Giáo án Tiếng anh lớp 12 Unit 3: The greem movement mới nhất

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

To elicit some of their ideas of what a green lifestyle is.

To look at the picture and guess what the students in the picture are talking about.

T <--> Ss

2. New lesson

7 minutes

10 minutes

8 minutes

12 minutes

Activity 1:Listen and read

- T tell Ss that they are going to listen to a conversation between Kevin, Maria, and Mai about a green lifestyle.

- T plays the recording- Sslisten and read silently.

Activity 2:True-False- Not given Statements

- T asks Ss to work in pairs to decide whether the statements are true (T), false (F) or not given (NG).

Sts do as required, they may refer back to conversation to get the necessary information.

Key: 1. T 2. NG3. F4. NG5. T6. F

Activity 3:Combine each pair of sentences using the word in bracket.

- T asks Ss to read the simple sentences and focus on the words (conjunctions) given in brackets.

- Ask Ss to combine the sentences and then have them read their compound or complex sentences to check their answers.

Key:1. Some chemical…………surfing but they affect the…….

2. We should……resources because they…………

3. We are…..habitats, which will help………….

Activity 4:Identifying information

- Ss work out the meaning of the new phrases from the context.- T asks Ss to work individually.

- Sts read the meaning of each noun phrase, and then read all the conversation again to find the correct phrase.

- T has Ss write the correct phrase next to the meanings given.- Ss compare their answers in pairs or groups.

- T checks answers as a class.

Key: 1. Dangerous climate change.2. renewable resources

3. eco-friendly products4. hazardous chemicals

5. green technology

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Whole class

Individually

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Individually

or

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

3 minutes

- T sticks cards with words on them to the board, asking sts to try to remember as many words as they can.

clutter - mould and mildew - preservation – depleted – pathway - dispose of - asthma - conservation

- After 1 minute, T removes the cards.

- Sts volunteer to read the words as they remember.

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2. New lesson

5 minutes

7 minutes

12 minutes

15 minutes

A. Vocabulary:

Activity 1: Read the conversation in GETTING STARTED again and match each word and phrases with its meaning.

- T ask Ss to work individually, read each word or phrase.

- Sts read explanations and decide a verb, noun, or adjective.

- T can provide support by encouraging Ss to use the context and clues in the conversation.

- T asks Ss to study the context in which the words or phrases in 1 have been used.

Key: 1c2d3g4e5b6h7f8a.

Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

- Sts do as required, bearing in mind a verb or a noun must be used its suitable form (e,g. verb tense, singular or plural form of nouns).

- T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.

- Sts find the suitable words to fill in the gaps.

- T checks answers as a class.

Key:1. pathway2. mould and mildew 3. preservation 4. dispose of5. deplete

B. Pronunciation: Assimilation

Activity 1. Listen and repeat, paying attention to the ending and beginning sounds in red. :

- T explains the process of assimilation (Ss should not intentionally change the ending sounds as described.)

- T plays the recording

- Sts listen and follow- Sts repeat as a class.

- T asks Ss to work in pairs and take turns pronouncing.

- Sts try to say them as naturally as possible.

Activity 2: Listen and repeat the following sentences, paying attention to the assimilation indicated in bold.

- T can extend this task by having Ss take turns reading each of the sentences twice:

1. slowly, trying to enunciate the sounds clearly and avoid any assimilation

2. quickly, trying to blend the final and initial sounds. Sts do as required, asking their partners to listen carefully and identify any assimilated sounds.

2. Grammar:Simple, compound, and complex sentences

Activity 1: Identifying types of sentences

Work in pairs and decide whether the following are simple, compound or complex sentences and tick the right box.

- T asks Ss if they can remember the differences between simple, compound and complex sentences.

- Ss work in pairs to figure out the answers.

- T monitors the activity and helps Ss, check answers as a class

Key:1. Simple2. Compound3. Complex

4. Simple 5. Complex 6. Complex

Activity 2: Combine the following simple sentences, using words from the box.

- T asks Ss to do the activity individually.

- Sts do as required, paying attention to the meaning.

Key:1. If we all adopt a green lifestyle, we will help conserve our natural resources.

