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

Giáo án Speaking

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the parts of a complete spoken contribution: position, concrete example, limitation and invitation to respond.
- Explain how a supporting detail (for example, 'A clean-up alone cannot replace lost reeds') makes a viewpoint more convincing than a general claim.
- Use reported speech (backshift, reported questions with if/whether) to report a partner's words.
- Respond to a partner with a real follow-up question.

2. Competences

a) General competences

Self-control and independent learning: Ss work alone to read the model and complete Worksheet 1 before comparing answers with a partner.
Communication and collaboration: Ss work in pairs to practise the interaction, give feedback to each other and ask real follow-up questions.
Problem-solving and creativity: Ss build their own viewpoint on protecting the environment, choose a concrete example and suggest a limitation for it.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the model, develop a 1–2 minute spoken contribution on 'Protecting the environment' and respond to a partner's follow-up question.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (biodiversity, habitat, endangered, conservation, pollution, restore), apply the rhythm of content words and transform statements and questions into reported speech.

3. Personal qualities

Responsibility: Ss take responsibility for their own ideas and for the accuracy of the example they give, and they do not present invented results as real observations.
Kindness: Ss listen politely to their partner, thank the partner for feedback and respond constructively.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the speaking model and the interaction slide
Printed Worksheet 1 (one copy per pair)
Timer
NeoEdu online lesson page: neoedu.vn/learn/10/english/unit-9-speaking (lesson notes, examples and interactive exercises)

2. Students

Notebook, pen, pencil
Printed or handwritten copy of Worksheet 1
Vocabulary list from Unit 9

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming ways to protect the environment

a) Aims

Ss activate prior knowledge about environmental protection and review the six target words of the unit.

b) Content

T asks Ss in pairs to discuss the questions: 'What is a habitat?', 'What can cause pollution in a wetland?' and 'Which animals or plants may be endangered in your area?'. Ss then draw a word web with the topic 'Protecting the environment' and add at least four words from the list: biodiversity, habitat, endangered, conservation, pollution, restore.

c) Expected outcomes

A word web with at least four target words, for example:

pollution → waste collection
habitat → restore → native plants
endangered → conservation → biodiversity
Ss share their web with the class in one sentence each.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the topic 'Protecting the environment' on the board and shows the six target words on the slide. T explains the task: work in pairs, discuss the three questions, then build a word web.
Students
Ss listen and ask clarifying questions if needed.
Teacher
Step 2: Task performance
T walks around, checks the pairs' understanding and gives hints such as 'What causes pollution in a river?'.
Students
Ss discuss in pairs and write the word web in their notebooks. Possible answer: 'Pollution can come from waste, so better waste collection can protect a habitat.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their web and asks, 'Why did you connect these words?'.
Students
Representative pairs present: 'We connected habitat and restore because a damaged habitat can be restored.' Other Ss add comments.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings of the six words (biodiversity: đa dạng sinh học; habitat: môi trường sống; endangered: có nguy cơ tuyệt chủng; conservation: bảo tồn; pollution: ô nhiễm; restore: phục hồi) and introduces the lesson aim: to develop and defend a viewpoint on protecting the environment.
Students
Ss copy the confirmed meanings and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Analysing a complete speaking model

a) Aims

Ss identify the structure of a complete spoken contribution and explain the function of each part of the model.

b) Content

Ss read the model silently: 'To protect the wetland, I would combine habitat restoration, less unnecessary lighting and better waste collection. A clean-up alone cannot replace lost reeds. An expert should advise which native plants are suitable. Monthly observations from the same public path could show trends, although they would not prove a single cause.'
Ss complete Worksheet 1 by identifying the position, the concrete example, the expert support and the limitation. T asks: 'Why does the speaker say the observations would not prove a single cause?'

c) Expected outcomes

Completed Worksheet 1:

Position: combine habitat restoration, less unnecessary lighting and better waste collection.
Concrete example: A clean-up alone cannot replace lost reeds.
Expert support: An expert should advise which native plants are suitable.
Limitation: Monthly observations could show trends, although they would not prove a single cause.
Key idea: a viewpoint is more convincing when it is supported by a specific detail and when the speaker admits what the evidence cannot prove.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the model and distributes Worksheet 1. T explains: 'Read the model silently. Then find the position, the concrete example, the expert support and the limitation.'
Students
Ss read the model silently for about one minute and listen to the instructions.
Teacher
Step 2: Task performance
T asks: 'Which sentence states the speaker's main idea?' and 'Which sentence gives a specific detail?'. T monitors and helps weaker Ss underline the key sentences.
Students
Ss complete the worksheet individually. Possible answers: 'The main idea is To protect the wetland, I would combine...' and 'The specific detail is A clean-up alone cannot replace lost reeds.'
Teacher
Step 3: Report and discussion
T asks Ss to compare answers with a partner and then invites one pair to present. T asks: 'What would be missing if the speaker only said that protecting the wetland is important?'
Students
Ss compare answers. A pair reports: 'Without the example about reeds, the listener would not know what the problem is.' Another S answers: 'The limitation makes the speaker sound honest and believable.'
Teacher
Step 4: Conclusion and assessment
T summarises: a complete spoken contribution includes a clear position, a concrete example, support from a suitable source and an acknowledged limitation. T points out that the model does not claim results that were never observed.
Students
Ss correct their worksheets and write the four parts in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language focus: rhythm and reported speech

a) Aims

Ss read with clear rhythm by stressing content words and report a partner's words accurately using backshift and if/whether.

b) Content

Part 1: T models 'PROTECT the FOREST' and 'KEEP the RIVER CLEAN'. Ss read the sentence 'We can protect the forest if we work together.' and mark the content words as main beats.
Part 2: T writes on the board: 'I am worried' → 'She said she was worried.'; 'Where do they live?' → 'He asked where they lived.'; 'Did you remove the post?' → 'He asked whether I had removed the post.' T asks: 'Why do we change the tense and the pronoun?'

c) Expected outcomes

Rhythm: content words are stressed (PROTECT, FOREST, WORK, TOGETHER) and function words are short (we, can, if, we).
Reported statement: I am worried → She said she was worried.
Reported question (wh-): Where do they live? → He asked where they lived.
Reported yes/no question: Did you remove the post? → He asked whether I had removed the post.
Ss do not add do/does/did inside the reported clause.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the two focuses of the activity: rhythm and reported speech. T says: 'Listen and repeat, then mark the stressed words.'
Students
Ss listen to T's model and repeat in chorus.
Teacher
Step 2: Task performance
T asks Ss to read 'We can protect the forest if we work together' and mark the main beats. Then T gives three direct sentences and asks Ss to report them in their notebooks.
Students
Ss mark the beats: We can PROTECT the FOREST if we WORK toGETHer. They transform sentences individually, then check with a partner. Possible answer: 'She asked whether I had removed the post.'
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to read the sentence aloud and report one sentence. T corrects pronunciation and grammar gently.
Students
Ss read aloud and report their sentences, for example: 'He said he was sorry for the mistake.'
Teacher
Step 4: Conclusion and assessment
T confirms: reported statements usually backshift after a past reporting verb; yes/no questions use if or whether; a still-true fact may keep its tense; and the rhythm should be clear, not forced.
Students
Ss write the three rules in their notebooks.

Activity 3: Practice · 10 minutes

Responding to a partner

a) Aims

Ss practise the interaction pattern: apologise, thank, ask for an action and respond to a partner's request.

b) Content

Ss practise the interaction in pairs:
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.
Then Ss change the situation to a new mistake of their own (for example, sharing a photo of an endangered animal's habitat) and ask one real follow-up question. After that, one S reports to the class what the partner asked, using reported speech.

c) Expected outcomes

A pair dialogue of 6–8 lines using:

an apology: I'm sorry I ...
a thank-you: Thank you for telling me.
a request: Could you ...?
a response: That is a responsible way to ...
one real follow-up question, for example: 'Who else has seen the location?'
A reported sentence, for example: 'My partner asked me whether I had removed the post.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the dialogue with a strong S and explains the task: practise the dialogue, then change the situation and add a follow-up question.
Students
Ss listen and note the useful expressions.
Teacher
Step 2: Task performance
T monitors pairs, notes common errors (for example, missing backshift or adding did inside a reported clause) and gives feedback on rhythm.
Students
Ss practise the original dialogue twice, then create their own version. Possible new mistake: 'I'm sorry I forgot to close the rubbish bin near the lake.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to perform their dialogues and asks the class to report one thing the partner asked.
Students
Pairs perform. Listeners report: 'She asked whether he had told the team.'
Teacher
Step 4: Conclusion and assessment
T praises effective responses and reminds Ss that a good partner asks a real question about the content, not a prepared speech.
Students
Ss note one improvement they will make in the application task.

Activity 4: Application · 10 minutes

Defending a viewpoint in a spoken contribution

a) Aims

Ss develop and defend their own viewpoint on protecting the environment in a 1–2 minute spoken contribution and respond to a follow-up question.

b) Content

Ss prepare a spoken contribution on 'Protecting the environment' for their classmates, following the structure: a clear position, one concrete example, one expert or reliable source (if any), one acknowledged limitation and an invitation to respond. Any proposal or example data must be labelled as a proposal or an example. Each S speaks for 1–2 minutes; the partner asks one real follow-up question.

c) Expected outcomes

A 1–2 minute spoken contribution containing:

a position: To protect the local lake, I would ...
a concrete example labelled as an example: For instance, ...
a limitation: This plan could not ... on its own.
an invitation: What do you think about ...?
An answer to one real follow-up question from the partner.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the four-part checklist on the slide. T reminds Ss that proposals and example data must be labelled, and that results must not be invented.
Students
Ss note the checklist and ask questions if needed.
Teacher
Step 2: Task performance
T gives Ss 3 minutes to plan and write brief notes. Then Ss practise in pairs. T monitors and gives feedback on clarity and interaction.
Students
Ss write notes and rehearse. Possible follow-up question from a partner: 'Who would advise on the native plants?'
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to deliver their contributions to the class. Listeners give one positive comment and one question.
Students
Ss present. A listener asks: 'Could you explain why monthly observations are useful?' The speaker responds with a real answer.
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on position, support, limitation and interaction, and recalls the lesson aim: to develop and defend a topic-related viewpoint and respond to a partner.
Students
Ss record one strength and one area to improve in their notebooks.

Worksheets

Phiếu học tập số 1

Read the model and complete the table below.

Position (the speaker's main idea): ...
Concrete example (a specific detail): ...
Expert support (who should advise and what): ...
Limitation (what the evidence cannot prove): ...
Invitation to respond (any sentence that asks for a reaction): ...
Question 1: Why is the example 'A clean-up alone cannot replace lost reeds' more useful than saying 'The wetland is important'?
Question 2: Why does the speaker say the observations 'would not prove a single cause'?
Question 3: Write one sentence that gives a limitation for your own plan.

Homework

Prepare your spoken contribution on 'Protecting the environment' (1–2 minutes). Include a clear position, one concrete example, one limitation and one invitation to respond. Label any proposal or example data.
Write a short follow-up question you could ask a classmate about his or her contribution.
Practise the rhythm of the sentence 'We can protect the forest if we work together' five times at home.
Review reported speech: write three direct sentences from the dialogue in this lesson and report them using backshift and if/whether.
Visit the NeoEdu page neoedu.vn/learn/10/english/unit-9-speaking and complete the interactive exercises before the next lesson.

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