NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

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
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. awareness (n) /əˈweənəs / knowledge or understanding of a nhận thức
particular subject or situation

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

 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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

4. carbon footprint /ˌkɑː.bən a measurement of the amount of dấu chân các-

ˈfʊt.prɪnt/ carbon dioxide that human activities bon
produce

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. groups so that they can help each other.
- 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 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 - Students look at the picture 1. plastic pollution
teams. that the teacher shows them 2. light pollution
- Teacher prepares the pictures of 6 and describe the picture. 3. air pollution
types of pollution. - Other students try to guess 4. noise pollution
- Teacher gives instructions for the the name. 5. water pollution
game: 6. soil pollution
+ One student from each group comes
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

and sees a picture. Students use their

own words to describe the picture so
that their teammates tell what type of
pollution it is.
+ 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
- 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 New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. awareness (n)
- Teacher explains the meaning of the new guess the words. 2. decompose (v)
vocabulary by pictures. - Students write down the new 3. reusable (adj)
- Teacher checks students’ understanding words in their notebook. 4. carbon footprint
with the “Rub out and remember”
technique.
- 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;
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- 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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the picture Questions:
reading. and answer the questions. 1. Who are the speakers?
- Ask Ss to look at the picture, the - Students listen to the 2. What do you think they
heading and the conversation, and ask recording. are discussing?
questions. - Students underline
- Play the recording twice for Ss to listen words/phrases related to Suggested answers:
and read silently along. Have Ss green living. 1. Nam and his friend,
underline words/phrases related to green - Students compare the words Mark.
living: awareness, refill, reusable, and phrases with their 2. They are talking about
ecotrour, decompose…. partners. how to win an ecotour by
- Put Ss in pairs and ask them to compare - Students read the participating in a Green
the words and phrases they have conversation aloud. Classroom Competition.
underlined and discuss their meaning.
Then check comprehension as a class.
- 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 - Students work Answer key:
and tick the green ideas. Ask them to independently to do the 1. putting more plants in
identify and underline the key words in activity. classrooms
the statements first. Then have them read - Students compare the 2. ... asking students to
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

the conversation again and locate the part answers in pairs. bring single-use water
that contains the information for each bottles
statement. Have them compare the 3. placing a big water jug
information in the conversation with in the classroom
each statement to work out which is the 4. ... leaving lights and air
correct answer, and why. conditioners on
- Have Ss work in pairs to discuss and 5. placing reminders on
compare their answers. saving electricity near doors
- 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 - Students read the Answer key:
words. Explain that these words are all in conversation again and work 1. clean up
the conversation in Activity 1. independently to do the 2. eco-friendly
- Ask Ss to read the definitions and find activity. 3. decompose
the words so that the words on the right - Students share and check 4. carbon footprint
match the definitions on the left, and they the answers.
should start with the letters given.
- 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 - Students work individually Answer key:
attention on the blanks. to complete the sentences 1. away
- Ask Ss to complete the sentences, using - Students share and check 2. which
the words and phrases from the the answers. 3. off
conversation in task 1. 4. on
- Check answers as a class. 5. which

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 environment.
c. Expected outcomes:
- Ss can make a mind map and present before class.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Make a mind map about ways to protect environment. (10 mins)
- Teacher lets Ss work in groups of 4. Give - Students work in groups to Students’ own
each group a big sheet of paper and colours. follow teacher’s instruction. creativity
- Give instructions to students. - Students perform in front of
- Ask students to make a mind map. the class.
- 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
Board plan

Date of teaching
Unit 3: GREEN LIVING
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. awareness (n)
2. decompose (v)
3. reusable (adj)
4. carbon footprint
Task 1: Listen and read.
Task 2: Tick the correct answer.
Task 3: Find words and a phrase.
Task 4: Complete the sentences.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Mind Map
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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 - V + for: ask, apply, apologize, wait, prepare
very similar to the original meaning of the - V + to: introduce, refer, respond, listen,
verb. explain
2. V + prep = a phrasal verb - work out, carry out, turn on, turn off, look
The meaning of a phrasal verb is often very for, look after, look up
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 Eg:
refer to all the information in the previous More and more people are interested in
clause. This type of clause is introduced recycling nowadays, which is good for the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

with the relative pronoun “which,”. environment.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if any
speaking and co-operating skills. 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 - Define expectation in explicit detail.
class. - 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:
- Game: Say a name
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

Game: Kim’s game - Students work in groups to
- Divide the class into two teams. do the activity.
- Give instructions. Look at the - Students remember and
pictures in 10 seconds. Try to write words on the board:
remember all the pictures without Ear, pear, chair, deer, stairs,
writing anything. Students have January
20 minutes to go to the board and
write the words one by one. The
team with more correct answers
becomes the winner.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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.
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 reading 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)
- Students listen to the
- Ask Ss to listen to the recording. Have
recording, and then repeat the
them pay attention to the highlighted / ɪə/ /eə/ /ʊə/
words.
letter(s) which contain the diphthongs
idea aware sure
/ɪə/, /eə/ and /ʊə/ - Students add more examples
years air tour
- Ask Ss to listen to the recording again, of the words that contain the
but this time, have them repeat the diphthongs /eɪ/ and /əʊ/.
words.
- Tell students that they can find the
/ɪə/, /eə/ and /ʊə/ sounds in various
spellings, such as:
/ɪə/: ea
/eə/ : a/ air
/ʊə/: ure, our
Task 2: Work in pairs. Underline the words that contain the /eɪ/ and /əʊ/ sounds. Listen and check.
Then practise reading the whole text aloud. (6 mins)
- Students underline the words Answer key:
- Ask Ss to read quickly through the text
with the diphthongs /ɪə/, /eə/ /ɪə/, / eə / /ʊə/
to get a broad understanding.
and /ʊə/ first. Then listen to 1. There are many
- Have Ss work in pairs to underline the
the recording. volunteers here to help
words with the diphthongs /ɪə/, /eə/ and
- Students read the whole text clean up the beach.
/ʊə/ in each sentence.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Ask them to listen to the recording and aloud. 2. Ecotourism encourages

check their answers. the toursists to develop eco-
- Have Ss practise reading the whole text friendly habits when
aloud in pairs. travelling.
- In weaker classes, ask Ss to read the
underlined words containing the 3. It is clear that not all
diphthongs first before reading aloud the people are aware of the
whole text. negative impact of their
daily habits on the
- In stronger classes, have pairs make 3-5 environment.
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 the words/phrases (1–5) with the words/preposition (a–e) to make phrases
with the meanings below. (p.34)
- Task 2: Complete the following sentences using the correct forms of the phrases 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 the words/phrases (1–5) with the words/preposition (a–e) to make phrases with the
meanings below. (6 mins)
- Tell Ss that the words in the activity are - Students match each Answer key:
related to green lifestyles. word/phrase on the left with 1. f 2. a 3. d 4.b 5. c
- Have Ss match each word/phrase on the the one on the right
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

left with the one on the right so that they - Students study the meanings
make a phrase with the given meaning. and underline key words.
Encourage Ss to study the meanings and
underline key words. This way, they will
develop a better understanding of the
phrases.
- In weaker classes, do the first one as an
example before asking Ss to match the rest
individually or in pairs.
- Check answers as a class.
Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (6 mins)
- Tell Ss to read the sentences carefully and - Students read the sentences Answer key:
decide which word in Task 1 can be used to carefully and decide which 1. waste
complete each of the sentences. Tell them to words can be used. 2. packaging
change the forms of some words if - Students explain the 3. containers
necessary. meaning of each phrase. 4. reuse
- Check answers as a class. Have Ss call out - Students read the complete 5. landfill
the phrase they have used in each sentence sentences.
first.
- Confirm the correct answers. Ask Ss to
explain the meaning of each phrase using
the definitions in Task 1.
- Ask some Ss to read the complete
sentences.
Extension: Invite individual Ss to add other
topic-related words/phrases they have learnt
from Getting started or Activity 1 (e.g. was
born in, volunteer to, join the army). Have
Ss study them for half a minute, then turn
away. Erase one word from the board. Have
Ss turn back and identify which word is
missing. In stronger classes, ask Ss to make
sentences with the word. Continue until the
board is empty.
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.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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.
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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Complete the sentences with the suitable prepositions. (3 mins)
- Ask Ss to read the notes in the Remember - Students read the notes in the Answer key:
box to remember the use of prepositions after Remember box. 1. about 2. on 3. out 4
some verbs. Give more explanation and - Students write the correct after
examples if necessary. prepositions.
- Ask Ss to complete the sentences with the - Students explain their
suitable prepositions. Tell them to pay answers.
attention to the meaning of each sentence and
the grammatical clue (i.e. which verb comes
before the blank, and which preposition often
follows that verb, as suggested in the
Remember box).
- Check answers as a class. Go through each
sentence and ask Ss to explain the meaning of
the whole phrase, e.g. 1. We use ‘about’,
because ‘care about’ means ‘worrying about
or paying attention to’.
Task 2: Combine the sentences using relative clauses. (4 mins)
- Ask Ss to read the notes in the Remember - Students work in pairs and 1. Plastic takes
box to introduce the use of relative clauses to think of a person they admire. hundreds of years to
refer to a whole sentence. - Students decide on the ideas decompose in the
- Ask Ss to combine the sentences using they are going to say and make ground, which
relative clauses. In weaker classes, remind 3-5 sentences, using the past explains why it is
them that each clause should refer to the simple and past continuous. harmful to
whole sentence that comes before it. - Present their ideas in front of the environment.
- Check answers as a class by asking some class. 2. Public transport
students to write the full sentences on the does not pollute the
board. air as much as private
vehicles, which is why
more people should
consider using it.
3. All students work
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

very hard to help

clean up the school,
which 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 - students work in pairs
Suggested answers:
turns to talk about green things and activities - Talk about green things and
they and their family often do. They should activities they and their family We often go around
make 3-5 sentences, using the verbs with often do. by bicycle, which is
prepositions or phrasal verbs, and relative more friendly to the
clauses referring to the whole sentence as environment than
much as they can. travelling by car or
- Encourage them to study the example in motorbike.
pairs first. Tell them to pay attention to the
I often help clean up
use of verbs with prepositions or phrasal
the neighbourhood
verbs, and relative clauses referring to the
whole sentence. with the people living
- Encourage them to speak without writing in the same apartment
down the sentences. For weaker class, allow building, which is a
them to write the sentences first before fun activity we often
reading them aloud. do together at
- When they finish, invite some pairs to read weekends.
the sentences aloud in front of the class. I often help my mother
Correct any misuse of verbs with prepositions sort out the household
or phrasal verbs, and relative clauses waste, which helps the
referring to the whole sentence. recycling process.
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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Date of teaching
Unit 3: Green living
Lesson 2: Language
* Warm-up
Game: Say a name

* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Underline the words.
* Vocabulary
- Task 1. Match the words/phrases with the words/preposition.
- 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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be responsible with plastics;
- Develop self-study skills.

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

Language analysis

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

2. contaminated /kənˈtæmɪneɪtɪd/ water, food etc that is contaminated ô nhiễm

(adj) has had a harmful substance added to
it

3. get rid of to throw away or destroy something loại bỏ

you do not want anymore

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

5. convenience (n) /kənˈviːniəns/ the quality of being useful, easy or sự thuận tiện
suitable for somebody
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
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:
- Teacher plays the video. - Students raise their hands to https://www.youtube.com/watc
- Teacher asks students some answer the questions. h?v=_6xlNyWPpB8
questions related to the video. Questions:
1. How many stories are there
in the video?
2. What happens to the first
plastic bottle?
3. What happens to the second
plastic bottle?
4. What happens to the third
plastic bottle?

e. Assessment
- Teacher observes and gives feedback.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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. 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. Discuss the questions. (4 mins)
- Ask Ss to work in pairs to answer the - Students work in pairs and Suggested answers:
questions. answer the questions. 1. C
- Ask some pairs to share their answers with - Students write questions 2. C
the whole class. they want to know on the 3. A
- Ask what other information they want to board. 4. A
know about the topic. Write their questions
on the board.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. leftover (n)
vocabulary by pictures. guess the words. 2. contaminated (adj)
- Teacher checks students’ understanding - Students write down the 3. get rid of
with the “Rub out and remember” new words on their notebook. 4. rinse (v)
technique. 5. convenience (n)
- 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 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:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Task 2: Read some extracts from the emails sent to the Teen magazine. Match the
highlighted words and phrases with the pictures. (p.36)
- 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

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 - Students read the text and Answer key:
locate the highlighted words/phrases in locate the highlighted words 1. C
the text, e.g. 1. The phrase ‘cardboard individually. 2. A
boxes’ is found in the sentence: “The - Students study the context 3. B
supermarket near my house even provides and do the tasks as required. 4. D
cardboard boxes.” Strategy: Reading for
- Ask students to study the context vocabulary
(including the sentence containing the To read and understand the
word/phrase as well as neighbouring meanings of words/phrases
sentences) carefully, e.g. 1. I try to use in context, students
fewer plastic bags when shopping. The should:
supermarket near my house even provides 1. Locate the word or
cardboard boxes so I can pack my phrase in the text.
groceries and get rid of plastic packaging! 2. Study the context
- Encourage Ss to study the pictures to see (including the sentence
which one best represents the containing the word/phrase
word/phrase. E.g. 1. Picture C is the as well as neighbouring
correct match, because it shows images of sentences) carefully.
boxes which can be used to contain things 3. Try to replace the
such as groceries and can replace plastic word/phrase with each
bags at stores and supermarkets. choice to see which one
- In weaker classes, check understanding best replaces the
of the words by asking Ss to make word/phrase.
sentences with them.
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 - Students read the extracts Answer key:
get the general ideas. Make sure they again. 1. cardboard boxes
understand that each idea on the right are - Students write no more than 2. reusable
examples of ways to deal with single-use two words for each gap. 3. plastic bags
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

plastic on the left. In weaker classes, give - Students check answers with 4. numbers
Ss an example, e.g. To reduce the use of the whole class and give 5. rinse out
single-use plastic, we could use cardboard explanations for their choice.
boxes instead of plastic packaging.
- Draw their attention to each gap.
Encourage Ss to guess the type of
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 - Students do the matching Answer key:
names and locate them in the passage. - Students compare their 1. Binh
Remind them that their names can be answers with partners then 2. Hai
found at the end of the extracts. check with the whole class. 3. Ha
- Encourage Ss to underline key words in 4. Phuong
the statements. E.g. 1. This person has 5. Hoang
learnt from a past mistake how to recycle
things properly. 2. This person’s green
lifestyle is supported by a local business.
- 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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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.
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 - Students practise speaking in Suggested answers:
them discuss which green habits pairs. I myself have tried to use less
mentioned in the article has been - Students share their answers plastic in my shopping and at
adopted by them. Encourage them with the whole class. home as Hai and Hoang suggest.
to say which ones they want to try - Students listen and give Besides, I also bring a reusable
in the future. feedback. water bottle to school like
- Invite some pairs to share their Phuong. But I have never paid
answers with the whole class. attention to the numbers at the
bottom of the plastic objects as Ha
mentions, or rinsed 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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

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.
- Prepare for the next lesson – Speaking.

Board plan

Date of teaching
Unit 3: Green living
Lesson 3: Reading
* Warm-up
Video watching

Vocabulary
1. leftover (n)
2. contaminated (adj)
3. get rid of
4. rinse (v)
5. convenience (n)
- Task 1: Solve the quiz.
- Task 2: Match the highlighted words with the pictures.
- Task 3: Complete the summary notes.
- Task 4: Match the information with the right names.
- Task 5: Discussion.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 3: GREEN LIVING

Lesson 4: Speaking – 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) /ðə ˈkɒmjənɪst a political party that supports Đảng Cộng
pɑːti/ communism or rules in a communist sản
country

2. packaging (n) /ˈbætl/ a fight between armies, ships or trận chiến

planes, especially during a war

3. waste (n) /kæmˈpeɪn/ a series of planned activities that are chiến dịch
intended to achieve a particular social,
commercial or political aim

Assumption

Anticipated difficulties Solutions

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- 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:
- Guessing game
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher brings a piece of cloth, - Students think, then give Suggested answers:
then asks students: What can you answers. - throw it away.
do with this piece of cloth? - make it into a flower
- put it aside for future use
…
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (30 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 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. (10 mins)
- Elicit three main ways to deal with plastic - Students work individually KEY:
they learned from the last lesson (i.e., to decide. a. Reduce
Reduce, Reuse, Recycle). Tell them that - Students share their b. Recycle
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

they can do the same with another type of answers. c. Reduce

common waste around them as well, which d. Reuse
is paper. e. Reduce
- In stronger classes, ask them to brainstorm f. Reduce
some ideas to reduce, reuse, recycle paper g. Reuse
without looking at the book. h. Reduce
- Ask Ss to work in pairs and sort out the i. Recycle
activities into Reduce, Reuse or Recycle
activities. Make sure they understand all the
statements before they start.
- Check their answers as a whole class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. sort (v)
vocabulary with different techniques guess the words. 2. packaging (n)
(pictures, actions, synonyms …) - Students write down the 3. waste (n)
- Teacher checks students’ understanding new words in their notebook.
with the “Rub out and remember”
technique.
- Teacher asks Ss to take notes on their
notebooks.
Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper.
- Put Ss in pairs. Ask them to read the - Students work in pairs to Suggested answers:
questions in the book before discussing ask and complete his/her card - I myself / we ourselves
them. about General Vo Nguyen have tried options c
- In weaker classes, ask them to look at Giap or Vo Thi Sau. (printing on both sides of
some useful expressions for discussion in - Students compare their the paper), f (using smart
the appendix of their book if they need help. notes with their partners. devices to take notes
- Walk around and offer help when instead of using paper)
necessary. and g (using the
- Ask some pairs to share their ideas in front unprinted back of a sheet
of the class. to take notes).
- I /we suggest instead of
throwing away old
books, we can donate
them to charity or send
them to the school or
local library. 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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

ways can save the

environment by reusing
paper, 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 (8 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 - Students work in groups, use Suggested answers:
and study the example for the the notes and think of ways to 2. “We shouldn’t print them all out.
first situation in the book. Make give responses. It is a waste of resources such as
sure they understand them. - Students add more reasons. paper and ink. We can reduce the
- Put Ss in groups of three or - Report group’s answers to the use of paper by reading and
four. Tell them to think of some whole class. summarising the information on
possible responses to promote a our computers first, and only
greener lifestyle with paper as printing out the most important
well as provide good reasons for parts. When we have to print
their responses. something out, we should make
- In weaker classes, ask them to sure we use both sides of the
look at some useful expressions paper.”
for discussion in the appendix of 3. “I think we should replace Post-it
their book if they need help. notes with something else. We can
- Walk around and offer help take turns to write on the board, or
when necessary. on the unused side of printouts.
Alternatively, we can ask people to
type on their smartphones, then we
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

can project their introductions on a

TV screen. It will be friendlier to
the environment”.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (2 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.

Board plan

Date of teaching
Unit 3: Green living
Lesson 4: Speaking
* Warm-up
Guessing game

* Vocabulary
1. sort (v)
2. packaging (n)
3. waste (n)
Task 1: Sort activities.
Task 2: Talk about how to reduce, reuse and recycle paper.
Task 3: Practise giving responses to promote a greener lifestyle.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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 phân hữu cơ
used to improve the quality of soil

2. layer (n) /ˈleɪə/ an amount or piece of a material or lớp

substance that covers a surface or that is
between two other things

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

Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the - Make sure they understand the meaning and
recording. 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:
- a video
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watching a video - Students watch the video. Suggested directions:
- Teacher asks students to watch a video. https://www.youtube.com/ A video telling people to
- Ask ss what they have seen. watch?v=LxNumOifkT0 recycle things like plastic
bottles and card boxes.

e. Assessment
- Teacher corrects for students (if needed)

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 with the pictures. (p.38)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Match the words and phrases with the pictures. (4 mins)
- Ask students what they often do with - Students work in pairs and Answer key:
garden waste in an eco-friendly way, solve the crossword. 1C 2E 3D 4B 5A
and if they know what a compost pile
is, or how to make one.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Tell them that they will listen to

instructions to make a compost pile
today, which is an eco-friendly habit.
- Have Ss to match each word / phrase
and its definition on the left with the
picture on the right. Tell them that the
words and phrases will appear in the
instructions they are going to listen to.
- In weaker classes, do the first one as
an example before asking Ss to match
the rest individually or in pairs.
- Check answers as a class.
Vocabulary teaching (5 mins)
- Teacher introduces the vocabulary. - Students say the meaning of New words:
- Teacher explains the meaning of the the words. 1. compost (n)
new vocabulary with different - Students write new words in 2. layer (n)
techniques (pictures, actions, their notebook. 3. pile (n)
synonyms …)
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
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 the main idea;
- 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.15)
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 - Students make predictions Answer key:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

instructions to make a compost pile. before listening. 1D 2C 3B 4E 5A

- Put the Ss in pairs and have them study the - Listen and check the order.
pictures carefully before playing the
recording. Encourage them to describe what
they see in each picture to each other. E.g. In
Picture A, I can see someone is mixing up a
lot of things such as dried leaves and
vegetable pieces.
- Ask Ss to listen carefully and select the
pictures in the order they hear. Also, 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 - Students read the questions Answer key:
recording again. This time, they should and underline the key words. 1. F
decide whether each statement (1-5) is true or - Students listen and decide T 2. T
false. or F. 3. T
- Have them read the statements and 4. F
underline the key words. 5. F
- Ask them to listen and pay attention to the
key words, as well as paraphrases of these
key words.
- Tell them to write T (True) if the statement
matches the information in the recording, and
F (False) if it doesn't.
- Play the recording. Ask Ss to circle the
correct answers.
- Check answers as a class.
- In stronger classes, have them explain why
the statement is false, and how to correct it.
E.g. 1 is false because dried leaves are brown
materials, not green ones.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- To help Ss use the language and ideas from the listening to share their experiences of
dealing with 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. - Students work in groups and Suggested answer:
Have them discuss the ways discuss. In my group, most people simply
they have used to manage their Students share their ideas to throw away household and garden
household and garden waste, the whole class. waste. Some pile up and burn the
and share opinions if these ways dried leaves in their garden. These
are sustainable or not. ways of dealing with waste are not
- Invite some groups to share sustainable, as it can be reused.
their answers with the whole Moreover, burning dried leaves is
class. not only polluting to the environment
but also increasing fire risks. We all
think we should try making compost
piles from the garden and household
waste in the future, which 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.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 5: Listening
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

*Warm-up
A video

* Listening
- Task 1: Matching.
- Vocabulary
1. compost (n)
2. layer (n)
3. pile (n)
- Task 2: Listen and number.
- Task 3: True - False
- Task 4: Work in groups and discuss.

*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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 suggests solution 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 and teamwork;
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
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. 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

 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Situation:
- Teacher brings some plastic bottles - Students give their answers The answers depend.
into class and throws them here and
there.
- Teacher asks students: What should
you do when you see people
throwing rubbish improperly?

e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (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 with the correct headings.
(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 - Students work in pairs and Answer key:
they understand the problems and answer the questions. 1. reuse
consequences listed on the left and the - Students write the answers 2. automatic
words / phrases in the box. in the boxes. 3. compost piles
- Put Ss in pairs. Ask them to complete the 4. public transport
table using the words / phrases in the box.
Remind them that the green solutions they
complete on the right should respond well to
the problems and consequences on the left.
- Check their answers as a class.
Task 2: Read a problem-solving report and match the sections with the correct headings. (8 mins)
- Have Ss skim through the problem-solving - Students read the text and Answer key:
report. In weaker classes, read each part and decide the suitable headings. 1B
check if Ss know the words. 2C
- Have Ss match the sections (1-4) with the 3D
correct headings (A-D). 4A
- Check answers as a class.
- Ask Ss to read the Tips box. Use the text to
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

illustrate each part. E.g. Part 1 is the

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 1, and write a problem-solving report (180 words).
Use the model in 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 - Students brainstorm for the Suggested answer:
write a problem-solving report. ideas and the language Sample answer:
They should use the ideas and necessary for writing To: Mr. Hoang Hong Ha, Head of
the model in Activity 1 and 2, as - Students write the first draft Youth Union, Star Academy School
well as the outline with useful individually using the ideas in From: Class 12A
expressions in this activity. task 1 and 2. Subject: Traffic jams, noise and air
- Give Ss a time limit. In weaker pollution at the school gate
classes, put Ss in pairs or groups Date: July 17, 2022
to help each other. Walk around 1. Introduction
the class to provide help when This report describes the problem of
necessary. traffic jams, noise and air pollution
- In stronger classes, have Ss at the school gate and suggests two
work individually, then swap solutions to the problem.
their drafts with a partner and 2. Problems
comment on each other’s ideas, Many parents drive their children to
vocabulary and grammar. If school and pick them up from
time allows, encourage Ss to school. This creates long queues of
make revisions based on peer private cars and motorcycles, outside
feedback before they produce a the school gate, twice a day, five
final draft. days a week. As a result, traffic jams,
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Collect Ss’ writing tasks and noise and air pollution have
give face-to-face feedback in increased. This is not good for the
private, or give them back with health of students and parents as well
some written feedback. as the environment.
3. Solutions
To solve this problem, we suggest
two solutions. First, students should
be encouraged to take public
transport if they live far away from
school. The school could arrange for
free bus tickets as incentives for
students. 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 live nearby and knows the safe
routes to school.
4. 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 corrections 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 - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Ss do the task as required. 4. Word choice: …/10

- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing TOTAL: …/50
and gives feedback on it as a model.
- 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 observation on Ss’ performance, provides help if necessary.
- 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.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 6: Writing
*Warm-up
A situation

- Task 1: Complete notes.

- Task 2: Match the sections with the correct headings.
- Task 3: Write a report.
- Peer review

*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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
- make 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 polite when expressing pleasure and happiness and responding;
- Actively join in class activities.

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
Students are reluctant to work in
so that they can help each other.
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
- Provide vocabulary and useful language before
deliver a speech.
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:
- Game: Who says it?
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

c. Expected outcomes:
- Students can get knowledge about how harmful our festival traditions are.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Which festival? (PPT Suggested ideas:
slides) - Students join the game and 1. Holi festival in India:
- Teacher divides the class into answer the questions.
two teams.
- Teacher shows 5 pictures.
- Students have to say the name
of the festival in each picture.
- If the answer is correct, they get
one point for their team. If the 2. lantern festival
answer is incorrect, the chance is
transferred to the other team.
- The team with the higher score
is the winner.

3. fireworks

4. Christmas

5. Balloon festival

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- To provide a model conversation in which speakers offer express pleasure and happiness
and respond;
- 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
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs (6 mins)
- Give Ss some time to skim - Students listen to the recording. Answer key:
through the conversations. Use the - Students complete the 1. D
photos to illustrate the context of conversation with words/phrases 2. B
the conversation if necessary. E.g. in the box. 3. C
Mark and Nam seem to be talking - Students practise the 4. A
about the Green classroom conversation in pairs.
competition and how to win the
first prize.
- Play the recording once in
stronger classes and twice in
weaker classes.
- 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 (7 mins)
- Teacher asks students to give - Ss work in groups to do the task. Making predictions.
some expressions for making - I guess/ think/ expect…
predictions. - … is going to…
- T asks if Ss can add some more - … will…
expressions. - 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 - Make plan for the role-plan Sample conversations:
to fill in the gaps in Activity 1 are - Practise the role-play 1. A: I wonder if the Youth
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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

3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To introduce words / phrases related to the topic;
- To help Ss learn about the possible environmental damage caused by some cultural
traditions around the world.
b. Content:
- Task 1. Read the following text. What are the environmental problems of each tradition as
mentioned in the text? (p.41)
- Task 2. Work in pairs. Suggest some green solutions to replace one of the traditions. (p.41)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

c. Expected outcomes:
- Students understand the meaning of words, memorise the information, and relate what they
have learnt about how damaging some cultural traditions are to 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 - Students put a tick where Suggested answers:
some questions to find out what they the damage is relevant
1. Balloon and sky lanterns:
already know about the topic, e.g. Do you - Students share their
Causing fires and Causing
know what traditions are shown in the answers and explain.
animals’ deaths
photos? (releasing sky lanterns, having a
firework display, decorating a Christmas 2. Fireworks: Polluting the
tree), Where/when are these traditions air and Causing fires
popular? (mostly in Asian countries on a 3. Christmas trees:
full-moon night; in many countries at Polluting the air and Ending
New Year’s Eve; in many countries at up in landfills
Christmas), Do you think these traditions
are 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.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- 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 to discuss the solutions. - Students work in pairs to Suggested answers:
- Ask some Ss to share their answers in discuss the question. We can buy a live
front of the class. - Ask some Ss to share - Students share their ideas in Christmas tree with its roots
their answers in front of the class. front of class. still attached. 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 corrects the students as a whole class.

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.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Who says it?

*Communication
Task 1: Listen and complete the conversations
Task 2: Make similar conversations

*CLIL
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Task 1: Read the text and complete the table.

Task 2: Discussion

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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 proud and respectful of famous people in Viet Nam and in the world
- Develop self-study skills.

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 - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - 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: Lucky number
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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, Suggested words:
- Ss work in 2 teams. describe and guess the words. 1. hair
- There are 8 words. 2. pair
- The teams take turns to choose 1 student to the 3. hear
board. This student will pick one paper, and 4. bear
explain the word so that the rest guess what word 5. fear
it is. 6. pear
- The team with the most points is the winner. 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 and phrases they have learnt in this unit.
- To help Ss review the use of prepositions with verbs 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
Read the words and choose the odd one out. Then listen and check. (4 mins)
- Ask Ss to try to pronounce all the - Students pronounce the Key:
words in each line, paying attention to words, and choose the correct 1. C 2. D 3 A 4. A
the underlined sounds. answers.
- Tell them to choose the word with
the underlined part which is
pronounced differently from the rest.
In weaker class, give an example first.
E.g. 1. fair /eə/, hair /eə/, container
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

/eɪ/, pair /eə/. so C. container 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.
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 - Ss work in pairs Answer key:
crossword. Remind them that all the - Ss solve the crossword.
words they need are in this unit, and
there is a hidden 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
Vocabulary section.
Circle the mistake in each sentence. Then correct it. (4 mins)
- Ask Ss to read the whole sentence, - Ss identify the incorrect Answer key:
focus on the underlined words / part, give corrections and 1. A (about)
phrases reasons for their corrections 2. B (which)
- Encourage them to check whether 3. A (in)
these underlined words / phrases are 4. B (away)
gramatically correct or not by
studying both the underlined parts and
the phrases and the sentences that
contain these parts. E.g. 1. ‘A. to’ is
part of the phrase ‘learn to recycle’,
which is incorrect. We say ‘learn to do
sth’ or ‘learn about sth’, not ‘learn to
doing sth’. So it’s the incorrect
answer.
- In weaker classes, remind them that
the focus today is on the use of
prepositions with verbs and relative
clauses referring to a whole sentence.
Help them review these grammar
rules before they complete the task.
- Check answers as a class by asking
individual Ss to identify the incorrect
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

part, give corrections and reasons for

their corrections, e.g. 1. A. to is the
answer, because it should be learn
about recycling, not to recycling.
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 - All groups exhibit their Students’
the unit, the focus of this lesson should be on the leaflets and make presentations
final product, which is a leaflet presentation. presentations.
- Have Ss work in their groups. Give them a few - When one group makes a
minutes to get ready for the presentation. presentation, others listen
- Give Ss a checklist for peer and self-assessment. and complete the evaluation
Explain that they will have to tick appropriate sheet.
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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language

* Project: Eco-friendly habits

*Homework