2. Some foods taste good, but they do not have many nutrients.

3. We should keep the school air clean because this will improve students’ concentration and help them to learn better.

4. Germs can cause infections in parts of our body and make us feel unwell.

5. When we all start conserving the environment, we can all enjoy better living conditions.

6. Coal, which is still used in a lot of power plants, remains one of the most important energy sources.

Relative clauses with which

Read the Do you know…? And explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause

Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 3: Combine the followingsentences using which

- Ss do the activity individually

- T Monitors the activity and helps Ss, if necessary.

Key:The water in this river is being seriously polluted, which places some species of native fish in danger of extinction.

Burning coal is the main source of carbon dioxide emissions, which can cause global warming.

The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here.

We should all go green by practicing the 3Rs: reduce, reuse and recycle, which is always encouraged by environmentalists.

Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green.

Young people are starting to practice simple green living, which will help to save our planet for future generations.

Individually

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Individually

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Individually/

or

Pair work

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Pair work

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Individually

Ss <--> Ss

T <--> Ss

Ss <--> Ss

Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Assimilation in connected speech

Compound, complex sentences /Which as a connector

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

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Time/Stages

Activities

Interactions

1. Check up

8 minutes

- Make 3 sentences of 3 types learnt in the previous lesson

- Make a sentence with a relative clause in which which is used to presented the whole idea in the main clause.

T <--> Ss

2. New lesson

17 minutes

12 minutes

5 minutes

Black carbon pollution

Activity 1:Match the pictures with the appropriate phrases

- Focus attention on the pictures and do the matching.

- Sts match first individually, and then check with a partner.

- T checks the answers asa class.

Key: 1. Diesel vehicle 2. Melting of the Arctic 3. Soot

Activity 2: Choose the appropriate heading for each paragraph

- T has Ss read the headings quickly.

- Sts do as required, and express the main idea of the paragraph.

- T checks answers as a class and write them on the board.

Key: 1. C2. A3. B4. D

Activity 3: Complete the sentences with no more than 5 words.

- T tells Ss that the activity focuses on reading for specific information and that Ss cannot write more than five words in each blank

- T allows enough time for Ss to read the instructions and the incomplete sentences.

- T has Ss work in pairs. They should write their answers, and then check with another pair.

- T checks answers as a class and provide feedback.

Key: 1. ….know little about soot/ don’t know much about soot.

2. ......., oil, wood, and other fuels.

3. ...... second most damaging greenhouse gas ......

4. ...... smaller than dust and mold/ very tiny.

5. ..... clean, alternative fuel stoves ......

Activity 4: Discussion. Question: Are soot emissions a problem in your community in Vietnam in general?

- T puts Ss in pairs and let them discuss the questions freely. If Ss have difficulty coming up with new ideas, give them some examples of soot emissions and the pollution and health problems they cause.

- One or two pairs to report the discussion results to the class.

Pair work

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Pair work

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Pair work

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Individually/

Pair work

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3.

Consolidation

2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up

8 minutes

- Do you have a green lifestyle?

- Tell one green activity you have done.

T elicits answers from students about how green they are.

T <--> Ss

2. New lesson

8 minutes

13 minutes

13 minutes

How green are you?

Activity 1: Put the following lifestyles in the right column

- T informs the objectives: discussing lifestyle choices and deciding if they are environmentally friendly or not.

- Ss read all the lifestyle choices to get an overall understanding of the topic.

- T explains any unfamiliar language or concepts.

Key:Green activities:

2. Walk whenever and wherever possible.

3. Plug in your electric appliances where you can easily turn them off at night or when you do not use them.

5. Take short showers instead of long baths.

7. Turn off your computer or put it on sleep mode when you do not use it.

8. Start growing an organic vegetable garden.

9. Clean surfaces with natural products like lemon juice and olive oil.

Environmentally unfriendly activities:

1. Set your printer’s default to one-sided printing.

4. Ask your parents to buy you a car or motorcycle for convenient travelling.

6. Ask your parents to get you a new mobile phone immediately after the latest model comes out.

10. Take part in deforestation and hunting activities.

Activity 2: Complete the conversation using the lifestyle choices in 1 andthe reason in the box.

