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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 2. Unit 2: Humans and the environment

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to identify the main idea of the reading text about Class 10B's green project.
  • By the end of the lesson, Ss will be able to locate specific details (what the class recorded, how many occasions, what the monitor did and did not do) in the text.
  • By the end of the lesson, Ss will be able to distinguish a stated fact, a reasonable inference and an unsupported claim, using exact sentences from the text as evidence.
  • By the end of the lesson, Ss will be able to use six key words (carbon footprint, reusable, household appliance, reduce, recycle, litter) and pronounce consonant blends /kl/, /pl/, /gr/, /pr/ correctly.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text individually first, underline evidence and check their own answers against the sentences in the passage before discussing.
  • Communication and collaboration: Ss work in pairs and groups to share answers, justify their choices with evidence and give feedback respectfully.
  • Problem-solving and creativity: Ss decide which evidence supports each statement and propose a realistic green action for their own class with a clear limit.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and details, discuss evidence orally and write a short plan about a green action in their class.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce consonant blends correctly, use the six key words in context and notice the passive form 'was still lit' in the text.

3. Personal qualities

  • Responsibility: Ss take turns in group work, complete their assigned parts and propose a practical action their class can really carry out.
  • Honesty: Ss admit when the text does not support a statement and avoid claiming results that the passage does not report (for example, that the whole school became carbon neutral).

II. Teaching aids and materials

1. Teacher

  • Textbook Global Success 10, Unit 2 'Humans and the environment', Reading lesson
  • Projector or interactive board with the reading text, key words and pictures of green actions (reduce, reuse, recycle)
  • Worksheet 1 (printed for each pair or group)
  • Online resource: NeoEdu lesson page neoedu.vn/learn/10/english/unit-2-reading (interactive exercises, used in the practice stage)
  • Timer and small cards for the matching game

2. Students

  • Textbook and notebook
  • Pen, pencil and highlighter (to underline evidence in the text)
  • Small sheet of paper or sticky notes for the group plan

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Going green at school

a) Aims

Ss activate prior knowledge about environmental problems at school and green actions, and get interested in the topic of the reading.

b) Content

T shows pictures on the board (an empty classroom with lights on, a bin full of plastic cups, a refillable bottle) and asks:

  • What do you see in these pictures?
  • What do we often waste at school?
  • What can students do to reduce waste at school?
    Ss work in pairs and write 4 to 5 ideas on their notebooks.

c) Expected outcomes

A list of 4 to 5 ideas, for example: 'turn off lights when no one is in the room', 'use refillable bottles instead of disposable cups', 'use both sides of paper', 'put litter in the bin', and a short prediction of the text topic: 'The text is about a class making its classroom greener.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three pictures and asks the three questions. T says: 'Work in pairs. You have two minutes to write your ideas.'

    Students

    Ss look at the pictures and listen to the instructions. They ask questions if they are unclear.

  2. Teacher

    Step 2: Task performance

    T walks around, helps pairs with vocabulary they need and encourages them to use full sentences.

    Students

    Ss discuss in pairs and write their ideas. Possible answers: 'We leave the lights on in empty classrooms.' 'We throw away a lot of plastic bottles.' 'We can bring our own water bottle.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and writes the key ones on the board. T asks: 'What is the topic of today's reading, do you think?'

    Students

    Pairs report their ideas. Possible prediction: 'The text is about students who want to save energy and reduce waste in their classroom.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good ideas and writes the three keywords on the board: reduce, reuse, recycle. T says: 'Today we will read about a class that tried to be greener. Let's find out what they did.'

