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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 2. Unit 2: Humans and 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 in the opening conversation (asking for advice, giving advice and instructions)
    • use the topic vocabulary: carbon footprint, reusable, household appliance, reduce, recycle, litter
    • distinguish will + base verb (decision made now or prediction) from be going to + base verb (prior intention or prediction based on present evidence)
    • form the passive clause with be in the original tense (will collect → will be collected; People collect paper → Paper is collected)
    • pronounce the consonant blends /kl/, /pl/, /gr/, /pr/ correctly

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and grammar tasks individually first and check their own answers against the key before discussing with their partner.
  • Communication and collaboration: Ss work in pairs to discuss speaker intentions, share answers and read the dialogue aloud with correct intonation and stress.
  • Problem-solving and creativity: Ss choose the correct tense in context, explain why, and write a short summary of a conversation using only the given information.

b) Specific competences

  • Language knowledge: Ss recognise and use the topic vocabulary, the will / be going to contrast and the passive form of will in context, and pronounce consonant blends accurately.
  • Communicative competence in English through listening, speaking, reading and writing: Ss follow the opening exchange, identify what each speaker intends to do, and produce a short written summary of the exchange.

3. Personal qualities

  • Responsibility: Ss take turns in pairs and groups and accept their share of the work in the pair or group tasks.
  • Diligence: Ss complete every practice item on time and revise their written summary after checking it against the model.
  • Honesty: Ss report their own answers accurately during peer checking and admit when they are unsure of a form.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, lesson slides with the conversation, vocabulary and grammar boxes
  • Answer key for exercises 2 to 5 and the sample summary for exercise 9
  • Printed Worksheet No. 1 (one copy per pair)
  • Timer and small cards for the sorting activity
  • NeoEdu online lesson page with interactive exercises: neoedu.vn/learn/10/english/unit-2-getting-started

2. Students

  • Student textbook English 10 (Global Success), Unit 2 Getting Started
  • Notebook, pen, pencil and eraser
  • Pencil or highlighter for marking answers on the worksheet

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorm: What do we do with spare paper?

a) Aims

Ss activate prior knowledge about waste paper and get ready for the opening conversation and the topic Humans and the environment.

b) Content

Ss look at the phrase spare paper written on the board and say what they usually do with used or spare paper at home or at school. Ss then listen to the opening conversation read aloud by T and predict what the speakers will talk about.
Guiding questions:

  • What do you usually do with spare paper?
  • Why is it important to think about paper waste?
  • What do you think Speaker A is asking, and what do you think Speaker B will answer?

c) Expected outcomes

  • A short list of 3 to 4 ideas from the class, for example: reuse it for rough work, recycle it, or throw it away.
  • Ss' predictions: Speaker A asks for advice on what to do with spare paper; Speaker B gives advice.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes spare paper on the board and asks: What do you usually do with spare paper? T asks Ss to think for 30 seconds before answering.

    Students

    Ss think silently and prepare their answers.

  2. Teacher

    Step 2: Task performance

    T reads the opening conversation aloud twice and asks Ss to listen for the advice given.

    Students

    Ss listen and note any words they recognise, such as paper, clean, sheets, names, marks.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 Ss to share their ideas and their predictions about the conversation.

    Students

    Ss answer, for example: We recycle it. / We use it again for drafts. / I think B will tell A to check the paper first.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the conversation is about what to do with spare paper and links it to the unit topic Humans and the environment. T writes the unit title on the board.

    Students

    Ss write the unit title in their notebooks and copy the lesson aim.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary and speaker intentions

a) Aims

Ss understand the six topic words and identify what each speaker intends to do in the opening conversation.

b) Content

Ss work in pairs with the vocabulary list. T models the pronunciation of each word, then Ss match the words with their meanings. After that, Ss read the conversation in pairs and decide what each speaker wants to achieve.
Vocabulary:

  • carbon footprint (lượng phát thải khí nhà kính quy đổi)
  • reusable (có thể tái sử dụng)
  • household appliance (thiết bị gia dụng)
  • reduce (giảm)
  • recycle (tái chế)
  • litter (rác vứt bừa bãi)
    Guiding questions:
  • What is Speaker A's intention in the first line?
  • What is Speaker B doing in the second and fourth lines?
  • Which words tell you that the advice is about paper?

c) Expected outcomes

  • Vocabulary: carbon footprint = lượng phát thải khí nhà kính quy đổi; reusable = có thể tái sử dụng; household appliance = thiết bị gia dụng; reduce = giảm; recycle = tái chế; litter = rác vứt bừa bãi.
  • Speaker intentions: Speaker A wants to ask for advice (What should we do with all this spare paper?). Speaker B wants to give advice and instructions (You should check...; Then ask the teacher to dispose of those securely; Use only the other sheets...).
  • Key takeaway: the opening question sets the topic, and the replies give specific, usable information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and asks Ss to match each word with its meaning in pairs. T reminds Ss to read the conversation twice before deciding on the speakers' intentions.

