Giáo án Tiếng Anh Lớp 10 (Global success) - Period 9 to 16 - Unit 2: Humans and The Environment - Năm học 2022-2023

 Date of planning: September , 2022
Date of teaching: September , 2022 
Period 9
 Unit 2: HUMANS AND THE ENVIRONMENT
 Lesson: Getting started: Go Green Club
I. OBJECTIVES: By the end of the lesson , students will be able to:
- understand the meaning of the new language through a conversation about human and the environment.
- develop a sense of responsibility for living green to improve the environment.
II. LANGUAGE KNOWLEDGE: 
 + Vocabulary: adopt, awareness, carbon footprint
 + Grammar: The future with ‘will’ and ‘be going to’, Passive voice
 + Pronunciation: /kl/, /pl/, /gr/, and /pr/
III. INSTRUCTIONAL RESOURCES:
- Grade 10 textbook, Unit 2 - Getting started
- Computer connected to the Internet, tape.
- Projector/ TV/ pictures and cards / cassette
- sachmem.vn
IV. PROCEDURES:
 Teacher’s and Students’ activities Contents
 1/ Activity 1: Clip watching (5 ms)
 - T gives instructions: Watch the clip and take notes what the man What the man has done:
 has done. - Kill the animals
 - Ss do as instructed. - Use animal products for commercial 
 - Ss work in 4 groups, share their words/ phrases they have noted purposes
 down with the others, then take turns to write the words/ phrases on - Pollute the sea with oil
 the board. - Pollute the air due to the urbanization 
 - T checks and corrects if there are any spelling mistakes - Throw out a lot of rubbish
 and confirms the winner. -
 -T leads in the lesson: Our environment is being seriously 
 destroyed, at your age you can take some simple actions to help 
 save the environment. One of them is taking part in Go Green clubs.
 (Video link: 
 2. Activity 2: Listen and Read (10 ms)
 - T asks Ss to look at the picture (p.18) and answer the following 
 questions:
 + What are the students doing? Answers:
 + Is cleaning up the school/ the street/ public places a way to adopt + The students are cleaning up their school.
 a green lifestyle? + Yes, it is. I think it’s the most common way 
 + What are you going to listen to? to adopt a green lifestyle. 
 - T has Ss listen to the tape and read the conversation. + In my opinion, we are going to listen to a 
 - T explains the new words to the students by using manners, conversation about how to protect the 
 gestures, real objects and pictures. Ss listen and take notes. environment.
 + adopt (v) /əˈdɒpt/: start to use a particular method
 + awareness (of) (n) /əˈweənəs/: interest in and concern about a 
 particular situation or area of interest
 + carbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: a measure of the amount 
 of carbon dioxide that is produced by the activities of a person or 
 company
 - Get SS to work in pairs (3 minutes) to practise the conversation. - T asks Ss: - We’ve learnt some lexical items about 
What have you learnt today? humans and the environment 
- Ss answer. - We can read for specific information.
6. HOMEWORK: (4 ms)
+ Do the exercises in Part I, II p.10,,11 in Workbook 
+ Prepare for Language part
+ Prepare for Project part:
- T has Ss look at the last page of Unit 2, the Project lesson and asks 
them what topic of the project is.
- T tells Ss the project requirements: Ss will have to make a plan 
for a Go Green Weekend in which they will:
* suggest activities for the event, provide the reasons and expected 
results of the activities;
* include information as stated in the table on page 27 in the 
Student’s Book.
* present their plans in the last lesson of the unit.
- T reminds Ss that beside brainstorming Go Green Weekend 
activities, they:
* can search for ideas on the Internet, in the newspapers, etc. for 
reference.
* should use photos/pictures to illustrate their ideas.
- T puts Ss into groups and has them choose their group leader; - - 
- T asks them to assign tasks for each member, making sure that all 
group members contribute to the project work.
- T helps Ss set deadlines for each task. /pr/ practise, present, protect
a/ Activity 2: Listen and practise saying the sentences. 
- Have Ss listen to the sentences, then practice reading them aloud in pairs.
- Ask Ss to read aloud and correct if necessary.
