Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Getting started: Go Green Club

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: HUMANS AND THE ENVIRONMENT

LESSON 1: GETTING STARTED

I. OBJECTIVES 

1. Knowledge and skills 

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

• Set the context for the introductory text about the Go Green Club.
• Understand the unit topic, learn vocabulary about human activities and the environment (collocations for the environment), and identify the grammar points (future with will and be going to, passive voice).

2. Competences

General competences: 

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

Specific competences:

• Read and listen for specific information about the Go Green Club conversation.
• Identify and use collocations related to the environment.
• Recognize future structures and passive voice used in context.

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

• Responsibility: Be aware of environmental issues and show responsibility towards protecting the local environment.
• Hard work: Actively participate in class activities and club events.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital collaborative platforms (Padlet, Quizizz/Wordwall, Google Docs).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, encourage thinking about real-world environmental issues, and smoothly lead into the unit topic (Humans and the environment).

b. Content: Teacher organizes a "3-2-1 Brainstorming" mission.

c. Product: Students' lists of recyclable items, local environmental problems, and green actions.

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 creates a digital collaborative board (e.g., Padlet) and displays the QR code on the smart TV.

- Teacher writes the "3-2-1 Mission" and asks students to work in pairs. The mission includes:

+ Name 3 things you can recycle at home.

+ Name 2 environmental problems in your city/hometown.

+ Name 1 simple action you can do to protect the environment.

Step 2: Students perform learning tasks

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

- Students use their smartphones to scan the QR code to access the Padlet.

- Students work with their partners to discuss and quickly write down their answers within 3 minutes.

- Students are encouraged to open a Generative AI app (e.g., ChatGPT or Gemini) on their phones to prompt for local environmental issues and creative green actions to expand their ideas.

- The teacher observes, guides, and supports the students if they need help with English vocabulary.

Step 3: Reporting and Discussion

- Teacher projects the Padlet on the screen and calls on 2-3 pairs to stand up and share their digital sticky notes with the class.

- Other students listen and can add different ideas.

- Expected answers:

+ 3 things: plastic bottles, paper, glass jars.

+ 2 problems: air pollution, dirty rivers / too much rubbish.

+ 1 action: plant trees, walk to school, turn off lights.

Step 4: Evaluation

- Teacher highlights good ideas from the digital board, praises the students, and leads into the lesson: You have mentioned great ideas and actions to protect our Earth. Today, we will learn about a school club that does exactly these things. Let's open your books and start Unit 2: Humans and the environment.

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

[6.2.NC1a]: Integrate Generative AI tools (e.g., ChatGPT, Gemini) on smartphones into the brainstorming workflow to generate and explore ideas about environmental problems and solutions.

[2.4.NC1a]: Propose and use digital collaborative platforms (e.g., Padlet) on mobile devices to share, synthesize, and display group ideas in real-time.

2. PRESENTATION

Activity 1: Listen and read 

a. Objective: To introduce the unit topic (Go Green Club) and some vocabulary/grammar points to be learnt.

b. Content: Students brainstorm ideas about the environment, then listen and read the conversation between Nam and Mike.

c. Product: Students comprehend the conversation and identify relevant words/phrases.

d. Organization:

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Activity 2: Read the conversation again and answer the following questions. 

a. Objective: To check students' comprehension of the conversation.

b. Content: Students read the questions, locate information in the text, and answer.

c. Product: Correct answers to the comprehension questions.

d. Organization:

Activity 3: Match the verbs or phrasal verbs in A with suitable nouns and noun phrases in B to make phrases in 1.

a. Objective: To revise basic collocations for the environment.

b. Content: Students match verbs/phrasal verbs with suitable nouns/noun phrases.

c. Product: Correct collocations identified by students.

d. Organization:

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Activity 4: Complete the following sentences based on the conversation in 1.

a. Objective: To help students identify future structures (will and be going to) and the passive voice.

b. Content: Students complete the sentences with missing verb forms.

c. Product: Completed sentences with correct verb structures.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the basic vocabulary (collocations) and grammar points introduced in the lesson.

b. Content: Students complete two written tasks on a worksheet.

c. Products: Students' correct answers on the worksheet.

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 critical thinking skills by analyzing a real-life environmental issue and proposing a practical solution using the target vocabulary and grammar (future structures).

b. Content: Students carry out a take-home task: "Problem - Solution: Be a Green Problem Solver". 

c. Product: A short written analysis (3 sentences) presenting a specific problem, a proposed solution, and an expected result.

d. Organization:

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