- T lets Ss work in pairs to complete the conversation.

- Encourage Ss to share their ideas.

- Ask Ss to practice the conversation.

Key: Mai: take short showers instead of long baths.

Mai: to save electricity, water and other non-renewable energy resources.

Kevin: buy us motorcycles for convenient traveling ……help reduce traffic congestion and air pollution, which causes global warming and health problems.

Activity 3: Think of more green activities and discuss how they will benefit the environment

- T asks Ss to discuss and practice in pairs.

Then one or two pairs to present their ideas in front of the class. - T listens and gives feedback.

Individually

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Pair work

Ss <--> Ss

Group work

3.

Consolidation

2 minutes

Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

4. Homework

1 minute

- Ask students to learn by heart the expressions.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up

7 minutes

- T asks Ss some questions:

What are some Go Green activities that you like taking part in? What benefits do they bring to the environment?

1 or 2 students are called to the board to do as required.

Individually

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2. New lesson

10 minutes

13 minutes

12 minutes

Task 1: Discuss and prepare an action plan for the Go Green Week.

- Listening for general ideas and specific information in a talk show about a school’s Go Green initiative.

- Sts do as required, describing the activities and the reasons for doing them.

- T asks sts to present their plans to the whole class.

Task 2: Listen to a talk show and answer the following questions.

- T asks sts to read through the questions and make some guesses about what they are going to hear.

- Plays the recording without pausing first and for gist.

- Sts listen for gist- T plays the recording again.

Answers:

1. A secondary schools Go Green Movement in Cam Ranh.

2. To help their school to go green and save the planet.

3. Students spare 10 minutes during the break time every weekday at school for green activities.

4. He hopes the project will encourage more people to change their lifestyle and go green.

Task 3: Listening - True/ False/Not Given(6’)

- T has sts read through the statements and check their comprehension before playing the recording.

- T plays the recording- Sts listen.

- Sts work in pairs and exchange ideas

-T checks the answers as a class.

Answers: 1. NG2. F3. F4. T5. T

Task 4: Listen again and complete the table, using no more than 5 words for each blank.

- T tells the requirements of the task.

- Sts do as required, then share their ideas so that they can help each other with the answers.

- T checks the answers as a class.

Key:

Pair work

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Group work

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Individually

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Group work

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?What can you do now?

T <--> Ss

4. Homework

1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up

5 minutes

Name some Go Green activities and their benefits to the environment.

T <--> Ss

2. New lesson

13 minutes

20 minutes

The advantages and disadvantages of a green lifestyle

Task 1: Read the incomplete essay about the advantages and disadvantages of green energy. The aim of this activity is to help sts plan and write an essay about the advantages and disadvantages of green lifestyle.

- T has sts read through the incomplete essay

- Sts do as required, then discuss in groups to identify the aim of the 3 paragraphs - introduction to the topic, the advantages of green energy and the conclusion.

- T asks Ss to use the ideas and words given to draft the missing paragraph.

Task 2: Use the ideas in 1 to write an essay of about 180-250 words about the advs and disadvs of consuming organic food.

Complete the outline before you write an essay.

INTRODUCTION

BODYAdvantages: *...............................................................

*...............................................................

Disadvantages: *...............................................................

*...............................................................

CONCLUSION

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson

18 minutes

19 minutes

1. Communication: The Green Movement in Vietnam

Activity 1:Listen to an overview of the green movement in Vietnam. Decide whether the statements are True, False

- T plays the recording- Sts listen and do the task

- T plays the recording again and checks answers as a class.

Key: 1. T2. F3. T4. T5. F

Activity 2: Discussion

- T asks Ss to work in groups and discuss the questions

- 1 or 2 groups to present their ideas in front of the class

1. How can you contribute to the Green Movement in Viet Nam?

2. What else can Super Motor Viet Nam and the Plaza s Viet Nam do to encourage green lifestyles in Viet Nam?

3.What kind of campaign can your school launch to raise teachers and students awareness of going green?

2. Culture:The Greenest Countries and cities in the world

Activity 1:Read the textand answer the questions

- Ss compare their answers in pairs or groups

- T. checks answers as a class.

