Date of preparing: 24/9/2024 Date of teaching: 27/ 9/2024

Period: 9
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 1: Getting started – Go Green Club

I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Identify an overview about the topic Human and the Environment;
- Memorize vocabulary to talk about activities to adopt a greener lifestyle.
2. Core competence
- Develop communication skills and environmental awareness;
- Be collaborative and supportive in pair work and teamwork;
- Join in class activities actively.
3. Personal qualities
- Develop a greener lifestyle and awareness of environmental issues;
- Be responsible to the environment.
II. Teaching materials
- Teacher: Computer connected to the Internet, sachmem.vn, Projector, pictures and cards
- Students: Textbook
III. Procedures:

Stages Board display

Activity 1: Brainstorming (4 mins) Activity 1:
- Aim: (Video link:
- Activate students’ knowledge on the topic of the unit. https://www.youtube.com/watch?
- Create a lively atmosphere in the classroom. v=WfGMYdalClU)
- Lead into the new unit. Suggested answers:
- Content: Watch the clip and take notes what the man has done. - Kill rare animals
- Product: students’ answers - Pollute the ocean/ environment
- Steps: - Destroy the forest
* Teacher: - Build city, factory
- Show the clip - Release the garbage
- ask students to work in group of 4 to take notes what the
man has done.
- Lead in the new lesson
*Students
- Watch the clip
- Take notes
- Work in 4 groups, share their words/ phrases they have noted
down with the others.
- Take turns to write the words/ phrases on the board.
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Activity 2: Practice the vocabulary ( 4 minutes) Activity 2:
- Aim: To help students use key language more appropriately
before they read and listen.
- Content: Look at the explanation and the photos to guess the 1. adopt (v) /əˈdɒpt/: start to
meaning of new words. use a particular method
- Product: Identify the new words 2. awareness (of) (n) /ə
- Steps: ˈweənəs/: interest in and
* Teacher: concern about a particular
- asks Students to look at the explanation and the photos to guess situation or area of interest
the meaning of new words.
Shows the meanings, says the words aloud
Ask student to repeat them.
3. carbon footprint (n) /ˌkɑːbən
* Students:
ˈfʊtprɪnt/: a measure of the
- Say the Vietnamese meanings of the words.
amount of carbon dioxide that
- Correct if the previous answers are incorrect.
is produced by the activities of
a person or company
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Activity 3: Listen and read ( 35 minutes) Activity 3: Task 1
Task 1: ( 7 minutes) Suggested answers: adopting a
- Aim: Get students interested in the topic. greener lifestyle, raising local
- Get students to learn some vocabulary to be learnt in the unit. people’s awareness of
- Content: Look at the picture (p.18) and answer the questions environmental issues, reducing my
- Product: Have completed answers carbon footprint
- Steps
* Teacher:
- Plays the recording twice, Ask students listen to the
conversation, read along and underline the activities in the
conversation which are good for the environment.
- Collects common mistakes and gives comments.
Ask students to read the conversation in pairs.
Checks their answers with the whole class.
* Students:
- Do the task individually.
- Share their.
- Read aloud.
Task 2: Read and answer the questions ( 7 minutes)
- Aim: Practise reading for specific information.
- Practise scanning.
- Develop students' knowledge of vocabulary for humans and the Task 2
environment. Key:
- Content: Read the conversation again and answer the
following questions.
- Product: Have the completed answers
- Steps:
* Teacher:
1. Who set up the Go Green
- Ask students to work individually to read the questions and
Club?
underline the key words, then share their ideas with a partner
who sits next to them. 2. What does the club want to
- Corrects students’ answers as a class. achieve?
*Students: 3. What does Nam think the
Do Task 2 individually first. club will do in the future?
Share and discuss with their partners about the key words. 4. What is the first activity of
the club?
5. What is Mike keen to do?
6. What do they decide at the
end of the conversation?

Answers

1. The Youth Union in Nam’s

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Task 3: Read and answer the questions ( 7 minutes) Answers:
- Aim: Help students revive some collocations for the 1 - c: raise awareness: nâng cao
environment so that they can use them in the following lessons. nhận thức
- Help students practise scanning. 2 - d: reduce your carbon footprint:
- Content: Read the conversation again and answer the giảm lượng khí thải cacbon của
following questions. bạn
- Product: Have the completed answers 3 - e: clean up the school: vệ sinh
- Steps: trường học
* Teacher: 4 - b: adopt a greener lifestyle: áp
- Asks students to work individually to read the questions and dụng lối sống xanh hơn
underline the key words, then share their ideas with a partner 5 - a. set up a club: thành lập câu
who sits next to them. lạc bộ
- Corrects students’ answers as a class.
*Students:
- Do Task 2 individually first.
- Share and discuss with their partners about the key words.
Task 4: Complete the sentences.( 7 minutes)
- Aim: Help students identify some future structures with will
and be going to, the passive voice and how they are used in Task 4
sentences. Key:
- Content: Read each sentences, try to think of a verb or an 1. was set up
auxiliary verb that will complete the gap. 2. are / ‘re going to
- Product: Have a completed conversation 3. will / ‘ll
- Steps:
* Teacher:
- Asks the whole class to call out the verb forms first, then calls
on individual Ss to read the complete sentences.
* Students:
- Do the task individually.
- Share the answers with a peer.
Task 5: Interview (7 minutes)
- Aim: - Help students practising talking about activities which
help protect the environment.
- Practise team working.
- Give students authentic practice in using target language.
- Content: To become a member of our school Go Green Club, Task 5:
you must participate in an interview with the club chairman. + Club chairmen think of, discuss
Think about activities which you can do at school and in your and list as many questions to ask
community to help protect the environment. the candidates (e.g: the reasons
- Product: Role play effectively why the candidates want to become
- Steps: a club member, experiences in the
* Teacher: past to protect the environment and
- Gives Ss clear instructions in order to make sure Ss can role- the intentions in the future).
play effectively.
- Divides Ss into 2 main groups consisting of Candidates and
Club Chairmen.
+ Club chairmen think of, discuss and list as many questions to
ask the candidates (e.g: the reasons why the candidates want to
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become a club member, experiences in the past to protect the
environment and the intentions in the future).
+ Candidates think of the reasons why they want to become club
members and activities they did in the past and are going to do in
the future to help protect the environment.
- Pairs the chairmen with the candidates and asks them to role
play.
- Observes Ss while they are role playing, notes their language
errors.
* Students:
- Do as instructed.
- Gives Ss feedback.
Activity 4 CONSOLIDATION AND HOMEWORK (2 HOMEWORK
minutes) 1. Exercises in the workbook
- Aim:

To help Ss memorise the target language and skills that they

have learned.

