Giáo án Tiếng Anh 10 (Global Success) - Period 84-91, Unit 9: Protecting the environment

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 84-91, Unit 9: Protecting the environment

1. Week 28 Preparing date: ___ Teaching date: ___ Period: 84 UNIT 9: PROTECTING THE ENVIRONMENT Getting started – A Presentation on the environment A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Get an overview on vocabulary related to the topic Protecting the environment. - Grammar: Reported Speech with statements and questions. 2. Competence - Develop listening and reading skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Quality - Be more creative when studying - Develop self-study skills B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (5 minutes) Objectives: - To create a friendly and lively atmosphere in the class before the lesson; - To lead into the new lesson Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Ss can call out some new learning activities Process: CROSSWORD * T gives instructions * Ss do the crossword puzzle individually, choose a number and give your answer. * Ss can ask T for more clues or consult their classmates if they don’t know the answers. * T checks and corrects if Ss spell or pronounce the words incorrectly. T decides on the winner who is the first to give the correct key word ENVIRONMENT. * T leads in the lesson: Environmental protection is the practice of protecting the natural environment by individuals, organizations and governments. Its objectives are to conserve natural resources and the existing natural environment and, where possible, to repair damage and reverse trends. As students, at your age, you can take some simple actions to help save the environment effectively. * T shows the mind map and briefs students on some key points of environmental problems, solutions and practical actions. II. New lesson
2. 1. Vocabulary (3 minutes) - Objective: Provide Ss necessary vocabulary related to the topic. - Content: Learning vocabulary given. - Output: Ss can master vocabulary related to the topic. - Process Vietnamese Form Pronunciation Meaning equivalent 1. identify (v) /aɪˈdentɪfaɪ/ recognise 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 the destruction of forests by people rừng 3. endangered (a) /ɪnˈdeɪndʒəd/ in danger of being harmed, lost, unsuccessful, có nguy cơ etc. tuyệt chủng 2. Activities a.Activity 1: Listen and read (9 minutes) * Objectives: - To get students interested in the topic. - To introduce some vocabulary and the grammar points to be learnt in the unit * Content: Listen and read; Role-play practice * Output: Ss can practice the conversation fluently and identify some vocabularies * Process: TASK 1. LISTEN AND READ (P. 100) - T draws Ss’ attention to the conversation between Nam and his father. T plays the recording twice, has Ss listen to the conversation, read along and underline words and phrases in the conversation which are related to the environment. - Ss do the task individually. - Ss compare the words and phrases they have underlined and discuss their meaning with a partner. -T checks their answers with the whole class. - T has Ss read the conversation in pairs. - Ss read the conversation - One pair read aloud. - T collects common mistakes and gives comments. b.Activity 2: TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING QUESTIONS. (P. 101)(5 minutes) * Objective: To practise reading for specific information. - To practise scanning. - To develop Ss' knowledge of vocabulary for the topic protecting the environment. * Content: Listen and read the conversation * Output: Ss can understand the conversation and answer the questions * Process: - T asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them. - Ss do Task 2 individually first.
3. - Ss share and discuss with their partners about the key words. - T corrects their answers as a class. 1. What did Nam’s teacher ask him to do? 2. What has Nam come up with so far? 3. When does Nam have to deliver the presentation? - T asks Ss to scan the conversation, locate the key words to find the answer for each question with the partner who sits behind them. Ss do the task in pairs. T have Ss share answers with the class and confirm the correct answer. Key: 1. She asked Nam to do some research on environmental protection. 2. He’s come up with a range of environmental issues. 3. Nam has to deliver the presentation next week. c.Activity 3: TASK 3: MATCH THE WORDS IN A WITH THE WORDS IN B TO FORM PHRASES IN 1. (P. 101)(4minutes) * Objective - To help Ss revise collocations for the environment. - To practise scanning. * Content: Listen and read the conversation * Output: Ss can form phrases and use them correctly. * Process: * T checks Ss’ understanding of the individual words (adjectives in column A and nouns in column B). T can do that by asking Ss for synonyms or simple explanations, e.g. Does ‘global’ mean affecting one country only? (No, it means affecting or including the whole world.) or for example sentences, e.g. The global ‘economy’ is affected by the pandemic. T has Ss read the conversation quickly again, find these words and phrases, and underline them. Then T asks Ss to do the matching. Ss share their answers in groups of 4. T checks answers as a class, writes the adjectives on the board and calls on individual Ss to write the correct noun next to each adjective. Alternatively, T asks one student to read an adjective and another one to say the noun that goes with it. Key: 1-d: global warming 2-c: practical actions 3-b: environmental issues 4-a: endangered animals d.Activity 4: TASK 4: COMPLETE THE FOLLOWING SENTENCES BASED ON THE CONVERSATION. (P. 101)(4minutes) * Objective - To help Ss identify reported speech with statements and questions. * Content: Find the verbs in the conversation to complete each sentence * Output: Ss can identify reported speech * Process: * T has Ss read each sentence, try to think of a verb that will complete the gap. Ss do the task individually. Ss share the answers with a peer. 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.
4. Key: 1. asked 2. Advised 3. Said e.Activity 5: TASK 5: ROLE PLAY(10minutes) * Objective - To practise pair working and conversational skills in the form of role play. - To give students authentic practice in using target language input of the lesson * Content: Practising the conversation * Output: Ss understand the conversation to form of role play. * Process: SETTING: - Student A: You’re Minh, a student of Thang Long High School in Hanoi. You are preparing a presentation on Environmental Protection. You meet Greta Thunberg, a famous Swedish environmental activist. Ask for her advice on your presentation. - Student B: You’re Greta Thunberg, a famous Swedish environmental 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 effectively. Ss have to follow these conversation steps and use the language they have just acquired from the lesson. - CONVERSATION STEPS: 1. Greeting 2. Small talks 3. Main topic 4. Closing - 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. T observes Ss while they are role playing, notes their language errors and gives help if neccessary. T calls two pairs to role play in front of the audience, then gives Ss feedback. 3. Consolidation: (3 minutes) - To help students memorise the target language and skills that they have learned - To inform students what the final product of the project should be and how students can prepare for it. * T asks Ss: What have you learnt today? - Some lexical items about Protecting the environment - Reading for specific information - Scanning 4. Homework: (2 minutes) - Exercises in the workbook - Prepare for the next lesson 5. Teaching experience:
5. Week 29 Preparing date: Teaching date: Period: 85 UNIT 9: PROTECTING THE ENVIRONMENT Lesson 2: Language A. AIMS 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 practise the reported speech with statements and questions. 2. Competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Quality - Be ready & 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 B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 9, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: VIDEO WATCHING(5 mns) *Objectives: - To activate students’ knowledge on the topic of the unit. - To create a lively atmosphere in the classroom - To lead into the new unit
6. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Output: lead into the new unit * Process: *T divides Ss into 8 groups, delivers the handouts, and asks Ss to watch the video (in the PPT slide) and complete the hand-out. Ss fill in each blank ONE word with its given initial to complete Mr. Earth story. Ss exchange their handouts to check the answers. T gives relevant comments on the students’ answers and shows the key on the screen. Key: 1. resources 2. destroyed 3. Dumped 4. thrown 5. chemical 6. deforestation 7. energy 8. material 9. awareness 10. Recycle II. New lesson: a. Activity 1: Pronunciation: RHYTHM(4mns) *Objectives: - To help students understand the concept and identify sentence stress - To help Ss practise sentence stress and become aware of rhythm in speaking. * Content: Listen and pay attention to the stress words * Outcome: Ss can understand about RHYTHM * Process: RHYTHM *T explains what rhythm of speech is and that different languages or families of languages have different rhythms. For example, Vietnamese is a tonal language with no system of word stress and every word is stressed. On the other hand, the rhythm of English is based on the contrast between 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: - LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED WORDS IN THE SENTENCES. (p. 101)(4 mns) * T plays the recording and asks Ss to listen and repeat after each 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. T puts Ss into pairs and has them practise reading the sentences to each other as naturally as they can. T corrects mistakes if necessary. c. Activity 2: MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. THEN PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. (p.101)(4mns) *Objectives: To help Ss practise speaking with a natural rhythm * Content: Ss practise sentence stress and become aware of rhythm in speaking * Outcome: Ss practise speaking with a natural rhythm * Organisation: Teacher’s instructions PRACTISE SAYING THE SENTENCES WITH A NATURAL RHYTHM. (p.101)
7. * T puts Ss into pairs and has them read out the sentences to each other as 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. 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? c. Activity 3: VOCABULARY TASK 1: MATCH THE WORDS AND PHRASES WITH THEIR MEANINGS. (p.102)(4 mns) *Objectives: To make sure that Ss understand the meanings of the words / phrases that have been introduced in Getting Started or will be learnt in the unit. * Content:Read the words and phrases carefully and match them to their meanings. * Outcome: Ss can understand more words’ and phrases’ meanings * Process: *T asks Ss to work independently or in pairs and asks them to read the words and phrases carefully and match them to their meanings. Ss look at the conversation, and find the context where the words / phrases are used, if necessary. Ss discuss in pairs, then T calls on one student to read aloud a word / phrase and another student to read its definition. T checks answers as a class. Key: 1. a 2. d 3. e 4. b 5. c * T divides Ss into 2 teams. Each team will take turns to name an activity they can do to help the community. The team with more correct answers will be the winner. Ss listen to the instructions. Ss work in 2 teams and take turns to give the answers. T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. * T leads in the new lesson of Language. d. Activity 4: COMPLETE THE SENTENCES USING THE CORRECT FORM OF THE WORDS AND PHRASES IN 1. (p.102)(4 mns) * Objective: To give Ss an opportunity to practise using the words / phrases they have learnt in meaningful contexts. * Content: Complete the sentences * Outcome: Ss can practise using the words / phrases they have learnt in meaningful contexts. * Process: *T asks Ss to work in pairs using the correct form of the words and phrases in 1. Ss read the sentences carefully to decide which word / phrase in 1 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. T asks Ss work in pairs. Ss call out the word / phrase they have used in each sentence first. T asks Ss to give the answers as well as the reasons why they have 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 e. Activity 5: GRAMMAR: Reported speech
8. TASK 1: CHOOSE THE CORRECT WORD OR PHRASE TO COMPLETE EACH SENTENCE. (p.102)(8mns) * Objective: - To have Ss revise reported speech with statements and questions. - To help Ss understand the use of reported speech with statements and questions. * Content: Complete the sentences * Outcome: Ss can understand the use of reported speech with statements and questions. * Process: *T tells Ss to look at Remember! box on page 40 and asks them to make a 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. T 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 f. Activity : CHANGE THESE SENTENCES INTO REPORTED SPEECH. (p.102)(5mns) * Objective: To give Ss an opportunity to practise the use of reported speech. * Content: Change the sentences into reported speech * Outcome: Ss can practise the use of reported speech * Process: *T asks Ss to work independently and rewrite the sentences using reported speech. T also reminds Ss of the changes needed: personal pronouns, tenses of verbs, and adverbs of time. T lets Ss work individually. T has Ss work in pairs to compare answers. T checks answers as a class and confirms 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. *T asks Ss to work independently and rewrite the sentences using reported speech. T also reminds Ss of the changes needed: personal pronouns, tenses of verbs, and adverbs of time. T lets Ss work individually. T has Ss work in pairs to compare answers. T checks answers as a class and confirms 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. 3. Consolidation(4mns) REVISION GAME * T introduces 7 questions and shows them one by one on the screen. Ss read the questions and choose the correct answers. Ss can share their answers in pairs.
9. T checks with the whole class and confirms the correct answers. 4. Homework: (3 minutes) - Exercises in the workbook - Prepare for the next lesson: Unit 9: Reading 5. Teaching experience: Week 29 Preparing date: Teaching date: Period: 86 UNIT9: PROTECTING THE ENVIRONMENT Lesson 3: Reading A. AIMS 1. Knowledge By the end of this lesson, Ss will be able to gain: - Practise reading for the main idea and specific information in a text about Environmental problems. 2. 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. Qualities - Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in environmental activities; - Develop self-study skills. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 9, Reading - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn
10. C. TEACHING PROCEDURES I. Warm up:5mns Objectives: - To introduce the topic of reading. - To enhance students’ skills of cooperating with teammates. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Output: Students’ interest in the new lesson * Organisation : Teacher’s instructions GAME: SLAP THE BOARD *Divide the class into 2 teams, 2 leaders of 2 teams will play the game, the others support and cheer. T prepares 12 pictures of environmental issues. T says the name of one environmental issues and Ss have to slap on the appropriate picture. Ss do as instructed. T corrects if necessary. 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 II. New lesson: a. Activity 1:5mns: TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND ANSWER THE QUESTIONS. (p. 103) * Objective: To introduce the topic of the reading and get Ss involved in the lesson. * Content: Answer the questions * Output: Ss can understand and answer the questions * Process: * T leads Ss into the lesson by showing 4 pictures on page 103 and asks them the question in Task 1: What environmental problems do you see in the pictures? Ss work in pairs and identify the environmental problems in the 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 get ready for the first reading task. Suggested answers: a. Cutting of forests b. Global warming / Ice melting c. Air pollution d. Endangered animals b. Activity 2:10mns: TASK 2: READ THE TEXT AND CHOOSE THE BEST TITLE FOR IT. (p.103) * Objective: To help Ss practise reading for the main idea. * Content: Read the text and choose the best title for it * Output: Ss can choose the best title for the text * Process: *T asks Ss 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. T 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 *T asks Ss to guess the meaning of the following words in context.
11. 1. consequence (n) 2. respiratory (a) 3. upset (v) Ss find these words in the reading passage and tell the T their meanings. Ss share their answers in pairs. T corrects if necessary. c. Activity 3:5mns: READ THE TEXT AGAIN AND DECIDE WHICH PARAGRAPH CONTAINS THE FOLLOWING INFORMATION. (p.104) * Objective: To provide students with some lexical items. * Content:Read the text and decide which paragraph contains the following information * Output: Ss can decide which paragraph contains the following information * Process: *T asks Ss 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 words with similar meaning. T asks Ss to work in pairs to discuss and compare their answers. Teacher checks with the whole class. Key:1. C 2. B 3. A 4. D d. Activity 4:5mns: COMPLETE THE SENTENCES WITH THE INFORMATION FROM THE TEXT. USE NO MORE THAN TWO WORDS FOR EACH ANSWER. (p. 104) * Objective: - To develop reading skill for specific information. * Content: Complete the sentences * Output: Ss can develop reading skill for specific information * Process: *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. Ss work in pairs or groups to compare answers. T checks answers as a class. Key: 1. weather events 2. habitats 3. waste gases 4. Ecosystem e. Activity 5:10mns: WORK IN GROUPS. DISCUSS THE QUESTION. * Objective:- To help Ss use the ideas and language in the reading to talk about the most serious environmental problem in Viet Nam. - Check Ss’ understanding of the reading passage. - To help some Ss enhance presentation skills. * Content: Discuss the questions. * Output: Ss can use the ideas and language in the reading to talk about the most serious environmental problem in Viet Nam. * Process: *T lets Ss work in groups and discuss the question. T has Ss work in groups and decide which environmental problem is the most serious in Viet Nam. T calls some Ss to present their answers in front of the whole class. Which of the problems mentioned in the text do you think is the most serious in Viet Nam? 1. Global warming 2. Cutting of forests 3. Air pollution 4. Endangered animals
12. Ss do as instructed. T allows Ss to give comments for their friends and vote for the most interesting and informative presentation. T gives feedback and comments. 3. Consolidation(3mns) Teacher asks students to talk about what they have learnt in the lesson. 4. Homework: (2 minutes) - T asks students to write down their opinion about benefits of protecting the environment. - Do exercises in Workbook. - Prepare for the next lesson: Speaking. 5. Teaching experience: Week: 29 Preparing date: Teaching date: Period:87 UNIT 9: PROTECTING THE ENVIRONMENT Lesson 4: Speaking A. AIMS 1. Knowledge By the end of this lesson, students will be able to: - 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. 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. Quality - Understand more about Protecting the environment; - Develop self-study skills. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 9, Speaking - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up:(5mns) GAME: LUCKY WHEEL * Objectives: - To introduce the topic of speaking.
13. - To enhance students’ skills of cooperating with teammates. * Content: The topic of speaking. * Output: Ss get prepared for the coming activities * Process: * T chooses 9 volunteer students, gives instructions to play: Each player chooses a question and gives the answer. If he/she answers correctly, the player can join the wheel of fortune and enjoy a random gift. Ss start playing the game. T checks their answers, gives feedback and has Ss play several times. II. New lesson: Activities: a. Activity 1: MATCH THE ENVIRONMENTAL PROBLEMS TO THE SUGGESTED SOLUTIONS. (p. 104)(10mns) * Objectives: - To introduce more ideas for the main speaking task. - To provide Ss with essential vocabulary. * Content: The environmental problems * Output: Ss get more ideas for the main speaking task. * Process: TASK 1: WORK IN PAIRS. MATCH THE ENVIRONMENTAL PROBLEMS TO THE SUGGESTED SOLUTIONS. (p. 104) * T shows some words with their relevant pictures. T asks Ss to work in pairs to guess the meaning and practise reading them aloud. Ss do as instructed. Ss check the meaning and practise reading aloud in pairs. T calls some students to share their answers and gives feedback. Key: 1. c - e 2. a - f 3. b – d b. Activity 2: (5mns) WORK IN PAIRS. COMPLETE THE PRESENTATION OUTLINE BELOW WITH THE INFORMATION IN THE BOX. (p. 105) * Objectives: - To introduce a model for a presentation on solutions to an environmental problem. * Content: The presentation on solutions to an environmental problem. * Output: Ss complete the presentation outline with the information. * Process: - T tells Ss to work in pairs to complete the presentation outline using information in the right box. - T 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. Key: 1. D 2. A 3. C 4. B c. Activity 3: (20mns) WORK IN GROUPS. CHOOSE AN ENVIRONMENTAL PROBLEM IN 1 AND MAKE A PRESENTATION ON THE SOLUTIONS TO IT. USE THE EXPRESSIONS BELOW TO HELP YOU. (p.105) * Objectives: - To give Ss an opportunity to discuss in groups, create a creative mind map/ diagram and deliver a group presentation on solutions to an environmental problem.
14. - Check students’ understanding about the topic. - To help some students enhance communication skills. * Content: Make a presentation on the solutions to environmental problem * Output: Ss understand about the topic. * Process: *T asks Ss to work in groups. Each group: - chooses an environmental problem in 1. - designs a creative mind map / diagram on the environmental problem. - prepares a 3-5 minute presentation on the solutions to it. - joins the contest: WHO’S THE BEST PRESENTER? *T 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. T collects marking sheets, adds up the marks of each presenter, gives feedback, comments, decides the winner and gives a reward for the best presenter. 3. Consolidation(4mns) Teacher asks students to talk about what they have learnt in the lesson. 4. Homework: (1 mns) - Do exercises in Workbook. - Prepare for the next lesson: listening 5. Teaching experience: Week: 30 Preparing date: Teaching date: Period:88 UNIT 9: PROTECTING THE ENVIRONMENT Lesson 5: Listening A. AIMS 1. Knowledge
15. By the end of this lesson, students will be able to: - 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. Competence - Develop listening skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Quality - Understand more about Protecting the environment; - Develop self-study skills. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 9, listening - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up:(5mns) GAME: OCEAN RESCUE * Objectives: - Check students’ general knowledge about rhinos and tigers - two endangered animals. - To introduce the topic of listening. - To set the context for the very listening part. * Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. * Output: Ss get prepared for the coming activities * Process: *T divides class into 2 teams and chooses a team leader for each. 2 team leaders compete by raising his/ her hand to be the first to give answers to the questions. Ss do as instructed. Competitors may discuss with his/ her team members to find out the answers. T gives comments or feedback. 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. II. New lesson: 1. Activities: a. Activity 1:(7mns) LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p.106) * Objectives: - To help students brainstorm and have an overview about what they are going to listen to. - To provide Ss with essential vocabulary * Content: Answer the questions * Output: Ss have an overview about what they have listened and get essential vocabularies * Process: *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?