Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Reading: Green living

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: HUMANS AND THE ENVIRONMENT

LESSON 3: READING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Understand the topic of adopting a green lifestyle and protecting the environment.
• Practise skimming a text to choose the best title for it.
• Practise guessing the meanings of words and phrases in context.
• Practise reading for specific information to identify whether statements are True or False.

2. Competences 

General competences:

• Self-control and independent learning: Read the text and locate information independently.
• Communication and collaboration: Work in pairs or groups to discuss pictures and ways to live green. 

Specific competences:

• Develop reading comprehension skills on environmental topics.
• Identify and use basic vocabulary related to a green lifestyle (e.g., sustainable, eco-friendly, litter, organic).

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.2.NC1a]: Assess the reliability and credibility of data, information, and digital content sources.
• [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: Raise awareness of environmental issues and encourage taking actionable steps to protect the earth.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Interactive presentation software (e.g., Mentimeter, Padlet).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary related to the environment, spark competitive interest, and smoothly introduce the reading topic through a quick, age-appropriate mission.

b. Content: "MISSION: CRACK THE GREEN CODE". Students work in groups to unscramble basic vocabulary words to unlock the secret theme of the lesson.

c. Product: Students' correctly unscrambled words and the final hidden phrase.

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 divides the class into 4-6 groups.

- Teacher introduces the warm-up as a mission: Class, your first mission today is 'Crack the Green Code'. To unlock today's lesson, your team must unscramble four words on the screen.

- Teacher displays the scrambled words on a digital interactive presentation tool (e.g., Mentimeter) and provides a QR code for access.

1. T-R-E-T-I-L

2. V-A-S-E

3. Y-G-R-N-E-E

4. N-I-C-A-R-O-G

- Teacher sets a time limit of 2 minutes. The first group to finish must shout "Code Cracked!"

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.

- Students brainstorm and work collaboratively within their groups to unscramble the letters.

- The teacher observes the class, ensuring all members are participating and keeps track of the time.

Step 3: Reporting and Discussion

- The digital platform reveals the fastest team's answers on the smart TV.

- Teacher asks the rest of the class to check if the spelling is correct and if they have the same answers.

The Secret Words:

1. LITTER

2. SAVE

3. ENERGY

4. ORGANIC

Step 4: Evaluation

- Teacher confirms the correct words and praises the winning team.

- Teacher asks: Look at these four words. What do you think our reading lesson is about today?

- Teacher leads into the new lesson: Excellent! These words are all connected to protecting the earth. Today, we will learn more about how to adopt a 'Green Lifestyle' in Lesson 3: Reading.

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

[2.1.NC1a]: Students use smartphones and interactive presentation tools to participate in real-time digital interaction.

2. PRESENTATION

Activity 1: Work in groups. Look at the pictures and answer the questions: Which pictures show a green lifestyle? Why?

a. Objective: To introduce the topic of the reading and get Ss involved in the lesson.

b. Content: Ss work in groups to discuss what they see in four pictures and how they relate to a green lifestyle.

c. Product: Students' descriptions and opinions about the pictures.

d. Organization:

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Activity 2: Read the following text and choose the best title for it. 

a. Objective: To help Ss practise skimming a text to choose the best title for it.

b. Content: Ss read the Tips box, skim the text, and select the most appropriate title (A, B, or C).

c. Product: The correct title chosen by the students.

d. Organization:

Activity 3: Circle the correct meanings of the highlighted words and phrases in the text. 

a. Objective: To help Ss practise guessing the meanings of words / phrases in context.

b. Content: Ss reread the text, look for context clues around the highlighted words, and choose the correct meanings.

c. Product: Correct definitions selected by the students.

d. Organization:

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Activity 4: Read the text again and decide whether the following statements are true (T) or false (F). 

a. Objective: To help Ss practise reading for specific information.

b. Content: Ss read statements, locate paraphrased information in the text, and decide whether the statements are True or False.

c. Product: Correct True/False decisions.

d. Organization:

Activity 5: Work in pairs. Discuss the following question: In your opinion, which of the suggestions in the text is the easiest way to live green? 

a. Objective: To help Ss use the ideas and language in the reading to talk about ways to live green.

b. Content: Ss note down the four ways to live green from the text and discuss which suggestion is the easiest to do.

c. Product: Students' verbal summaries and opinions.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the core vocabulary and main actions from the reading text. The exercises focus on basic reinforcement to ensure the content is manageable and students are not overloaded with unnecessary vocabulary.

b. Content: Students complete two short, basic written tasks: filling in the blanks and matching sentence halves.

c. Products: Students' correct answers for the two tasks on the worksheet.

d. Organization:

Mission 1: Complete WORKSHEET 1. 

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1 digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher explains the tasks, ensuring students understand they only need to focus on fundamental words from the reading text.

- Teacher sets a time limit of 5 minutes. 

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to share their answers aloud:

Task 1: 1. lifestyle | 2. litter | 3. energy | 4. organic 

Task 2: 1 - B | 2 - A | 3 - D | 4 - C

- Other students can comment or offer alternative opinions. 

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and confirms the answers.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

a. Objective: To encourage critical thinking and problem-solving skills by applying the concepts of a green lifestyle to real-life situations.

b. Content: "MISSION: THE GREEN PROBLEM SOLVER". Students identify an environmental issue at home or school and propose a logical, practical solution.

c. Product: A short written paragraph (4-5 basic sentences) outlining a problem, a solution, and a reason.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework task: "MISSION: THE GREEN PROBLEM SOLVER".

- Task instructions:

+ Think: Identify ONE "Not Green" habit at your house or your school (for example: students dropping litter, families using too many plastic bags, or leaving lights on).

+ Solve: Think of ONE practical rule or solution to change this habit.

+ Write: Write a short paragraph (4-5 sentences) in your notebook. State the problem, present your solution, and explain why it will work. Use the basic vocabulary we learned today.

- Before finalizing, input the drafted paragraph into a Generative AI tool. Ask the AI to check grammar and suggest one simple improvement. Revise the text based on the AI's feedback.

- Teacher gives a clear example so students understand the expectation without needing complex words.

Step 2: Students perform learning tasks

- Students listen and copy the mission instructions into their notebooks.

- Students interact with the AI chatbot to evaluate their writing and refine the final output.

- The teacher ensures everyone understands the logical structure: Problem -> Solution -> Reason.

- Example Product:

+ Problem: My family uses too many plastic bags when shopping.

+ Solution: My new rule is to put reusable bags near the front door.

+ Reason: This will help us remember to bring them. It is an easy way to protect the environment and reduce plastic waste.

Step 3: Reporting and Discussion (For the next lesson)

- Teacher informs the class: In the next lesson, you will work in small groups to share your ideas. Your group will analyze the solutions and vote on the best, most practical 'Green Solution'.

Step 4: Evaluation

- Teacher reminds students to focus on clear, logical thinking rather than trying to use overly complicated words.

- Teacher summarizes the lesson and dismisses the class.

[6.2.NC1a]: Students integrate Generative AI tools into their learning workflow to evaluate, check grammar, and refine their written environmental solutions responsibly.

* HOMEWORK

- Review the basic vocabulary learned in the lesson.

- Complete the "THE GREEN PROBLEM SOLVER” in your notebook.

- Prepare for the next lesson: Lesson 4: Speaking.