Teachers’ Names: Nguyen Thi Kim Anh

Instructor’s name’s: Nguyen Phan Thanh Thao

School: Tam Hiep High School

Class: 10C1

Date of teaching: March 27th, 2025

LESSON PLAN

TEXTBOOK: English 10 - UNIT 9 : Protecting the environment

LESSON 2: Language (page: 101-103)
Duration: 45 minutes
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise sentence stress and become aware of rhythm in speaking;
- Understand and put words/ phrases related to the environment to good use;
- Revise and practise the reported speech with statements and questions.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be ready & responsible for participating in environmental activities;
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Form Pronunciation Meaning
1. biodiversity (n) /ˌbaɪ.əʊ.daɪ the existence of a large number of different kinds of
ˈvɜː.sə.ti/ animals and plants with make a balanced environment
2. ecosystem (n) /ˈiː.kəʊˌsɪs.təm/ all the living things in an area and the way
they affect each other and the environment
3. habitat (n) /ˈhæb.ɪ.tæt/ the natural environment in which an animal or
plant usually lives
4. wildlife (n) /ˈwaɪld.laɪf/ animals, birds, insects, etc. that are wild and live in a
natural environment
5. climate change (n) /ˈklaɪ.mət ˌtʃeɪndʒ/ changes in the earth’s weather, especially the increase
in temperature

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Assumption
Anticipated difficulties Solutions

- Students may be confused when

identifying stressed words in sentences and  Give short and clear explanations with
stressed syllables in words. relevant examples for each case..
- Students may be confused when changing
direct speech into reported speech.
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on cause-effect relation.
- To set the context for the speaking part;
- To help Ss get ready for the lesson by providing some background information.
b. Content:
- Guessing game
c. Expected outcomes:
- Students can follow the instructions to perform the task successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Guessing game - Suggested answers:
-Teacher divides the class into 2 teams. 1. air pollution
-Teacher shows each picture on the screen. 2. global warming
-If a team can answer the word, students raise their hands
and say BINGO to get the chance to answer. 3. deforestation
-If Ss have a correct answer, they get 1 point for their 4. water pollution
team. 5. recycle
-The team with more points will be the winner of the
game
Question1:

Question 2:

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 Question 3:

Question 4:

Question 5:

e. Assessment
The teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help students understand the concept and identify sentence stress
- To help Ss practise sentence stress and become aware of rhythm in speaking
b. Content:
- Introducing rhythm of speech
- Task 1. Listen and repeat. Pay attention to the stressed words in the sentences. (p.101)
- Task 2. Mark the stressed syllables in the words in bold. Then practice saying the sentences with a
natural rhythm. (p.101)
c. Expected outcomes:
- Students can practise speaking with a natural rhythm.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen and repeat. Pay attention to the stressed words in the sentences. (p.101)
- T plays the recording and asks Ss to listen and repeat after each
sentence, paying attention to the stressed words in the sentences.
- Ss focus attention on the way the words are grouped in the Students’ practice

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 sentences and the pauses after between groups.
- T puts Ss into pairs and has them practise reading the sentences
to each other as naturally as they can.
- T corrects mistakes if necessary.
Task 2. Mark the stressed syllables in the words in bold. Then practice saying the sentences with
a natural rhythm. (p.101)
- Suggested answer:
- T puts Ss into pairs and has them read out the sentences to each
other as naturally as possible. T reminds them to stress the correct 1. 'Don’t 'feed the 'animals in
syllables in the words in bold and pauses in appropriate places. the 'zoo while they are 'resting.
- T lets Ss mark the stressed syllables in the words in bold 2. The 'teacher 'asked his
individually. 'students to 'focus on their
- Ss work in pairs to compare their answers. 'work.
- Check answers as a class. 3. 'What were you 'doing when I
'rang you up an 'hour ago?
4. Are you 'reading the 'book
about en'dangered 'animals in
the 'world?
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: VOCABULARY (10 mins)

a. Objectives:
- To make sure that Ss understand the meanings of the words / phrases will be learnt in the unit.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1. Match the words and phrases with their meaning. (p.102)
- Task 2. Complete the sentences using the correct form of the words and phrases in 1. (p.102)
c. Expected outcomes:
- Students can identify some new words before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary by pictures. 1. biodiversity (n)
2. ecosystem (n)
3. habitat (n)
4. wildlife (n)
5. climate change (n)

