Tiếng AnhLớp 12Phần 3. Unit 3: Green living

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ accurately in words such as near, care and tour, and read the sentence 'We care for the area near the school.' with clear centring glides.
Use verb–preposition combinations as units: depend on, contribute to, deal with, apply for, protect from, focus on.
Use non-defining relative clauses with 'which' to comment on a whole preceding event, with the comma placed correctly and without 'that' after the comma.
Use the six topic words: reuse, compost, disposable, packaging, contamination, prevention.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the exercises individually first, then check their own answers against the key before discussing with a partner.
Communication and collaboration: Ss work in pairs and groups to compare answers, practise the sentences aloud and interview each other about green living habits.
Problem-solving and creativity: Ss decide which combination or relative clause fits each context, and create their own sentences about reducing waste at school.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the model sentence, read the exercises, discuss green living topics and write short sentences using the target structures.
Language knowledge (pronunciation, vocabulary, grammar): Ss produce the three diphthongs with centring glides, use the target verb–preposition combinations and the non-defining relative clause correctly, and match the six topic words to their Vietnamese meanings.

3. Personal qualities

Diligence: Ss complete all ten exercises and practise the model sentence at home before the next lesson.
Responsibility: Ss take turns in pair and group work, and each member is responsible for checking the answers of the group.
Honesty: Ss assess their own pronunciation honestly and report the true answers, even if they are unsure.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard, slides with the model sentence, target combinations and exercises
Flashcards for the six topic words (reuse, compost, disposable, packaging, contamination, prevention)
Worksheet No. 1 and Worksheet No. 2 (printed for each pair)
Timer and a rubric for assessing Exercise 10 (speaking)
NeoEdu learning page with interactive exercises: neoedu.vn/learn/12/english/unit-3-language

2. Students

Textbook Tiếng Anh 12 (Global Success), Unit 3 Green living
Notebook, pen, pencil and eraser
Worksheets distributed by the teacher
Mobile device or computer, only if the teacher asks Ss to use the NeoEdu page

III. Procedures

Activity 1: Warm-up · 5 minutes

Think about green habits

a) Aims

Ss recall their daily habits related to waste and get ready for the topic of green living and the target words.

b) Content

Ss answer the question: Which is better for the environment: using disposable packaging or reusing containers? Ss then give one example of a green habit they practise at home or at school.

c) Expected outcomes

Ss give short answers, for example: Reusing containers is better, because disposable packaging creates more waste. Ss identify the topic of the lesson: green living.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets Ss, shows a picture of a disposable cup and a reusable bottle, and asks: Which is better for the environment? Why?
Students
Ss look at the picture and think silently for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to think-pair-share: each S tells a partner one green habit at home or school.
Students
Ss work in pairs and share their habits, for example: We bring a cloth bag when we go shopping.
Teacher
Step 3: Report and discussion
T invites 3 pairs to report. T writes the key words reuse and disposable on the board and asks: What does reuse mean? What does disposable mean?
Students
Ss report their habits. Predicted answer: Reuse means to use again; disposable means used once and thrown away.
Teacher
Step 4: Conclusion and assessment
T confirms the topic Green living and introduces the lesson objectives: pronunciation, verb–preposition combinations, relative clauses with which, and the topic words.
Students
Ss write the title Unit 3 – Language – Green living in their notebooks.

Activity 2.1: Knowledge formation · 14 minutes

Diphthongs /ɪə/, /eə/ and /ʊə/

a) Aims

Ss recognise and produce the centring diphthongs /ɪə/, /eə/ and /ʊə/ in a deliberate British-style performance.

b) Content

Ss listen to the teacher's model and repeat the words near (/nɪə/), care (/keə/) and tour (/tʊə/), then read the sentence: We care for the area near the school. Ss compare how the words sound in British and American speech.

