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Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Language: /kl/, /pl/, /gr/, and /pr/; The environment; The future with "will" and "be going to", Passive voice

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Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Language: /kl/, /pl/, /gr/, and /pr/; The environment; The future with "will" and "be going to", Passive voice. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 10.

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Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Language: /kl/, /pl/, /gr/, and /pr/; The environment; The future with "will" and "be going to", Passive voice

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Planning: ..../..../.....

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

UNIT 2: HUMANS AND THE ENVIRONMENT

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolated words and in sentences.
Understand and use vocabulary related to the environment (eco-friendly, household appliances, carbon footprint, energy, litter).
Distinguish and use the future with will and be going to accurately.
Revise and use the Passive Voice in different tenses.

2. Competences

General competences:

Self-control and independent learning: actively participate in listening and pronunciation tasks.
Communication and collaboration: work in pairs or groups to complete vocabulary and grammar tasks.

Specific competences:

Identify the phonetic sounds /kl/, /pl/, /gr/, and /pr/.
Apply grammatical rules into rewriting sentences and expressing future intentions/predictions.

Digital competences:

[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[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: Be focused and actively participate in class activities.
Responsibility: Raise awareness of environmental protection and taking green actions.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Shared collaborative boards (Padlet/Mentimeter), AI-powered pronunciation tools (Elsa Speak/NaturalReaders), Generative AI (ChatGPT/Gemini), Digital Design tools (Canva).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION - /kl/, /pl/, /gr/, and /pr/

Activity 1: Listen and repeat. Pay attention to the consonant blends /kl/, /pl/, /gr/, and /pr/.

a. Objective: To give Ss practice in pronouncing the consonant blends in individual words.

b. Content: Students listen to the recording and repeat the words.

c. Product: Correct pronunciation of the words containing the target consonant blends.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher writes the consonant blends on the board and calls on some Ss to pronounce them.

- Teacher asks Ss to look at Activity 1 and prepares to play the audio from hoclieu.vn.

- Instruct students to open an AI pronunciation coach app (e.g., Elsa Speak or Google Pronunciation) to receive real-time AI feedback on their phonetics.

Step 2: Students perform learning tasks

- Ss listen to the recording and pay attention to the consonant blends.

- Teacher plays the recording again, pausing after each word for Ss to repeat.

- Ss speak the target words directly into the AI tool's microphone to analyze the accuracy of the consonant blends.

Step 3: Reporting and Discussion

- Teacher calls on individual Ss to read the words aloud randomly to check their pronunciation.

Step 4: Evaluation

- Teacher corrects pronunciation mistakes and makes sure Ss know the meaning of each word.

- Teacher moves on to the next content.

- Audio script – Track 12:

/kl/: club, clean, class

/pl/: please, place, play

/gr/: green, group, ground

/pr/: practise, present, protect

[6.2.NC1a]: Integrate AI tools into existing workflows.

Activity 2: Listen and practise saying the following sentences.

a. Objective: To help Ss recognise the consonant blends in sentences and pronounce them correctly.

b. Content: Students listen to sentences, circle words containing the target sounds, and repeat.

c. Product: Correctly circled words and good sentence intonation.

d. Organization:

…………………………………………..

VOCABULARY – The environment

Activity 1: Match the words and phrases with their meanings.

a. Objective: To make sure Ss understand the meanings of topic-related words/phrases.

b. Content: Students match 5 words/phrases (eco-friendly, household appliances, carbon footprint, energy, litter) with meanings a-e.

c. Product: Correct matching of vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to work in pairs.

- Ss read the words/phrases and match them with their definitions.

Step 2: Students perform learning tasks

- Ss work in pairs to discuss and match.

- The teacher observes and supports weaker pairs.

- Instruct pairs to apply advanced search techniques on search engines to find authentic environmental news articles providing context for "carbon footprint" and "eco-friendly".

Step 3: Reporting and Discussion

- Teacher calls on one student to read a word/phrase aloud and another to read its meaning.

Step 4: Evaluation

- Teacher confirms the correct answers and highlights keywords.

- Teacher moves on to the next content.

Key:

1. d

2. e

3. a

4. b

5. c

Appliance (n) /əˈplaɪəns/: thiết bị, dụng cụ

Energy (n) /ˈenədʒi/: năng lượng

Carbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: dấu chân cacbon, vết cacbon

Litter (n) /ˈlɪtə(r)/: rác thải

Eco-friendly (adj) /ˌiːkəʊ ˈfrendli/: thân thiện với môi trường

[1.1.NC1b]: Apply search techniques to retrieve data, information, and content.

Activity 2: Complete the sentences using the words and phrases in 1.

a. Objective: To give Ss practice in using the words/phrases in meaningful contexts.

b. Content: Students use context clues to fill in the blanks.

c. Product: Completed sentences with appropriate vocabulary.

d. Organization:

…………………………………………..

GRAMMAR – The future with will and be going to

Complete the following sentences with will or the correct forms of be going to.

a. Objective: To give Ss an opportunity to revise the use of will and be going to.

b. Content: Students read sentences and choose the correct future form based on clues (plans vs. sudden decisions/predictions).

c. Product: Sentences completed with the correct future tense.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the Remember! box.

