School:

Teacher’s name:

Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 3: GREEN LIVING

Lesson 1: Getting started – Green Classroom Competition
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic green living;
- Understand and use words and phrases related to green lifestyles;
- Use verbs with prepositions, and phrasal verbs correctly.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of current environmental issues and think of new ways to protect the environment;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 3, Getting started
- Computer connected to the Internet
- A0-size paper
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. awareness (n) /əˈweənəs / knowledge or understanding of a particular subject or situation nhận thức

2. decompose (v) /ˌdiːkəmˈpəʊz / decay or make something decay phân hủy

3. reusable (adj) /ˌriːˈjuː.zə.bəl (r)/ able to be used more than once có thể tái sử dụng

4. carbon footprint /ˌkɑː.bən ˈfʊt.prɪnt/ a measurement of the amount of carbon dioxide that human dấu chân các-bon
activities produce

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that they can help each

Students are reluctant to work in groups. other.

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a speech. - Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

- Provide vocabulary and useful language before assigning tasks.

 - Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To set the context for the listening and reading part;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Guessing game

c. Expected outcomes:

- Students can list some types of pollution.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game - Students work in groups. Key:

- Teacher divides the class into two teams. - Students look at the picture that the teacher shows 1. plastic pollution

- Teacher prepares the pictures of 6 types of pollution. them and describe the picture. 2. light pollution

- Teacher gives instructions for the game: - Other students try to guess the name. 3. air pollution

+ One student from each group comes and sees a picture. Students 4. noise pollution
use their own words to describe the picture so that their teammates 5. water pollution
tell what type of pollution it is.
6. soil pollution
+ If the answer is correct, the team gets one point.

+ If the answer is incorrect, the chance to answer is transferred to

the other team.

+ The team having more points is the winner of the game.

e. Assessment

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)

- Set the context for the listening and reading. - Students look at the picture and answer the Questions:

- Ask Ss to look at the picture, the heading and the conversation, and questions. 1. Who are the speakers?
ask questions. - Students listen to the recording. 2. What do you think they are discussing?

- Play the recording twice for Ss to listen and read silently along. Have - Students underline words/phrases related to green
Ss underline words/phrases related to green living: awareness, refill, living. Suggested answers:
reusable, ecotour, decompose…. - Students compare the words and phrases with 1. Nam and his friend, Mark.
- Put Ss in pairs and ask them to compare the words and phrases they their partners. 2. They are talking about how to win an ecotour
have underlined and discuss their meaning. Then check comprehension - Students read the conversation aloud. by participating in a Green Classroom
as a class.
Competition.
- Call on two or three pairs of Ss to read the conversation aloud.

- In stronger classes, teacher asks Ss to close their books and just listen

to the conversation once. Teacher asks some comprehension questions

to check understanding. Then have them open their books and listen

again, this time following the text and checking if their answers were

correct.

Task 2: Read the conversation again and tick the green ideas mentioned in task 1. (5 mins)

- Ask Ss to read the conversation again and tick the green ideas. Ask - Students work independently to do the activity. Answer key:

them to identify and underline the key words in the statements first. - Students compare the answers in pairs. 1.

Then have them read the conversation again and locate the part that 3.
contains the information for each statement. Have them compare the
 information in the conversation with each statement to work out which 5.

is the correct answer, and why.

- Have Ss work in pairs to discuss and compare their answers.

- Check answers as a class. Encourage Ss to explain where in the

conversation they can find the correct answer.

Task 3: Find words and phrases in Task 1 with the following meanings. (6 mins)

- Have Ss look at the first letters of the words. Explain that these words - Students read the conversation again and work Answer key:
are all in the conversation in Activity 1. independently to do the activity. 1. cleaning up
- Ask Ss to read the definitions and find the words so that the words on - Students share and check the answers. 2. eco-friendly
the right match the definitions on the left, and they should start with the
3. decompose
letters given.
4. carbon footprint
- Allow Ss to share answers before discussing as a class.

- Check answers as a class.

- Write the correct answers on the board.

Task 4: Complete the sentences with words from task 1. (5 mins)

- Tell Ss to read the sentences. Focus attention on the blanks. - Students work individually to complete the Answer key:

- Ask Ss to complete the sentences, using the words and phrases from sentences 1. away

the conversation in task 1. - Students share and check the answers. 2. which
- Check answers as a class. 3. off

4. on

5. which

- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:

- To provide students with new words related the topic;

- To help students be well-prepared for the listening and reading tasks.

b. Content:

- Vocabulary pre-teaching

c. Expected outcomes:

- Students can identify some new words related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the teacher’s explanation and New words:

- Teacher introduces the vocabulary. guess the words. 1. awareness (n)

- Teacher explains the meaning of the new vocabulary by pictures. - Students write down the new words in their 2. decompose (v)
notebook.
- Teacher checks students’ understanding with the “Rub out and remember” 3. reusable (adj)
technique. 4. carbon footprint
- Teacher reveals that these five words will appear in the reading text and
asks students to open their textbook to discover further.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:

- To help students get to know the topic;

- To introduce words and phrases related to green living;

- To help Ss identify some verbs with prepositions.

b. Content:

- Task 1: Listen and read. (p.32)

- Task 2: Read the conversation again and tick the green ideas mentioned in task 1. (p.33)

- Task 3: Find words and phrases in Task 1 with the following meanings. (p.33)

- Task 4: Complete the sentences with words from task 1. (p.33)

c. Expected outcomes:

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organisation

e. Assessment

- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:

- To help Ss memorize the key information about living green;

- To get Ss to speak about some ways to protect the environment.

b. Content:

- Make a mind map about ways to protect the environment.

c. Expected outcomes:

- Ss can make a mind map and present it before class.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Make a mind map about ways to protect the environment. (10 mins)

- Teacher lets Ss work in groups of 4. Give each group a big sheet of paper and - Students work in groups to follow the teacher's Students’ own creativity
colours. instruction.

- Give instructions to students. - Students perform in front of the class.

- Ask students to make a mind map.

- Teacher asks all groups to stick their works on the blackboard.

- Teacher calls on some groups to present their map.

- Teacher asks other groups to listen and give comments.

- Teacher gives feedback and gives marks to the best group.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION

a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for the project in Lesson 8

UNIT 3: GREEN LIVING

Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge

- Use the lexical items related to the topic Green living

- Recognise and practise diphthongs /ɪə/, /eə/, and /ʊə/

- Use verbs with prepositions, and phrasal verbs correctly

- Use relative clauses to refer to the whole sentence correctly

2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work

- Actively join in class activities

3. Personal qualities
- Be eager to learn more about ways to protect environment
- Develop self-study skills

II. MATERIALS
- Grade 12 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

VERBS WITH PREPOSITIONS

1. V + prep. + O: - V + about: ask, care, talk, think, learn,...

The meaning of these two words is usually very similar to the original - V + for: ask, apply, apologise, wait, prepare,...
meaning of the verb. - V + to: introduce, refer, respond, listen, explain,...

2. V + prep = a phrasal verb work out, carry out, turn on, turn off, look for, look after, look up,...

The meaning of a phrasal verb is often very different from the original
meaning of the main verb. Phrasal verbs use adverbs as well as
prepositions.

RELATIVE CLAUSES REFERRING TO A WHOLE SENTENCE

We use a non-defining relative clause to refer to all the information in the Eg:
previous clause. This type of clause is introduced with the relative pronoun More and more people are interested in recycling nowadays, which is good for
which. the environment.

Assumption

Anticipated difficulties Solutions

Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic.

- To enhance students’ skills of cooperating with teammates.

b. Content:
- Kim’s game
c. Expected outcomes:
- Students can revise vocabulary related to green cleaning.
- Students can do all the exercises.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Kim’s game - Students work in groups to do the activity. Keys:
- Divide the class into two teams. - Students remember and write words on the board. ear, pears, chair, deer, stairs, tourists
- Give instructions. Look at the pictures in 10 seconds. Try to
remember all the pictures without writing anything. Students
have 2 minutes to go to the board and write the words one by
one. The team with more correct answers becomes the winner.

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:

- To help Ss recognise and practise diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.

b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.33)
- Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and check. Then practise saying the sentences. (p.33)
c. Expected outcomes:
- Students can correctly pronounce diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)

- Remind Ss what a diphthong is and elicit the ones they have learnt so - Students listen to the recording, and then repeat the Scripts:

far. Ask them if they know any other diphthongs. words. /ɪə/: idea, years
/eə/: awareness, air conditioners
- Ask Ss to listen to the recording. Have them pay attention to the - Students add more examples of the words that
/ʊə/: sure, ecotour
diphthongs /ɪə/, /eə/ or /ʊə/ in each word. In weaker classes, write the contain the diphthongs /ɪə/, /eə/ and /ʊə/.

words on the board and underline the letters representing these sounds,

e.g. idea, awareness, sure.

- Ask Ss to listen to the recording again, but this time, have them repeat

the words.

- In stronger classes, put Ss in pairs and have them add more examples

of words containing the diphthongs, e.g. /ɪə/near, here, prettier, beer,

weird; /eə/ hair, bear, share, compare, Claire; /ʊə/secure, curious,

during, endure. Elicit from Ss the various spellings of the diphthongs.

Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and check. Then practise saying the sentences. (6 mins)

- Students underline the words with the Answer key:

- Ask Ss to read quickly through the text to get a broad understanding.
diphthongs /ɪə/, /eə/ and /ʊə/ first. Then listen to the 1. There are many volunteers here to help clean
- Have Ss work in pairs to underline the words with the diphthongs
recording. up the beach.
/ɪə/, /eə/ and /ʊə/ in each sentence.
- Students read the whole text aloud.
2. Ecotourism encourages the tourists to develop
- Ask them to listen to the recording and check their answers.
eco-friendly habits when travelling.
- Have Ss practise reading the whole text aloud in pairs.

- In weaker classes, ask Ss to read the underlined words containing the

3. It is clear that not all people are aware of the
diphthongs first before reading aloud the whole text. negative impact of their daily habits on the
environment.
- In stronger classes, have pairs make 3-5 sentences about a specific

topic (e.g. famous people), containing as many diphthongs /ɪə/, /eə/ and

/ʊə/ as possible. Invite them to read these sentences aloud in front of

the class, and have other students listen and count the number of

correct words with diphthongs. The pair(s) with the most correct

diphthongs are winners.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:

- To introduce words / phrases related to the topic Green living.

- To help Ss practise the words in meaningful contexts.

b. Content:
- Task 1: Match each word (1-5) with its meaning (a-e). (p.34)
- Task 2: Complete the following sentences using the correct forms of the words in Task 1. (p.34)
c. Expected outcomes:

- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match each word (1-5) with its meaning (a-e). (6 mins)

- Have Ss look at the pictures and tell you what they describe, e.g. - Students match each word/phrase on the left with the Answer key:
1. running tap water. Ask questions such as, Why is running tap water a one on the right 1. e
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
waste? (because the clean water goes into the sewage - Students study the meanings and underline key words. 2. a
Task 1: Complete the sentences with the suitable prepositions. (3 mins)
system and has to be treated and pumped again) Why do some people leave the 3. d
- Ask Ss to read the notes in the Remember! box to remember the use of - Students read the notes in the Remember! box. Answer key:
tap running? (because they’re careless). Try to 4. b
prepositions after some verbs. Give more explanation and examples if - Students write the correct prepositions. 1. about
elicit some of the words used in the definitions. 5. c
necessary. - Students explain their answers. 2. on
- Have Ss match each word with its meaning.
- Ask Ss to complete the sentences with the suitable prepositions. Tell them to 3. out
- In weaker classes, do the first one as an example before asking Ss to match
pay attention to the meaning of each sentence and the grammatical clue (i.e. 4. after
the rest individually or in pairs.
which verb comes before the blank, and which preposition often follows that
- Check answers as a class.
verb, as suggested in the Remember box).
- Point out that Ss have learnt the word waste, but with a different meaning,
- Check answers as a class. Go through each sentence and ask Ss to explain the
i.e. materials that are no longer needed and are thrown away. Elicit some
meaning of the whole phrase, e.g. 1. We use ‘about’, because ‘care about’
sentences, e.g. Cleaning up industrial waste is expensive. It is illegal to dump
means ‘worrying about or paying attention to’.
waste in rivers.
Task 2: Combine the sentences using relative clauses. (4 mins)
Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (6 mins)
- Ask Ss to read the notes in the Remember! box to introduce the use of - Students read the notes in the Remember! box. Answer key:
- Tell Ss to read the sentences carefully and decide which word in 1 can be - Students read the sentences carefully and decide Answer key:
relative clauses to refer to a whole sentence. - Students combine the sentences and explain their 1. Plastic takes hundreds of years to
used to complete each of the sentences. Ask them to change the forms of some which words can be used. 1. waste
- Ask Ss to combine the sentences using relative clauses. In weaker classes, answers. decompose in the ground, which
words if necessary. - Students explain the meaning of each phrase. 2. packaging
remind them that each clause should refer to the whole sentence that comes (explains why it) is harmful to the
- Check answers as a class by asking some Ss to read the completed sentences. - Students read the complete sentences. 3. containers
before it. environment.
Extension: Put Ss in groups and have each group come up with synonyms and 4. reuse
- Check answers as a class by asking some students to write the full sentences 2. Public transport does not pollute the
related words and phrases, e.g. waste: misuse, abuse, squandering, destruction, 5. landfill
on the board. air as much as private vehicles, which
not good use. Explain the meaning of any unfamiliar words and have Ss make
is why more people
sentences with them, e.g. Misuse of pesticides can cause soil pollution.
should consider using it.
3. All students work very hard to help
clean up the school, which is
encouraged by the teacher/ the teacher
encourages.

Task 3: Work in pairs. Talk about green things and activities you and your family often do. Use verbs with prepositions or phrasal verbs, and relative clauses referring to

the whole sentence. (6 mins)

- Ask Ss to work in pairs. Ask them to take turns to talk about green things and - Students work in pairs.
Suggested answers:
activities they and their family often do. They should make 3-5 sentences, - Talk about green things and activities they and their
using the verbs with prepositions or phrasal verbs, and relative clauses family often do. My family often get around our city by
referring to the whole sentence as much as they can. bicycle, which is more friendly to the
- Encourage them to study the example in pairs first. Tell them to pay attention
environment than using a car or
to the use of verbs with prepositions or phrasal verbs, and relative clauses
motorbike.
referring to the whole sentence.
- Encourage them to speak without writing down the sentences. For weaker I often help clean up our
classes, allow them to write the sentences first before reading them aloud. neighbourhood with the family, which
- When they finish, invite some pairs to read the sentences aloud in front of the is a fun activity to do at weekends.
class. Correct any misuse of verbs with prepositions or phrasal verbs, and
relative clauses referring to the whole sentence. I often help my mother sort out the

household waste, which helps reduce

the waste entering landfills.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:

- To help Ss recognise and practise the use of verbs with prepositions in short sentences.

- To help Ss recognise and practise the use of relative clauses referring to a whole sentence in short sentences.

b. Content:
- Task 1: Complete the sentences with the suitable prepositions. (p.35)
- Task 2: Combine the sentences using relative clauses. (p.35)
- Task 3: Work in pairs. Talk about green things and activities you and your family often do. Use verbs with prepositions or phrasal verbs, and relative clauses referring to the whole
sentence. (p.35)
c. Expected outcomes:

- Students know how to use verbs + prep, phr.V and relative clauses and can apply them to give a short talk on the given topic.

d. Organisation
e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 3 - Reading.

Board plan

Date of teaching
Unit 3: Green living
Lesson 2: Language
* Warm-up
Kim’s game

* Pronunciation

- Task 1. Listen and repeat.

- Task 2. Underline the words.

* Vocabulary

- Task 1. Match each word with its meaning.

- Task 2. Complete the sentences.

* Grammar

- Task 1. Complete the sentences.

- Task 2. Combine the sentences.

- Task 3. Talk about green things and activities.
* Homework

UNIT 3: GREEN LIVING

Lesson 3: Reading – Going green with plastics
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in emails about green ways to deal with plastic
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be responsible for saving the environment
- Develop self-study skills

II. MATERIALS
- Grade 12 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. leftover (n) /ˈleftəʊvə / remaining after all the rest has been used, taken, or eaten đồ ăn thừa

2. contaminated (adj) /kənˈtæmɪneɪtɪd/ poisonous or not pure ô nhiễm

3. get rid of /ɡet rɪd əv/ to throw away or destroy something you do not want anymore loại bỏ

4. rinse (v) /rɪns/ to wash something with clean water only, not using soap tráng qua

5. convenience (n) /kənˈviːniəns/ the quality of being useful, easy or suitable for somebody sự thuận tiện

Assumption

Anticipated difficulties Solutions

Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

- Let students read the text again (if necessary).

Students may have underdeveloped reading, speaking and co- - Create a comfortable and encouraging environment for students to speak.
operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are going to learn about in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch the video. Link: https://www.youtube.com/watch?v=_6xlNyWPpB8

- Teacher plays the video. - Students raise their hands to answer the questions. Questions:
- Teacher asks students some questions related to the 1. How many stories are there in the video?
video. 2. What happened to the first plastic bottle?
- Teacher observes and gives feedback to students’ 3. What happened to the second plastic bottle?
answers. 4. What happened to the third plastic bottle?

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs to solve the quiz. (p.35)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs to solve the quiz. (4 mins)

- Have Ss look at the picture and elicit the topic, e.g. There is too much - Students work in pairs and solve the quiz. Key:
plastic waste. Our oceans and rivers are polluted by plastic. Millions of - Students write questions they want to know on the 1. C
plastic bottles and bags end up in our oceans every year. board. 2. C
- Read through the quiz and check understanding. 3. A
- Ask Ss to work in pairs to answer the questions. 4. A
- Ask some pairs to share their answers with the whole class.
- Ask what other information they want to know about the topic. Write their
questions on the board.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:

guess the words. 1. leftover (n)

- Teacher explains the meaning of the new vocabulary by pictures.
2. contaminated (adj)
- Teacher checks students’ understanding with the “Rub out and remember” - Students write down the new words in their
3. get rid of
technique. notebook.
4. rinse (v)
- Teacher reveals that these five words will appear in the reading text and
5. convenience (n)
asks students to open their textbook to discover further.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2: Read some extracts from the emails sent to the Teen magazine. Match the highlighted words and phrases (1-4) with the pictures (a-d). (p.36)
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read some extracts from the emails sent to the Teen magazine. Match the highlighted words and phrases with the pictures. (6 mins)