c) Expected outcomes

Ss pronounce near with the glide /ɪə/, care with the glide /eə/ and tour with the glide /ʊə/. Ss know that tour can vary in British speech and that American speakers may use /tʊr/ or /tɔr/. Ss read the sentence with a clear centring glide on each target word.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes near, care, tour on the board and says: Listen and mark the centring glide in each word. T explains that the target sounds are /ɪə/, /eə/ and /ʊə/.
Students
Ss listen carefully and look at the board.
Teacher
Step 2: Task performance
T models each word twice, slowly, and then the sentence at a natural pace. T asks Ss to repeat in chorus, then individually.
Students
Ss repeat the words and the sentence. Ss mark the glide in their notebooks with a short underline, for example near, care, tour.
Teacher
Step 3: Report and discussion
T asks Ss to read the sentence aloud in pairs and to listen to each other. T asks: Which word has the /ʊə/ glide? Ss answer: tour.
Students
Ss read in pairs. Predicted answers: near has /ɪə/; care has /eə/; tour has /ʊə/.
Teacher
Step 4: Conclusion and assessment
T explains that this lesson follows a British-style performance and that American variants (/nɪr/, /ker/, /tʊr/, /tɔr/) are also accepted in an American performance. T stresses that the centring glide must be clear in the British-style reading.
Students
Ss note the three diphthongs and the sentence in their notebooks.

Activity 2.2: Knowledge formation · 13 minutes

Verb–preposition combinations

a) Aims

Ss learn the verb–preposition combinations as fixed units and use them in context.

b) Content

Ss study the combinations depend on, contribute to, deal with, apply for, protect from and focus on. Ss match each combination with an example sentence from the exercises, then complete the sentences with the Worksheet No. 1 cards.

c) Expected outcomes

Ss record the combinations as units, for example: Success depends on regular use. The class contributed to the discussion. We must deal with the waste safely. She applied for a volunteer role. The cover protects paper from rain. The leaflet focuses on prevention.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six combinations on the board and asks Ss to notice the preposition after each verb. T distributes Worksheet No. 1 (Part A).
Students
Ss read the combinations and notice the prepositions on, to, with, for, from.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to match each combination with its example sentence. T walks around and checks.
Students
Ss match the combinations with the sentences. Predicted matches: depend on – Success depends on regular use; contribute to – The class contributed to the discussion; deal with – We must deal with the waste safely.
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their matches aloud and asks: Why do we say deal with, not deal at? Ss explain that deal with is a fixed unit meaning handle.
Students
Ss read their matches and give reasons. Predicted answer: We learn it as a unit, deal with means handle.
Teacher
Step 4: Conclusion and assessment
T emphasises that verb–preposition combinations must be learned as units and gives the meaning of each one. T checks that Ss can write the combinations correctly.
Students
Ss copy the combinations and one example sentence for each into their notebooks.

Activity 2.3: Knowledge formation · 14 minutes

Non-defining relative clauses with which

a) Aims

Ss understand that which can refer to a whole preceding event and use the comma correctly.

b) Content

T presents the sentence: We reused the boxes, which reduced waste. Ss discuss what which refers to and why the comma matters. Ss compare the correct and incorrect versions in Worksheet No. 1 (Part B).

c) Expected outcomes

Ss explain that which refers to the whole event (we reused the boxes) and comments on it, not on one noun. Ss know the comma is needed before which and that that is not used after the comma. Ss choose the correct sentence: We repaired the chairs, which saved money.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence We reused the boxes, which reduced waste. on the board and asks: What does which refer to?
Students
Ss read the sentence and think about the referent of which.
Teacher
Step 2: Task performance
T asks Ss in groups of four to discuss the question and to choose the correct sentence in Worksheet No. 1 (Part B). T prompts: Is which referring to boxes or to the whole action?
Students
Ss discuss in groups. Predicted answer: which refers to the whole action of reusing the boxes, so it is an event-level comment.
Teacher
Step 3: Report and discussion
T invites one group to present their answer and asks: Can we use that after the comma? Why not?
Students
A group presents: which refers to the whole event; we do not use that after the comma. Predicted answer: The comma and which introduce a comment on the event.
Teacher
Step 4: Conclusion and assessment
T summarises: use a comma and which to add a comment on a whole preceding proposition; do not use that after the comma. T writes the rule on the board.
Students
Ss write the rule and the example We reused the boxes, which reduced waste in their notebooks.

Activity 2.4: Knowledge formation · 8 minutes

Topic words for green living

a) Aims

Ss recognise and pronounce the six topic words and match them with their meanings.

b) Content

Ss look at the flashcards for reuse, compost, disposable, packaging, contamination and prevention. Ss say each word, match it with its Vietnamese meaning, and use it in a short phrase.

c) Expected outcomes

Ss match the words: 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). Ss can say: prevention of contamination; disposable packaging.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows each flashcard and says the word. T asks Ss to repeat after T.
Students
Ss listen and repeat each word.
Teacher
Step 2: Task performance
T asks Ss in pairs to match the words with their Vietnamese meanings, then use each word in a short phrase.
Students
Ss match the words and create phrases, for example: disposable packaging, reuse the boxes, prevention of contamination.
Teacher
Step 3: Report and discussion
T calls on Ss to read their phrases and asks: Which word is a noun and which is an adjective? Which word describes the act of using again?
Students
Ss answer. Predicted answers: packaging, compost, contamination, prevention are nouns; disposable is an adjective; reuse is the verb for using again.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and corrects pronunciation where needed.
Students
Ss record the six words and their meanings in their vocabulary notebooks.

Activity 3.1: Practice · 14 minutes

Grammar and vocabulary exercises 1–8

a) Aims

Ss apply the verb–preposition combinations and the non-defining relative clause with which to choose the correct answers.

b) Content

Ss complete Exercises 1–8 individually, then compare answers in pairs. Exercises: 1. Success depends ___ regular use. (A. of; B. at; C. on; D. with) 2. The class contributed ___ the discussion. (A. for; B. on; C. to; D. at) 3. We must deal ___ the waste safely. (A. of; B. with; C. at; D. to) 4. The cover protects paper ___ rain. (A. at; B. from; C. to; D. of) 5. We reused the boxes, ___ reduced waste. (A. who; B. whose; C. which; D. that) 6. Choose the whole-sentence relative. (A. We repaired the chairs which they saved money.; B. We repaired the chairs, which saved money.; C. We repaired the chairs, that saved money.; D. We repaired the chairs, who saved money.) 7. She applied ___ a volunteer role. (A. for; B. with; C. of; D. on) 8. The leaflet focuses ___ prevention. (A. of; B. on; C. to; D. with)

c) Expected outcomes

Answer key: 1C (depend on); 2C (contribute to); 3B (deal with, meaning handle); 4B (protect from, identifying the threat); 5C (which refers to the whole preceding event); 6B (We repaired the chairs, which saved money.); 7A (apply for a role or opportunity); 8B (focus on).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects Exercises 1–8 and tells Ss to work individually in 5 minutes. T reminds Ss to think about the whole combination, not single words.
Students
Ss read the exercises and write their answers in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to exchange answers with a partner and to justify any different answer. T monitors and helps weaker Ss.
Students
Ss compare answers and explain: for example, I chose C because depend on is the established combination.
Teacher
Step 3: Report and discussion
T asks Ss to give answers one by one. T asks: Why is Exercise 6 answer B and not C? Ss explain: the comma and which introduce an event-level comment; that is not used after the comma.
Students
Ss give answers. Predicted answers: 1C, 2C, 3B, 4B, 5C, 6B, 7A, 8B. Ss justify their choices.
Teacher
Step 4: Conclusion and assessment
T confirms the key and explains any mistakes. T highlights the two main points: fixed combinations and the comma with which.
Students
Ss correct their answers and write any mistakes in their notebooks.

Activity 3.2: Practice · 10 minutes

Matching and reading aloud

a) Aims

Ss match the topic words with their meanings and read the practice sentence aloud with clear centring glides.

b) Content

Exercise 9: Ss match each topic word with its meaning: reuse, compost, disposable, packaging, contamination, prevention. Exercise 10: Ss read the practice sentence We care for the area near the school. aloud twice, first slowly and then at a natural pace, and explain the sound focus of the unit.

