Chau Thanh high school 

Teacher:  
English group 

LESSON PLAN
TEXTBOOK: Tiếng Anh 10
UNIT 2: HUMANS AND THE ENVIRONMENT
LESSON II: LANGUAGE

I. OBJECTIVES:

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

1. Competences:

- Read for main ideas and specific information in a text about green living;

- Talk about ways to live green;

- Listen for specific information in an announcement about a green event;

- Write about ways to improve the environment.

2. Language:

- Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences;

- Understand and use words and phrases related to human activities and the environment;

- Use will and be going to to talk about the future;

- Use the passive voice.

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3. Attributes:

- Ask for and give advice;

- Understand what a carbon footprint is;

- Plan activities for a Go Green Weekend event and give a group presentation about the event.

II. INSTRUCTIONAL RESOURCES

- Textbook: English 10 - unit 2
- Audio file-language (English 10 - unit 2)
- Computer
- Projector
- Handouts
- Paper and markers
III. PROCEDURES
Activity 1: WARM-UP

a) Aim: Arouse the classroom atmosphere and lead in the lesson

b) Contents: Consonant blends /kl/, /pl/, /gr/, and /pr/. (p.19)

c) Products: Students’ pronunciation

d) Procedures:

- Show some pictures and ask Ss to describe each picture with a word (class, ground, gift, play, clean,
place, protect);

- Have Ss work in pairs to categorize those pictures;

- Check the answers and lead in the lesson.

PRONUNCIATION

a) Aim: Help students recognize the consonant blends /kl/, /pl/, /gr/, and /pr/ in individual words and
practise them in sentences.

b) Contents:

- Help Ss recognize the consonant blends /kl/, /pl/, /gr/, and /pr/. (p.19);

- Check Ss’ pronunciation.

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c) Products: Students’ pronunciation

d) Procedures:

- Play the recording and ask Ss to listen to the words and repeat; tell them to pay attention to the
consonant blends;

- Check Ss’ pronunciation;

- Give feedback.

Activity 2: VOCABULARY

THE ENVIRONMENT

a) Aim: Ss learn and use the words/ phrases they have learnt in Getting Started

b) Contents:

- Match the words and phrases with their meanings;

- Complete the sentences using the given words and phrases.

c) Products: Students’ answers

d) Procedures:

- Ask them to read the words and phrases and match them with their meanings (Pair work);

- Check students’ answers;

- Tell Ss to read the sentences and decide which word/ phrase in exercise 1 can be used to complete each
of the sentences. Explain that they should use the context clues to decide on the word/ phrase, e.g in the
first sentence, the gapped word is an adjective (eco-friendly) (Group work);

- Check students’ answers. Have Ss call out the word/ phrase they have used for each sentence first;

- Give feedback;

- Ask some Ss to read the complete sentences.

Answer key: 

* Exercise 1: 1. d 2. e 3. a 4. b 5. c

* Exercise 2:

1. Eco-friendly 2. household appliances

3. carbon footprint 4. energy

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Activity 3: GRAMMAR

a) Aims: Revise the use of “will” and “be going to” to talk about future actions and the passive voice.

b) Contents: Master the grammar points (usage and form) of will/ be going to and the passive voice.

* Will: make predictions based on opinion, talk about decisions, make promises, offers, requests and
threats.

Be going to: make plans or intentions, make predictions based on present evidence.

* Passive voice: We use the passive voice when we do not know who does the action(s)/ We use passive
voice when the focus is on the action(s), not the doer(s).

Form:

S + BE + P.P

c) Products: Students’ answers.

d) Procedures:

- Tell students to read the explanations in the Remember! box on page 20;

- Ask students questions to elicit the differences between will and be going to;

- Get students to read the explanations in the Remember! box on page 21;

- Ask students questions to check their understanding of the passive voice;

- Provide help if needed;

- Give feedback and further explanation at the end of the students’ answers.

Activity 4: PRACTICE

a) Aims: Practice using will/ be going to and the passive voice.

b) Contents: Students do exercise on page 20 and page 21.

c) Products: Students’ answers.

d) Procedures:

* WILL/ BE GOING TO

- Ask students to work individually and complete the given sentences on page 20;
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- Set time limit: 3 minutes;

- Move around and provide help if needed;

- Give feedback on students’ answers.

Questions:

1. I don’t think she ________ come tonight. She has to revise for her exam tomorrow.

2. We have already made the decision. We ________ buy a new house next month.

3. I’m sure she ________ pass the final exam.

4. Look at the sun. It ________ be a beautiful day.

5. I forgot to phone Dad. I ________ do it right after lunch.

Answer key: 1. will 2. are going to 3. will 4. is going to 5. will

* PASSIVE VOICE

- Ask students to work individually and rewrite the sentences on page 21 using passive voice;

- Set time limit: 3 minutes;

- Move around and provide help if needed;

- Give feedback on students’ answers.

Questions:

1. More and more people adopt a green lifestyle.

A green lifestyle __________________________________________________.

2. The students didn’t put the rubbish in the bins after the party yesterday.

The rubbish ______________________________________________________.

3. We will plant more trees in the neighborhood.

More trees ________________________________________________________.

4. Our club is going to organize a lot of clean-up activities this weekend.

A lot of clean-up activities __________________________________________.

5. They discussed important environmental issues at the meeting.

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Important environmental issues ______________________________________.

Answer key:

1. A green lifestyle is adopted by more and more people.

2. The rubbish wasn’t put in the bins by the students after the party yesterday.

3. More trees will be planted in the neighborhood.

4. A lot of clean-up activities are going to be organized by our club this weekend.

5. Important environmental issues were discussed at the meeting.

Activity 5: APPLICATION

a) Aims:

- Engage students in talking and expressing their ideas about some issues related to humans and the
environment;

- Develop students’ collaboration, creativity, critical thinking, communication and problem-solving skills
as well as their social responsibilities;

- Report their results of after a-week implementation of the project in Ss’ community (if possible).

b) Contents: Discuss, express ideas, clarify ideas and protect ideas about some feasible measures to be
taken to protect the environment.

c) Products: Students’ talks, students’ results (if possible).

d) Procedures:

- Do a class run-through;

- Make sure students understand what they are going to do;

- Form students into groups;

- Encourage students to engage in discussion with friends;

- Give help when necessary;

- Ask other groups to give comments or pose any questions if they have;

- Give constructive feedback, evaluate and give bonus marks to students;

- Encourage Ss to implement their project in their community and report some of the results.

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Activity 6: WRAP-UP and ASSIGNMENT

a) Aims: Help Ss consolidate the use of will, be going to and passive voice.

b) Content:

- Make sentences with will and be going to;

- Write a short story (about 50 words) using as many passive sentences as possible.

c) Products: Students’ sentences.

d) Procedures:

- Ask sts to write 5 sentences using “will” and 5 sentences using “be going to”. In some good classes,
ask them to create a short story (about 50 words) using as many passive sentences as possible (at home);

- Ask students to answer the following questions:

+ What did you learn from the lesson today?

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(Learn some new words/phrases about the environment, the consonants blends and grammar points:
will/be going to)

+ What are the core values of the lesson?

(Be more aware of protecting the environment)

- Remind the Ss to do exercises in the workbook;

- Ask Sts to prepare for the next lesson (Reading on page 21).