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 identify the title, audience, method, practical limits and the opening and closing sentences of a completed eco-habit leaflet.
By the end of the lesson, Ss will be able to explain why a specific detail is more useful to an audience than a general statement that a topic is important.
By the end of the lesson, Ss will be able to use the vocabulary reuse, compost, disposable, packaging, contamination and prevention, the verb-preposition units depend on, contribute to, deal with, apply for and protect from, and a non-defining relative clause with which.
By the end of the lesson, Ss will be able to pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in words such as near, care and tour.

2. Competences

a) General competences

Self-control and independent learning: Ss read the model product on their own first, mark key information and check their own drafts against a checklist before peer review.
Communication and collaboration: Ss work in pairs and groups to answer questions, compare answers, give peer feedback and present their project with source credits and a question period.
Problem-solving and creativity: Ss propose practical, realistic ways to reduce paper use in their school and present them in a clear, well-supported leaflet.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model leaflet, write a short summary and final paragraph, and deliver a short oral presentation with a question period.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target diphthongs, use the target vocabulary accurately, and punctuate a non-defining relative clause correctly with a comma and which.

3. Personal qualities

Responsibility: Ss keep their project honest and ethical by obtaining consent before collecting real responses, avoiding private identifiers, and reporting only actual data.
Honesty: Ss label planning figures and illustrative examples clearly, and state that a saving is a hypothesis until records are collected.
Kindness: Ss respect classmates who need accessible printed information and explain that reducing waste must not mean refusing an appropriate copy.

II. Teaching aids and materials

1. Teacher

Projector or board with the model eco-habit leaflet 'Print with a Purpose' (text only, copied from the student book)
NeoEdu learning page for Unit 3 Project (lesson notes, examples and interactive exercises): neoedu.vn/learn/12/english/unit-3-project
Printed copies of Worksheet 1 and Worksheet 2 for each pair or group
Peer-feedback checklist written on the board or slide
Timer and marker pen

2. Students

Student book Unit 3 Project
Notebook, pen, pencil and eraser
Clean single-sided sheets of A4 paper for rough drafts
Coloured pens for drawing the leaflet layout (optional)
Personal device with access to the NeoEdu page (if the school allows)

III. Procedures

Activity 1: Warm-up · 10 minutes

Paper check: Do we really need to print?

a) Aims

Ss activate their awareness of paper use at school and understand the link between this lesson and the unit topic 'Green living'.

b) Content

Ss look at a pile of printed handouts drawn on the board and answer these questions in pairs:

How many handouts does our class receive in a typical week?
Which sheets could be reused for rough work?
Which printed items could have been shared digitally?
Then T writes the question 'Is printing really necessary?' on the board.

c) Expected outcomes

A short list of three realistic ideas written on the board, for example: 'Check whether the handout can be shared on a class group before printing.', 'Use the blank side of a clean sheet for rough work.', 'Put used paper in the correct recycling bin.' These ideas will be checked against the model leaflet in Explore 1.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pile of handouts and asks: 'How many handouts do we get in one week?' T introduces the project title 'Green living' and the aim of the lesson: to read, analyse and then produce an eco-habit leaflet with a short presentation.
Students
Ss listen and look at the handouts on the board. They note the lesson aim in their notebooks.
Teacher
Step 2: Task performance
T asks pairs the three questions and walks around to listen. T helps with simple vocabulary such as handout (tờ phát cho học sinh) and recycle (tái chế) if needed.
Students
Pairs discuss. Expected answers: 'We get about five handouts a week.' 'We could reuse the back of the old worksheets for rough work.' 'The teacher could send the file on the class group.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their ideas and writes the best ones on the board. T asks: 'Which of these ideas stops unnecessary printing before it happens?'
Students
Ss share their ideas. Expected answer: 'Checking whether the copy is really needed before printing.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says that the model leaflet will show how a real product can present such ideas clearly. T notes that prevention comes before recycling.
Students
Ss keep the board list in their notebooks to compare with the model leaflet later.

Activity 2.1: Knowledge formation · 20 minutes

Dissecting the model leaflet

a) Aims

Ss identify the parts of a complete project product (title, audience, method, practical limits, opening and closing sentences) and understand how evidence is handled ethically.

b) Content

Ss read the model leaflet 'Print with a Purpose' in pairs and complete Worksheet 1. Questions on Worksheet 1:

What is the title of the product?
Who is the audience?
Which sentence is the substantive opening?
Which sentence is the substantive closing?
Which sentence states a practical limit?
Which figure is a planning figure, not a result?
T also asks Ss to find the sentence that says 'savings remain a hypothesis'.

c) Expected outcomes

A completed Worksheet 1 with these key answers:

Title: Eco-habit leaflet — completed product: Print with a Purpose.
Audience: classmates and the teacher reviewing the project.
Opening: Eco-habit leaflet — completed product: Print with a Purpose.
Closing: This is a prevention habit, not a promise that paper use can fall to zero.
Practical limit: until then, savings remain a hypothesis.
Planning figure: 'Our class can record pages purchased and reused over equal periods' is a plan, not a result.
Key takeaway: a product must keep its title, audience, method and limits visible, and planning figures must be labelled.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the model leaflet and hands out Worksheet 1. T explains: 'Read the whole leaflet once, then answer the questions with your partner. Underline the sentences that give the main message.'
Students
Ss read the leaflet silently for about one minute, then open their worksheets and check the questions.
Teacher
Step 2: Task performance
T monitors pairs and asks guiding questions: 'Is the sentence about the class records a result or a plan?' 'Why is the greeting not the main message?' T gives hints only when a pair is stuck.
Students
Pairs answer the questions. Expected difficulty: some Ss may say the title is 'Print with a Purpose' only. T reminds them that the full title is 'Eco-habit leaflet — completed product: Print with a Purpose'.
Teacher
Step 3: Report and discussion
T calls on two pairs to read their answers aloud and asks the class: 'Do you agree that the savings figure is only a hypothesis? Why?'
Students
Ss report. Expected answer: 'Because the class has not collected the records yet, so the saving cannot be claimed as a result.'
Teacher
Step 4: Conclusion and assessment
T summarises on the board: a complete product has a title, audience, method and limits; the opening and closing carry the message; planning figures and examples must be labelled. T links this to the warm-up ideas.
Students
Ss copy the summary into their notebooks and tick the parts of the model they will need in their own product.

Activity 2.2: Knowledge formation · 15 minutes

Language in action

a) Aims

Ss learn and use the target vocabulary, verb-preposition units and the non-defining relative clause with which, and pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ correctly.

b) Content

Vocabulary: 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).
Verb-preposition units: depend on, contribute to, deal with, apply for, protect from.
Grammar: 'We reused the boxes, which reduced waste.' The comma matters. Which refers to the whole preceding event, so do not use that after the comma.
Pronunciation: near /nɪə/, care /keə/, tour /tʊə/. Sentence for practice: 'We care for the area near the school.'

c) Expected outcomes

A completed glossary and sentence set in Worksheet 2, with these model answers:

We can reduce paper use. This habit contributes to protecting the environment.
Our class should deal with unnecessary printing first.
Reuse the clean sheets, which reduced waste in our rough work.
Disposable cups and packaging create waste that the school must deal with.
Pronunciation check: Ss read 'We care for the area near the school' with the British-style glides, and accept standard American variants with the same meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six vocabulary items on the board and asks Ss to give the Vietnamese meaning, then gives the correct meanings in brackets. T introduces the verb-preposition units as fixed combinations to learn as units.
Students
Ss copy the words and the units into Worksheet 2 and write down the Vietnamese meanings in brackets.
Teacher
Step 2: Task performance
T models the sentence 'We reused the boxes, which reduced waste' and asks Ss to find the comma. T then models the three diphthongs with near, care and tour. Ss practise in pairs: one says a sentence, the other checks the pronunciation and the comma.
Students
Ss make two sentences with the verb-preposition units and one sentence with which. Expected answer for the comma: 'The comma is placed before which because it refers to the whole clause.' Ss repeat the words after T and then read the sentence in pairs.
Teacher
Step 3: Report and discussion
T asks several Ss to read their sentences aloud. T checks the use of which and the comma and corrects any use of that after a comma.
Students
Ss read their sentences. Expected correction: 'We reused the boxes, that reduced waste.' becomes 'We reused the boxes, which reduced waste.'
Teacher
Step 4: Conclusion and assessment
T confirms: the comma with which is essential and which evaluates the whole event; verb-preposition units are learned as chunks; accept both British and American variants when the meaning is preserved.
Students
Ss correct their own sentences in the worksheet and write one sentence with a verb-preposition unit to keep in their notebooks.

Activity 3: Practice · 20 minutes

Checking the message: from summary to conclusion

a) Aims

Ss apply their understanding of the model by answering the comprehension questions, writing a three-sentence summary and a short concluding paragraph, using only information in the model.

b) Content

Groups of four answer Exercises 2 to 7 from the student book, one pair of questions per pair in the group, then combine answers for Exercise 8 (final paragraph). Each group reads the model leaflet, then:

Pair A: Exercise 2 (purpose and audience with one supporting detail) and Exercise 4 (two useful details and why they are better than a general statement).
Pair B: Exercise 3 (the opening sentence) and Exercise 7 (opening and closing and their different jobs).
Pair C: Exercise 5 (three-sentence summary with the essential limit) and Exercise 6 (one sentence from the middle and its contribution).
All groups then write Exercise 8 (a short final paragraph or spoken conclusion) using only details from the model.