c) Expected outcomes

Exercise 9 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. Exercise 10: Ss read the sentence with clear centring glides on near /nɪə/, care /keə/ and the unit's diphthongs; the teacher assesses on a 10-point scale: 4 points for keeping the focus on the three diphthongs (2 points if the glides are inconsistent), and up to 6 points for accurate pronunciation and natural pace. Teacher assesses directly; there is no automatic score.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Exercise 9 and says: Match each word with its meaning. Then T says: Read the sentence twice, first slowly, then at a natural pace.
Students
Ss look at the matching task and prepare to read.
Teacher
Step 2: Task performance
T asks Ss to do the matching task in pairs and then to read the sentence aloud, one S at a time, while the partner listens. T walks around and listens to some Ss.
Students
Ss match the words and read the sentence aloud. The listening partner checks whether the glides are clear.
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read the sentence aloud. T gives feedback using the rubric and asks: Which word had a clear centring glide? Which word is pronounced differently in American speech?
Students
Ss read aloud. Predicted answers: near and care have clear glides; tour can be /tʊə/ in British speech or /tʊr/ in American speech.
Teacher
Step 4: Conclusion and assessment
T confirms the key of Exercise 9 and summarises the pronunciation feedback. T reminds Ss that American variants are accepted in an American performance.
Students
Ss correct their matches and write the key in their notebooks.

Activity 4: Application · 12 minutes

Green living interview and leaflet

a) Aims

Ss use the target combinations, the relative clause with which and the topic words to talk about green living in real life.

b) Content

Ss interview a partner about green habits using at least 3 target combinations and 1 sentence with which, for example: Do you deal with waste at home? We use reusable bags, which reduces plastic waste. Then Ss write 3 sentences for a class leaflet on prevention of contamination in the school.

c) Expected outcomes

Each pair produces 3 sentences for the class leaflet, for example: Our class contributes to waste prevention by sorting packaging. We protect the paper from rain, which reduces waste. Each pair uses at least 3 target combinations and 1 which clause correctly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task: interview your partner for 3 minutes, then write 3 sentences for the class leaflet. T gives an example: We reuse glass jars, which reduces waste.
Students
Ss listen and ask questions about the task.
Teacher
Step 2: Task performance
T asks pairs to interview each other and write the leaflet sentences on a sheet. T monitors the use of the combinations and the comma with which.
Students
Ss interview each other, for example: Do you depend on disposable cups? Ss write their sentences on the leaflet sheet.
Teacher
Step 3: Report and discussion
T asks 3 pairs to read their leaflet sentences aloud and invites the class to check the use of the combinations and the comma with which.
Students
Ss read their sentences. The class checks: Is there a comma before which? Is that used after the comma? Predicted answers: Yes, the comma is used; no, that is not used after the comma.
Teacher
Step 4: Conclusion and assessment
T praises good use of the target language and corrects any error on the board. T collects the leaflet sheets to display in class.
Students
Ss note the corrections and revise their sentences in their notebooks.

Worksheets

Worksheet No. 1

Part A: Match each combination with the correct example sentence.

depend on
contribute to
deal with
apply for
protect from
focus on
Example sentences (write the letter of the combination next to each sentence):
A. Success depends ___ regular use.
B. The class contributed ___ the discussion.
C. We must deal ___ the waste safely.
D. She applied ___ a volunteer role.
E. The cover protects paper ___ rain.
F. The leaflet focuses ___ prevention.
Part B: Choose the correct sentence and write the reason.
We repaired the chairs which they saved money.
We repaired the chairs, which saved money.
We repaired the chairs, that saved money.
Reason (write in one sentence): ____________________________________________

Worksheet No. 2

Part A: Match each topic word with its Vietnamese meaning.

reuse ____
compost ____
disposable ____
packaging ____
contamination ____
prevention ____
Meanings (write the number of each word next to the meaning):
tái sử dụng
phân ủ hữu cơ
dùng một lần
bao bì
sự lẫn tạp, nhiễm bẩn
phòng ngừa
Part B: Read the sentence aloud and mark the centring glide in near, care and tour.
We care for the area near the school.
Part C: Write one sentence using a combination and a which clause about green living.

Homework

Write 5 sentences about green living. Use at least 2 verb–preposition combinations (for example: depend on, deal with) and 1 non-defining relative clause with which after a comma.
Practise reading the sentence We care for the area near the school. aloud 5 times, marking the centring glides on near, care and tour.
Make a small poster or a short paragraph (4–5 sentences) about reducing disposable packaging at home, using at least 3 of the topic words: reuse, compost, disposable, packaging, contamination, prevention.
Revise the answers to Exercises 1–9 and check the NeoEdu learning page (neoedu.vn/learn/12/english/unit-3-language) to practise the interactive exercises before the next lesson.

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