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 purpose, audience and genre features of a project product and oral presentation (a sourced profile, a local action card and a two-minute presentation);
explain how the opening, the supporting details and the closing work together in the model display;
use the target vocabulary accurately: biodiversity, habitat, endangered, conservation, pollution, restore;
apply reported speech (backshift, reported questions with if/whether) when reporting what a source says in the presentation.

2. Competences

a) General competences

Self-control and independent learning: Ss check the source of each fact in the model and in their own draft, and label planning figures and illustrative examples without being reminded.
Communication and collaboration: Ss work in groups of four to draft, rehearse and deliver a two-minute presentation with source credits, then answer questions from classmates.
Problem-solving and creativity: Ss design a local action card and a before/after monitoring plan with equal observation periods for a real environmental issue in their community.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the WWF-based model, write a short sourced profile and give a two-minute oral presentation with a genuine question period.
Language knowledge (pronunciation, vocabulary, grammar): Ss stress content words in the rhythm of sentences such as 'We can PROTECT the FOREST if we work together', use the six target words correctly, and backshift reported statements and questions.

3. Personal qualities

Responsibility: Ss avoid private identifiers, report only actual data and state clearly that no recovery data have been collected yet when this is the case.
Honesty: Ss credit every source, and label the fictional wetland case and any planning figures as examples, not as claimed observations.
Kindness: Ss show respect for wildlife in their action cards by avoiding wildlife souvenirs and keeping a safe distance from nests.
Patriotism: Ss propose a practical action that helps protect the nature of their own locality.
Diligence: Ss revise their draft after peer feedback and rehearse the presentation at least twice before delivering it.

II. Teaching aids and materials

1. Teacher

Projector or interactive board showing the completed WWF-based model display (opening, middle and closing)
Printed copies of Worksheet No. 1 and Worksheet No. 2
A teacher-made sample action card and monitoring plan template (for demonstration only)
NeoEdu lesson page for interactive exercises and the model text: neoedu.vn/learn/10/english/unit-9-project
Board, markers, a timer and a list of target vocabulary

2. Students

Notebook, pen and pencil
A3 poster paper, coloured markers and sticky notes
Printed Worksheet No. 1 and No. 2
Phone or tablet with internet access, if available, for checking the source website (optional)

III. Procedures

Activity 1: Warm-up · 10 minutes

Word web and the rhythm of the topic

a) Aims

Ss activate the target vocabulary about protecting the environment and practise the content-word rhythm of a topic sentence.

b) Content

In groups of three, Ss build a word web around the words 'Protecting the environment' using the six target words: biodiversity, habitat, endangered, conservation, pollution, restore. Then Ss chant the sentence: We can PROTECT the FOREST if we work together. Content words form the main beats; short function words fit between them.

c) Expected outcomes

A word web containing all six target words, each with one short example written by the group (for example: habitat - a wetland where birds nest). The chanted sentence with the content words PROTECT, FOREST, WORK and TOGETHER clearly stressed.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes PROTECTING THE ENVIRONMENT in the centre of the board and asks: What words come to your mind when you hear this topic? T divides the class into groups of three and gives each group a sheet of poster paper.
Students
Ss listen to the instructions and form groups of three. They prepare paper, markers and pens.
Teacher
Step 2: Task performance
T monitors the groups, encourages them to use all six target words and checks that each example is accurate.
Students
Ss draw the word web and write one example for each target word within 5 minutes. Then they practise saying the rhythm sentence together with the stressed content words.
Teacher
Step 3: Report and discussion
T invites two or three groups to show their word webs and asks: Which word is about a problem in our area? Why?
Students
Expected answers: 'Pollution is a problem in our area because the river is covered with plastic waste.' / 'Habitat is important because animals need a place to live and find food.'
Teacher
Step 4: Conclusion and assessment
T models the rhythm sentence, asks Ss to repeat it and highlights that the same six words will appear in the project profile. T writes the key words on the board.
Students
Ss repeat the sentence, focusing on the stressed words PROTECT, FOREST, WORK and TOGETHER, and copy the key words into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Analysing the structure of the model display

a) Aims

Ss identify the subject, audience, supporting details and closing of the model display, and explain the role of each part.

b) Content

Ss read the model display in pairs and complete Worksheet No. 1. Key questions: What is the opening sentence? Which source is given? How is the wetland case presented? What are the three student actions? What does the monitoring plan include? What is the final product?

c) Expected outcomes

A completed Worksheet No. 1. Key points: the opening establishes the subject (WWF; focus: conservation of nature and biodiversity) before the details; the middle gives the source URL, labels the wetland case as a fictional teaching example, and lists three student actions (avoiding wildlife souvenirs, sharing verified information, keeping a distance from nests); the monitoring plan uses equal observation periods and warns that no recovery data have yet been collected; the closing states the final product (a sourced profile, a local action card and a two-minute presentation that distinguishes the organisation's verified mission from the proposed activity).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and projects the model display. T asks: What is the subject of this display? How do you know?
Students
Ss listen and look at the projected display. Expected answer: 'The subject is WWF, and the focus is conservation of nature and biodiversity, because the first line says so.'
Teacher
Step 2: Task performance
T asks pairs to read the display line by line and complete Worksheet No. 1. T circulates and prompts: Is this a fact from the source or an example from our panel?
Students
Pairs read the display, underline the opening sentence and the closing sentence, and fill in the worksheet. They discuss whether each detail is verified or illustrative.
Teacher
Step 3: Report and discussion
T calls on two pairs to share answers. T asks: Why is the wetland case labelled as fictional?
Students
Expected answer: 'Because it is an example for teaching, not a WWF project. If we do not label it, the audience may think it is a real observation.'
Teacher
Step 4: Conclusion and assessment
T summarises the genre features: the opening sets the subject, the details are specific and can be checked, and the closing shows the final product. T writes on the board: Do not turn an illustrative example into a claimed observation.
Students
Ss copy the summary of genre features and the warning into their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Producing evidence ethically and reporting sources

a) Aims

Ss understand how to keep source notes, label planning figures and report what a source says using reported speech.

b) Content

Ss read the guidance Produce evidence ethically and the wetland paragraph (habitat restoration, less unnecessary lighting, better waste collection; an expert should advise which native plants are suitable; monthly observations from the same public path could show trends). Then Ss complete Worksheet No. 2 by converting direct statements into reported speech: I am worried -> She said she was worried. Where do they live? -> He asked where they lived. Do they protect the forest? -> He asked whether they protected the forest.

c) Expected outcomes

A completed Worksheet No. 2 containing: (1) an ethics checklist (consent obtained, no private identifiers, only actual data reported, planning figures and examples labelled); (2) three reported sentences with correct backshift and word order; (3) a one-sentence note explaining why a clean-up alone cannot replace lost reeds, and why monthly observations from the same path show trends but do not prove a single cause.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 2 and reads aloud the three example conversions. T asks: Why does the verb change from am to was in the reported sentence?
Students
Ss listen. Expected answer: 'After the past reporting verb said, the tense moves back one step.'
Teacher
Step 2: Task performance
T asks Ss to complete the checklist and convert three direct statements taken from the wetland paragraph into reported speech. T reminds them not to add do/does/did inside the reported clause.
Students
Ss work individually for 5 minutes, then compare with a partner. Sample conversions: 'The expert said that native plants should be chosen carefully.' / 'The guide asked whether the wetland had been cleaned.'
Teacher
Step 3: Report and discussion
T asks: If you collect real responses from classmates, what must you do first? Why must you report only actual data?
Students
Expected answer: 'We must obtain consent, avoid names or private details, and report only the answers we actually received, so the audience can trust the result.'
Teacher
Step 4: Conclusion and assessment
T confirms the checklist and writes the three rules on the board: consent, no private identifiers, actual data only. T also stresses that planning figures and examples must be labelled.
Students
Ss check their checklist, correct errors in their reported sentences and copy the three rules into their notebooks.

Activity 3: Practice · 15 minutes

Checking understanding of the model

a) Aims

Ss answer comprehension and evaluation questions about the model to check accuracy, support and clarity of their answers.

b) Content

Ss work in pairs to answer Questions 2 to 8 of the lesson: state the purpose and audience and support with one detail; identify the opening sentence and explain its role; select two useful details and explain why they are better than saying only that the topic is important; write a three-sentence summary using only information in the model, keeping the essential limit; choose one sentence from the middle and explain its contribution; read the opening and closing aloud and explain one difference between their jobs; write a short closing paragraph that preserves the model's message without invented results.

