Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Writing: Writing about suggestions for improving the environment
Giáo án NLS Tiếng Anh 10 Global Success Unit 2 Writing: Writing about suggestions for improving the environment. 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 6: WRITING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Recall and use vocabulary and phrases related to suggestions for improving the environment.
- Understand the structure of a good paragraph (topic sentence, supporting sentences, concluding sentence).
- Use connectors (First, For example, In conclusion, etc.) to link sentences.
- Write a well-structured paragraph about ways to improve the environment in their school.
2. Competences
General competences:
- Self-control and independent learning: brainstorm ideas and write a paragraph individually.
- Communication and collaboration: work in pairs or groups to discuss suggestions, compare answers, and peer-correct.
Specific competences:
- Develop writing skills, specifically paragraph structuring and logical sequencing of ideas.
Digital competences:
- [1.2.NC1b]: Evaluate different types of data, information, and digital content.
- [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: Actively participate in class activities and complete the writing tasks.
- Responsibility: Show awareness of environmental issues and take responsibility for improving the school environment.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Padlet (for brainstorming), Quizizz/Google Forms (for practice worksheet), and a shared Google Drive folder/Google Classroom.
2. Students' aids
- Textbook, notebooks, pens, draft paper.
- Smartphones, tablets, or laptops connected to the internet.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Work in pairs. Match the suggestions for improving the environment with their expected results.
a. Objective: To help Ss recall some suggestions for improving the environment.
b. Content: Students match the suggestions (1-3) with their expected results (a-c).
c. Product: Students' correct matching answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks students to look at Activity 1 in the textbook. - Teacher explains the task: match the suggestions on the left with the expected results on the right. Step 2: Students perform learning tasks - Teacher puts Ss into pairs and asks them to do the matching. - In weaker classes, the teacher goes through the suggestions and expected results to check comprehension before students match. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher asks individual Ss to call out their answers. Step 4: Evaluation - Teacher confirms the correct answers and makes sure students understand the vocabulary. - Teacher moves on to the next content. | Key: 1. c 2. a 3. b
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Activity 2: Read the incomplete paragraph about ways to improve the environment. Fill in the blanks with the words and phrases from the box.
a. Objective: To provide Ss with a model of a well-structured paragraph and give Ss practice in using connectors to link sentences.
b. Content: Students learn paragraph structure and complete a model paragraph using connectors (First, For example, In conclusion).
c. Product: Students understand paragraph unity and coherence, and correctly fill in the blanks.
d. Organization:
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Activity 3: Add two more suggestions to improve the environment in your school to complete the paragraph in 2. Use the ideas in 1 to help you.
a. Objective: To help Ss practise developing ideas and writing a paragraph.
b. Content: Students brainstorm ideas and write a complete paragraph based on the structure learned.
c. Product: A complete, well-structured paragraph written by students.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher explains the writing task. - Teacher puts Ss into groups and asks them to brainstorm more suggestions. Encourages Ss to take notes. - Teacher asks Ss to access the AI tool on their devices (e.g., Gemini/ChatGPT) and input a prompt to find 2 more suggestions to improve the school environment. Step 2: Students perform learning tasks - Ss type prompts into the AI (e.g., "Suggest 3 practical ways high school students can improve the school environment in Vietnam"). - Critically discuss in groups to select the most feasible ideas for their specific school context, avoiding unrealistic suggestions. - Ask some groups to call out their ideas. In weaker classes, write the ideas on the board for Ss' reference. - Ss open a shared Google Doc (link provided by T) and draft their paragraph individually or in pairs using their evaluated ideas. - Walk round the class to monitor and give further support. Make a note of common mistakes. Step 3: Reporting and Discussion - After all Ss finish, write common mistakes on the board (anonymous). Ask Ss to correct them as a class. - Further explain the paragraph structure if Ss are not able to develop the three elements in their writing. Step 4: Evaluation - Collect Ss' writing and provide written feedback in the next lesson. - In weaker classes, provide the sample answer if necessary. - Teacher moves on to the next content. | Sample answer: (Refer to the Teacher's Book sample answer regarding planting trees, setting up rubbish bins, etc.)
| [6.2.NC1a]: Integrate a Generative AI tool into the writing workflow to responsibly brainstorm innovative environmental solutions. [1.2.NC1b]: Critically evaluate the feasibility of the AI-generated suggestions to select the most practical ones for the real-world school context. [3.1.NC1a]: Create and format a digital text using a cloud-based word processor (Google Docs). |
3. PRACTICE
a. Objective: To consolidate students' understanding of paragraph structure, connectors, and basic vocabulary related to the environment.
b. Content: Students complete one worksheet containing two basic tasks to reinforce sentence linking and paragraph organization.
c. Products: Students' correct answers for the two tasks.
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 students' critical thinking skills by having them evaluate, select, and pitch the most feasible and effective environmental solution for their school in a persuasive paragraph.
b. Content: Students carry out a critical thinking and writing task: "The Feasible Eco-Solution Pitch".
c. Product: A well-structured, persuasive paragraph (120-150 words) focusing on the in-depth analysis and feasibility of a single solution.
d. Organization:
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