WEEK 6
Date of planning 1/10/2023
Người soạn Người kí
Nguyễn Thị Thu Ngà
PERIOD 16 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 7: Communication and Culture/ CLIL
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Ask for and give advice;
- Understand what a carbon footprint is.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well;
- Be responsible for environment protection.
II. MATERIALS
- Grade 10 textbook, Unit 2, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
Stage Procedure Interaction
WARM-UP OPTION 1:
5 mins - To arouse the classroom atmosphere. T-S
To help students revise words/ phrases related to the topic
GAME: RUNNING MAN
* Teacher divides the class into two teams, has Ss in each team take turns to run to the S-S
board and write a word/ phrase related to the topic Humans and the Environment on the T-S
board in two minutes.
* Ss do as instructed.
* Teacher confirms the correct word/ phrase and decides the winner (the team with most
correct words/ phrases)
Suggested answers:
- Green lifestyle
- Eco-friendly
- Plastic bags
- Zero waste
- Carbon footprint T-S
OPTION 2: CLIP WATCHING
* Teacher has Ss watch a video about carbon footprint and asks them the following
questions:
1. What is carbon footprint?
2. What activities causes large carbon footprint?
* Teacher reminds Ss to note down key information about the environment and some S
examples. T-S
* Ss watch the video and answer the questions.
* Teacher has Ss answer the questions individually, confirms the answers and leads in the
lesson.
EVERYDAY TASK 1: LISTEN AND COMPLETE THE CONVERSATION WITH THE
ENGLISH EXPRESSIONS IN THE BOX. THEN PRACTISE IT IN PAIRS. (p.25) T-S
7 mins - To provide Ss with an example conversation in which people ask for and give advice
about ways to find information for the presentation.
* Teacher:
- elicits expressions Ss already know related to asking for and giving advice by saying
some situations and has Ss give advice, e.g.
Teacher: I don’t know anything about organic food.
Ss 1: You should search on the Internet.
Ss 2: I advise you to go to a shop selling organic food.
- asks Ss to read through the expressions in the box and the incomplete conversation,
checks comprehension and encourages them to complete the gaps based on the clues in the S-S
conversation.
- plays the recording once (in stronger classes) or twice (in weaker classes) T-S
* Ss do as instructed.
* Teacher:
- checks the answers by asking individual Ss to read out the complete conversation.
- asks Ss to practise the conversation in pairs then read aloud.
- in stronger classes, writes some prompts on the board and asks Ss to role-play the
conversation based on the prompts only.
Key:
1. B
2. A
3. D
4. C
TASK 2: WORK IN PAIRS. MAKE A SIMILAR CONVERSATION ASKING FOR
AND GIVING ADVICE ABOUT GREEN LIVING. USE THE EXPRESSIONS
BELOW TO HELP YOU. (p.25)
- To help Ss practise ways of asking for and giving advice about green living T-S
* Teacher:
- brainstorms green living ideas and writes them on the board for Ss’ reference.
- revises common expressions used to ask for and give advice or asks Ss to read through
the expressions in the table and checks their understanding if they are weaker students.
- puts Ss into pairs, gives them some minutes to think about specific green issues that they
want to include in their conversation.
- in weaker classes, walks around the class and suggests situations to Ss, e.g. advice about
reducing plastic waste, keeping the environment clean, or making homes or schools eco-
8 mins friendly.
* Ss work in pairs to practise their conversations.
* Some pairs act out their conversations to the class. S-S
* Teacher praises Ss for good effort, clean pronunciation, fluent delivery and interesting S-S
ideas. T-S
CLIL VOCABULARY
6 mins - To pre-teach the meanings and pronunciation of some words/ phrases, so that Ss can use T-S
them in their presentation later and can understand the reading passage.
* Teacher:
- shows the words one by one, plays the recording and has Ss repeat the sound of the
words
- has Ss guess the meanings of the words based on pictures, explanations and examples.
1. emission (n): an amount of something, especially a gas that harms the environment, that
is sent out into the air
2. estimate (v): guess or calculate the cost, size, value, etc. of something
3. average (adj): an average number is the number you get by adding two or more amounts
together and dividing the total by the number of amounts
4. atmosphere (n): the mixture of gases that surrounds the earth
S-S
T-S
9 mins
* Ss do as instructed.
* Teacher confirms the meaning, calls on some individual Ss to make sentences with each
word.
TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.26)
- To help students learn about carbon footprint and ways to reduce it (through CLIL) T-S
* Teacher:
- asks Ss some questions to find out what they already know about the topic, e.g.
+ What is the carbon footprint?
+ How do you measure it?