Key: 1. 5 countries: Sweden, Norway, Costa Rica, Germany and Denmark. 10 cities: Copenhagen, Amsterdam, Stockholm, Vancouver, London, New York, Singapore, Beijing, New York, Helsinki and Oslo.

2. Their public transport run on electricity.

3. Freiburg s building design standards requires that consumption should be limited to 65kw/hours.

4. Both of them have a lot of bike path and encourage people to cycle.

5. Solar panels are installed on public or private building in Freiburge.

Activity 2:Discuss the question

- T asks Ss to work in groups and discuss the questions

- T invites one or two groups to present their ideas in front of the class. - T. encourages all Ss to answer the question.

- Ss present their opinions to the class

- T. gives appropriate feedback whenever needed.

Pair work

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Group work

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Individually

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm-up

5 minutes

-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar.

- T reviews what assimilation is and when the process happens.

T <--> Ss

2. New lesson

10 minutes

7 minutes

12 minutes

8 minutes

Pronunciation:

Activity 1: Listen and underline the sounds that are assimilated.

- Ss compare their answers in pairs or groups

- T. checks answers as a class.

- T plays the recording again and have Ss repeat the sentences

Key: 1. This is the best book on environmental issue.

2. We believe that both side should focus more on energy -saving projects.

3. Well make the earth a green planet.

4. Wind power produces no green-house gas emission during operation.

5. Bio-fuels are obtained from biodegradable plant material.

Activity 2: Listen andcomplete the sentences

-T has Ss to refer back to the Do you know...?

-T. plays the recording

Sts listen and write down what they hear.

-Ss compare their answers in pairs

-T. checks answers.

Key: 1. green been2. town planning

3. food poisoning4. Green Britain5. light bulbs

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

T asks Ss to underline the key words in each sentence, then fill in the gaps with the words given, making changes if necessary

- Ss compare their answers in pairs or groups.

- T gives feedback.

Key: 1. disposal of2. depleted3. cluster4. organic

5. combustion6. soot particles7. pathway

Grammar:

Activity 1: Combine the simple sentences into compound sentences, using appropriate conjunctions.

- Ss work individually, and then compare their answers in pairs or groups.

- T. gives feedback and further explanations if necessary.

Key: 1. We read food labels carefully, for we want to buy only organic products.

2. The burning of fossil fuels is the largest source of greenhouse gas emissions and causes air pollution.

3. Shall we organize a tree-plating day or launch a recycling campaign at school?

4. Regular exercise is essential to longevity, but it is not the only factor.

5. Noise pollution can cause stress and psychological problems, so try to spend some peaceful, quiet time in nature.

Activity 2: Combine the simple sentences into complex sentences using the words in brackets.

- Ss work individually, and then compare their answers in pairs or groups.

- T. gives feedback and further explanations if necessary.

Key: 1. If we change our consumption habits, we can reduce our carbon footprint.

2. We should use bicycles instead of cars because this will help reduce exhaust fumes and pollution.

3. When fossil fuels are burned, they emit harmful gases to the environment.

4. Protect the environment where you live.

5. We reuse bags, old clothes and scrap paper at home so that we can reduce waste.

Activity 3: Match the simple sentences, then write complex sentences with which.

- Ss work individually, and then compare in pairs or groups.

- T. gives feedback and further explanations if necessary.

Key: 1. d. The indoor air quality at school is better now, which has helped students to improve their concentration and test results.

2. a. They have cleaned the mould from the walls, which ahs resulted in fewer asthma attacks.

3. e. We keep our school environment clean and green, which has made us very proud.

4. b. They have started using more green products, which has brought them many financial and health benefits.

5. c. School staff have shown parents different ways to go green, which has an impact on the entire community.

Project:Doing a survey:

Ss work in groups of 8, using the questionnaire to interview group members.

T tells Ss to use 1 a questionaire for all groups member to better figure out the situation.

T. encourages groups to prepare an outline for their presentation.

Individually

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Pair work

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Pair work

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Pair work

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Individually

T <--> Ss

Pair work

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Group work

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss