Trường: THPT Hoằng Hóa 4

Tổ: Ngoại Ngữ

Date of planning : 13/10/2023
Date of teaching : 16/10/2023
UNIT 2: HUMANS AND THE ENVIRONMENT
Period 16: Lesson 7: Communication and Culture/ CLIL
Class : 10A1

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Ask for and give advice;
- Understand what a carbon footprint is.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be willing to take practical actions to help reduce their own carbon footprint and
their family’s as well;
- Be responsible for environment protection.

II. MATERIALS
- Grade 10 textbook, Unit 2, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent

an amount of something, especially a

emission
/ɪˈmɪʃn/ gas that harms the environment, that khí thải
(n)
is sent out into the air.

guess or calculate the cost, size,

estimate (v) /ˈestɪmeɪt/ ước tính
value, etc. of something

an average number is the number you

get by adding two or more amounts
average (n) /ˈævərɪdʒ/ trung bình
together and dividing the total by the
number of amounts

atmosphere the mixture of gases that surrounds

/ˈætməsfɪə(r)/ bầu khí quyển
(n) the earth
 Assumptions
Anticipated difficulties Solutions
- Students may have - Encourage students to work in pairs and in groups
underdeveloped speaking and so that they can help each other.
co-operating skills. - Remind them to make use of the ideas and
vocabulary items they have learnt in the previous
- Students may lack knowledge lessons.
about some lexical items - Provide them with the meanings and
pronunciation of words/ phrases.
Board Plan
Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 7: Communication and Culture/ CLIL
* Warm-up: Running man
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Make a similar conversation.
II. CLIL
Vocabulary
Task 1: Read the text and complete the table.
Task 2: Discussion.
* Consolidation

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP  To OPTION 1: 5 mins
arouse GAME: RUNNING MAN T-S
the * Teacher divides the class into two teams,
classro has Ss in each team take turns to run to the S-S
om board and write a word/ phrase related to T-S
atmosp the topic Humans and the Environment on
here. the board in two minutes.
 To help ** Ss do as instructed.
student **** Teacher confirms the correct word/
s revise phrase and decides the winner (the team
words/ with most correct words/ phrases)
phrases Suggested answers:
related - Green lifestyle
to the - Eco-friendly T-S
 topic - Plastic bags
- Zero waste
- Carbon footprint
OPTION 2: CLIP WATCHING
* Teacher has Ss watch a video about S
carbon footprint and asks them the T-S
following questions:
1. What is carbon footprint?
2. What activities causes large carbon
footprint?
* Teacher reminds Ss to note down key
information about the environment and
some examples.
** Ss watch the video and answer the
questions.
**** Teacher has Ss answer the questions
individually, confirms the answers and
leads in the lesson.
EVERYDAY To provide TASK 1: LISTEN AND COMPLETE 7 mins
ENGLISH Ss with an THE CONVERSATION WITH THE T-S
example EXPRESSIONS IN THE BOX. THEN
conversatio PRACTISE IT IN PAIRS. (p.25)
n in which * Teacher:
people ask - elicits expressions Ss already know
for and related to asking for and giving advice by
give advice saying some situations and has Ss give
about ways advice, e.g.
to find Teacher: I don’t know anything about
informatio organic food. S-S
n for the Ss 1: You should search on the
presentatio Internet. T-S
n. Ss 2: I advise you to go to a shop
selling organic food.
- asks Ss to read through the expressions in
the box and the incomplete conversation,
checks comprehension and encourages
them to complete the gaps based on the
clues in the conversation.
- plays the recording once (in stronger
classes) or twice (in weaker classes)
** Ss do as instructed.
**** Teacher:
- checks the answers by asking individual
Ss to read out the complete conversation.
- asks Ss to practise the conversation in
pairs then read aloud.
- in stronger classes, writes some prompts
on the board and asks Ss to role-play the
conversation based on the prompts only.
Key:
 1. B
2. A
3. D
4. C
To help Ss TASK 2: WORK IN PAIRS. MAKE A 8 mins
practise SIMILAR CONVERSATION ASKING
ways of FOR AND GIVING ADVICE ABOUT T-S
asking for GREEN LIVING. USE THE
and giving EXPRESSIONS BELOW TO HELP
advice YOU. (p.25)
about * Teacher:
green - brainstorms green living ideas and writes
living them on the board for Ss’ reference.
- revises common expressions used to ask
for and give advice or asks Ss to read
through the expressions in the table and
checks their understanding if they are S-S
weaker students. S-S
- puts Ss into pairs, gives them some T-S
minutes to think about specific green
issues that they want to include in their
conversation.
- in weaker classes, walks around the class
and suggests situations to Ss, e.g. advice
about reducing plastic waste, keeping the
environment clean, or making homes or
schools eco-friendly.
** Ss work in pairs to practise their
conversations.
*** Some pairs act out their conversations
to the class.
**** Teacher praises Ss for good effort,
clean pronunciation, fluent delivery and
interesting ideas.
CLIL To pre- VOCABULARY 6 mins
teach the * Teacher: T-S
meanings - shows the words one by one, plays the
and recording and has Ss repeat the sound of
pronunciati the words
on of some - has Ss guess the meanings of the words
words/ based on pictures, explanations and
phrases, so examples.
that Ss can 1. emission (n): an amount of something,
use them especially a gas that harms the
in their environment, that is sent out into the air
presentatio
n later and
can
understand
the reading
 2. estimate (v): guess or calculate the cost,
size, value, etc. of something

