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Lesson 3 UNIT 2: READING

Class: 10A1
Class size: 35 students
Level: A2
Period: 45 minutes
I. Objectives:
After having finished the lesson, Ss can get some main goals about knowledge,
competency, and quality as follows:
1. Knowledge :
+ Read for main ideas and specific information in a text about green living;
+ Guess the meaning of words/phrases in context;
+ Conversation around ways to live green.
2. Competency:
+ Develop communication skills and environmental awareness;
+ Cooperation and support when working in pairs and teamwork;
+ Develop presentation skills;
+ Actively join in class activities.
3. Quality:
+ Adopt a greener lifestyle and awareness of environmental issues;
+ Be responsible for environmental protection.
II. Teaching aids and learning materials
1. Teaching aids: Laptop, Smart TV, Internet, pieces of paper, handouts
2. Learning materials: English textbook 10.
III. Methods
- The whole lesson: Integrated, mainly communicative
* Skills: Skimming and scanning reading skills.
IV. Procedures:
1. Activity 1: Warm-up
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 Objectives Product Implementation
CROSSWORD
- To arouse - Teacher: T-S
the + Divides the class into two teams, has Ss in each
classroom team take turns to choose a random number, and
atmosphere. shows the clues on the screen for the Ss to guess the
- To lead in words.
the lesson. + Also reminds Ss that they don’t need to answer all
the across words to find the keyword.
- Ss discuss in their teams and say the words out. S-T-S
- Teacher: T-S
+ Confirms, shows the answers on the screen, and
decides the winner.
+ Leads within the lesson.
Clues:
1. Rubbish lying in an open or public place
2. Causing no harm to the environment
3. The amount of carbon dioxide produced by the
activities of a person or an organization
4. Power used for driving machines, providing heat
and light, etc
5. All the people living together in a house or flat
6. Start to use a particular method
7. The time of life when a person is young, especially
the time before a child becomes an adult
8. Put plants, seeds, etc. in the ground to grow
9. Interest in and concern about a particular situation
or area of interest
Key:

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 1. litter 2. eco-friendly
3. carbon footprint 4. Energy
5. household 6. adopt
7. youth 8. plant 9.
awareness
Down word: LIFESTYLE

2. Activity 2: Teaching vocabulary

Objectives Product Implementation
To help students use - T inquires Ss to see the clarification and T-S
key language more the photographs to figure out the
appropriately before implications of new words. Ss say the
they read. Vietnamese meanings of the words.
1. explosion /ɪkˈspləʊʒn/ (n): a violent burst, S-S
often with a loud noise: vụ nổ

2. method /ˈmeθəd/ (n): a way of doing st:

phương pháp

3. refillable (adj): can be filled again after being

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 empty: có thể làm đầy lại

4. raw material/ˌrɑː məˈtɪəriəl/ (n.phr.): any

material, such as oil, cotton, or sugar in its
natural condition, before it has been
processed for use: nguyên liệu thô

5. sort /sɔːt/ (v): put a number of things in an

order or to separate them into groups: phân
loại

- Other Ss correct if the previous answers are

incorrect.
- Teacher reads the words aloud, demonstrates
S-T-S
their meaning in Vietnamese, and asks
students to repeat them.
T-S

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3. Activity 3: Practice
Objectives Product Implementation
TASK 1: WORK IN GROUPS. LOOK AT THE
PICTURES AND ANSWER THE QUESTIONS.
(p.21)
To introduce Which pictures show a green lifestyle? Why?
the topic of a b
the reading
and get
students
involved in
the lesson.

c d

- Teacher:
T-S
+ Has Ss work in groups of three or four to discuss
the questions.
+ Encourage Ss to describe the pictures using their
language and focus on how each object is related to
a green lifestyle
e.g. single-use plastic bags: plastic waste, pollution,
difficult to recycle, can end up in the ocean; fresh
vegetables: green lifestyle.
S-S
- Ss do as instructed.
S-S
- Ss share the answers with the whole class.