- Ask Ss to read the text. Ask them to locate the highlighted - Students read the text and locate the highlighted Answer key:
-
words/phrases in the text, e.g. 1. The phrase ‘cardboard boxes’ is found words individually. 1. c
in the sentence: “The supermarket near my house even provides - Students study the context and do the tasks as 2. a
cardboard boxes.” required. 3. d
- Ask students to study the context (including the sentence containing the 4. b
word/phrase as well as neighbouring sentences) carefully, e.g. 1. I try to Strategy: Reading for vocabulary
use fewer plastic bags when shopping. The supermarket near my house To read and understand the meanings of
even provides cardboard boxes so I can pack my groceries and get rid of words/phrases in context, students should:
plastic packaging! 1. Locate the word or phrase in the text.
- Encourage Ss to study the pictures to see which one best represents the 2. Study the context (including the sentence
word/phrase. E.g. 1. Picture C is the correct match, because it shows containing the word/phrase as well as
images of boxes which can be used to contain things such as groceries neighbouring sentences) carefully.
and can replace plastic bags at stores and supermarkets. 3. Try to replace the word/phrase with each
- In weaker classes, check understanding of the words by asking Ss to choice to see which one best replaces the
make sentences with them. word/phrase.

Task 3: Read the email extracts again. Complete the summary notes with information from the text. Use no more than TWO words for each gap. (7 mins)

- Ask Ss to study the summary notes to get the general ideas. Make sure - Students read the extracts again. Answer key:
they understand that each idea on the right are examples of ways to deal - Students write no more than two words for each 1. cardboard boxes
with single-use plastic on the left. In weaker classes, give Ss an example, gap. 2. reusable
e.g. To reduce the use of single-use plastic, we could use cardboard - Students check answers with the whole class and 3. plastic bags
boxes instead of plastic packaging. give explanations for their choice. 4. numbers
- Draw their attention to each gap. Encourage Ss to guess the type of 5. rinse out
information they need for each gap. E.g. For Blank (1) we need a noun or
noun phrase in plural. For Blank (2) it is a singular noun or noun phrase.
- Underline key words in the notes to locate the information in the
passage. E.g. Blank (1) is related to the idea of reducing plastic
packaging. Therefore, it can be found in the first extract (by Hai, 18).
- Read the parts that contain the key words carefully to identify the
words/phrases.
- Make sure the word/phrase for each blank is exactly the same as taken
from the passage. It should fit the gap in terms of both form and
meaning. Finally, it should not exceed the word limit.
- Check answers as a class.

Task 4: Read the email extracts again. Match the following information with the right names. (7 mins)

- Ask Ss to study the list of people's names and locate them in the - Students do the matching. Answer key:
passage. Remind them that their names can be found at the end of the - Students compare their answers with partners then 1. e
extracts. check with the whole class. 2. a
- Encourage Ss to underline key words in the statements. E.g. 1. This 3. d
person has learnt from a past mistake how to recycle things properly. 2. 4. b
This person’s green lifestyle is supported by a local business. 5. c
- Have Ss re-read each person's or ideas and compare them with the list
of options. Encourage them to pay attention to paraphrases and
implications (if any). E.g. Hai’s extract does not mention any mistake as
in Statement 1, or recycling symbols in Statement 3. Nor does it talk
about the drinking water as in Statement 4 or the use of single-use
containers as in Statement 5. However, it talks about a local business
(i.e., “a the supermarket near my house”) and how it supports his/her
green lifestyles (i.e., The supermarket near my house even provides
cardboard boxes so I can pack my groceries and get rid of plastic
packaging). So 2 is the correct match with Hai.
- Check answers as a class.

Task 3: Read the email extracts again. Complete the summary notes with information from the text. Use no more than TWO words for each gap. (p.37)
- Task 4: Read the email extracts again. Match the following information with the right names. (p.37)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
e. Assessment
- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To help Ss use the language and ideas from the unit to express their ideas and opinions.

b. Content:
- Task 5: Work in pairs. Discuss the following questions. (p. 37)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about their habits.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the following questions. (p. 37)

- Ask Ss to work in pairs. Have them discuss which green - Students practise speaking in pairs. Suggested answers:
habits mentioned in the article have been adopted by them. - Students share their answers with the whole Similarly to Hai, I try to use less plastics when I go shopping.
Encourage them to say which ones they want to try in the class. I also reuse any takeaway containers like Hoang. Besides, I
future. - Students listen and give feedback. bring a reusable water bottle to school like Phuong. But I have
- Invite some pairs to share their answers with the whole never paid attention to the numbers at the bottom of plastic
class. objects described by Ha. Neither do I rinse out plastic objects
carefully before recycling them as Binh recommends. So I
think I will try to adopt Ha’s and Binh’s green habits in the
future.

e. Assessment
- Teacher’s observation on Ss’ performance.
5. CONSOLIDATION (3 mins)
a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Write a paragraph about what green habits you would like to develop in the future.
- Prepare for the next lesson – Speaking.

UNIT 3: GREEN LIVING

Lesson 4: Speaking – Paper: Reduce, Reuse, and Recycle!
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Discuss ways to reduce, reuse, and recycle paper and express an opinion.
- Memorise vocabulary to talk about how to reduce, reuse and recycle.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware and more responsible with the products used every day.

II. MATERIALS
- Grade 12 textbook, Unit 3, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. sort (v) /sɔːt/ to arrange things in groups or in a particular order according to their phân loại
type, etc.; to separate things of one type from others

2. packaging (n) /ˈpækɪdʒɪŋ/ materials used to wrap or protect goods that are sold in shops bao bì

3. waste (n) /weɪst/ materials that are no longer needed and are thrown away rác thải

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a - Provide vocabulary and useful language before assigning tasks.
speech. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students brainstorm, then raise hands to give answers. Suggested answers:
- Teacher brings a piece of cloth, then asks students: What - throw it away.
can you do with this piece of cloth? - make it into a flower
- put it aside for future use
- use it as a cleaning cloth
…

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)
a. Objectives:
- To provide knowledge and language input for the main speaking task.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss discuss ways to reduce, reuse, and recycle paper and express an opinion.
b. Content:
- Task 1: How can we save trees, energy, and water used to make paper? Sort these activities into Reduce, Reuse, or Recycle activities. (p.37)
- Pre-teach vocabulary
- Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (p.37)
c. Expected outcomes:
- Ss will be able to discuss ways to reduce, reuse, and recycle paper and express an opinion.
- Students have an overview of 3R.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: How can we save trees, energy and water used to make paper? Sort these activities into Reduce, Reuse, and Recycle activities. (7 mins)

- Elicit three main ways to deal with plastic they learned from the last - Students work individually to decide. KEY:
 lesson (i.e., Reduce, Reuse, Recycle). Tell them that they can do the - Students share their answers. a. Reduce
same with another type of common waste around them as well, which b. Recycle
is paper. c. Reduce
- In stronger classes, ask them to brainstorm some ideas to reduce, d. Reuse
reuse, and recycle paper without looking at the book. e. Reduce
- Ask Ss to work in pairs and sort out the activities into Reduce, f. Reduce
Reuse or Recycle activities. Make sure they understand all the g. Reuse
statements before they start. h. Reduce
- Check their answers as a whole class. i. Recycle

Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (8 mins)

- Put Ss in pairs. Ask them to read the questions in the book before - Students work in pairs to talk about how to reduce, Suggested answers:
discussing them. reuse and recycle paper. - I’m/We’re doing Options c (printing on both
- In weaker classes, ask them to look at some useful expressions for - Students compare their notes with their partners. sides of the paper), f (using smart devices to take
discussion in the appendix of their book if they need help. notes instead of using paper) and g (using the
- Walk around and offer help when necessary.
blank side of a sheet to take notes).
- Ask some pairs to share their ideas in front of the class.
– I/We suggest donating second-hand books to

charity or schools and local libraries instead of

throwing them away. Cardboard boxes around the

house could be used to store things, or turned into

useful objects such as decorations, pencil cases or

pen stands. These simple ways can help us save

trees by reusing used paper products, rather than

throwing them away after a single use.

e. Assessment
- Teacher gives corrections and feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 3: LESS-CONTROLLED PRACTICE (22 mins)
a. Objectives:
- To help Ss practise discussing in groups about ways to reduce, reuse and recycle paper;
- To help some students enhance presentation skills.
b. Content:
- Task 3: Work in groups. Read the situations below and think of some possible responses to promote a greener lifestyle. Provide reasons for each answer. (p.37)
- Task 4: Report your group's answers to the whole class. Vote for the most interesting responses. (p.37)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about the activities they have been doing to protect the environment.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3 + 4: Work in groups. Read the situations below and think of some possible responses to promote a greener lifestyle. Provide reasons for each answer.

- Ask them to read the situations and study the example for the - Students work in groups, use the notes and think of Suggested answers:
first situation in the book. Make sure they understand them. ways to give responses. 2. We shouldn’t print them all out. It is a waste of
- Put Ss in groups of three or four. Tell them to think of some - Students add more reasons. resources such as paper and ink. We can reduce the use
possible responses to promote a greener lifestyle with paper as - Report group’s answers to the whole class. of paper by reading and summarising the information in
well as provide good reasons for their responses. a Word file first, then only printing out the most
- In weaker classes, ask them to look at some useful important parts. When we have to print something out,
expressions for discussion in the appendix of their book if they we should make sure we use both sides of the paper.
need help. 3. We think we should replace Post-it notes with
- Walk around and offer help when necessary. something else. We can take turns to write on the board,
- Have some Ss or groups share their answers to each situation or on the unused side of printouts. Alternatively, we can
in front of the class. ask people to type on their smartphones, then we can
- Praise for good effort, well-structured responses, and fluent project their introductions on a TV screen. It will be
delivery. friendlier to the environment.
- After all groups present their responses to a situation, ask the
class to vote for the most interesting answer.
 - Count the votes for each group and announce the winners.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about what you have done to save the environment.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

UNIT 3: GREEN LIVING

Lesson 5: Listening – Creating a compost pile
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Listen to instructions about creating a compost pile;
- Memorize vocabulary to talk about creating a compost pile.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. compost (n) /ˈkɒmpɒst/ a mixture of decayed plants, leaves etc used to improve the quality of soil phân hữu cơ

2. layer (n) /ˈleɪə/ an amount or piece of a material or substance that covers a surface or that lớp
is between two other things

3. pile (n) /paɪl/ things of the same type that are put on top of each other đống, chồng

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a speech. - Provide vocabulary and useful language before assigning tasks.
- Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the recording. - Make sure they understand the meaning and pronunciation of important words.
- Teach them the skill of underlining key words in the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Video watching
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch the video and answer the Link: https://www.youtube.com/watch?v=LxNumOifkT0
- Teacher asks students to watch a video. questions. Suggested questions:
- Ask Ss some questions about the video. - What does 3R stand for?
- Teacher observes Ss and gives feedback to their - What things can we reduce?
answers. - How can we recycle according to the video?
- How many things can we reuse? What are they?

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (9 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Match the words and phrases (1-5) with the pictures (a-e). (p.38)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some new words.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words and phrases (1-5) with the pictures (a-e). (9 mins)

- Ask Ss if they know what a compost pile is, or how to make one. - Students read the definitions and do the matching. Answer key:
- In weaker classes, read the definition of compost and elicit the matching - Students check answers with the whole class. 1. c
picture. Have Ss read the definitions and explain any - Students read new words aloud and write them in 2. e
difficult words. the notebook. 3. d
- Have Ss match the other words/phrases and their definitions with the 4. b
pictures. Tell them that the words and phrases will appear in the conversation 5. a
they are going to listen to.
- Check answers as a class.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)
a. Objectives:
- To help Ss practise listening for specific information;
- To help Ss practise listening for instructions and understand the main steps to take.
b. Content:
- Task 2: Listen to a conversation about the main steps in creating a compost pile. Number the pictures in order. (p.38)
- Task 3: Listen again. Decide whether the statements are true or false. (p.39)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to a conversation about the main steps in creating a compost pile. Number the pictures in order. (10 mins)

- Tell Ss that they are going to listen to instructions to make a compost pile. - Students make predictions before listening. Answer key:
- Put the Ss in pairs and have them study the pictures carefully before playing - Listen and check the order. 1. c
the recording. Encourage them to describe what they see in each picture to 2. b
each other. E.g. In Picture a, I can see someone is mixing up a lot of things 3. d
 such as dried leaves and vegetable pieces. 4. e
- Ask Ss to listen carefully and select the pictures in the order they hear. Also, 5. a
suggest that they can take notes and use these notes to arrange the main ideas
later if they want.
- Check answers as a class.

Task 3: Listen again. Decide whether the statements are true or false. (10 mins)

- Tell Ss that they are going to listen to the recording again. This time, they - Students read the questions and underline the key Answer key:
should decide whether each statement (1-5) is true or false. words. 1. F
- Have them read the statements and underline the key words. - Students listen and decide T or F. 2. T
- Ask them to listen and pay attention to the key words, as well as paraphrases 3. T
of these key words. 4. F
- Tell them to write T (True) if the statement matches the information in the 5. F
recording, and F (False) if it doesn't.
- Play the recording. Ask Ss to circle the correct answers.
- Check answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:

- To help Ss use the language and ideas from the listening to share their experiences of dealing with household and garden waste.
b. Content:

- Task 4: Work in groups. Discuss these questions.

How do you manage your household and garden waste? Is it environmentally friendly? (p.39)

c. Expected outcomes:

- Students can use the language and ideas from the unit to talk about managing your household and garden waste.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the questions.

- Ask Ss to work in groups. Have them discuss the - Students work in groups and discuss. Suggested answer:
ways they have used to manage their household and Students share their ideas to the whole class. In my group, most people including me simply throw away
garden waste, and share opinions if these ways are household and garden waste. Some pile up and burn the dry leaves
sustainable or not. in their garden. Throwing away or burning waste is not sustainable
- Invite some groups to share their answers with the as there are many ways to reuse or recycle such waste. Moreover,
whole class. burning dry leaves is not only polluting the environment, but also
increasing fire risks. We all agreed that we should try to manage
our household and garden waste in a way that is more eco-friendly
and sustainable.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.
 UNIT 3: GREEN LIVING
Lesson 6: Writing – A problem-solving report on green solutions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Ss will be able to write a report to analyse a problem and suggest solutions for a greener lifestyle;
- Apply structures to write a report.

2. Competences

- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;

- Be collaborative and supportive in pair work.

3. Personal qualities

- Be eager to think of solutions to environmental problems.

II. MATERIALS
- Grade 12 textbook, Unit 3, Writing
- Computer connected to the Internet
- Projector / TV
- Plastic bottles
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped - Play the recording many times if necessary.

listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

b. Content:

- Create a situation. Ask students what they should do.

c. Expected outcomes:

- Students are eager to give solutions.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Situation - Students brainstorm the ideas and share with the whole Students’ own answers.

- Teacher brings some plastic bottles into class and throws them here and there. class.

- Teacher asks students: What should you do when you see people throwing
rubbish improperly?
- Teacher listens to Ss’ answers and gives feedback.

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITING (9 mins)

a. Objectives:

- To help Ss generate ideas for their writing;

- To familiarize Ss with the structure and language of a problem-solving report;

b. Content:
- Task 1: Work in pairs. Complete the notes using the words in the box. (p.39)

- Task 2: Read a problem-solving report and match the sections (A-D) with the correct headings (1-4). (p.39)

c. Expected outcomes:

- Students understand the problems, then give their own ideas.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Complete the notes using the words in the box. (8 mins)

- Ask Ss to skim through the table. Make sure they understand the problems and - Students work in pairs and complete the table. Answer key:
consequences listed on the left and the words / phrases in the box. - Students share their answers with their partner 1. recycle
- Put Ss in pairs. Ask them to complete the table using the words / phrases in the box. and check with the whole class. 2. automatic
Remind them that the green solutions they complete on the right should respond well 3. compost piles
to the problems and consequences on the left. 4. public transport
- Check their answers as a class.

Task 2: Read a problem-solving report and match the sections (A-D) with the correct headings (1-4). (8 mins)

- Have Ss skim through the problem-solving report. In weaker classes, read each part - Students read the text and decide the suitable Answer key:
and check if Ss know the words. headings. A-3
- Have Ss match the sections (1-4) with the correct headings (A-D). - Students check the answers with the whole class. B-2
- Check answers as a class. C-4
- Ask Ss to read the Tips box. Use the text to illustrate each part. E.g. Part 1 is the D-1
introduction, because It gives a brief introduction presenting the problem (i.e., single-
use plastic in the school) and solutions (i.e., suggesting three solutions to the problem)

e. Assessment

- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:

- To help Ss practise writing a problem-solving report.

b. Content:

- Task 3: Choose one of the problems in Task 1, and write a problem-solving report (180 words). Use the model in Task 2 and the outline with useful expressions below to help you. (p.40)

c. Expected outcomes:

- Students can write a report on how to solve a problem.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Choose one of the problems in 1, and write a problem-solving report (180 words). Use the model in 2 and the outline with useful expressions below to help you.

- Tell Ss that they are going to write a problem- - Students brainstorm for the ideas and the language Suggested answer:
solving report. They should use the ideas and the necessary for writing Introduction
model in Activity 1 and 2, as well as the outline with - Students write the first draft individually using the This report describes the problem of traffic jams, noise and air
useful expressions in this activity. ideas in task 1 and 2. pollution at the school gate and suggests two solutions to the
- Give Ss a time limit. In weaker classes, put Ss in problem.
pairs or groups to help each other. Walk around the Problem
class to provide help when necessary. Many parents drive their children to school and pick them up
- In stronger classes, have Ss work individually, then from school. This creates long queues of private cars and
swap their drafts with a partner and comment on each motorcycles outside the school gate twice a day, five days a
other’s ideas, vocabulary and grammar. If time week. As a result, traffic jams, noise and air pollution have
allows, encourage Ss to make revisions based on peer increased. This is not good for the health of
feedback before they produce a final draft. students and parents as well as the environment.
- Collect Ss’ writing tasks and give face-to-face Solutions
feedback in private, or give them back with some To solve this problem, we suggest two solutions. First, students
written feedback. should be encouraged to take public transport if they live far
away from school. The school could arrange for free bus tickets
 to motivate students to use public buses. Second, those who live
near school should be invited to join the school Cycling-to-school
programme, which will help them find an experienced cycling
buddy who lives nearby and knows the safe cycling routes to
school.
Conclusion
Using public transport and cycling to school will lead to a greener
school environment, and help promote a green lifestyle among
young people. Therefore, we recommend you put the suggested
solutions into practice as soon as possible.

e. Assessment

- Teacher gives observations and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:

- To do a cross-check and final check on students’ writing.

b. Content:

- Students exchange their work for cross-checking.

c. Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Cross-checking

- Teacher has the pairs swap and gives feedback on each other’s writing. - Students swap their piece of writing with their Writing rubric
Teacher shows a writing rubric to help Ss do the peer review. partners and give peer review. 1. Organization: …/10
- Ss do the task as required. 2. Legibility: …/10
- After peer review, Ss give the writing back to the owner and discuss how to 3. Ideas: …/10
improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives feedback on it as a 5. Grammar usage and mechanics: …/10
model. TOTAL: …/50
- Teacher chooses some useful or excellent words/ phrases/ expressions/ word
choices Ss have used to give suggestions to other Ss.
- Teacher chooses some typical errors and corrects as a whole class without
nominating the Ss’ names.

e. Assessment

- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)

a. Wrap-up

- Summarise the main points of the lesson.

b. Homework

- Rewrite the paragraph in the notebooks.

- Do exercises in the workbook.
 UNIT 3: GREEN LIVING
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review expressions for making predictions.
- Identify traditions that are bad for the environment and suggest solutions.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be aware of keeping the earth green.

II. MATERIALS
- Grade 12 textbook, Unit 3, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that they can help each other.
Students are reluctant to work in groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

Students may lack vocabulary to deliver a speech.
- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS -

Guessing game (PPT slides) - Students listen to the instructions and guess the Suggested ideas:
- Teacher divides the class into two teams. name of the festival/tradition. 1. Holi festival (India)
- Teacher shows 5 pictures. 2. Lantern festival
- Students have to say the name of the festival/tradition in each picture. 3. fireworks
- If the answer is correct, they get one point for their team. If the 4. Christmas
answer is incorrect, the chance is transferred to the other team. 5. Balloon festival
- The team with the higher score is the winner.

Game: Who says it?

c. Expected outcomes:

- Students can get knowledge about how harmful our festival traditions are.

d. Organisation

e. Assessment

- Teacher observes the groups and gives feedback.

 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (7 mins)

- Give Ss some time to skim through the conversations. Use the photos to - Students listen to the recording. Answer key:
illustrate the context of the conversation if necessary. E.g. Mark and Nam - Students complete the conversation with phrases 1. D
seem to be talking about the Green classroom competition and how to win in the box. 2. B
the first prize. - Students practise the conversation in pairs. 3. C
- Play the recording once in stronger classes and twice in weaker classes. 4. A
- Check answers as a class. Play the recording again, pausing after each
blank to confirm the correct answers.
- Put Ss into pairs and have them practise the conversation.

Useful expressions (6 mins)

- Teacher asks students to give some expressions for making predictions. - Ss think of other expressions to make predictions. Making predictions.
- T asks if Ss can add some more expressions. - I guess/ think/ expect…
- … is going to…
- … will…
- it’s likely/ unlikely that
- it’s hard to predict/say…

Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. (6 mins)

- Tell Ss that the words they used to fill in the gaps in Activity 1 are used - Make plans for the role-play Sample answers:
to make predictions. - Practise the role-play conversation, based on the 1. A: I wonder if the Youth Union will accept our
- Ask Ss to read the list of useful expressions and check understanding. two situations. proposal to install automatic lights and sensor taps
- Put Ss in pairs and explain the task: to role-play conversations similar to - Swap the role and continue practising. in our school. I really hope they will.
the one in Activity 1, but based on the two situations. Ss should play the - Perform in front of class. B: It’s really hard to say. I mean they are going to
roles given in this activity. like the idea, but it’s unlikely that they will install
- Give Ss a few minutes to plan their conversations before they role-play them around the school because it’s going to cost a
them (e.g. who will be Student A, who will be Student B, and have them lot of money. I guess they may install them in the
underline key words in the task question). Have them write down some toilets first.
prompts to help them. Encourage them to swap roles. 2.
- Walk round the class and provide help when necessary. B: I’m so excited about the Green Day event next
- Ask some pairs to role-play their conversations in front of the whole week. Do you think many people will come?
class. Praise for good effort, clear pronunciation and fluent delivery. A: I guess around 300 people will come to the event.
That will include students, teachers and some
parents.
B: That’ll be great. What activity do you think will
be most popular?
A: It’s hard to say, but I think our game booth will
attract a lot of people. Everyone loves playing
games and winning eco-friendly prizes!
B: I agree. Do you think the event will make a huge
impact?
A: Certainly! People are going to love the Green
Day! I expect that as a result, many of the
participants will adopt greener habits in the future.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:

- To provide a model conversation in which speakers make predictions.

- To review expressions for making predictions.
- To help Ss practise making predictions.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (p.40)
- Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. (p.40)

c. Expected outcomes:

- Students can use appropriate language to make predictions.

d. Organisation
e. Assessment
- Teacher checks students’ answers as a whole class.
- Teacher observes and gives feedback.

3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:

- To help Ss learn about the possible environmental damage caused by some cultural traditions around the world.
- To help Ss relate what they have learnt about some cultural traditions to real-life situations.
b. Content:
- Task 1. Read the following text. What are the environmental problems of each tradition as mentioned in the text? Put a tick where relevant. (p.41)
- Task 2. Work in pairs. Suggest some green solutions to replace one of the traditions. (p.41)

c. Expected outcomes:

- Students memorise the information, and relate what they have learnt about how damaging some cultural traditions are to the environment.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following text. What are the environmental problems of each tradition as mentioned in the text? (10 mins)

- Ask Ss to look at the photos and ask some questions to find out - Students put a tick where the damage is relevant. Key:
what they already know about the topic, e.g. Do you know what - Students share their answers and explain.
1. Balloon and sky lanterns: Causing fires and harming
traditions are shown in the photos? (releasing sky lanterns, having
animals
a firework display, decorating a Christmas tree), Where/when are
these traditions popular? (mostly in Asian countries on a full- 2. Fireworks: Polluting the air and causing fires
moon night; in many countries at New Year’s Eve; in many
3. Christmas trees: Polluting the air and ending up in
countries at Christmas), Do you think these traditions are
landfills
environmentally friendly? (answers vary).
- Ask Ss what they want to know about the topic. Write their
questions on the board, e.g. In what ways are these traditions
damaging to the environment? What can be the greener
replacements for these traditions?
- Ask Ss to study the comparison table in Activity 1. Make sure
they understand the rows and columns.
- Tell Ss that they are going to read about three famous festival
traditions around the world. As they read, they should fill in the
comparison table to show the negative impact of these traditions
on the environment.
- Explain or elicit any new or difficult words, e.g. frames,
wildfires, chemicals. In stronger class, encourage them to guess
their meaning from context as they read the text.
- Have Ss read the text and complete the table individually.
- Check answers as a class.
- Go back to the questions on the board, i.e. the things Ss wanted
to know about the topic. Ask which of the questions they can
answer now and cross them out. Assign the rest for homework.

Task 2: Work in pairs. Suggest some green solutions to replace one of the traditions. (5 mins)

- Put Ss in pairs. Have each pair choose one of the traditions and - Students work in pairs to discuss. Suggested answers:
discuss how they will make it more eco-friendly and reduce its - Students share their ideas in front of class. - Instead of releasing balloons and sky lanterns, people
impact on the environment. can fly kites. Kites are made from materials that are not
- Ask some pairs to share their answers with the class. easy to break and can be used many times without
creating pollution. Kite flying is a
sustainable activity that uses a green power source –
the wind.
- There are many eco-friendly alternatives to fireworks.
For example, a firework display can be replaced with a
high-tech laser light show. Laser lights do not have a
lasting impact on the environment. Another option is a
drone display, which is also safe and more
environmentally
 friendly. Drones do not release any harmful chemicals
into the atmosphere and generate very little noise
pollution.
- We can buy a real Christmas tree with roots still
attached and not damaged. We can plant it in a big pot,
and it will continue to grow. When it is too big, we can
plant it in our garden. This way, we won’t contribute to
the waste produced by real Christmas trees thrown out
every year.

e. Assessment
- Teacher observes and gives feedback.
5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 8 – Looking back and project.

UNIT 3: GREEN LIVING

Lesson 8: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Review the vocabulary and grammar of Unit 3;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

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 aware of going green and saving the environment.

II. MATERIALS
- Grade 12 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs and in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.
b. Content:

- Game: Guessing words

c. Expected outcomes:

- Students can recall the vocabulary they have learnt in Unit 3.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Guessing words - Students join the game, describe and guess the Suggested words:
- T divides the class into 2 teams. words.
1. hair
- T prepares some pieces of paper with suggested words written on them.
2. pair
- There are 8 words.
3. hear
- The teams take turns to choose 1 student to the board. This student will pick one
4. bear
paper, and explain the word so that the rest guess what word it is.
5. fear
- The team with the most points is the winner.
6. pear

7. ear

8. literature

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:

- To help Ss review the pronunciation of the diphthongs /ɪə/, /eə/ and /ʊə/.
- To help Ss revise words they have learnt in this unit.
- To help Ss review the use of prepositions and relative clauses referring to a whole sentence.

b. Content:

- Pronunciation: Read the words and choose the odd one out. Then listen and check. (p.42)
- Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the hidden word? (p.42)
- Grammar: Circle the mistake in each sentence. Then correct it. (p.42)

c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Pronunciation: Read the words and choose the odd one out. Then listen and check. (4 mins)

- Ask Ss to try to pronounce all the words in each line, paying - Students pronounce the words, and choose the Key:
attention to the underlined sounds. correct answers. 1. C
- Tell them to choose the word with the underlined part which is - Students check the answers with the whole class. 2. D
pronounced differently from the rest. In weaker classes, give an 3. A
example first. E.g. 1. fair /eə/, hair /eə/, container /eɪ/, pair /eə/. so 4. A
C is the odd one out.
- Ask Ss to listen to the recording and check their answers. Have
them pay attention to the diphthongs /ɪə/, /eə/ or /ʊə/ in each word.
- Ask Ss to listen to the recording again, but this time, have them
repeat the words.

Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the hidden word? ( 4 mins)

- Ask Ss to work in pairs to solve the crossword. Remind them - Ss work in pairs Answer key:
that all the words they need are in this unit, and there is a hidden - Ss solve the crossword.
vertical word.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where these words first
appear in the unit and call out the section, e.g. packaging first
appears in the Language section.
 Grammar: Circle the mistake in each sentence. Then correct it. (4 mins)

- Ask Ss to read the sentences, focusing on the underlined words. - Ss identify the incorrect part, give corrections and Answer key:
- Encourage them to pay attention to the words before and after reasons for their corrections. 1. A (to about)

the underlined parts and decide if the phrases are grammatically 2. B (that which)

correct, e.g. 1. Answer choice A. ‘to’ is part of the phrase ‘learn to 3. C (with to)

recycling’, which is incorrect. We say ‘learn to do sth’ or ‘learn 4. B (over away)

about sth’, not ‘learn to doing sth’. So A is the mistake.

- In weaker classes, remind them that the focus today is on verbs
with prepositions and relative clauses referring to a whole
sentence. Ask them to review the grammar explanations and
examples in the Language section before they complete the
activity.
- Check answers as a class by asking individual Ss to identify the
mistakes, correct them and provide reasons for their corrections.

e. Assessment

- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:

- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise writing a leaflet.

b. Content:

- Eco-friendly habits

c. Expected outcomes:

- Students practice giving a presentation.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project throughout the unit, the focus of this lesson - All groups exhibit their leaflets and make Students’ presentations
should be on the final product, which is a leaflet presentation. presentations.
- Have Ss work in their groups. Give them a few minutes to get ready for the - When one group makes a presentation, others listen
presentation. and complete the evaluation sheet.
- Give Ss a checklist for peer and self-assessment. Explain that they will have to tick
appropriate items while studying the leaflet or listening to the presentation, and write
comments if they have any. The presenters should complete their self-assessment
checklist after completing their presentation.
- If necessary, go through the assessment criteria to make sure Ss are familiar with
them.
- If most students are handing out copies of their leaflets, ask them to swap their
leaflets with one-two other groups. Give them time to study the leaflets and give
written feedback and comments. When they finish, ask them to return the leaflets with
comments to each other.
- If most students are giving a PowerPoint presentations, invite one or two groups to
present their leaflets on the slides and briefly introduce them to everyone. Ask others to
listen and write down their feedback and comments. At the end of each presentation,
invite peer feedback from the audience in oral and/or written forms.
- Give praise and feedback at the end. You can also give Ss marks for their presentation
as part of their continuous assessment.

e. Assessment

- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for Unit 4.