+ Why is it bad to have a large carbon footprint?
+ How can we reduce it?
- asks Ss what they want to know about the topic and write the questions on the board, e.g.
+ What is the average carbon footprint for a person (globally/ in Viet Nam)?
-> 4 tons globally/ 2.2 tons in Viet Nam
+ What problems are caused by a large carbon footprint?
-> Global warming, climate change, extreme weather events
+ Which countries have the largest carbon footprint?
-> China, the USA, India, Russia, Japan
+ What food has the highest carbon footprint?
-> meat, cheese, eggs
- asks Ss read the text about carbon footprint and complete the table.
- walks around the class to offer help, explaining unfamiliar words and answering
questions.
* Ss do as instructed.
* Ss share their answers with a partner.
* Teacher: S-S
- checks the answers as a class by calling on pairs to write the missing words on the board S-S
- goes back to the questions on the board, i.e. the things Ss wanted to know about the topic T-S
and asks which of the questions they can answer now and cross them out.
Key:
1. CO2
8 mins 2. global temperatures
3. showers
4. public transport
TASK 2: WORK IN PAIRS. DISCUSS THINGS YOU CAN DO TO REDUCE
YOUR CARBON FOOTPRINT. (p.26)
- To give students an opportunity to personalise the CLIL topic (ways to reduce their T-S
carbon footprint)
* Teacher:
- has Ss work in pairs to discuss things they can do to reduce their carbon footprint.
- in weaker classes, has Ss underline the ideas in the text so that they can use them in their
discussion; and in stronger classes, encourages Ss to come up with their own ideas to
reduce their carbon footprint.
- reminds them to take notes of their partner’s ways to reduce his/ her carbon footprint S-S
* Ss work in pairs to discuss and take notes. T-S
* T calls on some Ss to report their partner’s ideas to the class, e.g. Lan thinks that her
carbon footprint is not very big, but she’ll try to reduce it to further help the environment.
First, she’ll start cycling to school instead of asking her dad to drive her. Second, she’ll
stop using plastic bags for groceries. Finally, she'll start drinking filtered tap water
instead of buying bottled water.
CONSOLIDA WRAP-UP T-S
TION - To help students memorise the content of the lesson that they have learned
2 mins Teacher asks: What have you learnt today?
- The ways to ask for and give advice
- What carbon footprint is and the ways to reduce it in our lives.
HOMEWORK
- Do exercises in the part Looking back and answer the rest questions in Task 1
- Exercises in the workbook
- Prepare for Looking back and Project lesson
PERIOD 17 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 8: Looking back and project
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- revise the consonant blends /kl/, /pl/, /gr/, /pr/ correctly;
- revise words and phrases related to humans and the environment learnt in the unit;
- revise how to use will and be going to, and passive voice correctly;
- Plan activities for a Go Green Weekend and give a group presentation about the event.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 2, Looking back and project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- Pictures, A0 paper
- Sachmem.vn
Stage Procedure Interaction
WARM-UP GAME: THE LAST MAN STANDING
5 mins - To arouse the classroom atmosphere.
To help students revise words/ phrases related to the topic
Rules:
- T has 10 Ss form a circle and stands at a center with a ball.
- T speaks out a word related to the topic Humans and the environment and pass the ball to one
student. Let him/her toss it to another student as he/she names the word related to the theme.
- If Ss repeat a word or can’t say any more words, they need to sit down. T-S
- The last student standing wins the game.
* Teacher: S-S
- Invites 10 Ss to form a circle and stand at a center with a ball. T-S
- Explains the game rules to Ss
* Ss do as instructed.
* Teacher praises the Ss with the most words and the most interesting words/ phrases.
LOOKING PRONUNCIATION
BACK - To help students revise /kl/, /pl/, /gr/ and /pr/
6 mins Listen and underline the words with the consonant blends /kl/, /pl/, /gr/ or /pr/. Then practise
reading the sentences. (p.26) T-S
* Teacher:
- asks Ss to listen to the recording and underline the words that have the consonant blends /kl/,
/pl/, /gr/ or /pr/.
- aks individual Ss to write the words with the consonant blends on the board and has them read
those words several times.
- plays the recording again, pausing after each sentence for Ss to repeat.
- puts Ss in pairs and has them practise reading the sentences together. S-S
* Ss do as instructed. T-S
* Teacher goes round to offer help and collect common mistakes if Ss have to correct as a class.