- To inform students what the final product of the project should

be and how students can prepare for it.
- Steps:
* Teacher:
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Period: 10

UNIT 2: HUMANS AND THE ENVIRONMENT

Lesson 2: Language
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the consonant blends /kl/, /bl/, /gr/, and /pr/ correctly in individual words and in
sentences;
- Understand and use some lexical items about Humans and the environment;
- Distinguish and use the future with Will and Be going to;
- Understand and use passive voice.
2. Core competences:
- 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 aware of responsibilities towards the environment.
II. Teaching Materials:
- Grade 10 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. Procedures:
Stages Board display
Activity 1. Warm-up: Brainstorming (5 mins) Activity 1. Warm-up. Brainstorming
- Aim: To arouse the classroom atmosphere and to lead in Suggested pictures:
the lesson
- Content: Look at the pictures and guess words/ phrases.
- Product: ss’ answers
- Steps:
* Teacher:
+T gives instructions:
Look at the pictures and notes what the man has done to
the environment and what you have done to protect our
environment.
Ss work in 4 groups, share their words/ phrases they have
noted down with the others, then take turns to give answers
+ T collects answers from Ss of some groups and leads in
the new lesson.
*Students:
+ Look at the pictures
+ Discuss with classmates
+ Give the answers
Eg:
- Drop litter in the street
- Use chemical, pesticide, pollutant…
+ Grow as many trees as possible
+ Collect garbage/ Sweep the park
+ Should recycle our used items ...
PRONUNCIATION PRONUNCIATION
Activity 2. Task 1. Listen and repeat. (5 mins) Activity 2. Task 1. Listen and repeat.
- Aim: To help students recognise and practise the
 Stages Board display
consonant blends /kl/, /bl/, /gr/, and /pr/ in words
- Content: the consonant blends /kl/, /bl/, /gr/, and /pr/
(p.19)
- Product: ability to pronounce the sounds
- Steps:
* Teacher:
+ plays the recording and asks Ss to listen to the words and
repeat; tell them to pay attention to the consonant blends. (T
can play the recording as many times as necessary)
+ makes sure Ss know the meaning of each word.
+ checks whether Ss have improved their pronunciation by
randomly calling on individual Ss to read the words aloud.
(Teacher can also play the pronunciation video lesson of this
Unit for students to watch before they do the task.)
* Students:
+ Listen to the teacher
+ Do the task as instructed.

Activity 3. Task 2. Listen and practise

saying the following sentences. (p.19)
Activity 3. Task 2. Listen and practise saying the
following sentences. (p.19) (5 mins)

- Aim: To help students practise identifying the consonant

blends /kl/, /bl/, /gr/, and /pr/ in sentences.
- Content: Listen and practise saying
- Product: ability to pronounce the sounds
- Steps
* Teacher:
+ asks Ss to read all the sentences once, paying attention to
the different consonant blends in the sentences;
+ plays the recording for Ss to listen and practise saying
with the consonant blends they hear.
+ has Ss practise saying in pairs then calls some individual
Ss read out the sentences and corrects common mistakes as a
class.
+ plays the recording again, pausing after each sentence, for
Ss to repeat.
* Students:
+ listen to the teacher’s instructions
+ do as instructed.
+ practise reading the sentences in pairs

VOCABULARY VOCABULARY
Activity 4. Task 1. Match the words and phrases to their Activity 4. Task 1. Match the words
meanings. (p.20) (5 mins) and phrases to their meanings. (p.20)
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- Aim: To make sure that students understand the meaning
of some lexical items about humans and the environment.
- Content: Match the words & phrases with their meanings
- Product: Students’answers Key:
- Steps: 1. d - 2. e - 3. a - 4. b - 5. c
* Teacher:
+ T gives clear instructions.
+ T confirms the correct answer.
*Students:
+ Ss work in pairs to discuss and do the matching
+ Ss share the answers with the whole class.
Activity 5. Task 2. Complete the sentences using the
words and phrases in task 1. (5 mins)
- Aim: To give students practice in using the words/phrases Activity 5. Task 2. Complete the
in meaningful contexts. sentences using the words and
- Content: Complete the sentences phrases in task 1.
- Product: Students’answers
- Steps: Key:
* Teacher: 1. Eco-friendly
2. household appliances
3. carbon footprint
+ has Ss work in pairs; tells them to read the sentences 4. energy
carefully and decides which word in task 1 can be used to 5. litter
complete each of the sentences. T explains that they should
use the context clues to decide on the word / phrase, e.g. in
the first sentence, the gapped word is an adjective (eco-
friendly).
+ checks answers as a class, then has Ss call out the word/
phrase they have used in each sentence first.
+ confirms the correct answers. T asks Ss to give reasons
why they have chosen the word for each sentence, e.g. what
context clues they have used.

+ asks some Ss to read the complete sentences.

+ confirms the correct answers and asks Ss to give the
reasons why they have chosen the word/phrase for each
sentence.
* Students:
+ Ss work in pairs to discuss and find the answers
+ Ss share the answers with the whole class

GRAMMAR GRAMMAR
Activity 6. Task 1. Complete the following sentences with Activity 6. Task 1. Complete the
will or the correct forms of be going to. (7 mins) following sentences with will or the
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- Aim: To give students an opportunity to revise the use of correct forms of be going to
will and be going to to talk about future actions.
- Content: Complete the sentences
- Product: Students’ answers Key:
- Steps: 1. will
* Teacher: 2. are going to
+ tells Ss to read the explanations in the Remember! box 3. will
on page 20 and asks Ss questions to elicit the differences 4. is going to
between will and be going to, for example: 5. will
+ Do both structures talk about the future?
+ Which auxiliary do we use to talk about plans made
at the moment of speaking / before the moment of
speaking?
+ Can we use both structures for predictions?
+ gives more examples to make sure Ss understand the
use of will and be going to; in stronger classes, has Ss
come up with their own example sentences.
+ asks Ss to work in pairs or individually to choose will or
the correct form of be going to to complete each sentence.
+ reminds them to use some clues in the sentence to
decide on the correct tense form. e.g. 1: I don’t think; 2:
have already made the decision; 3: I’m sure; 4: Look at;
5: I forgot to phone Dad.
+ check Ss’ answers and asks them to explain their
choices (using the clues above).
* Students:
+ Ss do as instructed
+ Ss share their answers with a partner