    Students

    Ss open their textbooks, read the words and work in pairs to match them with their Vietnamese meanings.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and helps Ss who cannot find the meaning. T asks pairs to underline the sentences that show advice.

    Students

    Ss match the words, read the conversation and underline the advice sentences. Expected answer: You should check...; Then ask the teacher...; Use only the other sheets...

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read out their matching and calls on another pair to give the intentions of Speaker A and Speaker B.

    Students

    Ss answer, for example: Speaker A wants to ask for advice. Speaker B wants to tell A what to do.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and the two intentions on the slide. T highlights that the advice is specific (check the paper, ask the teacher, use the other sheets) and not a general statement.

    Students

    Ss copy the vocabulary list and the intentions into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Will, be going to and the passive

a) Aims

Ss distinguish will + base verb from be going to + base verb by meaning and form the passive with will.

b) Content

T presents the meaning of each structure with two example sentences from the lesson and then shows the passive transformation. Ss sort the example cards into two groups.
Card examples:

  • We will plant native trees on Friday. (Agreed yesterday) / The bag is heavy. I will carry it for you. (Offer now)
  • We are going to plant native trees. (Prior intention) / Look at those dark clouds. It is going to rain. (Prediction based on present evidence)
    Passive examples:
  • People collect paper. → Paper is collected.
  • will collect → will be collected
    Guiding questions:
  • Is the decision made before or at the moment of speaking?
  • Is there present evidence for the prediction?
  • Who is the receiver in the passive sentence? Why does it become the subject?
  • Is the agent (by people) necessary? When can we leave it out?

c) Expected outcomes

  • will + base verb: a decision made now (offer, spontaneous decision) or a prediction, e.g. I will carry it for you. / The bag is heavy. (decision at the moment of speaking)
  • be going to + base verb: a prior intention or a prediction based on present evidence, e.g. We are going to plant native trees. / Look at those dark clouds. It is going to rain.
  • Passive: the receiver becomes the subject, e.g. People collect paper → Paper is collected. Keep the original tense in be: will collect → will be collected.
  • The agent with by is optional when it is unimportant (Paper is collected, not Paper is collected by people).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two structures and the passive examples on the slide. T gives each pair a set of cards and asks them to sort the cards into two columns: will and be going to.

    Students

    Ss read the explanation in the textbook and get the cards ready.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and asks guiding questions such as: Was the decision made before or at this moment? Is there evidence now? Pairs then transform People collect paper into the passive.

    Students

    Ss sort the cards and write the passive: Paper is collected. Ss then write will collect → will be collected in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to show their two columns and asks another pair to explain the reason for one card in the will column.

    Students

    Ss answer, for example: I will carry it for you is a decision made at the moment of speaking, so we use will. It is going to rain is a prediction based on the dark clouds, so we use be going to.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule: will for a decision now or a prediction; be going to for a prior intention or a prediction with evidence. T stresses that in the passive, the receiver becomes the subject and be keeps the original tense. T also notes that the agent with by can be omitted.

    Students

    Ss copy the rule and the two passive examples into their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Pronouncing consonant blends

a) Aims

Ss pronounce the consonant blends /kl/, /pl/, /gr/ and /pr/ clearly and read a sentence with the correct release of the sounds.

b) Content

T models the blends and the sentence. Ss repeat in chorus, then individually. T points out that the /k/ is released into /l/ without an extra vowel, and that /p/ is kept before /l/ and /r/.
Words: clean, plates, green, grass, practical, plan
Sentence: Our group plans to protect the green playground.

c) Expected outcomes

  • Ss pronounce the blends /kl/ (clean, plates), /pl/ (plates, plan, plans, playground), /gr/ (green, grass), /pr/ (practical, protect) without adding an extra vowel.
  • Ss read the sentence Our group plans to protect the green playground. with clear blends and natural rhythm.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the blends on the board and explains where the sounds are made. T asks Ss to watch T's mouth.

    Students

    Ss watch and listen carefully to T's model.

  2. Teacher

    Step 2: Task performance

    T leads chorus drilling of the words and then the sentence. T calls on individual Ss to read the words aloud and gives feedback on the release of /k/ and /p/.

    Students

    Ss repeat in chorus, then 3 to 4 Ss read the words individually. They practise the sentence in pairs.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read the sentence aloud and rates the blends together with the class.

    Students

    Ss read the sentence aloud and listen to their classmates. Ss say which word they found hardest, for example: practical or protect.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule: release the first consonant into the second without adding a vowel, and keep /p/ before /l/ and /r/.

    Students

    Ss repeat the key sounds once more and note the rule in their notebooks.

