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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 3. Unit 3: Green living

Giáo án Getting Started

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the speaker intentions in the opening exchange (asking for a prediction, predicting, separating a prediction from a result)
    • use six topic words: reuse, compost, disposable, packaging, contamination, prevention
    • use five verb–preposition combinations as units: depend on, contribute to, deal with, apply for, protect from
    • use a non-defining relative clause with which to refer to a whole preceding idea, with a comma and without that
    • pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in the sentence We care for the area near the school

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the lesson materials and complete the matching and gap-fill tasks on their own before checking with a partner, and note the chunks and rules in their own notebooks.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, explain why one option is correct, and give feedback on each other's summaries.
  • Problem-solving and creativity: Ss decide what a clean, responsible school paper-saving plan needs, and write a short plan that includes its limits and conditions.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the opening exchange and the topic preview, state the purpose of the exchange, and write a three-sentence summary using only information from the model.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the diphthongs in the target sentence, use the six topic words and five verb–preposition chunks correctly, and form non-defining relative clauses with which after a comma.

3. Personal qualities

  • Responsibility: Ss keep confidential student information out of the clean-paper box and say that a saving is a hypothesis until records are collected.
  • Honesty: Ss label a prediction as a prediction and do not present an example or an unmeasured saving as a result.
  • Diligence: Ss finish all practice items, check their answers against the key, and correct their own mistakes in the notebook.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the opening exchange, the topic words, the verb–preposition chunks, the relative clause rule and the topic preview
  • Whiteboard and markers
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Timer
  • NeoEdu learning page with interactive exercises: neoedu.vn/learn/12/english/unit-3-getting-started

2. Students

  • Student's book Tiếng Anh 12 (Global Success), Unit 3 Getting Started
  • Notebook, pen, pencil, eraser
  • A4 sheet for the writing task
  • Highlighters in two colours

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Predicting results in a green-living trial

a) Aims

Ss identify the speaker intentions in the opening exchange and see the difference between a prediction and a result.

b) Content

Ss read the opening exchange silently, then answer: 1) What is A asking B to do? 2) What does B predict? 3) Why does B say 'we need to count them'? 4) What does A mean by 'a prediction, not our result yet'?

c) Expected outcomes

Ss answer: 1) A asks for a prediction about what will happen if a clear return point is added. 2) B predicts that more cups will be returned. 3) B says they must count the cups because the prediction is not yet proven. 4) The result is not known yet; the trial has not produced it. Key idea written on the board: The trial may reveal a different problem.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and shows the opening exchange on the slide. T asks: 'What do you think will happen if we add a clear return point?' T says: 'Read the conversation and find the four questions on the board.'

    Students

    Ss read the conversation silently and note the answers to the four questions in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, checks reading and prompts weak Ss with: 'Look at the words after B.'

    Students

    Ss work individually for two minutes, then compare with a partner in one minute. Possible answer: 'B expects more cups to be returned, but says they must count them.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share answers and asks the class: 'Is A asking for a fact or a guess?'

    Students

    Ss answer: 'A is asking for a guess, a prediction.' Ss also say: 'B agrees that the trial may reveal a different problem.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the speakers separate a prediction from a result, and writes on the board: 'A prediction is not a result until we collect data.' T links this to the unit topic of green living.

    Students

    Ss copy the key sentence into their notebooks and say the topic of the unit in one sentence.

Activity 2.1: Knowledge formation · 10 minutes

Topic words: matching words with meanings

a) Aims

Ss recognise and use the six topic words in the context of green living.

b) Content

Ss match each word with its Vietnamese meaning, then use each word in one sentence about the school.

  • reuse
  • compost
  • disposable
  • packaging
  • contamination
  • prevention
    Meanings: tái sử dụng; phân ủ hữu cơ; dùng một lần; bao bì; sự lẫn tạp, nhiễm bẩn; phòng ngừa.
    Worksheet 1 (Part A) is used.

c) Expected outcomes

Key: reuse = tái sử dụng; compost = phân ủ hữu cơ; disposable = dùng một lần; packaging = bao bì; contamination = sự lẫn tạp, nhiễm bẩn; prevention = phòng ngừa.
Model sentence: Our class can reuse paper for rough work.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 (Part A) and says: 'Match each English word with its meaning. Then write one sentence about our school using one word.'