3 . VOCABULARY: (10ms) Answers:
Activity 1: Matching – words and definitions 1. d 
- Have Ss match the words given in the box with their definitions ( work 2. e 
individually check in pairs) 3. a 
-Give feedback 4. b 
 5. c
Activity 2: Completing the sentences, using the words or phrases in 1.
- T has Ss read the sentences carefully to decide which word/phrase in 1 can Answers:
 be used to complete each of the sentences. 1. Eco-friendly 
- T explains that they should use the context clues to decide on the word/ 2. household appliances
 phrase, e.g. in the first sentence, the gapped word is an adjective (eco- 3. carbon footprint 
 friendly) 4. energy 
- Ss work in pairs to discuss and find the answers. 5. litter
- Ss share the answers with the whole class.
- T confirms the correct answers and asks Ss to give the reasons why they 
 have chosen the word/phrase for each sentence.
4. GRAMMAR: The future with will and be going to; the passive voice 
 (22 ms)
Activity 1: Complete the following sentences with will or the correct Answers:
forms of be going to. 1. will 
* Teacher tells Ss to read the explanations in the Remember! box on page 2. are going to 
20 and asks Ss questions to elicit the differences between will and be going 3. will 
to, for example: 4. is going to 
 + Do both structures talk about the future? 5. will
 + 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?
- In weaker classes, T 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.
- T asks Ss to work individually to choose will or the correct form of be 
going to to complete each sentence. 
- T reminds Ss 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.
- Ss do as instructed, then share their answers with a partner.
- T check Ss’ answers and asks them to explain their choices (using the clues 
above).
Activity 2: Rewrite the following sentences using the passive voice. Begin Answers:
each sentence as shown. 1. A green lifestyle is adopted by more 
- T asks Ss to read the explanation in the Remember! box on page 21 and and more people.
asks Ss questions to check their understanding of the grammar point, for 2. The rubbish was not put in the bins 
example: after the party yesterday by the 
+ When do we use the passive voice? students.
+ What do we focus on? 3. More trees will be planted in the 
+ How do we form the passive voice? (be +V( past participle)) neighborhood.
- In weaker classes, gives more examples to make sure Ss understand the use 4. A lot of clean-up activities are 
and forms of the passive voice in different tenses; in stronger classes, has Ss going to be organised by our club this 
come up with their own example sentences in both passive and active weekend.
structures. 5. Important environmental issues 
- T asks Ss to work independently and rewrite the sentences using the passive were discussed at the meeting. Date of planning: September , 2022
Date of teaching: September , 2022 
Period 11
 Unit 2: HUMANS AND THE ENVIRONMENT
 Lesson: Reading
I. OBJECTIVES: By the end of the lesson, students will be able to :
 - read for specific information and guess the meaning of the words in a text about a green lifestyle.
 - recognise what activities are related to a green lifestyle and be ready to adopt them in their lives.
 - be responsible for environment protection.
II. LANGUAGE KNOWLEDGE
Vocabulary: sustainable, organic, cut down on, natural resources
Pronunciation: pronunciation of new words, especially stressed sounds
III. INSTRUCTIONAL RESOURCES:
- Grade 10 textbook, Unit 2 - Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
IV. PROCEDURES:
 Teacher’s and Students’ activities Contents
 1. Activity 1. Warm-up: Crossword (7 ms) Clues: 
 - T divides the class into two teams, has Ss in each team take turns to 1. Rubbish lying in an open or public place
 choose a random number, and shows the clues on the screen for the 2. Causing no harm to the environment
 Ss to guess the words. 3. The amount of carbon dioxide produced 
 - T also reminds Ss that they don’t need to answer all the across words by the activities of a person or an 
 to find the key word. organization.
 - Ss discuss in their teams and say the words out. 4. Power used for driving machines, 
 - T confirms, shows the answers on the screen and decides the winner. providing heat and light, etc.
 - T leads in the lesson. 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: 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: Picture describing (7 ms)
 -T asks SS to look at the pictures and answer the questions:
 Which pictures show a green lifestyle? Why?
 - T has Ss work in groups of three or four to discuss the questions. 
 - T encourages Ss to describe the pictures using their own language 
 and focusing 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.
 - Ss do as instructed.
 - Ss share the answers with the whole class.
 - T gives suggested answers and leads in.