Activity 3: Practice · 10 minutes

Matching and choosing the right structure

a) Aims

Ss consolidate the topic vocabulary and choose the correct form of will and be going to in short contexts.

b) Content

Ss complete Worksheet No. 1 in pairs. The exercises are: matching the topic expressions with their meanings (exercise 2), and choosing the correct answer for exercises 3, 4 and 5.
Exercise 2: Match each topic expression with its meaning in this unit.
Exercise 3: We agreed yesterday. We ___ plant native trees on Friday. A. are going to; B. will to; C. going to; D. are go to
Exercise 4: The bag is heavy. I ___ carry it for you. A. am going; B. will to; C. am; D. will
Exercise 5: Look at those dark clouds. It ___. A. going rains; B. is rain; C. is going to rain; D. will to rain
Guiding questions for pairs:

  • Is the action already planned or decided at the moment of speaking?
  • Is there any present evidence?

c) Expected outcomes

  • Exercise 2: carbon footprint = lượng phát thải khí nhà kính quy đổi; reusable = có thể tái sử dụng; household appliance = thiết bị gia dụng; reduce = giảm; recycle = tái chế; litter = rác vứt bừa bãi.
  • Exercise 3: A (are going to; an agreed prior intention).
  • Exercise 4: D (will; the offer is made at the moment of speaking).
  • Exercise 5: C (is going to rain; present evidence: dark clouds).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and reads the instructions. T reminds Ss to explain their choice with a reason, not only the letter.

    Students

    Ss take the worksheet and read the exercises.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete exercises 2 to 5 and walks around to check. T uses the NeoEdu page for a quick self-check if time allows.

    Students

    Ss work in pairs, discuss and write their answers. Expected answers: 2 (matching), 3 A, 4 D, 5 C.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to read their answer to exercise 3 and asks another pair to explain exercise 5.

    Students

    Ss answer, for example: For exercise 3 the answer is A because we agreed yesterday, so it is a prior intention. For exercise 5 the answer is C because the dark clouds are present evidence of rain.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide and confirms the reasons. T asks Ss to correct any wrong answers in a different colour.

    Students

    Ss compare with the key and correct their worksheets.

Activity 4: Application · 5 minutes

Summarising the conversation and sharing an eco-plan

a) Aims

Ss write a short three-sentence summary of the opening conversation and use will or be going to to talk about their own plan to reduce paper waste.

b) Content

Ss write a three-sentence summary of the conversation using only the information in the model (exercise 9). Keep the condition that the clean sheets are used only for rough work, and the sheets with names and marks must be disposed of securely by the teacher. Then Ss tell a partner one plan they will or are going to do at home or at school to reduce paper waste.
Sentence starters: I will... / I am going to... / The paper is recycled... / The sheets are disposed of...

c) Expected outcomes

  • Sample summary:
    A asks what to do with spare paper.
    B advises checking whether the paper is clean on one side.
    Sheets with names and marks should be disposed of securely by the teacher, and the other sheets should be used only for rough work.
  • Ss' plans, for example: I will bring a reusable bottle to school. / I am going to reuse the clean side of my paper for drafts.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the sentence starters. T reminds Ss to keep the essential condition (only for rough work) and not to add new facts.

    Students

    Ss read the task and the starters, then write their summary individually.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who struggle with the passive form. T asks pairs to exchange summaries and check whether the condition is kept.

    Students

    Ss write their summaries and share their plans with a partner.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 to 3 Ss to read their summary and one plan aloud.

    Students

    Ss read aloud, for example: The sheets with names and marks are disposed of securely by the teacher.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate summaries, corrects the use of will and be going to, and reminds Ss that a specific plan is better than a general statement about the environment.

    Students

    Ss note the corrections in their notebooks.

Worksheets

Worksheet No. 1

Exercise 2. Match each topic expression with its meaning.

  • carbon footprint
  • reusable
  • household appliance
  • reduce
  • recycle
  • litter
    Meanings (not in order):
  • giảm
  • tái chế
  • có thể tái sử dụng
  • rác vứt bừa bãi
  • thiết bị gia dụng
  • lượng phát thải khí nhà kính quy đổi

Exercise 3. We agreed yesterday. We ___ plant native trees on Friday.
A. are going to B. will to C. going to D. are go to

Exercise 4. The bag is heavy. I ___ carry it for you.
A. am going B. will to C. am D. will

Exercise 5. Look at those dark clouds. It ___.
A. going rains B. is rain C. is going to rain D. will to rain

Explain your answer for exercise 3, 4 and 5 in one short sentence each.

Homework

  • Write four sentences about your own plans to reduce waste at home. Use will in two sentences (a decision made now or a prediction) and be going to in two sentences (a prior intention or a prediction based on present evidence).
  • Rewrite two sentences in the passive: People collect paper → Paper is collected. / People will recycle bottles → Bottles will be recycled. Keep the original tense in be.
  • Read aloud the sentence Our group plans to protect the green playground. five times, paying attention to the blends /kl/, /pl/, /gr/ and /pr/. Record yourself and listen again to check.

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