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

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the speaker intentions (apologising, requesting, promising, praising) in the opening conversation.
  • Use the six topic words: biodiversity, habitat, endangered, conservation, pollution, restore.
  • Apply backshifting, pronoun and time-reference changes, and if/whether in reported speech.
  • Read the target sentences with natural rhythm, stressing content words.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work out the meaning of the conversation and the reported-speech rules by themselves before the teacher confirms them, and check their own answers against the key.
  • Communication and collaboration: Ss work in pairs to read the conversation, role-play it, and report their partner's ideas to the class.
  • Problem-solving and creativity: Ss decide how to respond to a real-life situation about sharing sensitive environmental information, and retell it with correct reported speech.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the opening exchange, identify its intentions, retell it in reported speech orally, and write a three-sentence summary as homework.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce target sentences with rhythm, use six topic words correctly, and apply backshift and if/whether in reported questions and statements.

3. Personal qualities

  • Responsibility: Ss recognise that sharing a nest location publicly can harm wildlife, and discuss how to put things right responsibly.
  • Kindness: Ss show care for animals and others by suggesting ways to protect a nest and avoid disturbing visitors.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector and slides with the opening conversation and grammar examples
  • Audio recording of the conversation (if available) and a timer
  • Worksheet 1 (printed or projected)
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/10/english/unit-9-getting-started

2. Students

  • Textbook Global Success 10, Unit 9
  • Notebook, pen and pencil
  • Vocabulary list for the unit
  • Mobile device or laptop to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about a sensitive environmental situation

a) Aims

Ss activate prior knowledge about protecting the environment and predict the problem in the opening conversation.

b) Content

T asks Ss to think about the question: Why might sharing the location of a bird's nest in a public group be harmful? Ss share ideas with a partner, then with the class. T then asks: What is one way people in our community can protect the environment?

c) Expected outcomes

Ss predict that posting a nest location publicly may attract visitors and disturb or endanger the birds. Ss name one or two actions to protect the environment, such as keeping places clean or not disturbing wildlife.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board and gives Ss 1 minute to think individually.

    Students

    Ss read the questions and think silently about possible answers.

  2. Teacher

    Step 2: Task performance

    T asks Ss to turn to a partner and discuss for 1 minute. T walks around and listens.

    Students

    Pairs discuss. Expected answer: 'Other people may come and disturb the birds.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share their ideas and writes key words on the board.

    Students

    Representative pairs report, e.g. 'Visitors may scare the birds away.' / 'We can keep our parks clean.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas and says: 'Today we will read a conversation about a mistake and how to put it right, and learn useful language for the unit.'

    Students

    Ss listen and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Reading the opening conversation and its speaker intentions

a) Aims

Ss identify the speaker intentions in the opening exchange and practise reading it with natural rhythm.

b) Content

T plays or reads the conversation: 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.
T asks Ss to complete Worksheet 1, Part A (questions 1-4). Then T models the rhythm of: PROTECT the FOREST; KEEP the RIVER CLEAN; We can protect the forest if we work together. Ss repeat in chorus and then in pairs.

c) Expected outcomes

Answers to Worksheet 1, Part A:

  1. A apologises for sharing the nest location in the public group.
  2. B thanks A and asks A to remove the location and ask others not to visit.
  3. A promises to send the location only to the rescue team.
  4. B praises A's action as a responsible way to put things right.
    Speaker intentions: apologising, requesting, promising, praising.
    Rhythm: content words (PROTECT, FOREST, KEEP, RIVER, CLEAN) carry the main stress; function words are short and unstressed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the conversation. Then complete Part A of Worksheet 1 with the intention of each turn.'

    Students

    Ss listen or read silently and prepare to answer the questions.

  2. Teacher

    Step 2: Task performance

    T plays the conversation twice, pausing after each turn. T asks Ss to underline the words they hear most strongly and to note any intention words. T models the rhythm sentences.

    Students

    Ss listen, underline stressed words, and repeat the rhythm sentences in chorus and in pairs. Expected answer: 'Apologising, asking, promising, praising.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is A apologising for? What does B ask A to do? What does B think of A's action?' T calls on individuals to answer.