Activity 7. Task 2. Rewrite the following sentences using Activity 7. Task 2. Rewrite the
the passive voice. Begin each sentence as shown. (8 mins) following sentences using the passive
- Aim: To give students an opportunity to revise the passive voice. Begin each sentence as shown.
voice.
- Content: Rewrite the sentences Key:
- Product: Students’ answers 1. A green lifestyle is adopted by more
- Steps: and more people.
* Teacher: 2. The rubbish was not put in the bins
+ asks Ss to read the explanation in the Remember! box on after the party yesterday by the
page 21 and asks Ss questions to check their understanding students.
of the grammar point, for example: 3. More trees will be planted in the
+ When do we use the passive voice? neighbourhood.
+ What do we focus on? 4. A lot of clean-up activities are going
+ How do we form the passive voice? (the verb be and to be organised by our club this
the past participle of the main verb). weekend .
+ gives more examples to make sure Ss understand the use 5. Important environmental issues
and forms of the passive voice in different tenses; in were discussed at the meeting.
stronger classes, has Ss come up with their own example
sentences in both passive and active structures.
 Stages Board display
+ asks Ss to work independently and rewrite the sentences
using the passive voice.
+ reminds Ss of the correct verb forms in different tenses;
of the use of the preposition by to mention the doer of the
action.
+ elicits that if the subject in the active voice is they or we,
Ss don’t need to indicate the doer in the passive voice.
+ checks the answers as a class by having individual Ss
write their answers on the board.
* Students:
+ Ss do as instructed.
+ Ss share their answers with a partner.
Activity 8. Extra activity. GAME: CHAIN MEMORY Activity 8. Extra activity. GAME
(4 minutes)
- Aim:
To help students further practise the future tense forms.
- Content: The game
- Steps:
* Teacher:
+ T explains the rules of the game.
+ T praises Ss for interesting ideas and having a good
memory and decides the winner.
Rules:
- T has Ss sit in a circle and has one student say a sentence
about what he/she is going to or will do, for example:
After this lesson, I’m going to play volleyball in the
playground. The next student repeats it and adds another
sentence, e.g. After this lesson, I’m going to play
volleyball in the playground and I’m going to meet some
friends.
- T explains to Ss that the sentences don’t have to be true. T
continues until a student can’t remember the previous
sentences. In bigger classes, T has Ss play the game in
teams. The winner is the team that continues the chain for
the longest time.
* Students:
+ Listen to the teacher
+ Ss do as instructed
CONSOLIDATION AND HOMEWORK (1 minute) CONSOLIDATION &HOMEWORK
- Aim: - Prepare the next lesson at home
To help students memorise the target language and skills - Revise the lesson.
that they have learnt
- Steps:
* Teacher:
Teacher asks: What have you learnt today?
+ Consonant blends /kl/, /pl/, /gr/, and /pr/
+ Some lexical items about humans and the environment;
 Stages Board display
+ Will and be going to to talk about the future;
+ Passive voice.
* Students:
+ Listen to the teacher
+ Retell the main contents
+ Write the required homework on notebook
Date of preparing: 24/9/2024 Date of teaching: 9/2024
Period: 11
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 3: Reading

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in a text about green living;
- Guess the meaning of words/phrases in context;
- Talk about ways to live green.
2. Core competence
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Recognise what activities are related to a green lifestyle and be ready to adopt them in their
lives;
- Be responsible for environmental protection.
II. Materials:
- Teacher: Handouts, textbook, lesson plan and pieces of paper, projector…..
- Students: Textbook
III. Procedures:

Stages/ activities Content/ Board display

WARM-UP: CROSSWORD(5 mins)
- Aim: To arouse the classroom’s atmosphere and
to lead in the lesson
- Content: to choose a random number, and Clues:
shows the clues on the screen for the Ss to guess 1. Rubbish lying in an open or public place
the words. 2. Causing no harm to the environment
- Product: guess the words. 3. The amount of carbon dioxide produced by the activities of a
- Steps: person or an organisation
* Teacher: 4. Power used for driving machines, providing heat and light, etc
- divides the class into two teams, has Ss in each 5. All the people living together in a house or flat
team take turns to choose a random number, and 6. Start to use a particular method
shows the clues on the screen for the Ss to guess 7. The time of life when a person is young, especially the time
the words. before a child becomes an adult
- also reminds Ss that they don’t need to answer 8. Put plants, seeds, etc. in the ground to grow
all the across words to find the keyword. 9. Interest in and concern about a particular situation or area of
 Stages/ activities Content/ Board display
- confirms, shows the answers on the screen and interest
decides the winner.
- leads in the lesson. Key:
* Sudents: discuss in their teams and say the
words out.

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
 Stages/ activities Content/ Board display

A D O P T

Y O U T H

P L A N T

A W A R E N E S S

Down word: LIFESTYLE

PRE-READING
Activity 1. Task 1 (15 mins) ACTIVITY 1. TASK 1: WORK IN GROUPS. LOOK AT
- Aim: To introduce the topic of the reading and THE PICTURES AND ANSWER THE QUESTIONS. (p.21)
get students involved in the lesson.
- Content: Work in groups. Look at the pictures
and the questions. (p.21)
- Product: Ss’ answer
- Steps:
* Teacher:
- has Ss work in groups of three or four to discuss
the questions.
- encourage Ss to describe the pictures using their
own language and focusing on how each object is
related to a green lifestyle, Suggested answers:
- confirms and leads in. - In Picture a, a man goes shopping with lots of plastic bags. It
e.g. single-use plastic bags: plastic waste, doesn’t show a green lifestyle. Plastic bags pollute the
pollution, difficult to recycle, can end up in the environment since they take time to decay.
ocean; fresh vegetables: green lifestyle. - In Picture b, we can see fresh food, which looks organic and is
* Students do as instructed. better for our health. It shows a green lifestyle.
- share the answers with the whole class. - In Picture c, we can see a lot of litter on the ground. Dropping
 Stages/ activities Content/ Board display
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 shows a green
lifestyle.
*VOCABULARY
- Aim: To help students use key language more
appropriately before they read. *Vocabulary
- Content: words, pronunciation of word, 1. explosion (n): a violent burst, often with a loud noise
meaning 2. method (n): a way of doing st
- Product: Ss’ take-note on notebook and 3. refillable (adj): can be filled again after being empty
practice 4. raw material (n.phr.): any material, such as oil, cotton, or sugar
- Steps: in its natural condition, before it has been processed for use
* Teacher:
- asks Ss to look at the explanation and the photos 5. sort (v): put a number of things in an order or to separate them
to guess the into groups
shows the Vietnamese meaning, says the words
aloud and asks Ss to repeat them –
* Students say the Vietnamese meanings of the
words.
Other Ss correct if the previous answers are
incorrect.
- correct if the previous answers are incorrect.

WHILE- READING
Activity 2. Task 2: ( 15mins) ACTIVITY 2. TASK 2: READ THE FOLLOWING TEXT
- Aim: To help students practise skimming a text AND CHOOSE THE BEST TITLE FOR IT. (p.22)
to choose the best title for it
- Content: Read the following text and choose Key: A
the best title for it.
- Product: ss’ answer
- Steps
* Teacher:
- draws Ss’ attention to the Tips box, has them
read through the tips and checks their
understanding.
- has Ss read the whole text once to get an overall
idea.
Teacher confirms the correct one; in stronger
class, asks Ss to explain why the other options
cannot be used as titles for the text, 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 are
not the focus here.
 Stages/ activities Content/ Board display
* Students: do as instructed individually. ACTIVITY 3. TASK 3: CIRCLE THE CORRECT
- work in groups to discuss the best option and MEANINGS OF THE HIGHLIGHTED WORDS AND
compare answers. PHRASES IN THE TEXT. (p.22)

Activity 3. Task 3: Suggested answers:

- Aim: To help students practise guessing the 1. a
meanings of words/phrases in context 2. b
- Content: Circle the correct meaning of the 3. a
highlighted words and phrases in the text. 4. a
- Product: ss’ answer
- Steps
* Teacher:
* Teacher has Ss read the text again, pay attention
to the context of each highlighted word/phrase
and look for clues explaining the meaning of it,
e.g.
1. sustainable: greener, lifestyle, can do, eco-
friendly.
** Ss work in groups to discuss the clues for each TASK 4: READ THE TEXT AGAIN AND DECIDE
option and compare the answers. WHETHER THE FOLLOWING STATEMENTS ARE
*** Ss share the answers with the whole class. TRUE (T) OR FALSE (F). (p.22)
**** Teacher confirms the answers by having
individual Ss call out the correct options.
Activity 4. TASK 4:
- Aim To help students practise reading for
specific information
- Content: Read the text again and decide
whether the following statements are TRUE
(T) OR FALSE (F). (p.22)
- Product: ss’ answer
- Steps
* T has Ss read the statements and underline the
key words, read through the text to locate the
answers, and then read again paying attention
only to the parts of the text that contain the
answers. Suggested answers:
T explains that the information in the statements 1. F (compulsory -> a choice)
is paraphrased and asks if they understand some 2. T
difficult words such as compulsory, plastic waste 3. T
and break down. 4. F (not encouraged -> encouraged)
** Ss work in pairs to compare the information in
each statement with information from the text.
*** Ss share the answers with the whole class.
**** Teacher confirms the correct answers and
asks Ss to correct the false statements.
 Stages/ activities Content/ Board display
POST –READING (9mins) TASK 5: WORK IN PAIRS. DISCUSS THE FOLLOWING
Activity 5: Task 5 QUESTION. (p.22)
- Aim: To help students use the ideas and Suggested answers: In my/ our opinion, turning off household
language in the reading to talk about ways to live appliances when they are not in use is the easiest way to live
green. green because we can do this right at home. We don’t need any
- Content: work in pairs. discuss the question - equipment or training for this.
- Product: Ss’ short presentation on the board
- Steps:
* Teacher:
* Teacher:
- asks Ss to read the text again and note down the
four ways to live green.
- encourages them to explain their answers using
as many reasons as possible.
** Ss work in pairs and discuss which of the
suggestions is the easiest to do.
*** Some pairs present a summary of their
discussion with the whole class.
**** T gives comments, collects common
mistakes to correct.

CONSOLIDATION AND HOMEWORK (1 HOMEWORK

min) - Search for more ways to live green on the Internet, take note
- Aim: some and post them on the Facebook/Zalo of your class.
To consolidate what students have learnt in the - Prepare for Speaking lesson.
lesson.
- To prepare for the next lesson.- Steps:
* Teacher:
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Period: 12 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Talk about ways to live green.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise what activities teenagers should do to live green;
- Be aware of the importance of a green lifestyle.
II. TEACHING MATERIALS
-Teacher: Grade 10 textbook, Unit 2, speaking
+ Computer connected to the Internet
+ Projector/ TV/ pictures and cards
+ sachmem.vn
- Students: Textbooks
III. PROCEDURES

Stages Board Display

WARM-UP (5 ms)
GAME: Board race (The topic word is green GAME: Board race
living)
Suggested answers:
- Aim: To arouse the classroom atmosphere and
lead in the lesson.
- Content: discuss in their teams and write down
the words. F A MO U S (1
- Product: the words which are related to the point)
topic and have one letter in the topic word
- Steps:
* Teacher:
- gives instructions of how to play the game, and
gives an example.
Rules and an example of the ‘board race game’: M O V I E (2
+The class is divided into teams. points
+ In one or two minutes (depending on the )
number of the letters in the topic words), Ss have
to find the words which are related to the topic
and have one letter in the topic word.
+ If the word begins with a letter in the topic
word, the team gets 1 point.
+ If the letter of the topic word appears in the L O V E (1
middle position, the team gets 2 points. point)
+ If the letter of the topic word is at the end of the
word they have found, the team gets 3 points.
For example, if the topic word is FILMS and with
the words found in the table below, a team gets 9
points in total.

- confirms the correct words, decides the winner C I N E M A (2

and leads in the lesson.

*Students:
- discuss in their teams and write down the words.
- Ss in each team take turns to write their words
on the board.
points
)

A C T R E S S (3
points
)

Total 9
points

PRE-SPEAKING (15 ms) PRE-SPEAKING

1. Vocabulary (5 ms) 1. Vocabulary
1. leave st on (idioms): choose to keep something
- Aim: To pre-teach some vocabulary so that operational or switched to an "on" position.
students can understand the meanings and use Ex: Someone left the lights on the whole time we
them correctly in main speaking tasks. were gone. Our electricity bill is going to be
- Content: Study some vocabulary enormous.
- Product: Remember and practise the vocabulary 2. chemical (n): a substance obtained by or used in a
- Steps: chemical process

* Teacher:
- shows the words one by one, plays the recording
and ask Ss repeat the sounds of the words.
- shows the pictures and ask Ss guess the meaning
of the words.
- confirms the meanings, calls on some individual
Ss to make sentences with each word.
*Students: 3. shade (n): slightdarknesscaused by something
- listen and repeat the words blocking the directlight from the sun
- look at the picture and guess the meanings of the
words based on pictures, explanations or
examples.
- make sentences with each word.
2. Which of the following activities do you 2. Which of the following activities do you think
think teenagers should or shouldn’t do to live teenagers should or shouldn’t do to live green?
green? Put a tick in the appropriate column. Put a tick in the appropriate column. (p.23)
(p.23) (5 ms) Suggested answers:

- Aim: To introduce more ideas for the main

speaking tasks and get students involved in the
lesson Activities Should Shouldn’t
- Content: decide which activities they should/
shouldn’t do to go green
- Product: Ss’ answers
- Steps:

* Teacher: 1. Leaving your appliances ✔

- asks Ss to work in pairs, read the activities, on when not in use
discuss their meanings and decide which activities
they should/ shouldn’t do to go green by putting a
tick in the appropriate column.
- confirms the correct answers.
*Students:
- work in pairs and discuss their meanings and 2. Recycling your used ✔
decide which activities they should/ shouldn’t do items
to go green by putting a tick in the appropriate
column
- share their answers with the whole class.

3. Using plastic bags when ✔

shopping

4. Buying organic food ✔

 5. Dropping litter in the ✔
street

6. Planting trees ✔

3. The table below presents the reasons why 3. The table below presents the reasons why
teenagers should or shouldn’t do the activities teenagers should or shouldn’t do the activities in
in 1. Work in pairs and match them with the 1. Work in pairs and match them with the
activities. (p.23) (5 ms) activities. (p.23)

- Aim: To introduce more ideas for the main

speaking task and get students involved in the
lesson
- Content: match reasons why teenagers should e.g.
or shouldn’t do the activities with the activities Student A:Why shouldn’t you leave your appliances
- Product: Ss’ answers on when not in use?
Student B:Because this wastes electricity and creates
- Steps: dangerous situations. Why should you recycle your
* Teacher: used items?
- Asks Ss to read the reasons, and discuss with a Student A:Since this protects natural resources.
peer to do the matching.
- reminds them that besides using because, they
can use since/ as/ due to the fact that/ on the Suggested answers:
ground that to express reasons and encourages a - 5; b - 1; c - 3; d - 4; e - 2; f - 6
them to give more reasons and make small
exchanges after doing the matching
- confirms the correct answers and calls on some
pairs to make small exchanges like the one above.
*Students:
- do as instructed.
- share the answers with the whole class.
- listen and take notes.

