Giáo án Looking back

Ss activate prior knowledge of the Unit 2 theme (humans and the environment) and recall key vocabulary before the review. This is Period 1 of 2.

Ss play a word chain in two teams. T says 'environment' and each team member must say one word or phrase connected with the topic (e.g., waste, plastic, recycle, reduce, litter, energy). Each new word must start with the last sound of the previous word. T writes the words on the board and points out the six target items: carbon footprint, reusable, household appliance, reduce, recycle, litter.

A board list of at least 10 topic words from Ss, including the six target items: carbon footprint, reusable, household appliance, reduce, recycle, litter. Ss identify which words they already know and which are new to them.

Ss review the six topic expressions of Unit 2 and link each one to its meaning and to an example sentence, so that they can use the words accurately in later tasks.

Ss work in groups of four using a jigsaw format. Each Ss in the group is responsible for two expressions. They write the meaning in Vietnamese, make an example sentence in English about the environment, and then teach the expressions to their group. Expressions: 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 question: 'Which of these words can you use to describe our school?'

Each group completes a vocabulary card set with six items. Example entries: 'carbon footprint (lượng phát thải khí nhà kính quy đổi): Turning off unused household appliances can reduce our carbon footprint.' 'litter (rác vứt bừa bãi): Litter on the school playground makes the place look dirty.' 'recycle (tái chế): We should recycle paper and plastic bottles.'

Ss distinguish will + base verb from be going to + base verb, and change active sentences into passive sentences with the correct tense of be. Ss also learn that the agent with by is optional when it is unimportant.

T asks groups to complete Worksheet No. 1 in two parts. Part A: explain when to use will + base verb (decision made now or prediction) and be going to + base verb (prior intention or prediction based on present evidence). Part B: change the active sentences into passive sentences, keeping the original tense of be. Model examples: 'People collect paper' → 'Paper is collected'. 'People will collect paper' → 'Paper will be collected'. 'We are going to protect the green playground' → 'The green playground is going to be protected'.

Each group completes Worksheet No. 1 with these key points: (1) will + base verb: decision made now or prediction, e.g., 'I will turn off the lights.' (2) be going to + base verb: prior intention or evidence-based prediction, e.g., 'We are going to plant trees next week.' (3) Passive: receiver becomes subject, keep tense of be. Examples: 'People collect paper every week' → 'Paper is collected every week.' 'The lights must be switched off when the room is empty.'

Ss recognise and produce the consonant blends /kl/, /pl/, /gr/ and /pr/ in words and sentences, releasing the first consonant into the second without an extra vowel.

T models the blends with the words: clean, plates, green, grass, practical, plan, group, protect, playground, prevent. T explains: release /k/ into /l/ without an extra vowel; keep /p/ before /l/ and /r/. Ss repeat in chorus and then individually with the sentences: 'Clean plates, green grass, a practical plan.' and 'Our group plans to protect the green playground.'

Ss say the words and sentences clearly, with no extra vowel between the consonants. Ss can identify the blend in each word, for example: 'clean' (/kl/), 'plates' (/pl/), 'green' (/gr/), 'practical' (/pr/).

Ss apply the grammar of will, be going to and the passive voice, and the vocabulary of Unit 2, to choose the correct answer in context.

Ss complete Worksheet No. 2 (eight multiple-choice items) in teams of four. Each member solves one item at a time and passes the sheet to the next member. Items: 1. We agreed yesterday. We ___ plant native trees on Friday. A. going to B. are go to C. are going to D. will to. 2. The bag is heavy. I ___ carry it for you. A. am B. will C. am going D. will to. 3. Look at those dark clouds. It ___. A. is going to rain B. will to rain C. going rains D. is rain. 4. Paper ___ in the blue container every week. A. collects B. is collecting C. has collect D. is collected. 5. The broken tap ___ yesterday. A. repairs B. was repair C. was repaired D. is repairing. 6. The results ___ next Monday. A. are announce B. will be announced C. will announce D. will be announce. 7. Students ___ reusable bottles on trips. A. use B. are used C. is used D. using. 8. The lights must ___ when the room is empty. A. switch off B. be switch off C. switched off D. be switched off.

Completed Worksheet No. 2 with answers: 1 C (are going to plant: prior agreement). 2 B (will carry: offer made at the moment of speaking). 3 A (is going to rain: present evidence). 4 D (is collected: passive, routine action). 5 C (was repaired: past passive with yesterday). 6 B (will be announced: passive future). 7 A (use: students perform the action). 8 D (be switched off: modal passive). Each team records its score out of 8.

Ss read the model text aloud with correct pronunciation, rhythm and stress, and self-correct after the first attempt.

Ss read the following practice text aloud twice: first slowly, then at a natural pace. Text: 'Our group plans to protect the green playground. I recommend preventing waste before buying replacements. Bringing a bottle reduces the need for disposable cups, provided there is safe drinking water. Reusing paper can save resources, but private information must be removed first. A daily monitor is practical because responsibility is visible and shared.' T focuses on the consonant blends and the stress in the words 'recommend', 'preventing', 'replacements', 'disposable' and 'responsibility'.

Ss read the text twice: the first reading is slow and clear, the second is at natural pace. Ss self-correct one point after the first reading, for example: 'I correct the word green: /gr/ not /gə/.' Teacher evaluation criteria: blends and sounds clear (3 points), natural rhythm (2 points), clear meaning (3 points), self-correction after first attempt (2 points).

Ss use will, be going to and the passive voice together with the Unit 2 vocabulary to write and present a short, connected green plan for their school. This task can be finished as homework and presented in the next lesson.

Groups of four write a five-sentence plan to reduce waste at school. Each group must include: at least one sentence with will or be going to, at least one passive sentence, at least two Unit 2 vocabulary items (carbon footprint, reusable, household appliance, reduce, recycle, litter), and one sentence with a daily monitor or a measurable result. Guiding question: 'What is our first step to reduce litter on the school playground, and who will be responsible for it?' Groups then present the plan in one minute. Model idea from the text: 'A daily monitor is practical because responsibility is visible and shared.'

A written five-sentence plan on an A3 sheet, and a one-minute oral presentation. Example product: 'We are going to reduce litter on the playground. Reusable bottles will be used on field trips. Paper is recycled every week in the blue container. A daily monitor will check the results. We will compare the amount of litter each week to measure progress.'