Lesson plan English 10 (New) - Period 83 to 90, Unit 9: Preserving the enviroment - School year 2014-2015

ther told him to use the web search engine to find the information that he need.
5. Nam said (that) air pollution was one of the causes of the greenhouse effect.
Individually
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Individually
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Whole class
Ss Ss
Individual
Ss Ss
Pair work
Individually
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3.
Consolidation
2 minutes 
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
T Ss
E. Experience:
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Date of preparation: March, 14th 2015	 Date of signing: March, 16th 2015
Distributive period: 85	 Date of teaching:
 Unit 9 preserving the environment 
Lesson 3	Reading
A. Aims and Objectives: 
 - To teach Ss to read for general ideas and for specific information about threats to natural environment and do tasks: Matching and true/false exercise and discuss.
 - To teach Ss some words and phrases related to preserving the environment.
 - By the end of the lesson, students will be able to: 
 + Read for general ideas and for specific information about threats to natural environment and do tasks.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
- Ask two Ss to do the exercises with reported speech and then give comment and marks.
T Ss
2. New lesson
12 minutes
14 minutes
8 minutes
Activity 1: Prediction
- Let Ss look at the photos and the instructions. Ask what can you see in the photos? What is the environmental impact in each photos?
- Elicit the answers and put and put them on the board.
- Give feedback.
Key: a. noise pollution b. water pollution 
 c. air pollution d. soil pollution 
Activity 2:
- Ask Ss to read the instruction and the options carefully, and underline any key words that may help them predict the content of the text.
- Allow enough time for Ss to skim the paragraphs quickly. Encourage Ss to share their ideas with their partners.
- Check the answer.
* Answer: c
Activity 3:
- Focus Ss attention on the instruction. Write all the highlighted words from the reading text on the board.
- Go over the definitions with the whole class.
- Check comprehension and have Ss match the words.
- Alternatively, ask Ss to work in pairs.
Key
1. ecosystem 2. pesticides 3. inorganic
4. vegetation 3. fertilizer 6. pollutants 
Activity 4:
- Ask Ss to read the instructions carefully, and underline the key words in the sentences provided.
- Encourage Ss to underline the parts of the reading text relevant to the statements.
- Check answer as a class, and encourage Ss to justify their choices by referring to the relevant information in the reading text.
* Key:
 1. T 2. F 3. T 4. T 5. T 6. T
1. Environmental pollution is one of the impacts of human activities.
2. The greenhouse effect is a result of air pollution.
Activity 5:
- Ask Ss some guiding questions before their discussion: What type of pollution is there in your neighbourhood? What are the causes and effects? How can you help reduce this type of pollution?
- Arrange Ss into group of 3 or 4 and let them discuss the question.
Pair work
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Pair work
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Group work
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Pair work
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3.
Consolidation
2 minutes 
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson	
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
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......................................................................................................................................................................................... Date of preparation: March, 14th 2015	 Date of signing: March, 16th 2015
Distributive period: 86	 Date of teaching:
 Unit 9 preserving the environment 
Lesson 4	Speaking
A. Aims and Objectives:
 - To teach Ss to talk about the environment impacts of human activities.
 - To teach Ss to practise sharing and giving responses to new information.
 - By the end of the lesson, students will be able to: 
 + Express their opinion about the environment impacts of human activities.
 + Give a report about the environment impacts of human activities.
 + Perform their viewpoints to other people in real life.
B. Preparations:
 - Teacher: Handouts, textbook and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
- Ask Ss to write sentences using some words in context:
Vegetation, fertilizers, pesticides, pollutants
- Feedback
T Ss
2. New lesson
16 minutes
16 minutes
 Activity 1:
- Ask Ss to label the photos with the types of pollution.
- Check the answers and have different Ss write them on the board.
* Answer:
a. soil pollution b. water pollution
c. air pollution c. noise pollution 
Activity 2: 
- Guide Ss to understand the requirement of this activity.
- Focus Ss’ attention on the instructions and the table.
- Ask Ss to work individually and read the text carefully before they complete the table. Remind them to refer back to the reading text to get the necessary information.
- Encourage Ss to share their ideas with a partner. Check answers as a class and write them on the board.
Human activity
Type of pollution
Consequence
fossil fuel burning by motor vehicles, factories, aircrafts and rockets 
air pollution
a series of environmental problems such as acid rain, greenhouse effect, globe warming and health problem
fertilizers and pesticide sprays, harmful rubbish and chemicals thrown in the rivers
soil pollution
contaminated vegetation and the decrease of soil fertility leading to the negative utilization of land
loud and annoying sounds from factory machinery, motor vehicles, aircraft, and musical instruments
noise pollution
human psychological and health problems such as stress, the increase of health rate and hearing damage
Activity 3: 
This activity focuses on speaking about environmental impacts.
- Give enough time for Ss to read the conversation individually. Check comprehension as a class.
- Have Ss practise the conversation in pairs.
- Monitor the activity and select some pairs to role-play the conversation in front of the class.
Activity 4: 
Focus Ss attention on the instructions. 
- Divide the class into groups of 3 – 4 students. 
- Allow Ss enough time to select the type of pollution and prepare their conversation.
- Encourage Ss to write the main points or ideas expressed by each speaker. Help Ss with any problems and remind them that they can add their own ideas while discussing.
Activity 5: 
- Have Ss act out their conversations in front of the class. Discuss their performance as a class.
- Alternatively, have Ss discuss and act out their conversations in groups.
Pair work
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Individually
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Pair work
Ss Ss
Group work
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3.
Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Suggested answers:
+ I can talk about types of pollution and negative effects on the environment and human health.
T Ss
4. Homework
1 minute
- Ask students to learn by heart the expressions.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: March, 14th 2015	 Date of signing: March, 16th 2015
Distributive period: 87	 Date of teaching:
 Unit 9 preserving the environment 
 Lesson 5	Listening
A. Aims and Objectives: 
- To teach Ss listen to a student’s talk on environmental impacts.
- Check comprehension and ask Ss to brainstorm ideas on what to do to preserve the natural 
environment. Write their ideas on the board to avoid repeating the same information.
 - By the end of the lesson, students will be able to:
	 + Listen and do the tasks.
 + Develop the listening skills for gist and specific details. 
 + Talk about environmental impacts.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Have students look at the pictures and elicit their answers to the questions in the instructions.
Ex: What are the students doing?
What do you think you are going to listen about?
- Ask them to use the caption to help them guess.
Suggested answers: 
The people are planting a tree.
- After all, inform students of the lesson objective: listening for gist and specific information about environment impacts.
T Ss
2. New lesson
6 minutes
19 minutes
12 minutes
* Pre-teaching vocabulary 
- natural disaster(n) - erosion
-sewage - civilization
- aquatic - mass media
- extinct /extinction
- Elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down.
- Teacher may give more explanation on the use of these words and phrases. 
Task 2: 
This activity focuses listening for gist.
- Ask them to read the instructions and the titles. Make sure that Ss understand the task and vocabulary.
- Check comprehension and explain degradation (loss or decrease of quality).
- Play the recording twice, pausing before and after the second listening for Ss to read and check their answers. 
- Tell Ss to go through the answer opinions and select the most appropriate one. Check answers as a class and ask Ss explain why this is the correct choice.
Keys: c. Environmental Degradation 
Task 3: Discussion
This activity focuses on listening for specific information.
- Ask Ss to read the instruction and the words provided individually. Make sure that they understand the task and the vocabulary.
- Play the recording again for Ss to do the task. Allow 2 minutes for Ss to discuss the meaning of the words in pairs or to look them up in a dictionary.
- Check answers as a class.
Key
1. degraded (lower in quality); resulted (cause at outcome); erosion (condition in which the earth’s surface in worn away by the action of water or wind); sewage (waste matter from home, carried away in a system of pipes); aquatic (of water or living in water); awareness (knowledge of something)
Task 4:
This activity focuses on listening for specific information.
- Focus Ss’ attention on the instructions. Allow enough time for Ss to read the sentences. Check comprehension.
- Ask Ss to guess the word(s) and complete the sentences. Then play the recording again for Ss to check.
- Alternatively, play the recording all the way through for Ss to listen and complete the sentences.
- Check answers as a class.
Key 1. affected 2. global warming 3. Ecosystem
 4. health problems 5. control 6. friendly materials
Task 5:
Allow time for Ss to read the instruction and the questions. remind them to underline the key words and phrases in each question. Check comprehension.
- Play the recording again, pausing at times. Tell Ss to note down the answers during the pauses.
- Check answers as a class.
Key
1. The natural world in which people, animals and plants live.
2. The burning of fossil fuels by factories and motor vehicles.
3. the use of harmful chemicals in agriculture.
4 The extinction of rare animals and extreme floods and land erosion.
5. We should dump harmful rubbish and chemicals at appropriate places.
6. We should replace deforestation with forestation.
7. We should make every effort to preserve the environment for the next generations.
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Whole class
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Individually
T Ss
Whole class
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 Group work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
......................................................................................................................................................................................... Date of preparation: March, 14th 2015	 Date of signing: March, 16th 2015
Distributive period: 88	 Date of teaching:
 Unit 9 preserving the environment 
Lesson 6	Writing
A. Aims and Objectives: 
 - To teach Ss to write about environmental problems and give some practical advice to preserve the environment.
 - To teach Ss to talk about environmental problems.
 - By the end of the lesson, students will be able to:
 + Write about environmental problems and give some practical advice to preserve the environment.
 + Develop the writing skills in general. Build up vocabulary supported for writing.
 + Give some practical advice to preserve the environment.
B. Preparations:
 - Teacher: Handouts, textbook and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Focus Ss’ attention on the topic of the writing. Ask different Ss about their monthly water/ electricity bills of their homes by asking: How much does your family pay for water/ electricity? Ask different Ss to give some practical advice on reducing their bills, and write the information on the board.
T Ss
2. New lesson
12 minutes
10 minutes
15 minutes
Activity 1:
- Ask Ss to look at the picture and read the caption.
- Elicit answers from different Ss. Write their answers on the board.
Activity 2: 
- Focus Ss’ attention on the instructions and the text. Remind them to underline key words and phrases. Check comprehension.
- Allow enough time for Ss to read through the text and do the matching individually. Give vocabulary explanations or offer help if necessary.
- Ask Ss to share their answers with their partners.
- Check answers as a class.
Notes
Natural resources: all the land, forests, minerals, etc. existing naturally in a place that can be used by people.
Key
1. d 2. c 3. b 4. a 
Activity 3:
Ask Ss to focus on the instructions and underline the key words. Check comprehension.
- Allow Ss enough time to read the information and do the matching individually.
- Check answers as a class.
Key
a. 3 b. 1 c. 4 d.2
Activity 4:
Focus Ss’ attention on the instructions and the table. Check understanding. Explain the structure of the model to make sure Ss can use it.
- Ask Ss to work in groups of 3 or 4 to select one of the natural resources and discuss the information in the table. Encourage the groups to write complete sentences using information provided.
- Go round and offer help with any vocabulary or grammar question.
- Ask representatives of different groups to read their drafts to the class. Correct the errors, if necessary.
- Ask Ss to use the group drafts and write their own texts individually. If there is not enough time, assign the task for home work.
- Ask different Ss to write selected paragraphs on the board for the class to give comments
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Individually
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Individually
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Group work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Focus on the form of a biography
- Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today? 
 What can you do now?
Expected answer: 
- Now I know what the natural resources are and how to write practical advice on preserving them.
T Ss
4. Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: March, 14th 2015	 Date of signing: March, 16th 2015
Distributive period: 89	 Date of teaching:
 Unit 9 preserving the environment 
 Lesson 7	 Communication and culture
A. Aims and Objectives:
 - To teach Ss to talk about the organisation “World Wide Fund for Nature”.
 - By the end of the lesson, students will be able to:
 + Understand about “World Wide Fund for Nature”. 
 + Discuss environmental problems and solutions. 
 + Talk and express their ideas and opinions about environmental problems and solutions.
B. Preparations:
 - Teacher: Handouts, textbook and pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Inform the class of the lesson objective: Further develop Ss’ communication skills and their ability to discuss environmental problems and solutions.
T Ss
2. New lesson
19 minutes
18 minutes
1. Communication: 
 Activity 1: 
- Focus Ss attention on the instructions and the photos. Check comprehension.
- Ask different Ss to describe how the action will affect the environment in each photo. Put the information in two columns on the board.
Key: Photo a: A man is spraying pesticides. 
 This can cause soil pollution.
 Photo b: Forest trees were cut down. This is deforestation and it will result in climate change, global warming, extreme floods and erosion.
Activity 2: 
- Tell Ss that they are g