WHILE-SPEAKING (18 ms) WHILE-SPEAKING

Work in groups. Discuss and present your Work in groups. Discuss and present your ideas
ideas about what you should or shouldn't do to about what you should or shouldn't do to live
live green. (p.23) (18 ms) green. (p.23)

- Aim: To give students an opportunity to discuss

ideas in groups and share with the rest of the Suggested answers:
class.
- Content: discuss and present your ideas about Example: There are many things that we should or
what you should or shouldn't do to live green. shouldn’t do to live green. We should recycle our
- Product: Ss’ discussion and presentation. used items so that we can protect natural resources.
- Steps: We shouldn’t drop litter in the street because this will
make the street dirty and pollute the environment.
* Teacher:
- asks Ss to work in groups, discuss what they
should or shouldn’t do to live green.
- (Notes: In weaker classes, T reminds them
to use the ideas given in 1 and 2 in their
discussion. In stronger classes, T encourages
them to think of other activities and reasons.)
- praises Ss for interesting and imaginative ideas,
and for providing well-formulated reasons.
*Students:
- work in groups, discuss what they should or
shouldn’t do to live green.
- share their ideas with the rest of the class

POST-SPEAKING (5 ms) POST – SPEAKING

Peer-correction Peer correction
- Aim: give the feedback on Ss’ presentations.
- Content: check sts’ mistakes and give the
correct ones.
- Product: have a completed presentation.
- Steps:
* Teacher:
- Asks them to exchange the ideas for groups
- Walks round to help Ss if necessary.
- Corrects and give comments on students’ ideas.
* Students:
- Work in groups and do as required
- share comments with groups.
- Listen to the teacher’s comments and feedback.

CONSOLIDATION AND HOMEWORK HOMEWORK

(2 ms) - Do the tasks again
- Prepare listening skill (page 24)
- Aim: help students memorize the target - Practise talking about the reasons why we should or
language and skills that they have learned: shouldn’t do to live green with classmates
vocabulary, talk about the reasons why we should
or shouldn’t do to live green.

- Steps:
* Teacher:
- Asks sts: “What have you learnt today?”
- Calls on sts to repeat the main contents
- Emphasizes the main contents again
- Delivers homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Class: 10

Period: 13 UNIT 2: HUMANS AND THE ENVIRONMENT

Lesson 5: Listening

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Listen for specific information in a text about green living;
- Talk about a plan to organise a green event in their area.
2. Core competence
- Be collaborative and supportive in pair work and teamwork;
- Actively join in-class activities;
- Develop presentation skills.
3. Personal qualities
- Be more responsible for the environment and be able to propose plans to solve environmental
issues in their residential areas;
- Be ready to make a plan to organize a green event in their area.
II. Teaching Materials:
- Teacher: Computer connected to the Internet
- Projector/ pictures and cards
- Students: Textbook
III. Procedures:

Stages Board display

Activity 1 Activity 1
Warm-up: GAME: TABOO (6mins)
- Aim: To create a friendly atmosphere before the lesson and
Get Ss to engage in the lesson
- Content: look at the pictures and answer the questions
- Product: ss’ answers Suggested words:
- Steps: Set 1: adopt, carbon footprint,
* Teacher: litter, method, eco-friendly
- divides the class into 2 teams, and lets each team choose 5 Set 2: sort, awareness, organic,
representatives. household appliances, cut down on
- prepares in advance 2 sets of words (maybe written on a sheet
of paper), and gives them to the representatives.
- asks the representatives to try to get their teammates to guess
words using verbal clues or actions without using the words in
 Stages Board display
their sets and without using their mother tongue in two minutes.
- confirms the correct words, and decides the winner. The
winners are the ones whose team can guess the most words.
* Students:
+do as instructed.
+ take turns to describe and guess the words.

PRE-LISTENING Activity 2
Activity 2. Task 1: (6 mins) TASK 1: WORK IN PAIRS.
- Aim: To introduce the topic of the listening extract and activate LOOK AT THE PICTURE AND
students’ prior knowledge. ANSWER THE QUESTIONS.
- Content: look at the picture and answer the questions. (p.24)
- Product: sts’ answers WHAT ARE THEY DOING? WHY?
- Steps:
* Teacher:
- has Ss work in pairs, look at the picture and tell their partner
what they see in the picture.
- encourages them to use the vocabulary they have learnt to
describe the picture, e.g. The students are picking up rubbish,
bottles and plastic bags; They are watering plants and trees.
Teacher praises the pairs with interesting ideas and asks the class
some more questions to elicit the topic of the listening: Go
Green Weekend event such as:
* Students: do as instructed.
+ Some pairs share their answers with the class.

+ Are the students wearing school

uniforms?
+ Are they at school?
+ What day of the week do you
think it is?
+ Do you think this is an organised
event?
+ What kind of event is it?
Vocabulary (5 mins)
- Aim: To help students understand the lexical items in the text
Vocabulary
- Content: words, pronunciation of word, meaning
1. schedule (n): a plan that lists all
- Product: Ss’ take-note on notebook and practice
the work that you have to do and
- Steps:
when you must do each thing.
* Teacher:
2. specific (adj): connected with
- Provide vocab
one particular thing only.
- Confirm, show the items and their meanings on the screen
3. donation (n): money or goods
- Ask Ss to note down the vocabulary.
that are given to help a person or
- Ask other Ss to give comments.
organization, or the act of giving
*Students:
them.
- Take notes on the notebook
 Stages Board display
- Read the vocab 4. delivery (n): the act of taking
goods, letters, parcels, etc. to
people's houses or places of work

WHILE-LISTENING TASK 2: LISTEN TO AN

Activity 1. Task 2: (8 mins) ANNOUNCEMENT ABOUT A
- Aim: To help Ss practise listening for specific information. GO GREEN WEEKEND
- Content: Listen to an announcement about a go green EVENT AND DECIDE
weekend event and decide whether the following statements are WHETHER THE FOLLOWING
True (T) or False (F) STATEMENTS ARE TRUE (T)
- Product: ss’ answer OR FALSE (F). (p. 24)
- Steps
* Teacher: 1. T ; 2. F (central market ->
- tells Ss that they are going to listen to an announcement about a central park); 3. T; 4. T
Go Green Weekend event.
- has them read the statements, underline the key words.
- checks the key words with the whole class.
- plays the recording and has Ss do the activity, paying
attention to the key words to catch the ideas.
*Students: do as instructed share their answers with a peer.
Teacher:
- checks the answers as a class, asks SS to explain why they are
true or false.
- plays the recording again if many Ss have incorrect answers,
pausing at the places where they can get the correct information.
Activity 2. Task 3 (8mins)
- Aim: To help students practise listening for specific
information
- Content: Listen again and complete each the table with one
word from the recording (p.24)
- Product: ss’ answer
- Steps
* Teacher:
- has Ss read the instruction and focus their attention on the word
‘ONE’
- has them read the incomplete text and try to have a guess at
what part of speech might fit each gap, e.g. 1. noun; 2. adjective
-plays the recording once for Ss to complete the table.
*Teacher:
- checks the answers by calling on some Ss to write their answers TASK 3: LISTEN AGAIN AND
on the board or read them aloud. COMPLETE EACH GAP IN
- plays the recording again if many Ss have incorrect answers, THE TABLE WITH ONE
pausing at the places where they can get the correct information. WORD FROM THE
* Students: do as instructed. RECORDING. (p.24)
+ share their answers with a peer.
 Stages Board display

Key:
1. park
2. plastic
3. Sort
4. Post
5. suggestions
POST-LISTENING
Activity 3. Task 4 (10 mins) TASK 4: WORK IN GROUPS.
DISCUSS THE FOLLOWING
QUESTION. (p.24)
- Aim: To give students an opportunity to personalise the
language and ideas from the listening in a speaking task.

