Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Looking back; Project: Go green weekend
Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Looking back; Project: Go green weekend. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 2: HUMANS AND THE ENVIRONMENT
LESSON 8: LOOKING BACK AND PROJECT
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Revise the consonant blends /kl/, /pl/, /gr/, and /pr/.
- Review the words and phrases related to human activities and the environment.
- Consolidate the use of will, be going to, and the passive voice.
- Develop research and collaboration skills, and practice giving an oral presentation about the "Go Green Weekend” event.
2. Competences
General competences:
- Self-control and independent learning: actively review language points and complete assigned tasks.
- Communication and collaboration: work in pairs or groups to complete the learning tasks and deliver group presentations.
Specific competences:
- Pronounce consonant blends accurately in words and sentences.
- Evaluate peers' presentations using a provided checklist.
Digital competences:
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
- [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 active and attentive in revising the lesson and completing exercises.
- Responsibility: Raise awareness of protecting the environment and adopting a green lifestyle.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Interactive quiz platform (Quizizz/Kahoot), Collaborative board (Padlet).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
PRONUNCIATION - Listen and underline the words with the consonant blends /kl/, /pl/, /gr/, or /pr/. Then practise reading the sentences.
a. Objective: To help Ss revise the consonant blends /kl/, /pl/, /gr/, and /pr/.
b. Content: Ss listen to the recording, underline the words with the target consonant blends, and practice reading the sentences.
c. Product: Correctly identified words with consonant blends and accurate pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to look at the sentences in the book. - Teacher plays the recording (Track 17) from hoclieu.vn and asks Ss to underline the words having the consonant blends /kl/, /pl/, /gr/, or /pr/. Step 2: Students perform learning tasks - Ss listen to the audio and underline the words individually. - Ss use their smartphones to open an AI pronunciation app or online dictionary with voice recognition (e.g., ELSA Speaking,...) to practice reading the sentences. - Teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher asks individual Ss to write the words with the consonant blends on the board. - Have Ss read them several times. - Play the recording again, pausing after each sentence for Ss to repeat. - Put Ss in pairs. Have them practice reading the sentences to each other. Step 4: Evaluation - Teacher checks pronunciation, gives feedback. - Teacher moves on to the next content. | Key + Audio script – Track 17: 1. The professor is proud of the results of our project. 2. Grass is growing on the ground. 3. Those toy planes are made of plastic. 4. Click the button to become a member of the club.
| [6.1.NC1a]: Students use their smartphones to access AI-powered voice recognition tools (e.g., ELSA Speak or Google Translate voice input) to practice reading the sentences, analyzing how the AI operates in evaluating their consonant blends. |
VOCABULARY – Complete the sentences. Use the words and phrases in the box.
a. Objective: To help Ss revise the words and phrases related to human activities and the environment.
b. Content: Ss complete the sentences by using the words and phrases in the box.
c. Product: Correctly completed sentences.
d. Organization:
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GRAMMAR – Choose the best answers.
a. Objective: To help Ss revise will and be going to and the passive voice.
b. Content: Ss choose the best answers to complete the sentences.
c. Product: Correctly chosen grammatical forms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the sentences and choose the answers that best complete the sentences. Step 2: Students perform learning tasks - Have Ss do this activity individually, then compare their answers with their partners. - Students who struggle with specific grammar rules use their smartphones to input the sentence into an AI chatbot (e.g., ChatGPT) with a prompt asking for grammar explanations to help them make the correct choice. Step 3: Reporting and Discussion - Check answers by asking individual Ss to write the sentences on the board. - Have Ss explain what grammatical form they have used and why. Step 4: Evaluation - Teacher gives feedback, confirms the answers, and summarizes the usage of the target grammar. - Teacher moves on to the next content. | Key: 1. is used (passive voice) 2. are planted (passive voice) 3. will pass (future prediction) 4. will (future promise/decision) 5. are going to travel (future plan) 6. is going to rain (prediction based on evidence)
| [6.2.NC1a]: Integrate AI tools into existing workflows. |
3. PRACTICE
a. Objective: To reinforce the core vocabulary and grammar learned in the unit through basic, focused exercises.
b. Content: Students complete a 2-task worksheet focusing on essential grammar and direct vocabulary meaning.
c. Products: Students' correct answers for the worksheet.
d. Organization:
Mission 1: Complete the Worksheet.
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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
PROJECT – Go Green Weekend
a. Objective: To provide an opportunity for Ss to develop their research and collaboration skills, and to practice giving an oral presentation.
b. Content: Groups present their plans for the "Go Green Weekend" event. Peers evaluate using a checklist.
c. Product: Oral presentations by groups and completed assessment checklists.
d. Organization:
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