    Students

    Ss answer, e.g. 'A is apologising for sharing the nest location.' / 'B asks A to remove it.' / 'B thinks it is a responsible way.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the intentions and stresses the rhythm rule: content words get the main beats, function words fit between them. T reminds Ss that clear rhythm matters more than copying one accent.

    Students

    Ss write the four intentions and one rhythm example in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Matching topic vocabulary to its meaning

a) Aims

Ss learn and use six topic words related to protecting the environment.

b) Content

T introduces six words: biodiversity, habitat, endangered, conservation, pollution, restore. Ss match each word with its Vietnamese meaning (Part B of Worksheet 1). Then T asks Ss to use two words in a sentence about the conversation, e.g. 'The nest is in a natural habitat.' Ss then go to the NeoEdu page to do the matching exercise online.

c) Expected outcomes

Key for Worksheet 1, Part B:

  • biodiversity (đa dạng sinh học)
  • habitat (môi trường sống)
  • endangered (có nguy cơ tuyệt chủng)
  • conservation (bảo tồn)
  • pollution (ô nhiễm)
  • restore (phục hồi)
    Sample sentence: 'Pollution can damage the habitat of birds.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and says: 'Match each word with its meaning. Then make one sentence with two of the words.'

    Students

    Ss read the words and the meanings in Part B of Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, matching the words first, then checking with the NeoEdu exercise if devices are available.

    Students

    Pairs match the words and check their answers. Ss write one sentence with two of the words.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their sentences and checks pronunciation of the words, especially biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/ and endangered /ɪnˈdeɪndʒəd/.

    Students

    Pairs read their sentences aloud, e.g. 'Conservation helps protect biodiversity.' / 'Some birds are endangered because of pollution.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct matches and corrects any mistakes in word use. T highlights that restore means bring back to a former good condition.

    Students

    Ss correct their answers and copy the six words with meanings into their vocabulary notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Reporting statements and questions with backshift

a) Aims

Ss explain how reported statements and questions change tense, pronouns, time references, and word order.

b) Content

T presents the rules with examples:

  • Statement: 'I am worried.' → She said she was worried. (backshift; pronoun change)
  • Question: 'Where do they live?' → He asked where they lived. (statement word order; backshift)
  • Yes/no question: use if or whether, e.g. He asked if we were ready. (no do/does/did in the reported clause)
  • A still-true fact may keep its tense when the context justifies it.
    Ss complete Worksheet 1, Part C (questions 1-3) by changing direct speech into reported speech.

c) Expected outcomes

Key for Worksheet 1, Part C:

  1. A said she had shared / was sorry she had shared the nest location. (Sample acceptable: 'A said that she was sorry she had shared the nest location.')
  2. B asked A to remove it and (asked) others not to visit. (B said: 'Could you remove it...?' → B asked A if she could remove it.)
  3. A said she had removed it and would send the location only to the rescue team.
    Rule summary: backshift after a past reporting verb; change pronouns and time references; reported questions use statement word order; yes/no questions use if or whether; no do/does/did inside the reported clause.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two direct sentences on the board: 'I am worried.' and 'Where do they live?' and asks: 'What changes in reported speech?'

    Students

    Ss look at the examples and think about tense, pronoun and word order changes.

  2. Teacher

    Step 2: Task performance

    T explains the rules and gives the examples above. T asks Ss to complete Part C of Worksheet 1 individually, then compare with a partner.

    Students

    Ss rewrite the sentences individually, then compare answers with a partner and correct each other.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to write their answers on the board and invites the class to check them.

    Students

    Ss write their sentences on the board. Expected answer: 'B asked A if she could remove it.' Class checks the backshift and the word order.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and summarises the four rules. T warns Ss not to write 'where did they live' after 'asked'.

    Students

    Ss copy the rule summary into their notebooks and write one example of their own.

Activity 3: Practice · 8 minutes

Choosing the correct reported form

a) Aims

Ss apply backshift and reported question word order in controlled exercises.

b) Content

Ss complete Worksheet 1, Part D (questions 1-3):

  1. Yesterday Mai said, 'I am tired.' Mai said she ___ tired.
    A. was B. is being C. were D. has
  2. 'We will plant trees,' they said. They said they ___ plant trees.
    A. will to B. had C. were D. would
  3. 'Where do the birds nest?' He asked where the birds ___.
    A. do nested B. nesting C. nested D. did nest
    Ss check the answers in pairs and then with the teacher.

c) Expected outcomes

Key for Worksheet 1, Part D:

  1. A (was): 'am' backshifts to 'was' and 'I' changes to 'she'.
  2. D (would): 'will' normally backshifts to 'would'.
  3. C (nested): reported questions use statement order and backshift.
    Ss write a short explanation for each answer in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Complete the three sentences in Part D. Choose A, B, C or D and be ready to explain your answer.'

    Students

    Ss read the three sentences and options carefully.

  2. Teacher

    Step 2: Task performance

    T gives 3 minutes for individual work, then asks Ss to check with a partner.

    Students

    Ss choose their answers and discuss with a partner, explaining the reason for each choice.

  3. Teacher

    Step 3: Report and discussion

    T asks individual Ss to give answers and reasons. T writes the answers on the board.

    Students

    Expected answers: 1 - A, 2 - D, 3 - C. Ss explain, e.g. 'It is C because the question has statement word order and the verb is past.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and corrects common errors, especially 'did nest' and 'to plant'. T reminds Ss to check tense, pronouns and word order together.

    Students

    Ss correct any wrong answers and note the common mistakes.

Activity 4: Application · 7 minutes

Retelling a real-life conversation about the environment

a) Aims

Ss use the topic vocabulary and reported speech to retell and create a conversation about protecting the environment in their community.

b) Content

In pairs, Ss role-play a new short exchange: Student A posts a photo of a rare plant in a school group chat. Student B asks A to remove it and not to share the location. A apologises and promises to inform the school's green club only. Then each pair reports their partner's words using reported speech, e.g. 'My partner said that she had posted the photo by mistake.'

c) Expected outcomes

A sample exchange:
A: I'm sorry I posted the photo of the plant in our group chat.
B: Thank you for telling me. Could you remove it and ask others not to share the place?
A: I have removed it. I'll tell only the green club.
B: That is a responsible way to put things right.
Sample reported sentence: 'B thanked A for telling her and asked A to remove the photo.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T describes the situation and gives Ss 1 minute to plan the roles and key sentences. T demonstrates with one strong pair.

    Students

    Ss listen to the demonstration and plan their lines in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors, helps with pronunciation and rhythm, and notes good uses of backshift.

    Students

    Pairs role-play the exchange, then switch roles and write two reported sentences about their partner's lines.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to perform and asks other Ss to listen for the speaker intention in each turn.

    Students

    Pairs perform. Listeners answer: 'A apologised.' / 'B asked A to remove the photo.' Ss report their partner's words in reported speech.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises natural rhythm and correct reported forms, and reminds Ss that a clear and responsible message protects the environment.

    Students

    Ss note one good sentence and one correction for the next lesson.

Worksheets

Worksheet 1

Part A - Speaker intentions

  1. What is A apologising for?
  2. What does B ask A to do?
  3. What does A promise?
  4. How does B evaluate A's action?

Part B - Match each word with its meaning

  • biodiversity
  • habitat
  • endangered
  • conservation
  • pollution
  • restore
    Meanings: có nguy cơ tuyệt chủng; ô nhiễm; đa dạng sinh học; môi trường sống; phục hồi; bảo tồn

Part C - Change into reported speech

  1. A: 'I'm sorry I shared the nest location.' → A said ___.
  2. B: 'Could you remove it?' → B asked A ___.
  3. A: 'I have removed it. I'll send the location only to the rescue team.' → A said ___.

Part D - Choose the correct answer (A, B, C or D)

  1. Yesterday Mai said, 'I am tired.' Mai said she ___ tired.
    A. was B. is being C. were D. has
  2. 'We will plant trees,' they said. They said they ___ plant trees.
    A. will to B. had C. were D. would
  3. 'Where do the birds nest?' He asked where the birds ___.
    A. do nested B. nesting C. nested D. did nest

Homework

  • Write a three-sentence summary of the opening conversation using only information from the model. Keep the essential condition: the location is sent only to the rescue team.
  • Answer in two or three sentences: 'Why does the speaker's specific request (remove the location and ask others not to visit) make the conversation more useful than just saying that protecting the environment is important?'
  • Learn the six topic words and write one sentence for each word about protecting the environment in your area.
  • Prepare to read the opening conversation aloud at home with natural rhythm. Record yourself and listen to check whether the content words are stressed.

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