- Content: listen and complete the sentences.

- Product: ss’ answer
- Steps
* Teacher:
- asks some lead-in questions to see whether Ss have taken part
in any environmental activities or events, and how much
experience they have, e.g.
+ Have you ever taken part in an environmental activity or
event?
+ How many times have you participated in such activities
or events?
+ What did you do there?
+ How did you feel?
- put Ss in groups in which there are both not or less experienced
Ss and Ss who have taken part in such eco-friendly events.
- eeminds them that they can use the ideas from the listening and
in stronger classes, T encourages them to come up with their
own green activities.
- invites some groups to present their ideas to the whole class,
and praises the groups for interesting and imaginative ideas.
* Students: do as instructed.
- share their ideas with the rest of the class.

CONSOLIDATION AND HOMEWORK (1 minute) CONSOLIDATION AND

- Aim: HOMEWORK
+ To consolidate what students have learnt in the lesson - Do the listening exercises in the
+ To prepare for the next lesson Workbook
- Steps: - Prepare for the writing lesson..
 Stages Board display
* Teacher:
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Period: 14
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 6: Writing
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use lexical items related to the topic “Humans and the environment”;
- Write about ways to improve the environment.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Personal qualities
- Be more responsible for protecting the surrounding;
- Be able and willing to persuade other people to take actions to make a nice and clean
environment.
II. MATERIALS
- Grade 10 textbook, Unit 2, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
III. PROCEDURES:

Stages Board display

WARM-UP: the wheel of the fortune (6 mins)
- Aim: Suggested words
- To arouse the classroom atmosphere. Round 1:
- To get students be actively involved in the lesson. + Clue: the conditions in which a person,
+ To introduce the concept of humans and the environment animal or plant lives or operates or in
and activities that can become part of them. which an activity takes place
- Content: guess the meaning of word rely on the its + Key: ENVIRONMENT
definition. - It is not necessary for the Ss to guess all the Round 2:
individual letters. They can guess the whole word at any time. + Clue: make something or somebody
- Product: ss’ answers the right words better than before
- Steps: + Key: IMPROVE
* Teacher: Round 3:
 Stages Board display
T divides the class into two teams, and explains the game + Clue: an idea or a plan that you
rules: mention for somebody else to think about
T confirms the correct words, decides the winner and leads in + Key: SUGGESTION
the lesson.
*Students:
- Ss in each team read the clues, take turns to spin the wheel,
guess the individual letters until they can guess the whole
word.
Ss do as instructed.
Ss in each team discuss and guess the words.
PRE-WRITING ( 8 mins )
Activity 1. Task 1: e.g.
- Aim: To help students recall some suggestions for + Do you have any ideas about how to
improving the environment improve the environment in our school?
- Content: work in pairs . Match the suggestions for 1. Match the suggestions for improving the
improving the environment with their expected results. (p.25) environment with their expected results.
- Product: matching the right words (p.25)
- Steps: + What are they?
* Teacher: Key the task 1
* Teacher: 1.c
- asks Ss some questions to elicit the topic of the writing as 2.a
well as some suggestions. e.g. 3.b
+ Do you have any ideas about how to improve the
environment in our school?
+ What are they?
- has them work in pairs and asks them to do the matching. In
weaker classes, go through the suggestions and expected
results to check comprehension.
Teacher asks individual Ss to call out their answers and
confirms the correct ones.
* Students:
- Listen to the teacher
- Do as instructed.
2. Vocaburary
*Vocabulary (5 mins)
- Aim: To help students understand the lexical items in the
text
- Content: words, pronunciation of word, meaning
- Product: Ss’ take-note on notebook and practice
- Steps:
* Teacher:
- Provide vocab
- Confirm, show the items and their meanings on the screen
- Ask Ss to note down the vocabulary.
- Ask other Ss to give comments.
*Students:
- Take notes on the notebook
- Read the vocaburary
 Stages Board display
WHILE- WRITING (20 mins ) 3. Read the incomplete paragrapph about the
Activity 2. Task 2 environment. Fill in the blanks with the
- Aim: words anh phrases from the box (p.25)
To provide students with a model of a well-structured + A paragraph is a group of sentences that
paragraph and practice in using connectors to link sentences. develop ONE main idea.
- Content: TASK 2: Read the incomplete paragrapph about + A paragraph usually consists of three parts:
the environment. Fill in the blanks with the words anh phrases a topic sentence, supporting sentences and a
from the box (p.25) concluding sentence.
- Product: reading the incomplete paragraph and fill in each + Two important qualities of a good
numbered blank with a word/ phrase in the box. paragraph are unity (i.e. one main idea is
- Steps: developed) and coherence (i.e. all the
* Teacher: sentences and ideas flow smoothly to make
- tells Ss that they are going to write a paragraph about ways clear and logical points about the topic)
to improve the environment in their school. First, they will be Key:
provided with an incomplete example as a model for their 1. First
writing. 2. For example
- recall the information about the structure of a paragraph: 3. In conclusion

- asks Ss to read the incomplete paragraph and fill in each

numbered blank with a word/ phrase in the box.
- Teacher checks the answers by calling on some Ss to read
their answers to the class.
*Students:
- Ss do as instructed.
- Ss discuss and share their answers with a partner.

TASK 3: ADD TWO MORE SUGGESTIONS TO 4. ADD TWO MORE SUGGESTIONS

IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO IMPROVE THE ENVIRONMENT IN
TO THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO YOUR SCHOOL TO THE PARAGRAPH
HELP YOU. (p.25) IN 2. USE THE IDEAS IN 1 TO HELP
- Steps: YOU. (p.25)
* Teacher: First, Second, In addition, Additionally,
- explains the writing task. Moreover, Furthermore, Another idea
- has Ss brainstorm more suggestions in groups. worth noting is that, Finally, …
- walks round the class to offer help and encourages Ss to take + To give an example: For example / For
notes of their ideas. instance, To illustrate, …
- asks some groups to call out their ideas and write them on + To conclude: In conclusion, In brief, In
the board for other Ss’ reference. short, To sum up, …
- asks Ss to write their suggestions to complete the paragraph T walks round the class to monitor and make
individually, sets a limited time for this task and walks round a note of some common mistakes.
the class to give further support if needed.
- reminds them to use some connectors to link the ideas before
 Stages Board display
they write:
+ To list ideas:
Students:
- do as instructed.
- share their answers with their group members.

