UNIT 10: THE ECOSYSTEM

Lesson 1: Getting started – Ecosystems and humans

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic The ecosystem;
- Gain vocabulary to talk about ecosystems;
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be aware of the responsibility for protecting the ecosystems;
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 11 textbook, Unit 10, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Language analysis

Vietnamese
Form Pronunciation Meaning equivalent

1. flora (n) /ˈflɔːrə/ the plants of a particular area, type of thực vật
environment or period of time

2. fauna (n) /ˈfɔːnə/ all the animals living in an area or in a động vật
particular period of history

3. insect (n) /ˈɪnsekt/ any small creature with six legs and a côn trùng
body divided into three parts. Insects
usually also have wings. Ants, bees and
flies are all insects.
 4. organism /ˈɔːɡənɪzəm/ a living thing, especially one that is sinh vật
(n) extremely small

5. biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/ the existence of a large number of đa dạng

(n) different kinds of animals and plants
which make a balanced environment

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups

Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to - Provide vocabulary and useful language before
deliver a speech assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ecosystems;
- To set the context for the listening and reading part;
b. Content:
- Game: Mystery box - A guessing game where students identify items related to ecosystems using
clues.
c. Expected outcomes:
- Students will actively participate, think critically about ecosystems, and set a positive tone for the
lesson.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Mystery box Raise their hands to guess the Clues:
- Prepare a box with various items or item in the mystery box. - Items related to
pictures related to ecosystems (e.g., - Discuss how each item ecosystems (e.g., leaves,
leaves, small stones, pictures of animals, relates to an ecosystem after stones, water, pictures of
water bottle, etc.). the correct answer is revealed. animals, etc.).
- Give clues about each item without
revealing it.
- For example:
- + "I am something you see on trees, and I
change colors in the fall." (Leaf)
- + "I am essential for all life, and I flow in
rivers and lakes." (Water)
- Ask students to guess what each item is
based on the clues

e. Assessment
- Teacher observes students' enthusiasm and accuracy in guessing the items, listen to their
explanations of how the items relate to ecosystems and give feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students are able to identify some new words before they listen and read the dialogue.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Vocabulary pre-teaching - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanations. 1. flora (n)
- Teacher explains the meaning of the new - Students look at the 2. fauna (n)
vocabulary by pictures. pictures and try to guess 3. insect (n)
the meanings of the 4. organism (n)
words. 5. biodiversity (n)
- Students participate in
the “Rub out and
remember” activity to
reinforce their
understanding.
(Flora)
- Students open their
textbooks to discover the
new words in context.

(fauna)

(insect)

(biodiversity)
- Teacher checks students’ understanding with the
“Rub out and remember” technique.
- Teacher reveals that these five words will appear in
the reading text and asks students to open their
textbook to discover further.
e. Assessment
 - Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic;
- To introduce more words and phrases related to ecosystems;
- To help Ss identify the compound nouns.
b. Content:
- Task 1. Listen and read (p.110)
- Task 2. Read the conversation and decide whether these statements are True or False (p.111)
- Task 3. Complete the diagram with words and phrases in Task 1 (p.111)
- Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match them with
the meaning below (p.111)
c. Expected outcomes:
- Students can understand the content of the dialogue and complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen and read. (5 mins)

-- The teacher introduces the context of the - Ss answer Suggested questions

conversation and directs students' attention to questions about the + What can you see in
the picture, prompting them to answer picture. picture 1?

questions about it. - Ss listen to the + Can you tell your friends

-- The teacher encourages students to use their audio recording what you know about this

creativity, accepting all responses. Then, the and underline place?

teacher explains that Ms. Hoa, Nam, and Mai ecosystem-related + What can you see in
are in class discussing the ecosystem. words and phrases. picture 2?

-- The teacher plays the audio recording twice for - Ss compare their + How do you understand
students to listen and follow along with the text. underlined words the picture?
Students are asked to underline words and with a partner and Suggested answers:
phrases related to the ecosystem in the discuss meanings. 1. Cuc Phuong National
conversation. - Ss participate in a Park

-- The teacher instructs students to compare the class discussion 2. Cuc Phuong National

words they've underlined with a partner and and read the Park is located in Ninh
 discuss their meanings, followed by a class conversation Binh province. It’s the
discussion to check understanding. aloud. first national park and the
-- The teacher selects three students to read the largest nature reserve in
conversation aloud. the country.
3. The hands are holding
different kinds of
animals.
4. We should protect the
wildlife.
Task 2. Read the conversation and decide whether these statements are True or False. (5
mins)
- - The teacher instructs students to work in pairs - Ss work in pairs
and carefully read each statement. They are to read and predict Answer key:
asked to predict whether the statements are whether statements 1. F
True or False, then read the conversation and are True or False. 2. T
find the specific part that provides the - Ss read the 3. T
information. conversation to
- - The teacher goes through each question and find and verify the
asks different pairs to share their answers. information. Extension questions:
- - The teacher verifies the correct answers. - Ss share their Where did Nam visit last
- Extension: The teacher asks additional answers with the week? What did he enjoy
comprehension questions to ensure class and discuss. about his trip? Why are
understanding of other parts of the many ecosystems being
conversation. lost, damaged, or
destroyed?
Task 3. Complete the diagram with words and phrases in Task 1. (5 mins)
- Ss read the Answer key:
- - The teacher asks students to quickly read the
conversation again 1. Living 2. flora
conversation again and find the appropriate
and fill in the 3. fauna 4. Bacteria
words to fill in the diagram.
diagram with 5. Non - living
- - The teacher then invites individual students to
appropriate words.
write their answers on the board. The class
- Ss write their
reviews and checks the answers together.
answers on the
board and review
the answers with
the class.
 Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match them
with the meaning below. (5 mins)

- Ss read the Answer key:

- Teacher has Ss read the four definitions and
definitions and 1. climate change
checks their understanding.
match them with 2. natural resources
- Teacher checks answers by calling on individual
the compound 3. national park
Ss to read out the compound nouns.
nouns. raw materials

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

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise the information about ecosystems that they have learnt in the lesson.
b. Content:
- Create your own Ecosystem
c. Expected outcomes:
- Students can give a short presentation about ecosystems.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5. Drawing - Ss work in groups to design and create
- Teacher asks Ss to work in groups their own ecosystem on a poster or digital Students’
- Teacher invites one or two groups to platform. (7 mín) own
come to the stage and do the - Ss ensure their ecosystem is balanced and creativity.
presentation sustainable, and prepare to explain their
- Teacher asks other groups to listen and design.
gives comments. - Ss present their ecosystem to the class and
- Teacher gives feedback and gives provide feedback on other groups’
marks to the best group. presentations.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do the exercises in the workbook.
- Prepare for the project in Lesson 8