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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 12. Unit 9: Protecting the environment

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Perform the everyday-English function of apologising, correcting a mistake and putting things right in a short exchange about protecting the environment.
    • Explain the content of the Earth Hour text, including its symbolic purpose and its limits, without overgeneralising.
    • Use the key vocabulary: biodiversity (đa dạng sinh học), habitat (môi trường sống), endangered (có nguy cơ tuyệt chủng), conservation (bảo tồn), pollution (ô nhiễm), restore (phục hồi).

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model exchange and the Earth Hour text on their own, then check their answers against the given key before reporting.
  • Communication and collaboration: Ss work in pairs and groups to build a word web, answer comprehension questions and practise the dialogue with a partner.
  • Problem-solving and creativity: Ss interpret the purpose, audience and details of a text, and write a short message that applies the function to a real environmental problem at school.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the dialogue and the Earth Hour text, perform the exchange, and write a short message for a school group chat.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss stress content words in the sentence 'We can protect the forest if we work together', use six key environmental words correctly, and use apology, thanks and request patterns accurately.

3. Personal qualities

  • Responsibility: Ss recognise that correcting a mistake, such as removing a nest location from a group post, is a responsible action, and they propose ways to do the same at school.
  • Honesty: Ss describe the limits of a symbolic event such as Earth Hour accurately and do not claim energy savings that the text does not report.
  • Patriotism: Ss show care for local nature by proposing one concrete action to protect the environment in their own school or community.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the dialogue, key phrases, the Earth Hour text and the six vocabulary words
  • Projector or interactive board
  • Picture prompts: a forest, a river, an endangered animal, a factory with smoke
  • Audio recording or teacher reading of the dialogue
  • Worksheet: Phiếu học tập số 1
  • NeoEdu learning page: neoedu.vn/learn/10/english/unit-9-communication-and-culture-clil (lesson presentation, examples and interactive exercises)

2. Students

  • Student's book Tiếng Anh 10 (Global Success), Unit 9
  • Notebook, pen, pencil and eraser
  • A4 paper and coloured markers for the word web
  • Printed copy of Phiếu học tập số 1 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Word web: Our planet in trouble

a) Aims

  • Activate Ss' prior knowledge about environmental problems and solutions.
  • Introduce the six key vocabulary words in context.

b) Content

  • T shows four picture prompts: a forest, a river, an endangered animal and a factory with smoke.
  • Ss, in pairs, build a word web around the central idea 'Protecting the environment' using the words: biodiversity, habitat, endangered, conservation, pollution, restore.
  • Question for Ss: 'Which words describe a problem, and which words describe a solution?'

c) Expected outcomes

  • A word web with all six words, each linked to a picture or an idea.
  • One example sentence for each word, for instance: 'Pollution can destroy the habitat of many animals.'
  • A sorted list: problem words (pollution, endangered) and solution words (conservation, restore).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four pictures and says: 'Look at these pictures. What problems do you see? Work in pairs and make a word web with the words on the board. You have two minutes.'

    Students

    Ss look at the pictures and read the six words on the board. Ss in pairs discuss the meaning of each word and start drawing the word web.

  2. Teacher

    Step 2: Task performance

    T walks around, checks pronunciation of the words, and helps pairs who are stuck with meaning by using simple explanations in English.

    Students

    Ss complete the word web and write one example sentence for each word. Ss may ask, for example: 'What does habitat mean?' - 'It is the place where an animal or plant lives.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to present their web and asks: 'Which word describes a problem? Which word describes a solution?'

    Students

    Pairs present. Expected answers: 'Pollution and endangered describe problems.' 'Conservation and restore describe solutions.' Other Ss add or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings: biodiversity (đa dạng sinh học), habitat (môi trường sống), endangered (có nguy cơ tuyệt chủng), conservation (bảo tồn), pollution (ô nhiễm), restore (phục hồi). T writes them on the board and says: 'Today we will read a short exchange and a text about one way people protect nature.'

    Students

    Ss copy the words and meanings into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 12 minutes

Everyday English: Taking responsibility

a) Aims

  • Understand the function of apologising, thanking, requesting and putting things right in a short exchange.
  • Pronounce the sentence rhythm with content words stressed.

b) Content

  • T presents the dialogue:
    A: I'm sorry I shared the nest location in our public group.
    B: Thank you for telling me. Could you remove it and ask others not to visit?
    A: I have removed it. I'll send the location only to the rescue team.
    B: That is a responsible way to put things right.
  • Questions for Ss:
  1. What did A do wrong?
  2. What did B ask A to do?
  3. What did A promise to do?
  4. Why does B say 'That is a responsible way to put things right'?
  • Rhythm practice: T writes 'We can PROTECT the FOREST if we WORK together' and asks Ss to clap on the stressed words.

c) Expected outcomes

  • Answers to the questions:
  1. A shared the nest location in a public group.
  2. B asked A to remove it and ask others not to visit.
  3. A removed the location and will send it only to the rescue team.
  4. B praises A for correcting the mistake in a responsible way.
  • Key phrases to remember: I'm sorry I...; Thank you for telling me.; Could you remove it and...?; I have removed it.; I'll send... only to...; That is a responsible way to put things right.
  • Rhythm rule: content words carry the main beats; short function words fit between them.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'You will hear a short exchange. Listen and find out what went wrong and how it was corrected.' T plays the audio or reads the dialogue twice.

