the statements are (T) or false(F). T-Ss
- Read and find the key words
*Teacher asks students to read the statements,
underline the key words, and reminds them to
pay attention to keywords while listening.
* Listen and decide whether the statements are
true (T) or false (F)
**Teacher plays the recording.
Teacher asks students to listen and decide
whether the statements are true (T) or false (F).
***Teacher asks students to compare their
answers with their partner.
****Teacher calls on some students to present
their answers, then play the recording once
again and check with the class. Ss-Ss
Answer key:
1.T
2.T
3.F Pair work
4.T
Task 3: Listen to the conversation again and
complete the notes. Use ONE word for each gap.
3.1. Read and identify the part of speech (word
class) of the missing word.
Teacher asks students to read the note and
identify the part of speech (word class) of the
missing word ** Ss read the notes, do as required.
*** Ss compare their answers.
****Teacher calls on one student to write their
answers on the board, then read 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
*Teacher plays the recording and asks students to
listen and complete each blank number with
ONE word from the listening text.
** Ss do as required.
***Teacher asks students to compare their
 answers with their partner.
****Teacher calls on some students to write their
answers on the board, then play the recording
once again and check with the class.
Answer key:
1.important
2.laws
3.trade
4. animal

Post-Listening To check students’ Task 4: Discuss the following question: Group work 10 mins
understanding of the * T asks students to work in groups of four and
listening part. answer the question:
Which is the most effective way to save
endangered animals?
**Each group prepares a 3-min summary on the
most effective way to save endangered animals.
Then some group leaders take turns presenting
the summary of their discussions to the whole
class.
*** Teacher asks students to discuss the question
and reminds them to refer to the ideas of the
listening part. Teacher helps if necessary.
****Teacher calls some groups to present their
summary in front of the whole class.
- Teacher allows students to give comments for
their friends and vote for the best summary.
- Teacher gives feedback and comments.
Wrap-up To consolidate what students Teacher asks students to talk about what they T-Ss 1 mins
have learnt in the lesson. have learnt in the lesson.
Homework To review the lesson they - Teacher asks students to write a short T-Ss 1 min
have learnt and prepare for paragraph about their opinion on how Students
the next lesson: can help to save endangered animals.
Writing.
 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 1, Writing
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

 1. Originally (adv) /əˈrɪdʒənəli/ In the beginning; when something first khởi đầu
existed

2. Non-governmental (a) /ˌnɒn ˌɡʌvnˈmentl/ (especially of an organization) not part of or phi chính phủ
associated with any government
3. Organisation (n) /ˈˌɔːɡənaɪˈzeɪʃn/ a group of people who work together in an tổ chức
organized way for a shared purpose

Assumptions

Anticipated difficulties Solutions

Students may have underdeveloped writing skills. - Get students to know the key information and the model for writing
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 1: Family life
Lesson 6: Writing
* Warm-up
Guessing game
* Writing
Task 1: Work in pairs. Look at the picture and answer the questions.
Task 2: Read the text about WWF and complete the table.
Task 3: Write a paragraph about Saving the Elephant.
* Homework
Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce the topic of Guessing game- Which organization is it? Team work 5 mins
writing.
- To set the context for the
writing part.

* Teacher divides the class into 2 teams and asks

Ss to close the textbooks. There are two wildlife
organizations. Thus, each team takes turns
choosing the hints and give 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 the
hint questions and guess the 2 wildlife
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.
Answer key:
(1) THE WORLD WIDE FUND FOR NATURE
(WWF)
(2) SAVE THE ELEPHANTS
 Lead in To lead in the writing tasks. Teacher draws students’ attention to two T-Ss 1 min
organizations:
(1) THE WORLD WIDE FUND FOR NATURE
(WWF)
(2) SAVE THE ELEPHANTS
and lets them know they are going to learn
about how to write a paragraph about these
wildlife organizations.
Pre-Writing - To activate Ss’ prior Task 1: Work in pairs. Look at the picture and 8 mins
knowledge about a wildlife answer the questions.
organization. * Teacher asks students to work in groups of
- To provide students with a four to answer the questions: Group work
good grap of WWF as a
wildlife organization.

