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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 14. Review 4

Giáo án Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the key ideas, facts and proposed actions in the reading text about protecting a wetland habitat.
  • distinguish an observation (what was seen) from an explanation (why it happened) in the text.
  • extract key facts from the listening recording and take notes before answering questions.
  • use the structure and key language of a short ecotour advertisement to write a similar text.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve information on their own first, check their answers against the explanations, and identify the specific reason for each error they make.
  • Communication and collaboration: Ss share notes and ideas in pairs and groups, give reasons for their answers, and give feedback on their partners' advertisements.
  • Problem-solving and creativity: Ss decide what evidence supports a conclusion about the wetland, and create an original eco-tour advertisement using the model language.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the wetland text for gist and detail, listen to a tour briefing and take notes, discuss the text, and write a short advertisement with a clear structure.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use topic vocabulary such as wetland, reeds, habitat, litter, pollution, native plants and waste collection; use modal forms such as must, should, can and will to give rules and conditions; and use the imperative to give instructions in the advertisement.

3. Personal qualities

  • Responsibility: Ss accept that the wetland observations must be made from a safe public path and without disturbing wildlife, and they apply the same respect in their own advertisement.
  • Diligence: Ss complete every retrieval, listening and writing task on their own before checking the answer key, and they revise their drafts after peer feedback.
  • Kindness: Ss show respect for residents and wildlife by including advice about asking permission before photographing people and leaving plants and animals undisturbed.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board, speakers, laptop
  • Audio recording of the hidden listening exercise (Exercise 6–10, Skills section), played twice
  • Photos of a wetland, reeds, a nesting bird and a marked path (for the warm-up)
  • Worksheet 1 and Worksheet 2 (printed, one set per group)
  • NeoEdu learning page with interactive exercises: neoedu.vn/learn/10/english/review-4-skills
  • Sticky notes, A3 paper for the poster activity

2. Students

  • Student's book Tiếng Anh 10 (Global Success), Review 4 Skills
  • Notebook, pen, pencil, eraser
  • Highlighter (optional, for marking key facts in the text)

III. Procedures

Activity 1: Warm-up · 8 minutes

Wetland Picture Warm-up

a) Aims

Ss activate prior knowledge of protecting the environment and ecotourism and get ready for the reading and listening topics.

b) Content

Ss look at four photos (a wetland, reeds, a bird in its habitat, a litter-filled riverbank) and answer T's questions: What can you see? Why are birds important to the environment? What can people do to protect a place like this? Ss then brainstorm words for the topic in pairs.

c) Expected outcomes

A list of about 8 words on the board, for example: wetland (vùng đất ngập nước), reeds (cây sậy), habitat (môi trường sống), litter (rác thải), pollution (ô nhiễm), native plants (cây bản địa), waste collection (thu gom rác), eco-tour (chuyến du lịch sinh thái), guide (hướng dẫn viên). Ss also state the lesson goal: to read a wetland study, listen to a tour briefing and write an ecotour advertisement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four photos and asks: What can you see in these pictures? Which picture shows a problem?
    T introduces the lesson aim on the board.

    Students

    Ss look at the photos and listen to the aim of the lesson.

  2. Teacher

    Step 2: Task performance

    T asks pairs to brainstorm words and phrases for the topic within 2 minutes, then writes the words on the board.

    Students

    Ss work in pairs, write down words and phrases. Expected answers: wetland, reeds, litter, birds, habitat, pollution, protect, clean-up.

  3. Teacher

    Step 3: Report and discussion

    T asks: Why do we need to protect wetlands? Which word best describes the problem in the photo?

    Students

    Ss answer. Expected answers: Wetlands are homes for birds and fish. The riverbank photo shows litter, which is a pollution problem.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the words, pronounces them with the class, and links them to the reading text. T says: Today we will learn how to observe carefully, explain carefully and advertise a green tour.

    Students

    Ss repeat the words and copy the new words into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reading: Observation or Explanation?

a) Aims

Ss understand the main idea and details of the wetland text and distinguish observations from explanations.

b) Content

Pre-teaching: T explains the words investigation, disturbance, nesting area, monitoring and habitat loss with examples from the text.
Task 1 (skimming): Ss read the text quickly and answer: What problem did the neighbourhood notice?
Task 2 (scanning): Ss work in pairs to complete Worksheet 1 with the observations, the actions proposed and the ethical rules the students followed.
Task 3 (discussion): Ss discuss: Why did the group say a single quiet morning would not prove anything? Why is it important to use the same time and place each month?

c) Expected outcomes

Worksheet 1 completed:

  • Observations: fewer birds near the wetland; loss of patches of reeds; bright lights on all night.
  • Explanations possible: habitat loss, disturbance and pollution could interact; litter alone was not the only cause.
  • Actions proposed: restore native plants with expert advice; reduce unnecessary lighting; improve waste collection; monitor birds at the same place and time each month.
  • Ethical rules: observe from a safe public path; do not enter nesting areas; do not handle wildlife.
    Key idea: an observation describes what happened; an explanation says why. One observation does not prove a cause.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 to each pair and asks Ss to read the text for the first time within 1 minute. T asks: What problem did the people in the neighbourhood notice?

    Students

    Ss read the text quickly and answer. Expected answer: They noticed fewer birds near a small wetland.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read again and complete Worksheet 1 in pairs. T monitors and helps with vocabulary, pointing to the examples in the text.

    Students

    Ss read carefully, underline key facts, and fill in the observations, explanations, actions and rules in Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers. T asks: Which sentence is an observation, and which one is an explanation? Why did the students not enter the nesting areas?

    Students

    Ss report. Expected answers: The reeds were lost and lights stayed on is an observation. Habitat loss and disturbance could interact is an explanation. They did not enter nesting areas because they wanted to avoid disturbing wildlife.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes on the board: Observation = what we see. Explanation = why it happens. T highlights the phrase evidence, patience and cooperation and asks Ss to note it in their notebooks.

    Students

    Ss copy the key idea and the phrase into their notebooks and say one sentence about the difference between an observation and an explanation.

Activity 2.2: Knowledge formation · 15 minutes

Listening: Taking Notes from a Tour Briefing

a) Aims

Ss listen for key facts in a tour briefing and take notes before answering questions.

b) Content

Ss read the questions in Exercises 7–10 and predict the key words. T plays the hidden recording in the exercise sequence twice. Ss take notes of key facts in Worksheet 2, using short phrases (for example: boat, life jacket, residents, workshop optional).
Task: Ss compare their notes with a partner and then check the answers only after answering the questions.

c) Expected outcomes

Worksheet 2 completed with key facts:

  • Order of activities: a boat journey comes first, then the craft workshop and fruit picking.
  • Safety: the life jacket must be fastened before boarding and kept on throughout the boat section.
  • Permission: ask before photographing residents.
  • Workshop: buying there is optional.
    Key note-taking tip: write only key words and numbers, then use them to answer the questions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 and asks Ss to read the questions in Exercises 7–10 in the Skills section. T asks: What kind of information do you need to listen for?

    Students

    Ss read the questions and predict the key information, for example the order of activities, safety rules, permission and optional purchases.

  2. Teacher

    Step 2: Task performance

    T plays the recording once for gist, then again for detail. T pauses if needed and reminds Ss to write only key words.

    Students

    Ss listen and take notes in Worksheet 2. They write short phrases and do not write full sentences.

  3. Teacher

    Step 3: Report and discussion

    T asks: What comes first in the tour? When should the life jacket be fastened? What requires permission?

    Students

    Ss compare notes with a partner and report. Expected answers: A boat journey comes first. The life jacket is fastened before boarding and during the boat section. Photographing residents requires permission.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key facts and tells Ss that listening questions often use the same order as the recording. T reminds Ss to listen for words like before, optional and must.

    Students

    Ss check their notes, correct any errors and copy the key note-taking tip into their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Writing Model: Ecotour Advertisement

a) Aims

Ss identify the structure and useful language of an ecotour advertisement, as the basis for their own writing.

b) Content

Ss read the completed writing model (Discover the Quiet Riverside, a fictional school ecotour advertisement) and label its parts in Worksheet 1: headline, introduction, what to bring, what is included or not, rules, conditions, closing line. Ss underline modal verbs and imperatives (for example: Bring, Please ask, leave, will offer, Enjoy).

c) Expected outcomes

Structure of the advertisement:

  • Headline: Discover the Quiet Riverside
  • Introduction: a morning with a local guide on a wetland trail and craft workshop; the group will learn about reeds and marked paths.
  • What to bring: a refillable bottle, a hat and comfortable shoes.
  • What is included or not: guiding and drinking-water refills are included; transport and personal purchases are not.
  • Rules: ask before photographing residents; leave plants and animals where they belong.
  • Conditions: contact us about access for the narrow section; if heavy rain makes the trail unsafe, an indoor workshop or refund is offered.
  • Closing line: Enjoy a place by caring for it.
    Language: imperatives (Bring, Please ask), modal forms (will offer, should), and contrast (is included / is not).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing model on the board or screen and asks: What is this text for? Who is the target reader?

    Students

    Ss read the model and answer. Expected answers: It is an advertisement for a school ecotour. The readers are students and teachers who may join the tour.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to label the parts (headline, introduction, what to bring, included or not, rules, conditions, closing line). Then T asks Ss to underline the imperatives and modal verbs.

    Students

    Ss work in pairs to label the parts and underline the language points in their copies.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read out the labels and asks: Which sentence tells readers what is not included? Which sentences give a condition?

    Students

    Ss report. Expected answers: Transport and personal purchases are not included. The route includes one narrow section, so contact us about access before booking.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structure on the board and reminds Ss that an advertisement must be clear, polite and must not invent details beyond the given information.

    Students

    Ss copy the structure into their notebooks and check it against their own ideas for the final activity.