Key:
1. The professor is proud of the results of our project.
2. Grass is growing on the ground.
3. Those toy planes are made of plastic.
4. Click the button to become a member of the club.
VOCABULARY
To help students revise words and phrases related to human activities and the environment, which
they have learnt in the unit. T-S
Complete the sentences. Use the words and phrases in the box. (p.26)
* Teacher asks Ss to complete the sentences by using the words and phrases in the box individually. S
* Ss do as instructed. S-S
5 mins * Ss compare their answers with a partner. T-S
* Teacher checks the answers by asking individual Ss to write the missing words/ phrases on the
board.
Key:
1. green lifestyle
2. carbon footprint
3. eco-friendly
4. appliances
GRAMMAR
To help Ss revise will and be going to and the passive voice
Choose the best answers. (p.26) T-S
* Teacher asks Ss to choose the answers that best complete the sentences individually.
* Ss do as instructed. S
* Ss compare their answers with a partner. S-S
* Teacher: T-S
- checks the answers by asking individual Ss to write the sentences on the board
- has Ss explain what grammatical form they have used and why.
- has Ss read aloud the sentences.
6mins Key:
1. is used
2. are planted
3. will pass
4. will
5. are going to travel
6. is going to rain
PROJECT - To provide an opportunity for students to develop their research and collaboration skills, and to T-S
21 mins practise giving an oral presentation.
* Teacher:
- gives Ss a checklist for peer and self-assessment and explains that they will have to tick the
appropriate items while listening to their classmates’ presentations and write comments if they have
any. (The presenters should complete their self-assessment checklist after completing their
presentation).
- goes through the criteria for assessing their talk to make sure Ss are familiar with them.
- invites two or three groups to give their presentations and encourages the rest of the class to ask
questions at the end.
* Ss do as instructed. S-S
* Ss make questions after each presentation. S-S
* Teacher: T-S
- gives praises and feedback after each presentation and gives marks for their presentation as part of
their continuous assessment.
- asks Ss to complete the self-assessment table, identifies any difficulties and weak areas and
suggests further practice for individual Ss.
CONSOLIDATI WRAP-UP T-S
ON - To consolidate what students have learnt in the lesson.
2 mins - To prepare for the next lesson
Teacher asks: What have you learnt today?
- Revise the consonant blends /kl/, /pl/, /gr/ and /pr/.
- Revise words/ phrases related to the topic Humans and the environment.
- Revise will and be going to and passive voice.
Homework:
- Exercises in the workbook
- prepare for Unit 3 lesson 1
PERIOD 18 UNIT 3: MUSIC
Lesson 1: Getting started – A talented artist
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- gain an overview about the vocabulary related to the topic Music and main grammatical points taught in this unit;
- gain vocabulary to talk about their musical idols.
2. Core competence
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Personal qualities
- develop a positive attitude towards music;
- be aware of the important role of music in our life.
II. MATERIALS
- Grade 10 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Stage Procedure Interaction
WARM - L To create a friendly and lively atmosphere in the classroom T-S
-UP - To lead into the new unit
5 mins isten to some pieces of music and guess the name of the songs. S-S
* Teacher gives instructions, plays the recordings. S-S
* Ss listen and guess the names of the songs. T-S
* Students may discuss with other members in their teams.
* Teacher:
- confirms the correct answers
Song 1: Love yourself
Song 2: Sorry
Song 3: What do you mean?
Song 4: Where are you now?
Song 5: Stuck in the moment
- asks Ss some questions and leads in the lesson.
+ Whose songs are these? (They are Justin Bieber’s.)
+ Is he a talented singer? (Yes, he is considered the Prince of Pop.)
PRESE Vocabulary
NTATI To help students use key language more appropriately before they read and listen. T-S
ON * Teacher asks Ss to look at the explanation and the photos to guess the meaning of new words.
5 mins * Ss say the Vietnamese meanings of the words.
1. talented (adj) /ˈtæləntɪd/: having a natural ability to do something well
2. musical instrument (n) /ˌmjuːzɪkl ˈɪnstrəmənt/: an object used for producing musical sounds,
e.g. a piano or a drum
3. trumpet (n) /ˈtrʌmpɪt/: a brass musical instrument made of a curved metal tube that you blow
into, with three valves for changing the note
4. perform (v) /pəˈfɔːm/: entertain an audience by playing a piece of music, acting in a play, etc.
* Other Ss correct if the previous answers are incorrect.
* Teacher shows the Vietnamese meaning, plays the recordings and asks Ss to repeat them.
PRACT TASK 1. LISTEN AND READ. (Ex.1, p.28)
ICE - To get students interested in the topic. T-S
7 mins - To introduce vocabulary and grammar points to be learnt in the unit.
* Teacher: - sets the context for listening by having Ss look at the picture (p.28) and answer the
questions
+ Where are they? (at home/ in the living room)
+ Who is the boy? (a singer)
+ What are they doing? (The boy is singing on the stage. The girls are watching a live
programme and cheering.)
- focuses Ss’ attention on the conversation and elicits the names of the two speakers.
- explains that Mai and Ann are watching a music programme and this is their conversation when
watching it.
- plays the recording twice and asks Ss to read along while listening to it.
- has Ss underline the words/ phrases that are related to music while they are listening and reading. S-S
* Ss do as instructed. S-S
* Ss share their underlined words/ phrases with a peer. T-S
* Teacher checks as a class. T-S
* Teacher has the Ss read the conversation in pairs. S-S
* Ss read the conversation. S-S
* One pair reads aloud. T-S
* Teacher collects common mistakes and gives comments.
TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (Ex.2,
p.29)
- To practise reading for specific information T-S
- To develop Ss' vocabulary of the topic Music
- To check Ss’ comprehension of the conversation S-S
6 mins * Teacher asks Ss to work individually to read the questions and underline the key words, then S-S
share their ideas with a partner who sits next to them. T-S
* Ss do Task 2 individually first.
* Ss share and discuss with their partners about the key words.
* Teacher corrects their answers as a class.
1. Who are Ann and Mai talking about? T-S
2. What is he good at?
3. What made him popular? S-S
* Teacher asks Ss to scan the conversation for keywords, locate the part that contains information T-S
for each question.
* Ss do the task in pairs.
* Teacher calls out each question and has different pairs provide their answers.
Key:
1. They are talking about a young pop singer.
2. He is good at writing music and playing many musical instruments.
3. His cover song videos made him popular.
5 mins TASK 3. FIND WORDS OR PHRASES IN THE CONVERSATION WHICH REFERS TO...
(Ex.3, p.29)
To revise words and phrases related to music
* Teacher: T-S
- asks Ss to read the four categories and brainstorm words or phrases to check their prior
knowledge, e.g. types of music: Rock and roll, Jazz, Pop, Classical.
- has Ss read the conversation quickly again, and find the words or phrases that refer to the
categories.
* Ss do as instructed. S-S
* Ss share their answers with a partner. S-S
* Teacher checks the answers by calling out each category or writing it on the board, and asks T-S
individual Ss to write the relevant words / phrases.
Key:
1. pop
2. Grammy, Billboard Music and Teen Choice Awards
3. piano, drums, guitar, and trumpet
4. social media
TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.
To help Ss identify compound sentences,
to-infinitives and bare infinitives. T-S
5 mins (Ex. 4, p. 29)
* Teacher has Ss read the two parts of each of the four sentences and checks comprehension. S-S
* Ss do the matching individually. In weaker classes, they may refer back to the conversation.
* Ss share the answers with a partner. S-S
* Teacher:
- checks the answers by calling on individual Ss to read the complete sentences and writes them on T-S
the board.
- goes through each sentence and elicits the target grammar point(s), e.g.
1. compound sentence, to-infinitive; 2. bare infinitive; 3. to-infinitive;
4. compound sentence.
Key: 1. d; 2. c; 3. b; 4. A
PROD TASK 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL BAND.
UCTIO - To help Ss practise talking about their musical idol.
N - To give students authentic practice in using target language.
8 mins You should mention who she/he is, what she/he is good at, what makes her/ him famous. T-S
* Teacher gives Ss clear instructions in order to make sure they can understand what they have to
do. S
* Ss prepares their talk in two minutes. T-S-S
* Teacher instructs Ss to play a guessing game: Ss take turns to talk about their idols without
mentioning the name of their idols. The others listen and guess who she/he is.
CONS Wrap-up T-S
OLIDA * Teacher asks Ss: What have you learnt today?
TION - Some lexical items about Music
4 mins - Talking about musical idols.
Homework
1. Exercises in the workbook
2. Project preparation
- Ask Ss to open their books at the last page of Unit 3, the Project section, look at the pictures and
say what the topic of the Project is (a form of traditional music).
- Tell Ss about the Project requirements:
Ss will have to:
+ do research on a form of traditional music in Viet Nam or another country
+ include information related to the points stated on the Project page or prepare a poster
(drawing, pictures) presenting the research results.
+ give an oral presentation of the research results in the last lesson of the unit.
- Explain to Ss how they can get the information (search the Internet, read newspapers, go to the
library, talk to experts, etc.).
- Encourage them to start with doing research on traditional music in Viet Nam.
- Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each
member, making sure that all group members contribute to the project work.
- Help Ss set deadlines for each task.