    Students

    Ss copy the three keywords into their notebooks and get ready for the reading.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary and pronunciation

a) Aims

Ss understand the meaning of six key words and pronounce consonant blends /kl/, /pl/, /gr/, /pr/ correctly.

b) Content

Six key words: 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).
Pronunciation: consonant blends /kl/ (clean), /pl/ (plates), /gr/ (green, grass), /pr/ (practical, plan). Model sentence: 'Our group plans to protect the green playground.'
Task: Ss match each word with its English definition (Worksheet 1, Part A).

c) Expected outcomes

Matching answers:

  • carbon footprint: the amount of greenhouse gases produced by a person or activity
  • reusable: able to be used again
  • household appliance: a machine used in the home, such as a fridge or washing machine
  • reduce: to make something smaller in amount
  • recycle: to process used materials so they can be used again
  • litter: rubbish left lying around in a public place
    Pronunciation: Ss release /k/ into /l/ in 'clean' without adding a vowel, and keep /p/ before /l/ and /r/ in 'plates' and 'practical'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board, models the pronunciation of the four consonant blends and says: 'Listen and repeat. Then match the words with the definitions in Worksheet 1, Part A. You have three minutes.'

    Students

    Ss listen, repeat chorally and then individually. They get Worksheet 1 and start matching.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps with the meaning of unknown words by giving examples. T asks individual Ss to read the model sentence aloud.

    Students

    Pairs match the words and definitions. Ss read 'Our group plans to protect the green playground' and check each blend. Possible question from Ss: 'Is litter the same as trash?' T answers with a simple example: 'Litter is rubbish thrown on the ground.'

  3. Teacher

    Step 3: Report and discussion

    T calls out a definition and asks a random pair to say the word. T asks: 'Which word did you find the most difficult to pronounce?'

    Students

    Pairs report their answers. Possible answer: 'Practical is difficult because of the /pr/ blend.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks answers, corrects pronunciation mistakes and reminds Ss to keep /p/ before /l/ and /r/. T says: 'These words will help you understand the reading text.'

    Students

    Ss correct their answers and repeat the difficult words once more.

Activity 2.2: Knowledge formation · 12 minutes

Reading for main idea and details

a) Aims

Ss identify the main idea of the text and locate specific details about what Class 10B did and recorded.

b) Content

Step 1: Ss read the text once quickly and answer the central question: 'What did Class 10B do to make its classroom greener, and what did it learn?'
Step 2: Ss scan the text and complete the details in Worksheet 1, Part B:

  • How long did the class record the lights? (one week)
  • How many occasions did they find the empty classroom still lit? (three)
  • What did the class do each day? (appointed a different energy monitor)
  • What did the monitor never do? (touch damaged wires)
  • What did students bring and use? (refillable bottles, both sides of spare paper)
  • What changed after a month? (fewer disposable cups in the classroom bin)
    Step 3: Ss underline the sentence that states the main lesson.

c) Expected outcomes

Main idea: Green living begins with preventing unnecessary use, not merely replacing old objects with new products labelled green.
Details:

  • The class recorded lights during outdoor activities for one week.
  • They found three occasions when the empty classroom was still lit.
  • The class appointed a different energy monitor each day; the monitor checked lights and fans but never touched damaged wires.
  • Students brought refillable bottles and used both sides of spare paper.
  • After a month, there were fewer disposable cups in the classroom bin.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the text once, quickly, for the central question. Then scan the text for the details in Part B. Underline the sentence that gives the main lesson.' T sets a time limit of 5 minutes for reading and 5 minutes for scanning.

    Students

    Ss read silently and start working on Worksheet 1, Part B.

  2. Teacher

    Step 2: Task performance

    T walks around and reminds Ss to find the exact sentence for each answer. T gives help to weaker Ss by pointing to the paragraph where the answer is.

    Students

    Ss work individually, then compare answers with a partner. Possible question from Ss: 'Is the monitor the same as the teacher?' T answers: 'No, the monitor is a student who checks the lights and fans each day.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which sentence in the text shows the main idea?' and invites Ss to give the answers for Part B.

    Students

    Ss give their answers and read out the sentence that supports each detail. Expected answer for the main idea: 'The project taught them that green living begins with preventing unnecessary use.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and says: 'The final contrast in the last sentence establishes the main idea: prevention first, then buying green products.' T reminds Ss that main ideas are often found at the end of a text.

    Students

    Ss write the main idea in their notebooks and correct their details.

Activity 2.3: Knowledge formation · 7 minutes

Evidence, inference and unsupported claims

a) Aims

Ss distinguish a stated fact, a reasonable inference and an unsupported claim, and justify each with a sentence from the text.

b) Content

Ss read four statements in Worksheet 1, Part C and decide whether each is a stated fact (F), a reasonable inference (I) or an unsupported claim (U), then find the supporting or limiting sentence.

  1. Class 10B recorded the lights for one week.
  2. The students probably became more careful about wasting resources.
  3. The whole school has become carbon neutral.
  4. The class measured how much electricity it saved.
    T also asks Ss to find one passive structure in the text ('was still lit') and say who did the action (the agent is not stated).

c) Expected outcomes

Answers:

  1. F (stated fact): 'For one week, they recorded how often the lights stayed on during outdoor activities.'
  2. I (reasonable inference): students' actions such as bringing refillable bottles suggest greater awareness.
  3. U (unsupported claim): 'They did not claim that the whole school had become carbon neutral.'
  4. U (unsupported claim): 'they had not measured electricity use.'
    Passive: 'the empty classroom was still lit'; the agent is not mentioned because it is unimportant.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the three types of statements with one simple example for each, and says: 'Work in pairs. Decide F, I or U for each statement and find the sentence that supports your answer.'

    Students

    Ss listen and read the four statements in Worksheet 1, Part C.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions such as 'Does the text say this directly?' or 'Can we conclude this from what the students did?'

    Students

    Pairs decide on F, I or U, find the evidence sentence and then identify the passive structure 'was still lit'. Possible difficulty: Ss may think statement 2 is a fact; T asks them to find which action supports it.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read out their answers and evidence. T asks: 'Why is statement 3 not true according to the text?'

    Students

    Pairs report. Possible answer: 'The text says they did not claim that the whole school had become carbon neutral.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains: 'Always check the exact sentence before you accept a statement. An unsupported claim goes beyond the evidence.' T briefly reminds Ss of the passive form: 'The receiver becomes the subject, and the agent with by is optional when unimportant.'

    Students

    Ss write the answers and the passive note into their notebooks.

Activity 3: Practice · 8 minutes

Checking comprehension with exercises

a) Aims

Ss apply reading skills to answer multiple-choice questions and justify each answer with evidence from the text.

b) Content

Exercises 2 to 5 from the reading book (multiple choice). Ss work individually for 3 minutes, then check in pairs. T may also assign the interactive exercises on the NeoEdu page.
2. What did students record for one week?
A. Lights left on in an empty room
B. The cost of all school electricity
C. The number of trees in town
D. Water quality in the river
3. Why did the class avoid a carbon-neutral claim?
A. It had planted no flowers.
B. Only teachers could make a poster.
C. Recycling always increases emissions.
D. It had limited records and no electricity measurement.
4. What should the monitor not do?
A. Share the role
B. Check fans
C. Touch damaged wires
D. Check lights
5. What is the main lesson?
A. Only large projects matter.
B. Prevent waste before buying green-labelled replacements.
C. Replace everything at once.
D. Decorations save the most power.

c) Expected outcomes

Answers and reasons:

  • Question 2: A. The observation concerned lights during outdoor activities.
  • Question 3: D. The passage explicitly limits the evidence: the records covered only one classroom and electricity use was not measured.
  • Question 4: C. The text says the monitor never touched damaged wires; electrical repairs require qualified adults.
  • Question 5: B. The final contrast establishes the main idea: prevention comes before buying products labelled green.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four questions and says: 'Answer individually. For each answer, underline the sentence in the text that gives the evidence. You have three minutes.'

    Students

    Ss read the questions and choose their answers individually, underlining the evidence.

  2. Teacher

    Step 2: Task performance

    T walks around and checks whether Ss find the right sentence. T reminds Ss to avoid choosing options with information not in the text (for example, the trees in question 2).

    Students

    Ss work individually, then compare answers with a partner and discuss any differences. Possible question: 'Why is C wrong in question 3?' Ss answer: 'The text does not say recycling increases emissions.'