POST –WRITING (9 mins)

- Aim: To give students an opportunity to recognise the 5. Sample answer:
common mistakes so that they can avoid in writing Another way would be to plant more trees.
- Content: peer correction For example, we can plant more green trees
- Product: ss’ final version in writing around the school and in the schoolyard. It
- Steps: reduces CO2 and makes the air we breathe in
* Teacher: cleaner. Finally, we can set up more rubbish
- explains the marking symbols in the following table. bins. For instance, we can put more bins in
- asks two Ss sitting next to each other to exchange their public places such as parks or bus stations.
writing, read their partner’s writing and write the symbols This makes the waste collection easier.
next to mistakes that they can find like the ones in the table
above.
- asks Ss to return their partner’s writing and lets them correct
themselves.
- reminds them that they can ask for their partner’s help.
Teacher goes around to offer help.
Students
Ss do as instructed.
Ss share their ideas with a partner
CLASS CORRECTION
* Teacher:
- writes Ss’ common mistakes on the board, asks Ss to check
whether they make the same mistakes in their writing.
- calls on some Ss to correct those mistakes as a class. Ss do
as instructed.
Teacher:
- further explains the paragraph structure if Ss are not able to
develop the three elements in their writing.
- collects Ss’ writing and provides written feedback in the
next lesson.
- in weaker classes, provides some suggested answers if
necessary.
CONSOLIDATION AND HOMEWORK: (2 mins) - Do the tasks again
- Aim: - Prepare Communication and Culture at
+ help students memorize the target language and skills that home
they have learned: vocabulary, form and structures used to - Complete your writing according to your
write about the environment peer’s & T’s correction.
+ remind sts of what they need to do at home as required
- Steps:
* Teacher:
- Ask sts: “What have you learnt today?”
 Stages Board display
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Period: 15 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson: COMMUNICATION AND CULTURE / CLIL
I. Objectives:
By the end of the 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 teamwork;
- 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 environmental protection.
II. Teaching Materials:
- Teacher: Handouts, textbook, lesson plan and pieces of paper, projector…..
- Student: Textbook…..
II. Procedures:
Stages Board display

GAME: RUNNING MAN

Warm-up: (5 minutes) Suggested answers:
- Aim: Arouse the classroom atmosphere. - Green lifestyle
To help students revise words/ phrases related - Eco-friendly
to the topic - Plastic bags
- Create a friendly atmosphere before the - Zero waste
lesson and Get Ss to engage in the lesson - Carbon footprint
- Content: Play a game with phrases and
words related to the topic Humans and the
Environment

- Product: Ss’ answers

- Steps:
* Teacher:
+ Divides the class into two teams and Ss in
each team take turns to run to the board and
write a word/ phrases and words related to the
topic Humans and the Environment on the
board in two minutes.
+ Confirms the correct word/ phrase and
decides the winner (the team with the most
correct words/ phrases)
+ Lead in the new lesson.
*Students:
- Run to the board
- Write the words
Activity 1. (10 minutes) Activity 1TASK 1: LISTEN AND
- Aim: Provide Ss with an example COMPLETE THE CONVERSATION
conversation in which people ask for and give WITH THE EXPRESSIONS IN THE BOX.
advice about ways to find information for the THEN PRACTISE IT IN PAIRS. (p.25)
presentation. e.g.
Recognize and use in daily life. Teacher: I don’t know anything about
- Content: Fill the gaps with the correct words organic food.
or phrases in the box Ss 1: You should search on the Internet.
- Product: complete the sentences Ss 2: I advise you to go to a shop selling
- Steps: organic food.
* Teacher: Suggested answers:
- elicits expressions Ss already know related to 1. B
asking for and giving advice by saying some 2. A
situations and has Ss give advice. 3. D
- asks Ss to read through the expressions in the 4. C
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)
- checks the answers by asking individual Ss to
read out the complete conversation.
- asks Ss to practise the conversation in pairs
and then read aloud.
(Notes: - in stronger classes, writes some
prompts on the board and ask Ss to role-play
the conversation based on the prompts only.)
* Students:
- Listen to the tapes/ CD
- Answer the questions
- Compare the answer with ss’ partner.
- Listen to the teacher’s feedback.

Activity 2. Task 2.( 10 minutes) Activity 2. TASK 2: WORK IN PAIRS.

WORK IN PAIRS. MAKE A SIMILAR MAKE A SIMILAR CONVERSATION
CONVERSATION ASKING FOR AND ASKING FOR AND GIVING ADVICE
GIVING ADVICE ABOUT GREEN ABOUT GREEN LIVING. USE THE
LIVING. USE THE EXPRESSIONS EXPRESSIONS BELOW TO HELP YOU.
BELOW TO HELP YOU. (p.25) (p.25)
- Aim: focus on students’ understanding of the
given structures headings and the detailed
information in the paragraph. Example: 1
- Content: Use the expression to make a
similar conversation. A: I was asked to give a presentation on
climate change next week. What should I do
- Product: understand the content of giving a Mai?
conversation with requirements. B: You should search for information about
- Steps the topic on the internet
* Teacher: A: Should I also read books in the library?
- brainstorms green living ideas and writes B: That’s a good idea. I advise you to collect
them on the board for Ss’ reference. information from different sources. Then
- revises common expressions used to ask for you can decide what to include in the
and give advice or asks Ss to read through the presentation.
expressions in the table and check their
understanding if they are weaker students.
- puts Ss into pairs, and gives them some Example: 2
minutes to think about specific green issues A: I was asked to give a presentation on
that they want to include in their conversation. climate change next week. What should I do
- in weaker classes, walks around the class and Mai?
suggest situations to Ss, e.g. advice about B: If I were you I should search for
reducing plastic waste, keeping the information about the topic on the internet
environment clean, or making homes or A: Should I also read books in the library?
schools eco-friendly. B: That’s a good idea. How about collecting
information from different sources? Then
The teacher praises Ss for good effort, clean you can decide what to include in the
pronunciation, fluent delivery and interesting presentation.
ideas. Example: 3
- Check Ss’ answers as a class.
- Ask sts to explain the reason for their choices.
- Give an explanation if necessary.
* Students:
- Listen to the teacher’s instructions
- Read the headings, and the paragraphs and
build conversations.
- Prepare the explanation
- work in pairs to practise their conversations.
- act out their conversations to the class - Listen
to the teacher’s explanation

Activity 3. ( 10 minutes) Activity 3. READ THE TEXT AND

READ THE TEXT AND COMPLETE THE COMPLETE THE TABLE. (p.26)
TABLE. (p.26) + What is the carbon footprint?
- Aim: Identify the keywords to complete the + How do you measure it?
table. + Why is it bad to have a large carbon
- Content: write a suitable word based on the footprint?
information in given sentences. + How can we reduce it?
- Product: Have completed the table.
- Steps:
* Teacher:
- Ask Ss some questions to find out what they Eg:
already know about the topic, e.g. + What is the average carbon footprint for
a person (globally/ in Viet Nam)?
- Ask Ss what they want to know about the -> 4 tons globally/ 2.2 tons in Viet Nam
topic and write the questions on the board, e.g. + What problems are caused by a large
carbon footprint?
-> Global warming, climate change,
extreme weather events
+ Which countries have the largest carbon
footprint?
-> China, the USA, India, Russia, Japan
+ What food has the highest carbon
footprint?
-> meat, cheese, eggs
** Ss do as instructed.
- asks Ss read the text about carbon footprint *** Ss share their answers with a partner.
and complete the table. **** Teacher:
- walks around the class to offer help, - checks the answers as a class by calling on
explaining unfamiliar words and answering pairs to write the missing words on the board
questions. - 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
*Students: answer now and cross them out.
- Ss do as instructed. Key:
- Ss share their answers with a partner. 1. CO2
- Write a short brochure in groups and write 2. global temperatures
3. showers
4. public transport