- Teacher asks checking questions: Which one is for plans made before speaking? Which is for sudden decisions?

Step 2: Students perform learning tasks

- Ss work individually or in pairs to choose the correct verb forms.

- Teacher observes and supports.

- Prompt a Generative AI (e.g., ChatGPT) to explain the difference between 'will' and 'be going to' in a confusing sentence context, and critically evaluate the AI's explanation against the textbook rules.

Step 3: Reporting and Discussion

- Teacher calls on Ss to give their answers and explain why they chose them.

- Students present the AI's explanation to the class and state whether they agree or disagree based on their evaluation.

Step 4: Evaluation

- Teacher confirms the correct answers and gives clear explanations.

- Teacher moves on to the next content.

Key:

1. will

2. are going to

3. will

4. is going to

5. will

[1.2.NC1b]: Evaluate and filter information from AI-generated sources.

Passive Voice

Rewrite the following sentences using the passive voice. Begin each sentences as shown.

a. Objective: To give Ss an opportunity to revise the passive voice.

b. Content: Students rewrite 5 active sentences into passive sentences.

c. Product: Correctly formed passive sentences.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the core grammar points (will / be going to and Passive Voice) through basic, focused exercises without introducing extra complex vocabulary.

b. Content: Students complete a 2-task worksheet focusing on writing and applying grammar rules directly.

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

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1.

- Teacher explains that Task 1 focuses on future tenses and Task 2 focuses on rewriting sentences into the passive voice.

Task 1: Put the verbs in brackets into the correct form using will or be going to.

1. Look at those dark clouds in the sky! It _______________ (rain).

2. I think people _______________ (use) more solar energy in the future.

3. A: We don't have any paper left.

B: Really? I _______________ (buy) some right now.

4. We _______________ (organise) a clean-up activity this Sunday. We have already planned everything.

5. I promise I _______________ (not litter) on the street anymore.

Task 2: Rewrite these sentences in the passive voice.

1. People use a lot of household appliances every day.

> A lot of household appliances __________________________________.

2. They will build a new eco-friendly factory in my town.

> A new eco-friendly factory ____________________________________.

3. The students planted many trees in the school garden yesterday.

> Many trees _________________________________________________.

4. We are going to collect the rubbish tomorrow.

> The rubbish ________________________________________________.

5. They don't use plastic bags in this shop.

> Plastic bags ________________________________________________.

Step 2: Students perform learning tasks

- Students work individually to complete the worksheet.

- The teacher observes, ensuring students stick to the basic rules they just learned.

Step 3: Reporting and Discussion

- Teacher invites students to stand up and read their answers aloud.

- Expected answers:

Task 1: 1. is going to rain | 2. will use | 3. will buy | 4. are going to organise | 5. will not (won't) litter

Task 2:

1. A lot of household appliances are used every day.

2. A new eco-friendly factory will be built in my town.

3. Many trees were planted in the school garden yesterday by the students.

4. The rubbish is going to be collected tomorrow.

5. Plastic bags are not used in this shop.

- Other students cross-check and comment.

Step 4: Evaluation

- Teacher gives feedback, corrects any persistent grammar mistakes, and praises their hard work.

Mission 2: Complete the quiz (optional).

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary and structures learned into a realistic, personal context.

b. Content: A mini home-task called "Green Action Plan".

c. Product: A short paragraph containing target vocabulary and grammar structures.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the home task: "Green Action Plan".

- Instructions: Prepare a short presentation about what you plan to do to protect the environment at home or at school.

- Requirements: + Use at least 2 vocabulary words from the lesson (e.g., litter, energy, eco-friendly...).

+ Include 1 sentence using "be going to" (to show a clear plan).

+ Include 1 sentence using the Passive Voice.

- Require students to apply digital content creation tools (e.g., Canva or PowerPoint) to design an engaging digital poster for their presentation.

Step 2: Teacher gives examples

- Example: I want to reduce my carbon footprint. Tomorrow, I am going to buy some eco-friendly products. Also, all the litter in my room will be put into the correct recycling bins.

- Demonstrate how to integrate Generative AI tools (e.g., Gemini, ChatGPT,...) to prompt and generate specific eco-friendly illustrations that match the plan.

Step 3: Execution

- Students will complete this task at home.

- Students digitally insert AI-generated or digitally sourced images, and export their final project as a PDF or image file.

Step 4: Evaluation

- Teacher will randomly call 3-5 students to present their "Green Action Plan" at the beginning of the next lesson for participation points.

[3.1.NC1a]: Apply ways to create and edit content in different formats.

[6.2.NC1a]: Integrate AI tools into existing workflows.

* HOMEWORK

- Review the pronunciation rules, vocabulary, and grammar structures learned today.

- Complete the "Green Action Plan" in the Application section.

- Prepare for Lesson 3: Reading.

Trên chỉ là 1 phần của giáo án. Giáo án khi tải về có đầy đủ nội dung của bài. Đủ nội dung của học kì I + học kì II