Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Communication: Asking for and giving advice; CLIL: Carbon footprint

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 2: HUMANS AND THE ENVIRONMENT

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES 

1. Knowledge and skills 

By the end of the lesson, students will be able to:

• Ask for and give advice about green living and environmental issues.
• Understand the concept of a "carbon footprint” and learn vocabulary related to ways to reduce it through CLIL.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and share personal opinions with partners and the teacher.
• Communication and collaboration: work in pairs or groups to complete learning tasks and role-play conversations.

Specific competences:

• Identify and use specific expressions for asking for and giving advice (e.g., What should I do? You should... I advise you to...).
• Read and scan for specific information about carbon footprint.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 
• [3.1.NC1a]: Identify ways to express oneself through the creation of digital content.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Hard work: Actively participate in class activities and pair discussions.
• Love: Show love and responsibility for the environment by suggesting ways to live green.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Links to interactive online worksheet platforms (e.g., Quizizz, Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To engage students' critical thinking by evaluating and ranking the environmental impact of daily habits, and to naturally lead into the topic of giving advice.

b. Content: Students work in groups to complete the "Rank the Impact" mission. They must analyze three daily habits, rank them by how harmful they are to the environment, justify their choices, and give one piece of advice.

c. Product: Students' logical rankings, verbal justifications, and accurate sentences giving advice.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher introduces the "Rank the Impact" mission with 3 common daily habits:

A. Using a plastic bag for 5 minutes to carry a snack, then throwing it away.

B. Leaving the air-conditioner on all day in an empty bedroom.

C. Taking a 40-minute hot shower every morning.

- Teacher projects a QR code linking to a collaborative digital board (e.g., Padlet).

- Teacher assigns the task: Work in groups of 4. Rank these habits from 1 (Most harmful) to 3 (Least harmful). You must have a logical reason for your ranking. Then, give one piece of advice for the person doing your #1 worst habit.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students discuss in groups, compare the impacts (e.g., plastic waste vs. electricity waste vs. water waste), and agree on a final ranking.

- Students use smart devices to scan the QR code and type their rankings, reasons, advice directly onto the shared digital board.

- The teacher observes, walks around to ensure students are discussing in English, and helps with basic vocabulary if needed.

Step 3: Reporting and Discussion

- Teacher displays the live digital board on the smart TV. Groups review each other's posts and verbally debate respectfully if they have different views.

- Teacher asks: Why did your group choose B as the most harmful? What advice do you have for this person?

- Expected Students' Output:

+ Ranking example: 1-B, 2-A, 3-C.

+ Reasoning example: We think B is the most harmful because air-conditioners use a huge amount of electricity, which creates a lot of CO2 and wastes money.

+ Advice example: You should turn off the air-conditioner before leaving the room. / I advise you to use a fan instead.

- Other groups listen, compare with their own rankings, and debate respectfully if they have different views.

Step 4: Evaluation

- Teacher praises the groups for their critical thinking, logical explanations, and correct grammar when giving advice.

- Teacher emphasizes that there is no absolutely "perfect" ranking, as all three are bad, but the goal is to think about the consequences of our actions.

- Teacher leads into the lesson: Every action has a consequence, and the total of these actions makes up our 'carbon footprint'. Let's open our books to learn how to ask for and give advice to reduce it.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[2.4.NC1a]: Students choose and use a collaborative digital whiteboard on their smart devices to co-construct and share their rankings, justifications, and advice in real-time.

2. PRESENTATION

EVERYDAY ENGLISH – Asking for and giving advice

Activity 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs.

a. Objective: To provide Ss with an example conversation in which people ask for and give advice about ways to find information for a presentation.

b. Content: Students read, listen to track 16, and complete the gaps with given expressions.

c. Product: Completed conversation and role-play performance.

d. Organization:

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Activity 2: Work in pairs. Make similar conversations asking for and giving advice about green living. Use the expressions below to help you.

a. Objective: To help Ss practise ways of asking for and giving advice about green living.

b. Content: Students work in pairs to role-play asking for and giving advice on specific green issues.

c. Product: Students' oral conversations using target expressions.

d. Organization:

CLIL – Carbon Footprint

Activity 1: Read the text and complete the table.

a. Objective: To help Ss learn about carbon footprint, ways to reduce it, and learn some content vocabulary.

b. Content: Students answer pre-questions, read the text, and find missing words to complete the table.

c. Product: Correct words filled in the table.

d. Organization:

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Activity 2: Work in pairs. Discuss things you can do to reduce your carbon footprint.

a. Objective: To give Ss an opportunity to personalise the CLIL topic.

b. Content: Students discuss and report on ways their partner will reduce their carbon footprint.

c. Product: Oral reports on partner's ideas.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the expressions for giving advice and vocabulary related to the environment.

b. Content: Students complete a basic worksheet containing 2 tasks (Fill in the blanks and Matching) focused on reinforcement.

c. Products: Students' correct written answers.

d. Organization:

Mission 1: Complete WORKSHEET 1.

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Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website kenhhoctap for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.

4. APPLICATION

a. Objective: To develop students' critical thinking and problem-solving skills by applying the concept of "carbon footprint" and advice-giving structures to a real-life constraint (thinking outside the box).

b. Content: Students complete a take-home writing mission called "The Eco-Dilemma". They must analyze a situation where the most common environmental advice is impossible to follow, and propose alternative solutions.

c. Product: A short written paragraph (3-4 sentences) presenting logical, alternative advice for the given situation.

d. Organization:

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