passage.

3. average (adj): an average number is the

number you get by adding two or more
amounts together and dividing the total by
the number of amounts

S-S
T-S
4. atmosphere (n): the mixture of gases
that surrounds the earth

** Ss do as instructed.
**** Teacher confirms the meaning, calls
on some individual Ss to make sentences
with each word.
To help TASK 1: READ THE TEXT AND 9 mins
students COMPLETE THE TABLE. (p.26) T-S
learn about * Teacher:
carbon - asks Ss some questions to find out what
footprint they already know about the topic, e.g.
and ways + What is the carbon footprint?
to reduce it + How do you measure it?
(through + Why is it bad to have a large carbon
CLIL) footprint?
+ How can we reduce it?
- asks Ss what they want to know about
the topic and write the questions on the
board, e.g.
+ What is the average carbon footprint
for a person (globally/ in Viet Nam)?
-> 4 tons globally/ 2.2 tons in Viet Nam
+ What problems are caused by a large
carbon footprint?
-> Global warming, climate change,
extreme weather events
+ Which countries have the largest
carbon footprint? S-S
-> China, the USA, India, Russia, S-S
Japan T-S
+ What food has the highest carbon
footprint?
-> meat, cheese, eggs
- asks Ss read the text about carbon
footprint and complete the table.
- walks around the class to offer help,
explaining unfamiliar words and
answering questions.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** Teacher:
- checks the answers as a class by calling
on pairs to write the missing words on the
board
- goes back to the questions on the board,
i.e. the things Ss wanted to know about the
topic and asks which of the questions they
can answer now and cross them out.
Key:
1. CO2
2. global temperatures
3. showers
4. public transport
To give TASK 2: WORK IN PAIRS. DISCUSS 8 mins
students an THINGS YOU CAN DO TO REDUCE T-S
opportunit YOUR CARBON FOOTPRINT. (p.26)
y to * Teacher:
 personalise - has Ss work in pairs to discuss things they
the CLIL can do to reduce their carbon footprint.
topic - in weaker classes, has Ss underline the
(ways to ideas in the text so that they can use them S-S
reduce in their discussion; and in stronger classes, T-S
their encourages Ss to come up with their own
carbon ideas to reduce their carbon footprint.
footprint) - reminds them to take notes of their
partner’s ways to reduce his/ her carbon
footprint
** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report their
partner’s ideas to the class, e.g. Lan thinks
that her carbon footprint is not very big,
but she’ll try to reduce it to further help the
environment. First, she’ll start cycling to
school instead of asking her dad to drive
her. Second, she’ll stop using plastic bags
for groceries. Finally, she'll start drinking
filtered tap water instead of buying bottled
water.
CONSOLIDATION To help WRAP-UP T-S 2 mins
students Teacher asks: What have you learnt today?
memorise - The ways to ask for and give advice
the content - What carbon footprint is and the ways to
of the reduce it in our lives.
lesson that HOMEWORK
they have - Do exercises in the part Looking back
learned and answer the rest questions in Task 1
- Exercises in the workbook
- Prepare for Looking back and Project
lesson
Date: …………………

Student Guider

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