Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Speaking: Living green

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: HUMANS AND THE ENVIRONMENT

LESSON 4: SPEAKING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Talk about ways to live green.
• Use vocabulary related to environmental protection and green living activities.
• Give reasons why teenagers should or shouldn't do certain activities to go green.

2. Competences 

General competences: 

• Self-control and independent learning: quietly read, match information, and formulate personal opinions.
• Communication and collaboration: work effectively in pairs or groups to discuss ideas and complete the learning tasks.

Specific competences: 

• Express opinions and provide logical reasons regarding daily habits and their environmental impact.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [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.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes 

• Hard work: Actively participate in class activities and discussions.
• Awareness: Develop a sense of environmental responsibility and adopt green habits in daily life.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital platforms prepared in advance (Padlet/Mentimeter link, Google Forms for worksheet, Canva).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets/Laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and lead into the topic of living green.

b. Content: Teacher organizes a "Word Web" activity about the Environment.

c. Product: Students' vocabulary related to the environment and green living.

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 groups and provides a QR code/link to a collaborative digital platform (e.g., Padlet or Mentimeter).

- Teacher sets the central topic "ENVIRONMENT".

- Teacher asks groups to brainstorm and input as many related words or actions (e.g., trees, recycle, plastic, pollution) via their devices in 2 minutes. 

Step 2: Students perform learning tasks

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

- Students work in groups to brainstorm and submit words simultaneously to the digital board.

- The teacher observes and encourages students. 

Step 3: Reporting and Discussion

- Teacher calls time out and asks one representative from each group to read their words aloud.

- Other students can listen and add more words. 

Step 4: Evaluation

- Teacher praises the groups with the most correct words and leads into the new lesson: To protect our environment, there are many things we should and shouldn't do. Today, we will discuss these actions in Lesson 4: Speaking - Living green.

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

[2.4.NC1a]: Students suggest and use a collaborative digital platform (e.g., Padlet or Mentimeter) to input their brainstormed words, collaboratively creating a digital word web in real-time.

2. PRESENTATION

Activity 1: Which of the following activities do you think teenagers should or shouldn’t do to live green? Put a tick (ü) in the appropriate column. 

a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.

b. Content: Students read 6 activities and decide if teenagers should or shouldn't do them to live green.

c. Product: Students' correct ticks in the table.

d. Organization:

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Activity 2: The table below presents the reasons why teenagers should or shouldn’t do the activities in 1. Work in pairs and match them with the activities.

a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.

b. Content: Students match the suggested reasons (a-f) with the activities (1-6).

c. Product: Students' correct matching answers.

d. Organization:

Activity 3: Work in groups. Discuss and present your ideas about what you should or shouldn’t do to live green. 

a. Objective: To give Ss an opportunity to discuss ideas in groups and share them with the rest of the class.

b. Content: Students discuss green living activities in groups and present their ideas.

c. Product: Group discussions and oral presentations of ideas.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and sentence structures for talking about green living in a basic, written format.

b. Content: Students complete two basic exercise tasks (Fill in the blanks and Matching) to reinforce the lesson's language.

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

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 sets a time limit of 7 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 some students to read their completed sentences aloud.

- Other students can comment or correct mistakes.

Step 4: Evaluation

- Teacher gives feedback and provides the correct keys:

Task 1 Key: 1. recycle, 2. litter, 3. electricity, 4. organic.

Task 2 Key: 1 - B, 2 - A, 3 - D, 4 - C.

- Teacher praises good work and moves on.

[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 help students apply the ideas of green living into their real-life home environment.

b. Content: Students carry out a home observation task called "Green Living Action Plan".

c. Product: A short written list/action plan prepared by students at home.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the home assignment: Look around your house and observe your family's daily habits. Create a digital poster (using Canva, PowerPoint, etc.) listing 3 things your family should do and 3 things they shouldn't do to live green. Provide a short reason for each action based on what we learned today.

- Instruct Ss to share their final poster to the class's shared drive or Padlet link.

Step 2: Students perform learning tasks

- Students perform the observation, design their digital posters at home, and upload them.

Step 3: Reporting and Discussion

- Students will work in pairs to share their "Green Living Action Plan" at the beginning of the next class.

Step 4: Evaluation

- Teacher reminds students of the importance of applying what they learn to protect the environment.

- Teacher summarizes the lesson and assigns homework.

[2.2.NC1a]: Students share their digital "Green Living Action Plan" poster with the class by uploading it to a shared cloud drive or educational platform, properly managing access and visibility.

* HOMEWORK

- Review vocabulary and structures learned in the lesson.

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

- Prepare for the next lesson: Lesson 5 - Listening.