    Students

    Ss read the words and meanings and start matching individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the topic preview paragraph and underline any of the six words. T monitors and helps with pronunciation of contamination and disposable.

    Students

    Ss work in pairs, check their matching and write one sentence each. Possible sentence: 'We should avoid disposable cups at school.'

  3. Teacher

    Step 3: Report and discussion

    T calls two pairs to read their sentences aloud and asks: 'Why is prevention the first step?'

    Students

    Ss read their sentences. Ss answer: 'Because prevention means avoiding unnecessary use first, and recycling does not justify unnecessary printing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key on the slide and corrects any wrong matches. T stresses that the six words are topic expressions for this unit.

    Students

    Ss correct their worksheet in a different colour and record the six words in their vocabulary notebook.

Activity 2.2: Knowledge formation · 10 minutes

Verb–preposition combinations as units

a) Aims

Ss learn five verb–preposition combinations as fixed chunks and use them in full sentences.

b) Content

Ss learn the chunks: depend on, contribute to, deal with, apply for, protect from. Ss make a mind map with the verb in the centre and the preposition and an example for each chunk. Example sentence: Success depends on regular use.

c) Expected outcomes

Mind map with five branches. Key chunks: depend on (depend on regular use), contribute to (contribute to the discussion), deal with (deal with the waste), apply for (apply for a permit), protect from (protect from contamination). Ss write one sentence with each chunk.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five chunks on the board and says: 'Learn these as units. Do not learn the verb and the preposition separately.' T asks: 'What preposition follows depend?'

    Students

    Ss answer: 'On.' Ss copy the five chunks and draw a mind map with the verb in the centre.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write one example sentence for each chunk. T walks around and checks that prepositions are correct.

    Students

    Ss work in pairs, write five sentences, and read them aloud to each other. Possible answer: 'Our project will protect the trees from contamination.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their sentences aloud. T asks the class: 'Which preposition is wrong if I say deal of the waste?'

    Students

    Ss answer: 'It should be deal with.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the five chunks and gives the rule: learn each verb with its preposition as one unit. T asks Ss to add the chunks to their notebooks.

    Students

    Ss record the mind map and the five sentences in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Non-defining relative clauses with which

a) Aims

Ss explain the form and the meaning of a non-defining relative clause with which that refers to a whole preceding idea.

b) Content

T shows the sentence: We reused the boxes, which reduced waste. Ss answer: 1) What does which refer to? 2) Why is there a comma? 3) Can we use that after the comma? Ss also look at the sentence: Reuse should not expose private marks or names.

c) Expected outcomes

Key points written in notebooks:

  • which refers to the whole preceding clause (We reused the boxes), not to one noun
  • the comma is required in a non-defining relative clause
  • do not use that after the comma
  • this use evaluates the event
    Example: We reused the boxes, which reduced waste.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the slide and asks: 'What does which refer to: the boxes, or the whole action of reusing them?'

    Students

    Ss read the example and think about the question individually for one minute.

  2. Teacher

    Step 2: Task performance

    T gives the three questions and asks pairs to discuss them. T prompts: 'What happens if we remove the comma?'

    Students

    Ss discuss in pairs. Possible answer: 'Which refers to the whole action, so the sentence means the reuse reduced waste.' Ss say: 'We cannot use that after the comma.'

  3. Teacher

    Step 3: Report and discussion

    T calls two pairs to answer and asks: 'Why is this use evaluating?'

    Students

    Ss answer: 'The clause evaluates the event; it says the reuse was good for reducing waste.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board and reminds Ss: 'The comma matters. This use evaluates the event, not one noun.'

    Students

    Ss copy the four rules and write one example sentence of their own.