T-Ss
(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
*** Ss share their answers in groups
****Teacher 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). Groupwork

VOCABULARY
T introduces the vocabulary by: T-Ss
- giving explanation
- showing the pictures illustrating the words.
1. originally (adv) – explanation
2. non-governmental (a) – visual
To provide Ss with essential 3. organization (n) – explanation and visual
vocabulary

Presentation
While-Writing To provide further Task 2: Read the text about WWF and complete 18 mins
information about a wildlife the table
organization and a model for *Teacher asks students to work independently
the writing task. to read the text about WWF and complete the
table with the information from it.
T-Ss
**Ss do as required
****Teacher lets students share their answers
in pairs.
****Teacher invites one or two students to
share their answers and checks the answers
with the whole class.
Answer 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

Task 3: Complete the email about Dong’s family

routines using the information in the box.
*T explains the writing task: Ss use the
information about another a wildlife
organisation (Save the
Elephants) and write a paragraph (120 – 150
words) about it following the model in 2. T sets a
time limit for the task and remind Ss to refer to
the text about WWF and use the sentence and
To help Ss practise paragraph structures as models for their writing.
developing ideas and writing * *Ss do as required
about a wildlife organisation. ***T lets Ss discuss in pairs if needed.
**** T calls one Student to write his/her writing
on the board, checks and gives feedbacks.

Post-Writing To do a cross-check and final - Teacher has the groups swap and give Group work 8 mins
check on students’ writing. feedback on each other’s writing.
- Teacher then gives feedback on one writing as
a model.
- T 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.

Wrap-up To consolidate what students Teacher asks students to talk about what they T-Ss 3 mins
have learnt in the lesson. have learnt in the lesson.

Homework To allow students to finalize - Rewrite the paragraph in the notebooks. T-Ss 2 min
their versions after being - Prepare for the Communication and
checked by friends and Culture/CLIL.
teacher.
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
1. backup (n) /ˈbækʌp/ a copy of a file, etc. that can be used if the Bản sao lưu dữ liệu
original is lost or damaged

2. device (n) /dɪˈvaɪs/ an object or a piece of equipment that has been thiết bị
designed to do a particular job
3. territory (n) /ˈterətri/ land that is under the control of a particular lãnh thổ
country or political leader.

Useful expressions
Making apologies Responding to apologies
 (I hope you’ll) excuse me for…  Don’t mention it.
 Sorry for…  Never mind.
I am sorry to…  That’s all right.
 I’d like to apologise for…  Don’t worry about it.
 Please accept my apology for…

Assumptions
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so that they can help each
1. Students may have underdeveloped speaking and other.
co-operating skills. - Provide feedback and help if necessary.

2. Some students will excessively talk in the class. - Explain expectations for each task in detail.
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
1. Vocabulary
backup (n)
device (n)
territory (n)
2. Making and responding to apologies
Task 1: Listen and complete the conversations with the expressions in the box.
Task 2: Make similar conversations making and responding to apologies.
II. Culture
Task 1: Read the text and complete each blank of the fact file about Earth Hour with ONE word.
Task 2: Work in pair. Discuss the following questions.
III. Production.
Work in groups and talk about Earth Hour
* Homework
Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interaction Time

Warm-up - To introduce the topic. Video watching 5 mins

- To activate students’ *Teacher lets students watch a video clip about Team work
communication skills. making and responding to apologies and asks T-Ss
them to:
(1) complete the conversation with the correct
information.
(2) Listen and repeat at the end of the clip.

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 …

** Student watch the video and individually do

the task.
*** Teacher lets Ss work in pairs and share the
answers.
****Teacher plays the video clip again on the
screen and checks the answers with the whole
class.
https://learnenglish.britishcouncil.org/skills/
speaking/pre-intermediate-a2/apologising

Answer key:
Paul: Noelia! I am so (1) sorry! Are you OK?
Noelia: I think so. That was lucky.
Paul: I'm (2) really sorry! I didn't see you!
Noelia: That's (3) all right. I shouldn't have been
running.
Paul: No, no, I should have been (4) paying
attention. 
Noelia: And they teach you (5) not to run inside at
school!
Paul: Still, it was my (6) fault and I'm sorry.
Noelia: I'm sorry (7) too. It was both of us.
Honestly, (8) it's fine. I'm fine. Don't (9) worry
about it. Hey, I saved the laptop though!
Bob: Yeah, I'll be there in …
Noelia: Oh no!
 Bob: Uh oh!
Paul: Ahhhh … 

Lead in To lead in the everyday Teacher leads students into the lesson by T-Ss 2 mins
English: Making and introducing what they are going to learn: Making
responding to apologies and responding to apologies.

I. EVERYDAY ENGLISH

Presentation To prepare students with 1. PRE-TEACH VOCABULARY: T-Ss 3 mins

vocabulary. - Teacher introduces the vocabulary by:
+ giving synonyms;
+ giving explanations.
1. back up (n)
2. device (n)
3. territory (n)

2. Making and responding to apologies.

Task 1: Listen and complete the conversations
with the expressions in the box. Then practise
them in pairs.
*Teacher asks students to listen and complete the
conversations with the expressions in the box.
**Students do the task individually.
To introduce some ***T lets Ss share their answers.
structures to express ****Teacher calls one student to share his
opinions. answers and checks the answers with the whole
class. 5 mins
Answer key: T-Ss
1.B
2.C
3.D
 4. A
- Teacher gives more explanations and writes
down some common structures for making and
responding to apologies.

Practice To revise and practice Task 2: Work in pairs. Make similar 7 mins
making and responding to conversations making and responding to Group work
apologies in a conversation. apologies. Use the expressions in task 1.
*Teacher asks students to work in pairs and
make similar conversations using useful
expressions of making and responding to T-Ss
apologies in task 1.
**Ss work in pairs and do the task.
****T calls on some pairs to act out the
conversations to the class and then praises Ss for
interesting ideas and fluent delivery.

II. CULTURE

Practice - To identify the meaning Task 1: Look at the pictures and answer the 12 mins
and importance of Earth question: What do you know about Earth Hour?
Hour. *Teacher has students work independently to
look at the pictures list out their answers.
***Teacher lets students check their answers in
T-Ss
pairs.
****Teacher calls some students to share their
 answers and checks with the whole class.
Answer key: (flexible)

Task 2: Read the text and complete each blank

about Earth Hour with ONE word.
*T puts Ss into pairs. Ask them to read the text
about Earth Hour and complete the table.
** While Ss completing the task, T walks round
To help Ss learn about Earth the class and offers help, explains unfamiliar
Hour through CLIL words.
(Environmental studies) and ****Check answers as a class by calling on pairs
learn some to write their missing words on the board. Pair work
- content vocabulary. Key:
1. Saturday
2. support
3. climate T-Ss
4. activities
5. 2009

Task 3: Watch a video about Earth Hour. Work in

pairs. Discuss the following questions.
*Ask Ss to work in pairs to answer the questions:
(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?
(3). What can you do to prevent the Covid-19
To give Ss an opportunity to pandemic from spreading in Vietnam?
personalise the CLIL topic.
**Have Ss underline the ideas in the text so they
can use them in their discussion.
In stronger classes, encourage Ss to come up with
other ideas about what to do when having a
 chance to take part in the event.
***T calls on some Ss to give their answers to
class. Pair work
**** T gives comments and feedbacksLESSON

T-Ss

Production To apply the knowledge Work in groups and talk about Earth Hour Groupwork 8 mins
they have learnt in this *Teacher asks students to move to places of T-Ss
lesson. classmates they haven’t got well acquainted with
yet, form a new group and talk about Earth Hour.
**Teacher calls some groups to model their talk in
front of the class.
***Teacher allows students to give comments for
their friends and vote for the most interesting
and informative presentation.
****Teacher gives feedback and comments.

Wrap-up To consolidate what Teacher asks students to talk about what they T-Ss 2 mins
students have learnt in the have learnt in the lesson.
lesson.

Homework To review what students Write down the discussion results of Earth Hour. T-Ss 1 min
have learnt in the lesson.
 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 skill
- Develop critical thinking skill
- 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 1, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
 Anticipated difficulties Solutions

1. Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs and in groups so that they can help
operating skills when doing the project. each other.
- Provide feedback and help if necessary.

2. Some students might excessively talk in the class. - Explain expectations for each task in detail.
Have 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, taking notes and summarizing
I. Looking back
PRONUCIATION: Listen and mark the stressed syllables in the words in bold.
VOCABUIARY: Choose the correct word to complete each sentence.
GRAMMAR: Change the following sentences into reported speech.
II. Project
Group presentations:
A local or an international environmental organisation
* Homework

Procedures

Stage Stage aim Procedure Interaction Time

Warm-up - To revise the vocabulary Video watching 5 mins
related to the topic and lead *Teacher divides the class into groups of 4. Groupwork
in the next part of the lesson. **Members of each group watch the video clip
- To enhance students’ skills about saving the earth and take notes T-Ss
of cooperating with individually.
teammates. *** Ss in each group share the notes.
****T calls 1-2 Ss to give a summary of the
video content based on the group’s notes,
comments and checks.
Looking back To help Ss further revise PRONUNCIATION 15 mins
sentence stress and practise Listen and mark the stressed syllables in the
speaking with a natural words in bold. Then practise saying the
rhythm. sentences with a natural rhythm.
*T asks Ss to listen to the recording and mark S
the stressed syllables in 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. T-Ss
***T puts Ss into pairs and have them read the
sentences to each other. T encourages them to
use correct
sentence stress and appropriate pausing.
****T praises Ss who try to speak with a natural
rhythm.
Answer key: S
1. 'Don’t 'buy 'products that are 'made from
'wild 'animal 'parts. Ss-Ss
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. T-Ss
5. Do you 'know why so many en'dangered
'animals are disap'pearing?

VOCABULARY
Choose the correct word to complete each
sentence.
*T asks Ss to choose the correct word to
complete each sentence.
** T has Ss do this activity individually
***T then has Ss compare their answers with
their partners.
 ****T checks answers as a class. Ask some Ss to
write the words on the board and explain their
choices.
Answer key:
1. Many wildlife habits/ habitats will be
destroyed if people keep cutting down the
forests.
2. Researchers are looking for ways to reduce
the environmental impact/ affect of air
pollution on the local community.
- To help Ss revise the 3. It is illegal to kill pandas, tigers or any other
vocabulary items they have dangerous/ endangered animals.
learnt in the unit. 4. Global warming/ climate is mainly caused by
pollution and clearing of forests.
Pair work

GRAMMAR
Change the following sentences into reported T-Ss
speech.
*T asks Ss to change the sentences into reported
speech.
**Ss do this activity individually.
***Ss then compare their answers with a
partner.
****T checks answers as a class. Ask some Ss to
write the sentences on the board and explain
the changes
they made to the original statements and
questions.
Answer 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 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.
To help Ss revise the use of
reported speech.

T-Ss

Project To provide an opportunity for Group presentations: 22 mins

Ss to develop their research A local or an international environmental T-Ss
and collaboration skills and to organisation
practise giving an oral As Ss have prepared for the project throughout
presentation. the unit, the focus of this lesson should be on
the
final product, which is an oral presentation.
*T gets Ss to work in their groups. Give them a Group work
few minutes to get ready for the 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 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,
***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 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 students Teacher asks students to talk about what they T-Ss 2 mins
have learnt in the lesson. have learnt in the lesson.

Homework To prepare for the next Prepare for the next lesson: Unit 2 – Lesson 1. T-Ss 1 min
lesson. Getting started.

* Pictures' source: From Internet