c) Expected outcomes

Written answers to Questions 2 to 8. Answer key (teacher to mark with the rubric, not automatic): Q2: purpose is to inform the public about protecting nature and biodiversity; audience is visitors reading the display; support: the source URL lets readers check the mission. Q3: the opening is 'Environmental-organisation display - completed model: WWF; focus: conservation of nature and biodiversity.' It sets the subject before the details. Q4: two details: the source URL, and the label that the wetland case is a fictional teaching example, not a WWF project claim; they are specific and can be checked. Q5 sample: 'This display presents WWF, an organisation focused on the conservation of nature and biodiversity, based on its website. Our panel uses a fictional wetland case to explain habitat protection, and it is not a WWF project claim. The final product is a sourced profile, a local action card and a two-minute presentation.' Q6: 'Three student actions are avoiding wildlife souvenirs, sharing verified information and keeping a distance from nests.' It develops the topic with specific actions. Q7: the opening establishes the situation; the closing lists the final product. Q8 sample: 'Protecting the environment needs clear actions and honest evidence. Our display includes a monitoring plan, but no recovery data have yet been collected.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects Questions 2 to 8 on the board and sets a time limit of 8 minutes. T reminds Ss that each answer needs a clear claim and one piece of support.
Students
Ss read the questions and decide which pairs will answer which questions.
Teacher
Step 2: Task performance
T monitors pairs and asks guiding questions: Is this detail in the model? Did you use any information that is not in the model?
Students
Pairs write answers in their notebooks, checking every detail against the model text on the board or on NeoEdu.
Teacher
Step 3: Report and discussion
T asks one pair to read their answer to Question 5 aloud. T invites other pairs to give feedback: Is the summary complete? Is the limit kept?
Students
Pairs read their answers. Classmates comment, for example: 'Your summary keeps the phrase not a WWF project claim, which is important.'
Teacher
Step 4: Conclusion and assessment
T shows the key answers and marks the rubric: knowledge, support and clarity. T emphasises that a good summary keeps essential limits.
Students
Ss compare their answers with the key, correct their work and note one improvement.

Activity 4: Application · 25 minutes

Our own project: profile, action card and presentation

a) Aims

Ss produce a sourced profile, a local action card and a two-minute presentation with source credits, and answer questions from their audience.

b) Content

In groups of four, Ss choose a real local environmental issue (for example, a polluted stream or a wetland) and a real organisation whose website they can check. Each group drafts: (1) a sourced profile of the organisation with the source URL; (2) a local action card with three student actions; (3) a before/after monitoring plan with equal observation periods, with a warning that no recovery data have yet been collected; (4) a two-minute presentation that distinguishes the organisation's verified mission from the group's proposed activity, using at least one reported statement (for example: The website said that the organisation focused on...). Example data must be labelled.

c) Expected outcomes

A group poster containing: a title, the audience (classmates and school visitors), the source notes, a three-action local action card, a monitoring plan with equal periods, and a clear label for planning figures and examples. Also a two-minute presentation with source credits, a written script of about 150 words, and two or more answers to questions from classmates.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the product requirements, shows the model structure on the board and gives each group a checklist. T reminds Ss to keep the product's title, audience, method and practical limits visible.
Students
Ss form groups of four, choose their issue and organisation, and read the checklist.
Teacher
Step 2: Task performance
T circulates, checks sources and asks: Can you show where this fact comes from? Is this figure real or a planning figure? Which part is your proposal?
Students
Groups draft their poster, write the script, label examples and rehearse the presentation twice. Expected sample: 'The stream is polluted by plastic waste. Our plan is a monthly clean-up, but no recovery data have yet been collected.'
Teacher
Step 3: Report and discussion
T calls two or three groups to present. After each presentation, T asks the audience to ask one genuine question.
Students
Groups present within two minutes, credit their sources and answer questions. Expected question: 'How will you know if the stream is cleaner?' Expected answer: 'We will compare observations from the same place each month, but we cannot prove one cause yet.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on source credits, labels for examples and the clarity of the presentation. T highlights the strongest point of the lesson: a usable product needs evidence, labels and a genuine question period.
Students
Ss note feedback on their own product and decide what to revise at home.

Worksheets

Worksheet No. 1

Read the model display and complete the notes below.

Opening sentence (copy it exactly): ...
Subject of the display: ...
Focus of the display: ...
Source given: ...
Fictional teaching example: ...
Three student actions: 1) ... 2) ... 3) ...
Feature of the monitoring plan: ...
Warning about data: ...
Final product (three items): ...

Questions:

Which organisation is the model about, and what is its focus?
Why must the wetland case be labelled as fictional?
Which part of the display is a fact from the source, and which part is an example from our panel?
What is the difference between the opening and the closing?

Worksheet No. 2

Part A. Ethics checklist for evidence (tick Yes or No).

Consent was obtained from every person who answered.
No private identifiers (names, addresses, phone numbers) are included.
Only actual data are reported.
Planning figures are labelled.
Illustrative examples are labelled.

Part B. Change the direct statements into reported speech.

I am worried. -> She said ...
Where do they live? -> He asked ...
Do they protect the forest? -> He asked ...
The expert said: Native plants should be chosen carefully. -> The expert said ...

Part C. Answer in one or two sentences.

Why can a clean-up alone not replace lost reeds?
Why do monthly observations from the same public path show trends but not prove a single cause?

Homework

Finish the group poster. Check that every fact has a source URL or a clear label as an example, and that the monitoring plan uses equal observation periods.
Rehearse the two-minute presentation three times in front of a family member. Include at least one reported statement with correct backshift, for example: The website said that the organisation focused on conservation.
Write a short closing paragraph of about 60 words that preserves the message of your product and does not include any invented results.
Revise Worksheet No. 2: rewrite any reported sentence that still contains do/does/did inside the reported clause.

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