Activity 4 (9 minutes) Activity 4: WORK IN PAIRS. DISCUSS

WORK IN PAIRS. DISCUSS THINGS THINGS YOU CAN DO TO REDUCE
YOU CAN DO TO REDUCE YOUR YOUR CARBON FOOTPRINT. (p.26)
CARBON FOOTPRINT. (p.26) - In weaker classes, Ss underline the ideas in
- Aim: give feedback on Sts speech about the text so that they can use them in their
carbon footprint. discussion; and in stronger classes, encourages
- Content: check sts mistakes and give the Ss to come up with their own ideas to reduce
correct ones. their carbon footprint.
- Product: have completed speeches about - reminds them to take notes of their partner’s
carbon footprint. ways to reduce his/ her carbon footprint
- Steps: ** Ss work in pairs to discuss and take notes.
* Teacher: **** T calls on some Ss to report their
- Ask them to exchange the drafts with a partner’s ideas to the class.
partner for peer review. e.g. Lan thinks that her carbon footprint is not
- Walk around to help Ss if necessary. very big, but she’ll try to reduce it to further
- Correct and give comments on students’ help the environment. First, she’ll start cycling
speeches. to school instead of asking her dad to drive
* Students: her. Second, she’ll stop using plastic bags for
- Work in groups and do as required groceries. Finally, she'll start drinking filtered
- Exchange the ideas with partners tap water instead of buying bottled water.
- - Listen to the teacher’s comments and
feedback
Activity 5 : (1 minute) Activity 5 :
CONSOLIDATION AND HOMEWORK WRAP-UP
- Aim: - What carbon footprint is and the ways to
+ help students memorize the target language reduce it in our lives.
and skills that they have learned: vocabulary, HOMEWORK
form and structures used to give suggestions. - Do exercises in the part Looking back and
+ remind sts of what they need to do at home as answer the rest questions in Task 1
required - Exercises in the workbook
- Steps: - Prepare for Looking back and Project the
* Teacher: lesson
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on a notebook

Date of preparing: 24/9/2024 Date of teaching: 9/2024

Class: 10A
Period: 16 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- revise the consonant blends /kl/, /pl/, /gr/, /pr/ correctly;
- revise words and phrases related to humans and the environment learnt in the unit;
- revise how to use will and be going to, and passive voice correctly;
- Plan activities for a Go Green Weekend and give a group presentation about the event.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.

II. TEACHING MATERIALS

- Teacher: textbook, Unit 2, Looking back & Project, computer connected to the Internet,
projector/ TV/ pictures and cards, pictures, A0 paper, Sachmem.vn
- Students: Textbook
III. PROCEDURES

Stages Procedure
WARM-UP: (5 ms)

- Aim: To arouse the classroom atmosphere GAME: THE LAST MAN STANDING
and help students revise words/ phrases related
to the topic
- Content: game
- Product: ss’ answer
- Steps:

* Teacher:
- Invites 10 Ss to form a circle and stand at a
center with a ball.
- Explains the game rules to Ss ((Rules:
T has 10 Ss form a circle and stands at a
center with a ball. T speaks out a word related
to the topic Humans and the environment and
pass the ball to one student. Let him/her toss it
to another student as he/she names the word
related to the theme. If Ss repeat a word or
can’t say any more words, they need to sit
down. The last student standing wins the
game.)

- praises the Ss with the most words and the

most interesting words/ phrases.
*Students:
-Do as instructed.
PRONUNCIATION: (6ms) PRONUNCIATION
Listen and underline the words with the
- Aim: To help students revise /kl/, /pl/, /gr/ consonant blends /kl/, /pl/, /gr/ or /pr/. Then
and /pr/ practise reading the sentences. (p.26)
- Content: Listen and underline the words with
the consonant blends /kl/, /pl/, /gr/ or /pr/. Then Suggested answers:
practise reading the sentences. (p.26) 1. The professor is proud of the results of our project.
- Product: sts’ answers 2. Grass is growing on the ground.
- Steps: 3. Those toy planes are made of plastic.
4. Click the button to become a member of the club.
* Teacher:
- asks Ss to listen to the recording and
underline the words that have the consonant
blends /kl/, /pl/, /gr/ or /pr/.
- asks individual Ss to write the words with the
consonant blends on the board and has them
read those words several times.
- plays the recording again, pausing after each
sentence for Ss to repeat.
- puts Ss in pairs and has them practise reading
the sentences together.
- goes round to offer help and collect common
mistakes if Ss have to correct as a class.
*Students:
- do as instructed.

VOCABULARY (5ms) VOCABULARY

Complete the sentences. Use the words and Complete the sentences. Use the words and
phrases in the box. (p.26) phrases in the box. (p.26)

- Aim: To help students revise words and Suggested answers:

phrases related to human activities and the 1. green lifestyle
environment, which they have learnt in the unit 2. carbon footprint
2. 3. eco-friendly
- Content: Complete the sentences. Use the 4. appliances
words and phrases in the box. (p.26)
- Product: sts’ answers
- Steps:

* Teacher:
- asks Ss to complete the sentences by using
the words and phrases in the box individually.
- checks the answers by asking individual Ss to
writes the missing words/ phrases on the board.
*Students:
- do as instructed.
- compare their answers with a partner.
GRAMMAR (6ms) GRAMMAR
Choose the best answers. (p.26) Choose the best answers. (p.26)
- Aim: To help Ss revise will and be going to
and the passive voice Suggested answers:
- Content: Choose the best answers to 1. is used
complete the sentences. 2. are planted
- Product: sts’ answers 3. will pass
- Steps: 4. will
5. are going to travel
* Teacher: 6. is going to rain
- asks Ss to choose the answers in order to
complete the sentences individually.
- checks the answers by asking individual Ss to
write the sentences on the board
- asks Ss to explain what grammatical form
they have used and why.
- asks Ss to read aloud the sentences.

*Students:
- write the sentences on the board and others
compare their answers with a partner.
- explain what grammatical form
- read aloud the sentences.

PROJECT (21 mins) PROJECT

- Aim: To provide an opportunity for students Suggested answers:

to develop their research and collaboration Sts’ answer may vary
skills, and to practise giving an oral
presentation.
- Content: checklist for peer and self-
assessment
- Product: sts’ presentation.
- Steps
* Teacher:
- gives Ss a checklist for peer and self-
assessment and explains that they will have to
tick the appropriate items while listening to
their classmates’ presentations and write
comments if they have any. (The presenters
should complete their self-assessment checklist
after completing their presentation).
- goes through the criteria for assessing their
talk to make sure Ss are familiar with them.
- invites two or three groups to give their
presentations and encourages the rest of the
class to ask questions at the end.
- gives praises and feedback after each
presentation and gives marks for their
presentation as part of their continuous
assessment.
- asks Ss to complete the self-assessment table,
identifies any difficulties and weak areas and
suggests further practice for individual Ss.
*Students:
- give groups’ presentations..
- listen teacher’s feedback.
- complete the self-assessment table.
CONSOLIDATION AND HOMEWORK:
(2 ms) HOMEWORK
- Aim: - Revise /kl/, /pl/, /gr/ and /pr/
+ To consolidate what students have learnt in - Revise words/ phrases related to the topic Humans
the lesson and the environment
+ To prepare for the next lesson - Revise will and be going to and the passive voice
- Steps: - Exercises in the workbook
* Teacher: - Prepare for Unit 3 lesson 1
- Ask sts: “What have you learnt today?”
- Call on sts to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook