UNIT 2: HUMANS AND THE ENVIRONMENT

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to :
1. Knowledge
- Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences;
- Understand and use some lexical items about humans and the environment;
- Distinguish and use will and be going to to talk about the future;
- Use the passive voice correctly.
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
- Adopt greener lifestyle and awareness of environmental issues;
- Be responsible for environment protection.

II. MATERIALS
- Grade 10 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Will Be going to
1. Form (+) S + will + V (+) S + am/is/ are going to + V
(-) S + will not/ won’t + V (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + going to +
(?) Will + S + V? V
 (?) Am/ Is/ Are + S + going to + V?
2. Uses We use will to talk about: We use be going to to talk about:
- Plans which are made at the moment of speaking - Plans and intentions which are made before the
(on-the-spot decisions). moment of speaking.
Ex: This shirt looks beautiful. I will buy it. Ex: I have made a reservation. We are going to have
- Predictions based on what we think or believe dinner at the Chinese restaurant nearby.
about the future. - Predictions based on what we see or know.
Ex: I think you team will win the competition. Ex: Look at the dark clouds. It is going to rain soon.
3. Time tomorrow, next week/month/year …, in a week/ tomorrow, tonight, next week/month, …
expressions month…, think, believe, hope, expect, suppose,
know, probably…

PASSIVE VOICE
1. Form: be + past participle (P2) 2. Uses: We use the passive voice when the person or thing that does the action
Ex: The plants are watered by Jack everyday. is unknown, unimportant, obvious from the context or we don’t want to say
The report was published last week. who does the action. We focus on the action itself.
Ex: My wallet was stolen yesterday. (unknown agent)
The house is cleaned twice a week. (unimportant agent)
The thief was arrested. (by the police-obvious agent from the context)
REMEMBER:
+ Adverb of place + by + object + adverb of time
Ex: The police found the missing painting in Jack’s house yesterday.
-> The missing painting was found in Jack’s house by the police yesterday.
+ If the subject in the active voice is one of the following words: people, one, someone/somebody, they, he, etc. , it is not
changed into the object in the passive voice.
Ex: They hold the World Cup every four year.
-> The World Cup is held every four year.

Assumptions
 Anticipated difficulties Solutions
- Students may be confused when using will or be going to to - Give short and clear explanations with legible examples for
talk about the future. each case.
- Students may be confused about the position of adverbs of - Remind them and give some legible examples.
place and time in the passive voice.

Board Plan
Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 2: Language
* WARM-UP: Guessing game
I. Pronunciation
Task 1: Listen and repeat.
Task 2: Listen and practise saying the sentences.
Task 3: Make sentences.
II. Vocabulary
Task 1: Match the words and phrases to their meanings.
Task 2: Complete the sentences.
III. Grammar
* The future with will and be going to
Task 1: Complete the sentences.
* Passive voice
Task 2: Rewrite the sentences.
IV. Extra activity
Game: Chain memory
* CONSOLIDATION

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP - To arouse the GUESSING GAME: WHAT AM I GOING TO DRAW? 4 mins
classroom * T gives instructions, draws lines or shapes one by one and has Ss guess T-S
atmosphere. what T is going to draw after drawing one line or one shape.
- To lead in the ** Ss in two big teams take turns to guess what the T is going to do by S-S
lesson. answering: You are going to draw a/an …
**** T gives comments, decides the winner, asks some more questions to T-S
leads in the lesson.
+ Is using these vehicles good for the environment?
+ Why is using them not good for the environment?
PRONUNCIATION To help students TASK 1: LISTEN AND REPEAT. 6mins
recognize and Pay attention to the consonant blends /kl/, /pl/, /gr/, and /pr/. (p.19)
practise the * T shows the following pictures, and asks Ss to describe each picture with a T-S
consonant blends word.
/kl/, /pl/, /gr/,
and /pr/ in
individual words.
class ground play

gift green clean

place protect
- T has Ss work in pairs to categorize those pictures.
** Ss do as instructed.
*** Ss share their ideas with a partner.
**** T confirms the correct answers and leads in the task.
* Teacher:
- plays the recording and asks Ss to listen to the words and repeat; tells S-S
them to pay attention to the consonant blends. (Teacher can play the S-S
recording as many times as necessary) T-S
- makes sure Ss know the meaning of each word. T-S
** Ss do as instructed.
**** T checks whether Ss have improved their pronunciation by randomly
calling on individual Ss to read the words aloud.

S-S
 T-S
To help students TASK 2: LISTEN AND PRACTISE SAYING THE FOLLOWING SENTENCES. (p.19) 5 mins
recognise the * Teacher: T-S
consonant blends - checks Ss’ comprehension of the sentences.
/kl/, /pl/, /gr/, - plays the recording, has Ss focus on the words containing the consonant
and /pr/ in blends and asks them to circle these words.
sentences and - plays the recording again, pausing after each sentence, for Ss to repeat.
pronounce them ** Ss do as instructed. S-S
correctly. *** Ss practise reading the sentences in pairs. S-S
**** T goes round to offer help and collects common mistakes to correct as T-S
a class.
VOCABULARY To make sure that TASK 1: MATCH THE WORDS AND PHRASES TO THEIR MEANINGS. (p.20) 4 mins
students understand
the meaning of
some lexical items
about humans and
the environment.
1. household appliances 2. energy 3. carbon footprint

4. litter 5. eco-friendly
* T gives clear instructions. T-S
** Ss work in pairs to discuss and do the matching. S-S
*** Ss share the answers with the whole class. S-S
 **** T confirms the correct answer. T-S
Key: 1. d - 2. e - 3. a - 4. b - 5. c
To give students TASK 2: COMPLETE THE SENTENCES USING THE WORDS OR PHRASES IN 1. 4 mins
practice in using the (p.20) T-S
words/phrases in * Teacher:
meaningful contexts. - has Ss read the sentences carefully to decide which word/phrase in 1 can
be used to complete each of the sentences.
- explains 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)
** Ss work in pairs to discuss and find the answers. S-S
*** Ss share the answers with the whole class. S-S
**** T confirms the correct answers and asks Ss to give the reasons why T-S
they have chosen the word/phrase for each sentence.
Key:
1. Eco-friendly
2. household appliances
3. carbon footprint
4. energy
5. litter
To help students TASK 3: MAKE SENTENCES, USING THE WORDS/PHRASES IN TASK 1. 4 mins
memorize the * T divides the class into teams, asks Ss to write as many sentences as they T-S
words/phrases they can in 2 minutes, using the words/phrases in 1. T reminds them to make at
have learnt. least one sentence with each word/ phrase.
** Ss works in small teams and do as instructed. S-S
*** The teams with the most sentences take turns to read aloud their S-S
sentences.
**** T gives comments, collects common mistakes to correct. T-S
GRAMMAR - To give students an THE FUTURE WITH WILL AND BE GOING TO 6 mins
opportunity to revise Complete the following sentences with will or the correct forms of be
the use of will and going to. (p.20)
be going to to talk * Teacher: T-S
about future actions. - tells Ss to read the explanations in the Remember! box on page 20 and
- To give students an asks Ss questions to elicit the differences between will and be going to,
opportunity to revise for example:
the passive voice. + Do both structures talk about the future?
+ Which auxiliary do we use to talk about plans made at the moment
of speaking / before the moment of speaking?
+ Can we use both structures for predictions?
- in weaker classes, T gives more examples to make sure Ss understand
the use of will and be going to; in stronger classes, has Ss come up with
their own example sentences.
- asks Ss to work in pairs or individually to choose will or the correct form
of be going to to complete each sentence.
- reminds them to use some clues in the sentence to decide on the
correct tense form. e.g. 1: I don’t think; 2: have already made the
decision; 3: I’m sure; 4: Look at; 5: I forgot to phone Dad.
** Ss do as instructed. S-S
*** Ss share their answers with a partner. S-S
**** T check Ss’ answers and asks them to explain their choices (using the T-S 6 mins
clues above).
Key:
1. will
2. are going to
3. will
4. is going to
5. will

PASSIVE VOICE
Rewrite the following sentences using the passive voice. Begin each
sentence as shown.
* Teacher: T-S
- asks Ss to read the explanation in the Remember! box on page 21 and
asks Ss questions to check their understanding of the grammar point, for
example:
+ When do we use the passive voice?
+ What do we focus on?
+ How do we form the passive voice? (the verb be and the past
participle of the main verb).
- in weaker classes, gives more examples to make sure Ss understand the
use and forms of the passive voice in different tenses; in stronger classes,
has Ss come up with their own example sentences in both passive and
active structures.
- asks Ss to work independently and rewrite the sentences using the
passive voice.
- reminds Ss of the correct verb forms in different tenses; of the use of the
preposition by to mention the doer of the action.
- elicits that if the subject in the active voice is they or we, Ss don’t need to
indicate the doer in the passive voice.
** Ss do as instructed.
*** Ss work in pairs to compare their answers. S-S
**** T checks the answers as a class by having individual Ss read out the S-S
sentences or write them on the board. T-S
Key:
1. A green lifestyle is adopted by more and more people.
2. The rubbish was not put in the bins after the party yesterday by the
students.
3. More trees will be planted in the neighbourhood.
4. A lot of clean-up activities are going to be organised by our club this
weekend .
 5. Important environmental issues were discussed at the meeting.
EXTRA ACTIVITY GAME: CHAIN MEMORY 4 mins
To help students * T explains the rules of the game. T-S
further practise the ** Ss do as instructed. S-S
future tense forms. **** T praises Ss for interesting ideas and having a good memory and T-S
decides the winner.
Rules:
- T has Ss sit in a circle and has one student say a sentence about what
he/she is going to or will do, for example:
After this lesson, I’m going to play volleyball in the playground. The next
student repeats it and adds another sentence, e.g. After this lesson, I’m
going to play volleyball in the playground and I’m going to meet some
friends.
- T explains to Ss that the sentences don’t have to be true. T continues
until a student can’t remember the previous sentences. In bigger classes,
T has Ss play the game in teams. The winner is the team that continues
the chain for the longest time.
CONSOLIDATION To help students WRAP-UP T-S 2 mins
memorise the target * Teacher asks: What have you learnt today?
language and skills - Consonant blends /kl/, /pl/, /gr/, and /pr/
that they have - Some lexical items about humans and the environment;
learned - Will and be going to to talk about the future;
- Passive voice.
HOMEWORK
- Exercises in the workbook.
- Prepare for Lesson 3, Unit 2.