  3. Teacher

    Step 3: Report and discussion

    T asks a few pairs to read their answers and evidence aloud. T asks: 'Which question was the most difficult, and why?'

    Students

    Ss read answers and the evidence. Possible answer: 'Question 5 was difficult because option B is the main lesson but C sounds similar.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains the wrong options and says: 'Always go back to the text. Do not rely on your general knowledge.' T checks the answers on the NeoEdu page if time allows.

    Students

    Ss correct their answers and record the evidence sentences in their notebooks.

Activity 4: Application · 5 minutes

Planning a green action for our class

a) Aims

Ss apply the reading lesson by proposing a realistic green action for their own class, with a record of what they will measure and a clear limit, as Class 10B did.

b) Content

Ss work in groups of four. Each group writes a short plan (three sentences) for one green action in their school:

  1. The action we will take (use the key words: reduce, reuse, recycle, litter).
  2. What we will record for one week.
  3. One limit of our plan, written in the same way as Class 10B's limit.
    After writing, each group reads its plan aloud.

c) Expected outcomes

A three-sentence plan per group, for example:
'Our class will reduce the use of disposable cups by bringing refillable bottles. We will record the number of cups in the bin for one week. Our records will cover only our classroom, so we will not claim that the whole school is greener.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in groups of four. Write a three-sentence plan for one green action in your school. Include what you will record and one limit, like Class 10B.' T shows the example plan on the board.

    Students

    Ss form groups, read the example and discuss their ideas for two minutes.

  2. Teacher

    Step 2: Task performance

    T monitors, checks the use of key words and reminds Ss to include a limit. T encourages quieter Ss to contribute ideas.

    Students

    Groups write their plans on sticky notes or small sheets. Possible action: 'We will turn off the lights and fans when we leave the room.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to read their plans. T asks the class: 'Does this plan name a limit?'

    Students

    Groups read aloud. Other Ss listen and give one comment about the plan, such as 'Your record covers only one classroom, which is a good limit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the plans with clear limits and says: 'Green living begins with preventing unnecessary use. Your plans show that you understand this lesson.' T reminds Ss to complete the homework.

    Students

    Ss write down the best ideas in their notebooks and keep their group plan for the next lesson.

Worksheets

Worksheet 1: Vocabulary, details, evidence and inference

Part A: Match each word with its definition.

  • carbon footprint
  • reusable
  • household appliance
  • reduce
  • recycle
  • litter

Definitions:

  • a. to make something smaller in amount
  • b. able to be used again
  • c. rubbish left lying around in a public place
  • d. the amount of greenhouse gases produced by a person or activity
  • e. to process used materials so they can be used again
  • f. a machine used in the home, such as a fridge or washing machine

Part B: Read the text and answer the questions. Write the evidence sentence for each answer.

  • What is the main idea of the text?
  • How long did the class record the lights?
  • How many occasions did they find the empty classroom still lit?
  • What did the class appoint each day?
  • What did the monitor never do?
  • What did students bring and use?
  • What was different after a month?

Part C: Write F (stated fact), I (reasonable inference) or U (unsupported claim). Then write the evidence sentence.

  • Class 10B recorded the lights for one week.
  • The students probably became more careful about wasting resources.
  • The whole school has become carbon neutral.
  • The class measured how much electricity it saved.

Part D: Find the passive structure 'was still lit' in the text. Who performed the action? Is the agent stated?

Homework

  • Re-read the text and underline one sentence that states a fact, one that supports a reasonable inference and one that shows an unsupported claim.
  • Write a three-sentence summary of the text using only information from the text. Keep the limit of the project (only one classroom, electricity not measured).
  • Answer questions 6 to 8 in your textbook about the model reading response on 'Humans and the environment'. Support each answer with an exact sentence from the model.
  • Practise the pronunciation of the words: clean, plates, green, grass, practical, plan. Say the model sentence 'Our group plans to protect the green playground' aloud three times.
  • Prepare for the next lesson by reviewing the grammar note on will and be going to, and by finding one passive sentence in your own notes.

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