Giáo án NLS Tiếng Anh 10 Global Success Unit 9 Getting started: A presentation on the environment

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 9: PROTECTING THE ENVIRONMENT

LESSON 1: GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Understand the unit topic (Protecting the environment).

• Identify and use some vocabulary related to the environment (collocations).

• Recognize the grammar points to be learnt in the unit (reported speech).

2. Competences

General competences:

• Self-control and independent learning: listen, read, and share personal opinions with partners and teacher.

• Communication and collaboration: work in pairs or groups to complete the learning tasks. 

Specific competences:

• Read and listen for specific information about preparing a presentation on the environment.

• Form collocations for the environment and practice reporting verbs.

Digital competences:

• [1.1.NC1a]: Meet information needs.

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

• [1.3.NC1b]: Implement the organization and arrangement of data, information, and content in structured environments.

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

• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 

• [3.1.NC1a]: Apply methods for creating and editing content in different formats.

• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Responsibility: Raise awareness of environmental problems and practical actions to protect the environment.

• Hard work: Actively participate in class activities and research.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.

• Computer, projector/smart TV, audio speakers.

• Digital collaborative whiteboard link (e.g., Padlet, Miro) and a shared Google Drive folder, AI chatbot applications (e.g., ChatGPT, Gemini), and online dictionary apps.

2. Students' aids

• Textbook, notebooks, pens.

• Smartphones/Tablets with internet connection.

III. PROCEDURES

1. WARM-UP 

a. Objective: To introduce the unit topic and activate students' prior vocabulary regarding the environment. 

b. Content: Teacher organizes a "Mind Map Brainstorming" activity on the board. 

c. Product: A mind map filled with aspects of the environment (problems, solutions, etc.). 

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 shares a link/QR code to a digital collaborative whiteboard (e.g., Padlet/Miro) with "Protecting the environment" in the middle.

- Teacher divides the class into 4 groups.

- Teacher asks groups to brainstorm as many aspects of the topic as possible in 3 minutes (e.g., environmental problems, environmental solutions, types of pollution). 

- Teacher encourages students to use AI tools (e.g., ChatGPT, Gemini,...) to find advanced academic vocabulary related to the topic.

Step 2: Students perform learning tasks

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

- Students use their smartphones to access the shared digital board.

- Students work in groups, discussing and typing their ideas directly onto the digital mind map.

- Students prompt AI chatbots to generate or translate specific environmental terms.

- The teacher observes, guides, and supports the students. 

Step 3: Reporting and Discussion

- Teacher projects the completed digital mind map on the smart TV.

- Teacher asks some students to give Vietnamese equivalents of the terms that they may not know in English. 

Step 4: Evaluation

- Teacher checks the vocabulary, praises the groups with the most correct words, and leads into the new unit: Today we will listen to a conversation between Nam and his father to see what aspects of the environment they are talking about.

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

[2.4.NC1a]: Students access and co-edit a shared digital whiteboard to brainstorm ideas simultaneously in real-time.

[6.2.NC1a]: Students prompt an AI chatbot on their personal devices to quickly generate, explore, and verify advanced environmental vocabulary to contribute to the group.

2. PRESENTATION 

A PRESENTATION ON THE ENVIRONMENT

Activity 1: Listen and read. 

a. Objective: To introduce the unit topic and some vocabulary and grammar points to be learnt. 

b. Content: Students listen to the recording and read the conversation between Nam and his father along. 

c. Product: Students underline words/phrases related to the environment and understand the context. 

d. Organization:

Activity 2: Read the conversation again and answer the questions. 

a. Objective: To check Ss' comprehension of the conversation. 

b. Content: Students read 3 questions, locate the information in the text, and answer them. 

c. Product: Students' correct answers to the comprehension questions. 

d. Organization: