PERIOD: 72
UNIT 9: LESSON 1: GETTING STARTED
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
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 Interac Time
tion
WARM- - To activate CROSSWORD 5
UP students’ * T gives instructions T-S mins
knowledge on ** Ss do the crossword puzzle individually, choose a S
the topic of the number and give your answer.
unit. *** Ss can ask T for more clues or consult their S-S
- To create a classmates if they don’t know the answers.
lively **** T checks and corrects if Ss spell or pronounce T-S
atmosphere in the words incorrectly. T decides on the winner who is
the classroom. the first to give the correct key word
- To lead into ENVIRONMENT.
the new unit. - 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.
PRESENT - To get TASK 1. LISTEN AND READ (P.100) 12
ATION students * T draws Ss’ attention on the conversation between T-S mins
interested in Nam and his father. T plays the recording twice, has
the topic. Ss listen to the conversation, read along and underline
- To get words and phrases in the conversation which are
students to related to the environment. T-
learn some ** Ss do the task individually. S
vocabulary to *** Ss compare the words and phrases they have
be learnt in the underlined and discuss their meaning with a partner.
unit. **** T checks their answers with the whole class. S
* T has Ss read the conversation in pairs. T-
** Ss read the conversation S
*** One pair read aloud. S-S
**** T collects common mistakes and gives S-S
comments. T-S
PRACTIC - To practise TASK 2: READ THE CONVERSATION AGAIN 5
E reading for AND ANSWER THE FOLLOWING mins
specific QUESTIONS. (P.101) T-S
information. * T asks Ss to work individually to read the questions
- To practise and underline the key words, then share their ideas
scanning. with a partner who sits next to them. S-S
- To develop ** Ss do Task 2 individually first. T-S
Ss' knowledge *** Ss share and discuss with their partners about the
of vocabulary key words.
for the topic **** T corrects their answers as a class.
protecting the 1. What did Nam’s teacher ask him to do? T-
environment. 2. What has Nam come up with so far? S
3. When does Nam have to deliver the presentation?
* T asks Ss to scan the conversation, locate the key S-S
words to find the answer for each the question with T-
the partner who sits behind them. S
** Ss do the task in pairs.
**** T have Ss share answers with the class and
confirm the correct answer.
Key:
1. She asked Nam to do some research on 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 TASK 3: MATCH THE WORDS IN A WITH 4
revise THE WORDS IN B TO FORM PHRASES IN 1. mins
collocations for (P.101) T-S
the * T has Ss locate the verbs or phrasal verbs in the
environment. conversation, find the nouns or noun phrases after S
- To practise each verb/ phrasal verb to do the matching.
scanning. ** Ss work individually. T-S
*** Ss share their answers with a partner.
**** T checks and gives the correct answers with the
whole class, has them say the meaning of each T-S
collocation.
* T checks Ss’ understanding of the individual words
(adjectives in column A and nouns in column B). T
can do that by asking Ss for synonyms or simple S
explanations, e.g. Does ‘global’ mean affecting one
country only? (No, it means affecting or including the S-
whole world.) or for example sentences, S
e.g. The global ‘economy’ is affected by the T-S
pandemic.
** T has Ss read the conversation quickly again, find
these words and phrases, and underline them. Then T
asks Ss to do the matching.
*** Ss share their answers in groups of 4.
**** T checks answers as a class, writes the
adjectives on the board and calls on individual Ss to
write the correct noun next to each adjective.
Alternatively, T asks one student to read an adjective
and another one to say the noun that goes with it.
Key:
1-d: global warming
2-c: practical actions
3-b: environmental issues
4-a: endangered animals
To help Ss TASK 4: COMPLETE THE FOLLOWING 4
identify SENTENCES BASED ON THE mins
reported speech CONVERSATION. (P. 101) T-S
with statements * T has Ss read each sentence, try to think of a verb
and questions. that will complete the gap. S
** Ss do the task individually S-S
*** Ss share the answers with a peer. T-S
**** T asks the whole class about the verb form first,
then the kind of verbs used in the very sentences, i.e.
reporting verbs. T calls on individual students to read
the complete sentences.
Key:
1. asked
2. advised
3. said
PRODUC - To practise TASK 5: ROLE PLAY THE FOLLOWING 10
TION pair working SITUATION mins
and SITUATION:
conversational - Student A: You’re Minh, a student of Thang Long
skills in the High School in Hanoi. You are preparing a
form of role presentation on Environmental Protection. You meet
play. Greta Thunberg, a famous Swedish environmental
- To give activist. Ask for her advice on your presentation.
students - Student B: You’re Greta Thunberg, a famous
authentic Swedish environmental activist. Give your advice on T-S
practice in the presentation that Minh asks you.
using target
language input * Teacher gives Ss clear instructions in order to make
of the lesson. sure Ss can role-play 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. S-S
1. Vocabulary: environmental issues, practical T-
actions, endangered animals, global warming. S
2. Structure: Reported speech
T-
**The student chooses his/ her partner and role play S
as instructed.
***T observes Ss while they are role playing, notes
their language errors and gives help if neccessary.
**** T calls to pairs to role play in front of the
audience, then gives Ss feedback.
T-S 5
mins
WRAP-UP To help Ss WRAP-UP T-S 5
HOMEW memorise the - Gain an overview about the topic Protecting the mins
ORK target language environment
and skills that - Build vocabulary about the environment and
they have identify the reported speech with statements and
learned and do questions.
research about HOMEWORK
a local or an - Exercises in the workbook
international - Project preparation
environmental • Ask Ss to open their books at the last page of Unit 9,
organisation. 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.
