UNIT 9.

PROTECTING THE ENVIRONMENT

Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Students will be able to:

1. Language competences:

a. Knowledge

- Revise sentences stress and become aware of rhythm in speaking

- Understand and put words/ phrases related to the environment to good use

- Revised and practise the reported speech with statements and questions.

b. Skills:

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork.

- Actively join in class activities

2. Personal qualities

- Be ready & responsible for participating in environmental activities;

- Develop self-study skills.

3. General competences

- Self-control & independent learning: perform individual tasks

- Communication and collaboration: work in pairs or groups to perform tasks

II. TEACHER AND STUDENTS’ PREPARATION:

1. Teacher’s preparation:

- Lesson plan, power point, markers, and teaching materials.

- Grade 10 textbook, Unit 9, Getting started

- Computer connected to the Internet

- Projector / TV/ pictures and cards

2. Students’ preparation:
 - Study materials.

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that

they can help each other.
Students are reluctant to work in groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks

(before every activity).
Students may lack vocabulary to deliver a speech
- Provide vocabulary and useful language before assigning
tasks

- Encourage students to work in groups so that they can help

each other.

III. PROCEDURES

1. ACTIVITY 1: WARM UP

a. 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

b. Content:

- Game: Scramble words

c. Products:

- Students can say the name of the words which have been scrambled.

d. Steps:
TEACHER’S AND STUDENT’S ACTIVITIES CONTENTS
 GAME: Scramble words Suggested answers:

- Ss work in group of four. 1. Biodiversity

2. Habitat
- Teacher shows pictures and scramble worlds on the screen. 3. Ecosystem
4. Wildlife
- Teacher asks Ss to rearrange the scramble words by using the pictures as
5. Climate change
hints

- The group which gains the most correct answers is the winner of the game.

Ibodiversyti 2. Hibatat

ocesystme 4. Wlidlefi

5. Clamite Chaeng

e.Assessment
- Teacher observes the group and give feedback.

2. ACTIVITY 2: VOCABULARY

a. 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.
- To give Ss an opportunity to practise using the words / phrases they have learnt in meaningful
contexts.
b. Contents:

- Task 1: Match the words and phrases with their meanings. (p. 102)

- Task2: Complete the sentences using the correct form of the words and phrases in 1. (p.102)

c. Products:

- Ss can thoroughly understand the meaning of the words and know how to use them in their
context.

d. Steps:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words and phrases with their meanings.

- T asks Ss to work independently or in pairs and asks them to Answer key:
read the words and phrases carefully and match them to their
meanings. 1. a
2. d
- Ss look at the conversation, and find the context where the 3. e
words/ phrases are used, if necessary.\ 4. b
5. c
- 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

Task 2: Complete the sentences using the correct form of the

words and phrases in 1
-T asks Ss to work in pairs using the correct form of the words Answer key:
and phrases in 1.
- Ss read the sentences carefully to decide which word / phrase in 1. Biodiversity
1 can be used to complete each of the sentences and explain that 2. wildlife
they can use the context clues to help them decide on the word / 3. habitats
phrase. 4. climate change
- T asks Ss work in pairs. Ss call out the word / phrase they have 5. ecosystem
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.
3. ACTIVITY 3: PRONUNCIATION

a. Objectives:

- To help Ss understand the concept and identify sentence stress

- To help Ss practice sentence stress and become aware of rhythm in speaking

- To help Ss practise speaking with a natural rhythm

b. Content:

- Task 1: Listen and repeat. Pay attention to the stressed words in the sentences. (p. 101)

- Task 2: Mark the stressed syllables in the words in bold. Then practise saying the sentences
with a natural rhythm. (p. 101)

c. Products:

- Students can thoroughly understand the concept and complete the tasks successfully.

d. Steps:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
*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.