Activity 2.4: Knowledge formation · 10 minutes

Pronunciation and reading the topic preview

a) Aims

Ss read the topic preview for main ideas and practise the diphthongs /ɪə/, /eə/ and /ʊə/ in a target sentence.

b) Content

Part 1 (5 minutes): T models the words near /nɪə/, care /keə/, tour /tʊə/ and the sentence We care for the area near the school. Ss repeat in chorus and then individually.
Part 2 (5 minutes): Ss read the topic preview and answer: 1) What is the first step? 2) Why must a clean-paper box have clear labels? 3) Why is a saving only a hypothesis? 4) Why must reducing waste not refuse an accessible copy?

c) Expected outcomes

Pronunciation: Ss produce the three diphthongs with a centring glide in the British-style performance. Accept standard American variants.
Reading answers: 1) Prevention is the first step. 2) Labels make clear that the box is teacher-approved and prevent personal sheets from entering it. 3) The saving has not been measured yet; records with dates and page counts are needed. 4) Some students need accessible printed information, so the aim is to avoid unnecessary use while preserving access.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the diphthongs and says: 'Listen and repeat. Then read the topic preview and find the main idea.'

    Students

    Ss listen, repeat in chorus, then read the preview silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the sentence aloud in pairs, and asks pairs to answer the four reading questions. T listens and corrects sounds.

    Students

    Ss practise in pairs and answer the questions. Possible answer: 'The first step is prevention, not recycling.'

  3. Teacher

    Step 3: Report and discussion

    T calls two Ss to read the sentence aloud and two pairs to report their answers.

    Students

    Ss read the sentence and report answers to the four questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T notes that the model is a plan that makes the responsible option convenient and states its limits. T reminds Ss that an example is not an observed result.

    Students

    Ss write the main idea of the preview in one sentence in their notebooks.

Activity 3.1: Practice · 12 minutes

Gap-fill and matching exercises

a) Aims

Ss use the topic words and chunks correctly in the given exercises and check their answers.

b) Content

Exercise 2: Match each topic expression with its meaning.
Exercise 3: Success depends ___ regular use. A. of; B. with; C. on; D. at
Exercise 4: The class contributed ___ the discussion. A. to; B. on; C. at; D. for
Exercise 5: We must deal ___ the waste safely. A. of; B. at; C. to; D. with
Worksheet 2 (Part A) is used.

c) Expected outcomes

Key:

  • Exercise 2: reuse – tái sử dụng; compost – phân ủ hữu cơ; disposable – dùng một lần; packaging – bao bì; contamination – sự lẫn tạp, nhiễm bẩn; prevention – phòng ngừa
  • Exercise 3: C (depend on)
  • Exercise 4: A (contribute to)
  • Exercise 5: D (deal with)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 (Part A) and says: 'Complete Exercises 3 to 5 individually. Then check Exercise 2 with your partner.'

    Students

    Ss read the exercises and fill in the answers individually in four minutes.

  2. Teacher

    Step 2: Task performance

    T monitors and asks Ss to explain their choices. For example: 'Why is it not B in Exercise 3?'

    Students

    Ss check their answers with a partner and explain. Possible explanation: 'Depend on is the established combination; depend with is not used.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to give answers for Exercises 3 to 5 and asks the class to agree or disagree.

    Students

    Ss give answers: 'C, A, D.' The class votes by raising hands.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key on the slide and confirms each chunk as a unit.

    Students

    Ss correct any wrong answers in a different colour and note their mistakes.

Activity 3.2: Practice · 12 minutes

Reading the model: evaluating and summarising

a) Aims

Ss identify useful details in the model and explain why they are better than general statements.

b) Content

Exercise 6: State the purpose and audience of the short everyday conversation on Green living. Support your answer with one detail.
Exercise 7: Explain how the opening introduces the topic. Identify the actual opening sentence.
Exercise 8: Select two useful details from the model and explain why including them is better than saying only that the topic is important.
These are teacher-marked tasks.

c) Expected outcomes

Sample answers (teacher marks; equivalent wording is accepted):

  • Exercise 6: Audience: the two speakers in the exchange. Purpose: to handle an introduction or everyday response and its stated conditions. Detail: A: So that is a prediction, not our result yet.
  • Exercise 7: The opening sentence is: A: What do you think will happen if we add a clear return point? It establishes the subject before the supporting detail.
  • Exercise 8: Details: B: I expect more cups will be returned, but we need to count them. B: Exactly. The trial may reveal a different problem. Both give distinct information or conditions. A statement that the topic is important gives neither detail.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes Exercises 6 to 8 on the board and says: 'Answer in complete sentences. Use evidence from the model.'

    Students

    Ss read the model conversation and the topic preview again and write answers individually.

  2. Teacher

    Step 2: Task performance

    T asks pairs to compare answers and check that each detail is actually in the text.

    Students

    Ss compare answers in pairs and check each quotation. Possible answer for Exercise 8: 'The detail about counting cups shows what must be done before a conclusion.'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to present their answers to Exercises 7 and 8.

    Students

    Ss present their answers and the class checks them against the key.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good answer quotes real evidence and explains why it matters. T reminds Ss: 'A prediction is not a result.'

    Students

    Ss record the sample answers in their notebooks.

Activity 4: Application · 18 minutes

Writing a school paper-saving plan

a) Aims

Ss write a short, realistic plan for their school that uses the unit language and states its limits.

b) Content

Ss write three sentences summarising the opening exchange (Exercise 9) using only information from the model. Then Ss write a short paragraph of four to five sentences about a paper-saving plan for their school. The paragraph must include: one non-defining relative clause with which, one chunk from the unit, and one limit or condition (for example: the saving must be recorded over comparable periods). Ss may use the clean-paper box idea with clear labels.

c) Expected outcomes

Key for Exercise 9 (teacher marks; equivalent wording is accepted): A asks what might happen if the group adds a clear cup-return point. B predicts more returns but says they must count them. Both distinguish this prediction from a result that the trial has not yet produced.
Plan paragraph: a clear paragraph that includes a non-defining relative clause with comma and which, at least one unit chunk, and a stated limit.
Example: We will set up a clean-paper box with clear labels, which makes the responsible option easy. Until we collect records, the saving is only a hypothesis.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a three-sentence summary and a short plan for our school. Remember one which-clause, one chunk and one limit.' T shows the checklist on the slide.

    Students

    Ss read the checklist and plan their paragraph individually for two minutes.

  2. Teacher

    Step 2: Task performance

    T monitors and gives feedback on the which-clause and the comma. T asks: 'Does your plan say what the limit is?'

    Students

    Ss write their summary and paragraph individually. Ss then exchange their paragraphs with a partner and check the checklist.

  3. Teacher

    Step 3: Report and discussion

    T asks three Ss to read their paragraphs aloud and asks the class: 'Is the saving a result or a hypothesis here?'

    Students

    Ss read their paragraphs. Possible answer from the class: 'It is a hypothesis, because no records are shown yet.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use of chunks and relative clauses and reminds Ss that a responsible plan makes the responsible option convenient and explains its limits.

    Students

    Ss revise their paragraph with the teacher's comments and keep the final version in their notebooks.

Worksheets

Phiếu học tập số 1

Part A: Match each word with its meaning.

  • reuse
  • compost
  • disposable
  • packaging
  • contamination
  • prevention
    Meanings (in random order): sự lẫn tạp, nhiễm bẩn; phòng ngừa; tái sử dụng; bao bì; dùng một lần; phân ủ hữu cơ.

Part B: Write one sentence about our school using one of the six words.

  • Sentence 1: ...

Part C: Read the topic preview. Underline the sentence that says what the first step is.

Phiếu học tập số 2

Part A: Choose the correct answer (A, B, C or D).

  • Exercise 3: Success depends ___ regular use. A. of B. with C. on D. at
  • Exercise 4: The class contributed ___ the discussion. A. to B. on C. at D. for
  • Exercise 5: We must deal ___ the waste safely. A. of B. at C. to D. with

Part B: Read the opening exchange and answer.

  • Q1: What is A asking B to think about?
  • Q2: What does B predict?
  • Q3: Why does B say 'we need to count them'?

Part C: Write three sentences summarising the exchange using only information from the model. Keep any condition or limit that is essential to the meaning.

Homework

  • Finish the three-sentence summary from the apply task and check that it contains no information outside the model.
  • Write a short paragraph (four to five sentences) about a paper-saving plan for your school. Include one non-defining relative clause with which after a comma, one verb–preposition chunk and one limit.
  • Learn the six topic words and the five verb–preposition chunks by heart, and write one example sentence for each chunk in your notebook.
  • Practise the diphthongs /ɪə/, /eə/ and /ʊə/ with the sentence We care for the area near the school. Record yourself and listen again.
  • Go to the NeoEdu learning page (neoedu.vn/learn/12/english/unit-3-getting-started) and complete the interactive exercises for Getting Started.

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