Anh 10 Global Unit 9 PROTECTING THE ENVIRONMENT

UNIT 9: PROTECTING THE ENVIRONMENT
Lesson 4: Speaking
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Identify environmental problems and relevant solutions;
- Gain an overview about the outline and useful expressions for making oral presentations on solutions to an environmental problem.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Understand more about Protecting the environment;
- Develop self-study skills.
II. Materials
- Grade 10 textbook, Unit 9, Speaking
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form Example Use
recycle (v) /ˌriːˈsaɪkl/ to treat things that have already been used so that they can
be used again
Iilegal (a) /ɪˈliːɡl/ not allowed by the law
emission (n) /ɪˈmɪʃn/ gas, etc. that is sent out into the air
Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge about the Provide students with the form and use of some useful
organization and some useful language of structures in their talk.
oral presentations.
2. Students may have underdeveloped - Create a comfortable and encouraging environment for
speaking and co-operating skills. students to speak.
- Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Have excessive talking students practise.
- Continue to clarify task expectations in small chunks
(before every activity).
Board Plan
Unit 9: Protecting the environment
Lesson 4: Speaking
* Warm-up
Game: save the plannet
Vocabulary
1. recycle (v)
2. illegal (a)
3. emission (n)
* Speaking
Task 1: Match the environmental problems to the suggested solutions.
Task 2: Complete the presentation outline.
Task 3: Presentation.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage Stage aim Procedure Interaction Time
WARM-UP - To introduce the topic GAME: SAVE THE PLANNET 5 mins
of speaking. * T makes 2 teams, gives instructions to play: Each team chooses questions T-S
- To enhance students’ and say the answer then hit che “check” botton. Click “okay” if the team is
skills of cooperating correct or “Oops” if not.
with teammates. **Ss start playing the game. S
****T checks their answers, gives feedback and has Ss play several times. T-S
CONTROLLED - To introduce more TASK 1: MATCH THE ENVIRONMENTAL PROBLEMS TO THE 10 mins
PRACTICE ideas for the main SUGGESTED SOLUTIONS. (p.104)
speaking task. * T shows some words with their relevant pictures. T asks Ss to work in pairs T-S
- To provide Ss with to guess the meaning and practise reading them aloud.
essential vocabulary. ** Ss do as instructed. S
*** Ss check the meaning and practice reading aloud in pairs. S-S
****T calls some students to share their answers and gives feedback. T-S
Key:
1. c - e
2. a - f
3. b - d
To introduce a model TASK 2: COMPLETE THE PRESENTATION OUTLINE BELOW 5 mins
for a presentation on WITH THE INFORMATION IN THE BOX. (p.105)
solutions to an *T tells Ss to work in pairs to complete the presentation outline using T-S
environmental problem. information in the right box.
**T tells Ss to read the information carefully before deciding on their T-S
answers.
***Ss exchange their answers with their partners. S-S
****T calls on some Ss to share their answers with the class and checks T-S
answers as a class.
Key: 1. D 2. A 3. C 4. B
LESS - To give Ss an TASK 3: WORK IN GROUPS. CHOOSE AN ENVIRONMETAL 20 mins
CONTROLLED opportunity to discuss PROBLEM IN 1 AND MAKE A PRESENTATION ON THE
PRACTICE in groups, create a SOLUTIONS TO IT. USE THE EXPRESSIONS BELOW TO HELP
creative mind map/ YOU. (p.105) T-S
diagram and deliver a *T asks Ss work in groups. Each group:
group presentation on - Chooses an environmental problem in 1.
solutions to an - Designs a creative mind map / diagram on the environmental problem.
environmental problem. - Prepares a 3-5 minute presentation on the solutions to it.
- Check students’ A suggested organization and expressions for an effective presentation:
understanding about the I. INTRODUCTION: Welcoming
topic. the audience and introducing S-S
- To help some students the topic
enhance - Hi everyone.
communication skills. - Good morning/ afternoon. T-S
- 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.
- Call all the members of each team one by one go to the board to present
- Give feedback, comments, decide the winner and gives a reward for the best
presenter.
WRAP-UP - To consolidate what WRAP-UP T-S 5 mins

HOMEWORK students have learnt in Teacher asks students to talk about what they have learnt in the lesson.
the lesson. HOMEWORK
- To review the lesson Do exercises in the workbook
they have learnt and
prepare for the next
lesson: Listening.

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UNIT 9: PROTECTING THE ENVIRONMENT

II.1 BODY – MAIN PART 1:

WRAP-UP - To consolidate what WRAP-UP T-S 5 mins

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