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Task 1. Match the words and phrases with their meaning. (p.102)
- T asks Ss to work independently or in pairs and asks them to read - Suggested answers:
the words and phrases carefully and match them to their meanings. 1. a
- Then T invites student to read aloud a word / phrase and 2. d
3. e
definition. 4. b
- T checks answers as a class. 5. c

Task 2. Complete the sentences using the correct form of the words and phrases in 1. (p.102)
- T asks Ss to read the sentences and underline the key words.
1. ___________ is important because plants and animals depend on
each other to survive. - Suggested answer:
1. Biodiversity
2. A new series of educational programmes shows the importance of 2. wildlife
________ to humans. 3. habitats
3. Their work involves protecting and creating natural ________ for 4. climate change
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 plants and animals. 5. ecosystem
4. Countries need to work together to deal with global issues such as
deforestation and ______________.
5. Pollution can have serious effects on the balance of _________.
- T asks Ss to work in pairs using the correct form of the words and
phrases in 1.
- Ss read the sentences carefully to decide which word / phrase in
task 1 can be used to complete each of the sentences and explain
that they can use the context clues to help them decide on the word /
phrase.
- T asks Ss work in pairs.
- Then T asks Ss to give the answers as well as the reasons why they
have chosen the word / phrase for each sentence.
- T checks answers as a class and confirms the correct answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMER (15 mins)

a. Objectives:
- To have Ss revise reported speech with statements and questions.
b. Content:
- Task 4. Work in groups. Decide which human activity contributes to global warming the most. Report
to the whole class. (p.57)
c. Expected outcomes:
- Students can use reported speech with statements and questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct word or phrase to complete each sentence. (p.102)
- T tells Ss to look at Remember! box on page 40 and asks
them to make a list of changes when reporting a statement - Suggested answers:
or a question. In weaker classes, provide some prompts, 1. was
e.g. tense, pronouns, time and place, if necessary. 2. suggested
- 3. the following week
 S + say(s) / said + (that) + S + V 4. asked
- Wh-questions: 5. had handed
 S + asked (+O) / wanted to know / wondered +
Wh-words + S + V
- Yes/No questions:
 S + asked / wanted to know / wondered + if /
whether + S + V

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 - T lets Ss work individually to choose the correct word or
phrase in each sentence.
- T tells them to exchange their answers in pairs.
- T checks answers as a class and asks Ss to explain their
choices.

Task 2. Change these sentences into reported speech. (p.103)

- T asks Ss to work independently and rewrite the - Suggested answers:
sentences using reported speech. T also reminds Ss of the 1. Mrs Le explained that the burning of
changes needed: personal pronouns, tenses of verbs, and coal led (leads) to air pollution.
adverbs of time. 2. Nam said he had to present his paper on
- T lets Ss work individually. endangered animals the following week.
- T has Ss work in pairs to compare answers. 3. Linda asked the speaker if human
- T checks answers as a class and confirms the correct activities had (have) an impact on the
answers. environment.
4. Nam asked Mai what environmental
projects her school did.
5. Tom said to / told Nam that he would
read more articles before writing the essay.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (1 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board Plan

Date of teaching
UNIT 9: PROTECTING THE ENVIRONMENT
Lesson 2: Language
*Warm-up
Guessing game

- Task 1: Match the activities with their effects.

- Task 2: Complete the conversation.
- Task 3: Talk about the other human activities that contribute to global warming.
- Task 4: Decide which human activity contributes to global warming the most.

*Homework

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 ---The End---
Instructor Presenter

Nguyen Phan Thanh Thao Nguyen Thi Kim Anh