Activity 3: Practice · 22 minutes

Exercise Check: Reading and Listening Questions

a) Aims

Ss apply the reading and listening skills to answer multiple-choice questions and explain their choices with evidence.

b) Content

Ss answer Exercises 2–5 (reading) and Exercises 7–10 (listening) individually first, then compare answers in pairs and check the explanations. Ss must point to the evidence in the text or recording for each answer.
Exercise 6 (listening instruction): Ss replay the recording if needed; they do not open the explanation until they have answered.
Ss use NeoEdu page for the interactive version if time allows.

c) Expected outcomes

Answer key with reasons:

  • Q2: A. Other habitat changes could also matter. (Reed loss and lighting provide other plausible pressures.)
  • Q3: D. A safe public path. (The observation was designed to avoid disturbance.)
  • Q4: C. To make observations more comparable. (Comparable monitoring reduces some variation.)
  • Q5: B. Observation versus explanation. (A sighting pattern does not by itself establish cause.)
  • Q7: A. A boat journey. (The guide gives the sequence.)
  • Q8: D. Before boarding and throughout the boat section. (The safety instruction precedes boarding.)
  • Q9: C. Photographing residents. (Residents' privacy must be respected.)
  • Q10: B. No, it is optional. (Optional purchase is clearly stated.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Exercises 2–5 and 7–10 and says: Answer on your own first, then find the evidence. Do not open the explanation until you have answered.

    Students

    Ss read the questions and answer individually in their notebooks.

  2. Teacher

    Step 2: Task performance

    T circulates, checks for careful reading, and asks Ss who answered Q5 to explain their choice. T plays the listening recording again if needed.

    Students

    Ss compare answers with a partner, find the evidence in the text or recording, and correct their answers if necessary.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers with reasons. T asks: Why is Q3 not C? Why is Q9 not A?

    Students

    Ss answer with reasons. Expected answers: Q3 is not C because the students worked on a public path, not on private roofs. Q9 is not A because listening to the guide does not need permission.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and explains any error types (confusing observation with explanation, or missing a negative detail). T tells Ss to note the specific error they made in their notebooks.

    Students

    Ss check their answers, write down the error they made and the reason for it.

Activity 4: Application · 10 minutes

Create an Ecotour Advertisement

a) Aims

Ss write a short ecotour advertisement for a fictional local tour, using the structure and language from the writing model.

b) Content

Ss work in pairs to plan a short advertisement (about 80–100 words) for a fictional eco-tour in their own area, for example a riverside walk or a village garden. The advertisement must include: a headline, an introduction, what to bring, what is included or not, at least one rule, and one condition. Pairs finish the draft and swap with another pair for peer feedback. Remaining work is done at home.

c) Expected outcomes

A short ecotour advertisement with these parts:

  • A headline and a one-sentence introduction
  • A list of at least two things to bring
  • At least one included item and one item not included
  • At least one rule using an imperative or Please
  • One condition using if or so
  • A closing line starting with Enjoy or Discover
    Example criteria: clear structure, correct modal verbs (will, should, must), no invented facts beyond the planned tour.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the checklist of parts. T says: Keep your advertisement to 80–100 words and make sure every detail is clear and realistic.

    Students

    Ss listen and read the checklist.

  2. Teacher

    Step 2: Task performance

    T asks pairs to plan their ideas on a sticky note first, then write the draft on A4 paper. T monitors and helps with language.

    Students

    Ss plan, write the draft, and check the parts against the checklist. Expected sample sentence: Discover the Riverside Garden, a morning with a local guide exploring native plants and a bird trail.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their advertisements aloud and asks the class: Which part is the clearest? Which condition is included?

    Students

    Ss read aloud and give feedback to other pairs, pointing out one strength and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback on structure, language and accuracy and reminds Ss that a good advertisement is clear, polite and respectful of the environment.

    Students

    Ss revise their drafts with the feedback and keep them for the homework and for their portfolios.

Worksheets

Worksheet 1: Observation or Explanation

Read the text and complete the table below.

  • Observations (what was seen): ...
  • Explanations (why it might happen): ...
  • Actions proposed by the group: ...
  • Ethical rules followed by the students: ...
  • Parts of the ecotour advertisement (Writing model): headline / introduction / what to bring / included or not / rules / conditions / closing line
    Question: Why did the group say that a single quiet morning would not prove the wetland had recovered or failed?

Worksheet 2: Notes from the Tour Briefing

Listen to the recording. Write key words only.

  • Order of activities: ...
  • Safety instruction (when is the life jacket fastened?): ...
  • What requires permission?: ...
  • Workshop purchase: ...
    After listening: compare your notes with a partner. Then answer Exercises 7–10 in the Skills section.

Homework

  • Finish the ecotour advertisement from class (80–100 words) and check it against the checklist: headline, introduction, what to bring, included or not, rule, condition and closing line.
  • Re-read the wetland text and write two sentences: one observation and one explanation from the text, with the reason for each.
  • Complete the interactive exercises at neoedu.vn/learn/10/english/review-4-skills. For each wrong answer, read the explanation and write down the specific error you made.
  • Prepare for the next lesson: review the vocabulary list from the warm-up and be ready to use it in a short speaking task.

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