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 - T confirms and leads in. T-S
Answers:
- In Picture a, a man goes shopping with lots of
plastic bags. It doesn’t show a green lifestyle.
Plastic bags pollute the environment since they take
time to decay.
- In Picture b, we can see fresh food, which looks
organic and is better for our health. It shows a
green lifestyle.
- In Picture c, we can see a lot of litter on the
ground. Dropping litter makes the streets very dirty
and pollutes the air and water. It doesn’t show a
green lifestyle.
- In Picture d, the sign advises people to turn off
lights when they are not in use. This can save
electricity and show a green lifestyle.
TASK 2: READ THE FOLLOWING TEXT AND
CHOOSE THE BEST TITLE FOR IT. (p.22)
To help - T points out the Tips box to Ss, asks them to read it T-S
students through, and then assesses their comprehension.
practice T assigns Ss to read the text on their own and select T-S
selecting the the best title for it. After that, they compare their
appropriate answers with those of their partners.
title for a text - T verifies which is right; in the more advanced T-S
by skimming class, asks Ss to clarify why the other choices aren't
it. appropriate for text titles., e.g.
(B) This only refers to environmental problems
while the text mentions some solutions as well.
(C) The text mentions a couple of green products
such as organic food and refillable bottles, but they

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 are not the focus here.
Answers: A
TASK 3: CIRCLE THE CORRECT
MEANINGS OF THE HIGHLIGHTED
WORDS AND PHRASES IN THE TEXT. (p.22)
To help - Teacher has Ss read the text again, pay attention T-S
students to the context of each highlighted word/phrase,
practice and look for clues explaining the meaning of it,
guessing the e.g.
meanings of 1. sustainable: greener, lifestyle, can-do, eco-
words/phrases friendly.
in context. - Ss compare the answers and discuss the hints for S-S
each option in groups.
- Ss present the solutions to the entire class. S-S
- T verifies the answers by asking specific students T-S
to identify the right answers.
Answers :
1. a
2. b
3. a
4. a

TASK 4: READ THE TEXT AGAIN AND

DECIDE WHETHER THE FOLLOWING
STATEMENTS ARE TRUE (T) OR FALSE (F).
(p.22)
To help - T has Ss read the statements and underline the T-S
students keywords, read through the text to locate the
practice answers, and then read again paying attention
reading for only to the parts of the text that contain the
specific
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information. answers.
T explains that the information in the statements is
paraphrased and asks if they understand some
difficult words such as "compulsory," "plastic
waste," and "break down.".
- Ss work in pairs to compare the information in S-S
each statement with information from the text.
- Ss share the answers with the whole class. S-S
- Teacher confirms the correct answers and asks Ss T-S
to correct the false statements.
Answers:
1. F (compulsory -> a choice)
2. T
3. T
4. F (not encouraged -> encouraged)
TASK 5: WORK IN PAIRS. DISCUSS THE
FOLLOWING QUESTION. (p.22)
To help In your opinion, which of the suggestions in the text T-S
students use is the easiest way to live green?
the ideas and - Teacher:
language in + Asks Ss to go over the text once more and make a
the reading to note of the four eco-friendly lifestyle options..
talk about + Encourages them to explain their answers using as
ways to live many reasons as possible.
green. - Ss work in pairs and decide which of the S-S
recommendations is the simplest to implement.
- A few pairs give the class a synopsis of their S-S
conversation.
- T provides feedback and gathers frequent errors T-S
for correction.

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 Key:
In my/ our opinion, turning off household
appliances when they are not in use is the easiest
way to live green because we can do this right at
home. We don’t need any equipment or training for
this.

4. Activity 4: Consolidation
Objectives Product Implementation
WRAP-UP T-S
To consolidate what - T asks Ss:
students have learnt in + What have you learnt today?
the lesson. + What can you do now?
Answers:
+ We’ve learnt the ways to live green.
+ We can adopt a green lifestyle.

5. Homework
Objectives Product Implementation
To prepare for the next - Do the exercises in Part IV p.12,13 T-S
lesson. in Workbook.
- Prepare for Speaking part.

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CROSSWORD GAME

L I T T E R

E C O F R I E N D L Y

C A R B O N F O O T P R I N T

E N E R G Y

H O U S E H O L D

A D O P T

Y O U T H

P L A N T

A W A R E N E S S

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