    Students

    Ss listen carefully and take notes of key information. Ss read the four questions in their books.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, answer the four questions and underline the key phrases in the dialogue. Then T demonstrates the rhythm of the sentence and asks Ss to clap on the stressed words.

    Students

    Pairs answer the questions and underline the key phrases. Ss clap and repeat: 'We can PROTECT the FOREST if we WORK together.' Expected misunderstanding: some Ss may stress 'can' or 'if'; T corrects by saying the short words quickly.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to answer each question and asks: 'Why is the second line polite? Why is 'only' important in the last sentence?'

    Students

    Ss answer. Expected answers: 'Thank you and Could you are polite forms.' 'Only shows that the location is not shared with others, so the information stays limited.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key phrases on the board, explains the function of apologising, thanking, requesting and putting things right, and models the dialogue with a strong partner. T says: 'Use these phrases when you correct a mistake politely.'

    Students

    Ss copy the key phrases and practise the dialogue in pairs, switching roles.

Activity 2.2: Knowledge formation · 10 minutes

Earth Hour: A symbol with limits

a) Aims

  • Understand the main ideas of the Earth Hour text.
  • Explain why a symbolic event is not a complete climate solution.

b) Content

  • T presents the text:
    Earth Hour is associated with a voluntary symbolic switch-off and broader action for nature. Turning off non-essential lights for one hour is not a complete climate solution. Keep essential safety lighting on, follow local guidance and link a symbolic event to continuing changes. A school report must separate participation from measured energy savings. Source: https://www.earthhour.org/.
  • Questions for Ss:
  1. What is Earth Hour associated with?
  2. Is turning off lights for one hour a complete climate solution?
  3. What kind of lighting should stay on?
  4. What must a school report separate?

c) Expected outcomes

  • Earth Hour is associated with a voluntary symbolic switch-off and broader action for nature.
  • Turning off non-essential lights for one hour is NOT a complete climate solution.
  • Essential safety lighting stays on, and people follow local guidance.
  • A school report must separate participation from measured energy savings, so a school cannot claim energy savings unless they are measured.
  • Key idea: a symbolic event should be linked to continuing changes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the Earth Hour text silently in two minutes. Then answer the four questions. Remember: a symbol is not the same as a complete solution.'

    Students

    Ss read the text silently and underline the key words such as 'symbolic', 'essential', 'continuing' and 'measured'.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four, using a jigsaw technique: each member reads one sentence in depth, explains it to the group and then answers the questions together.

    Students

    Groups share ideas. A possible misunderstanding is that Ss think Earth Hour saves a specific amount of energy. T reminds them that the text does not give any figure.

  3. Teacher

    Step 3: Report and discussion

    T invites one group to present the answers and asks: 'Why does the text say that switching off lights is not a complete climate solution?'

    Students

    A group representative answers. Expected answer: 'Because it lasts only one hour and it is a symbolic action. It must be linked to continuing changes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that the text describes a symbolic event with limits and warns against overgeneralising. T says: 'Do not turn an example into a proven result. The text does not report any energy saving figure.'

    Students

    Ss note the key idea in their notebooks: Earth Hour is a symbolic event linked to continuing action, not a complete solution.

Activity 3: Practice · 10 minutes

Interpreting the model exchange

a) Aims

  • Identify the purpose, audience and key details of the model exchange.
  • Summarise the exchange in three sentences while keeping its essential conditions.

b) Content

  • Ss complete Phiếu học tập số 1 in pairs. The worksheet includes questions 2, 3, 4 and 5 of the textbook exercise.
  • Pairs also do two or three interactive exercises on the NeoEdu page: neoedu.vn/learn/10/english/unit-9-communication-and-culture-clil.

c) Expected outcomes

  • Question 2 (purpose and audience): The exchange shows a concrete way to protect the environment by correcting a mistake. Its audience is members of a public online group. Detail: 'Could you remove it and ask others not to visit?' This tells members exactly how to avoid disturbing the nest.
  • Question 3 (opening): The opening is 'A: I'm sorry I shared the nest location in our public group.' It introduces the situation, so the following details refer to it.
  • Question 4 (two details): 'Could you remove it and ask others not to visit?' and 'I'll send the location only to the rescue team.' These are specific actions that the audience can evaluate, unlike a general claim that the topic is important.
  • Question 5 (three-sentence summary): A apologised for sharing the nest location in a public group. B thanked A and asked A to remove it and ask others not to visit. A removed it and will send the location only to the rescue team, which B called a responsible way to put things right.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 1 and says: 'Work in pairs. Answer the questions using only information in the model exchange. Do not add results that the text does not give.'

    Students

    Ss receive the worksheet and read the questions in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss keep the essential condition 'only' in their summary. T also reminds Ss to give evidence from the text.

    Students

    Pairs answer the questions and write a three-sentence summary. Then pairs open the NeoEdu exercises and do two or three of them together.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their summary aloud and asks the class: 'Does the summary keep the word only? Why is it important?'

    Students

    Pairs read their summaries. Expected answer: 'Only limits the audience of the location, so the summary must keep it.' Other Ss comment and correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'A good interpretation uses specific details from the text and keeps its conditions. Do not turn an illustrative example into a claimed observation.'

    Students

    Ss correct their worksheet with the teacher's key and mark the details they used.

Activity 4: Application · 8 minutes

Our school message for responsible action

a) Aims

  • Apply the function of apologising, thanking, requesting and putting things right to a real school situation.
  • Write a short, clear message that uses specific details and no invented results.

b) Content

  • Ss work in groups of four. Each group chooses one real environmental problem at school (for example, littering in the schoolyard, wasting water, or leaving lights on in empty classrooms).
  • Each group writes a short message of three to four sentences for the school group chat. The message must include: an apology or a thank-you, one request, and one way to put things right.
  • Homework option: each student writes a short paragraph about the same problem and one concrete action the student can take.

c) Expected outcomes

  • A group message of three to four sentences, for example:
    'We're sorry we left the lights on in the empty classrooms yesterday. Thank you for reminding us. Could you turn off the lights after the last period? We will check the classrooms every afternoon. That is a responsible way to put things right.'
  • A short paragraph (homework) of at least three sentences, with one concrete action and no invented figures.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Think of one environmental problem at our school. Write a short message for the school group chat. Use at least three key phrases from today's lesson and do not invent results or figures.'

    Students

    Ss form groups of four, choose one problem and discuss the content of the message.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the groups' drafts, helping them with grammar and the use of key phrases.

    Students

    Groups write their messages on A4 paper and practise reading them aloud for rhythm and stress.

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to read their messages aloud and asks the class: 'Is the message polite? Does it give a specific action?'

    Students

    Two groups present. Other Ss give feedback, for example: 'Your request is clear because it says after the last period.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good messages and sums up: 'A clear, polite message with a specific action helps the community protect the environment. Please finish your homework paragraph.'

    Students

    Ss note the feedback and decide what they will change in their message.

Worksheets

Phiếu học tập số 1

Read the model exchange and answer the questions in pairs. Use only information from the model.

  • Question 1 (purpose and audience): What is the purpose of this exchange, and who is the audience? Support your answer with one specific detail.
  • Question 2 (the opening): Which sentence is the opening? What does it introduce?
  • Question 3 (two details): Choose two specific details from the model. Explain why they are better than saying only that protecting the environment is important.
  • Question 4 (summary): Write a three-sentence summary of the exchange. Keep the condition 'only' in your summary.
  • Question 5 (rhythm): Read aloud: 'We can PROTECT the FOREST if we WORK together.' Which words are stressed?
    Answer key (for teacher reference):
  • Q1: Purpose: to show a concrete way to protect the environment by correcting a mistake. Audience: members of a public online group. Detail: 'Could you remove it and ask others not to visit?'
  • Q2: 'A: I'm sorry I shared the nest location in our public group.' It introduces the situation before the supporting details.
  • Q3: 'Could you remove it and ask others not to visit?' and 'I'll send the location only to the rescue team.' They are specific actions the audience can evaluate.
  • Q4: A apologised for sharing the nest location in a public group. B thanked A and asked A to remove it and ask others not to visit. A removed it and will send the location only to the rescue team, which B called a responsible way to put things right.
  • Q5: Stressed words: PROTECT, FOREST, WORK.

Homework

  • Write a short paragraph of three to five sentences about one environmental problem in your home or community. Use at least two key words from the lesson: biodiversity, habitat, endangered, conservation, pollution, restore.
  • Include one concrete action that you or your family can take. Do not invent any figures or results.
  • Practise the everyday-English dialogue with a family member or a friend. Switch roles and stress the content words in each sentence.
  • Do the interactive exercises for Unit 9 on the NeoEdu page: neoedu.vn/learn/10/english/unit-9-communication-and-culture-clil, and bring your score to the next lesson.

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