c) Expected outcomes

Group answers with these model answers for the teacher to check:
Exercise 2: Audience: classmates and the teacher reviewing the project. Purpose: to present the named project with its actual evidence, product and limits. Detail: 'Recycle only materials accepted by the local collection system.'
Exercise 3: Opening sentence: 'Eco-habit leaflet — completed product: Print with a Purpose.' It establishes the specific subject before the supporting detail.
Exercise 4: 'Before printing, ask whether a shared digital or accessible printed copy is actually needed.' and 'This is a prevention habit, not a promise that paper use can fall to zero.' These give specific information or conditions that a general statement about importance would not give.
Exercise 5: 'Print with a Purpose. Before printing, ask whether a shared digital or accessible printed copy is actually needed. This is a prevention habit, not a promise that paper use can fall to zero.'
Exercise 6: 'Recycle only materials accepted by the local collection system.' It adds concrete information to the opening instead of repeating the title.
Exercise 7: The opening establishes the topic; the closing qualifies the message and gives the limit or the next step.
Exercise 8: 'The leaflet ends with one action: check the back before taking a new sheet. This is a prevention habit, not a promise that paper use can fall to zero.'
Accept equivalent answers that keep the same meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four, assigns one pair of exercises to each pair in the group, and explains the scoring points: content accuracy, use of specific details, and clarity of expression.
Students
Ss form groups, choose their pair task and read the model leaflet again to find the relevant information.
Teacher
Step 2: Task performance
T circulates and checks that answers use only information from the model, not invented results. T reminds Ss: 'Do not claim that paper use has fallen unless the records show it.'
Students
Pairs write their answers. Then the group combines the answers and writes a short final paragraph for Exercise 8.
Teacher
Step 3: Report and discussion
T asks one group to read its Exercise 5 summary and another group to read its Exercise 8 conclusion. T asks: 'Does this summary keep the condition that savings are a hypothesis?'
Students
Groups present. Expected comment from Ss: 'Yes, we kept the limit: it is a prevention habit, not a promise of zero paper use.'
Teacher
Step 4: Conclusion and assessment
T confirms the model answers and highlights that essential conditions and limits must stay in any summary. T notes that opening and closing sentences do different jobs.
Students
Ss compare their answers with the teacher's model answers and correct their group work.

Activity 4: Application · 25 minutes

Our own eco-habit leaflet and presentation

a) Aims

Ss produce their own project product on a 'Green living' topic, with a title, audience, method, limits and source notes, and rehearse a short presentation with a genuine question period.

b) Content

Each group plans and drafts a complete eco-habit leaflet on one realistic habit (for example, reducing disposable packaging at school, or reusing clean paper for rough work). The leaflet must include:

a title and the intended audience
a method or how the information was gathered
at least one practical limit
a closing action
labels for any planning figure or example
If the group collects real responses, Ss must first obtain consent, avoid private identifiers and report only actual data. Each group then rehearses a one-minute presentation with source credits and asks the class two questions.

c) Expected outcomes

A drafted eco-habit leaflet with a title, audience, method, practical limit and closing action; a one-minute presentation script with source credits; and a peer-feedback checklist with comments. A model presentation opening: 'Our leaflet is called Print with a Purpose. It is for classmates and teachers. Before printing, ask whether a shared digital copy is needed. This is a prevention habit, not a promise that paper use can fall to zero.' Planning figures are labelled as 'planned' and examples are labelled as 'illustrative'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives each group a checklist: title, audience, method, limit, closing action, labels for plans and examples, consent for real data, and source credits. T sets the time for drafting and rehearsal.
Students
Ss read the checklist and choose one habit to write about. They note who will speak in the presentation.
Teacher
Step 2: Task performance
T monitors drafts and asks: 'Is this figure a result or a plan? Did you get consent?' T helps groups keep their language simple and accurate.
Students
Groups draft their leaflets on clean sheets and rehearse their one-minute presentations. Expected plan: 'We plan to record the pages reused over two equal weeks; this is a plan, not a result.'
Teacher
Step 3: Report and discussion
T asks two or three groups to present. After each presentation, T invites the class to ask one question and T models the question-and-answer routine: 'Thank you. Could you tell us how you would check the saving?'
Students
Groups present. Classmates ask questions and give feedback using the checklist. Expected question: 'What is the limit of this habit?' Expected answer: 'It reduces unnecessary use; it does not stop all paper use.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on content, labels, ethics and language, and reminds Ss that a saving is only a hypothesis until records are collected. T links the activity back to the warm-up list.
Students
Ss revise their leaflets using the feedback and keep the final versions for homework.

Worksheets

Worksheet 1: Analysing the model leaflet

Read the model leaflet 'Print with a Purpose' and answer the questions.

1. What is the full title of the product?
1. Who is the audience?
1. Which sentence is the substantive opening?
1. Which sentence is the substantive closing?
1. Which sentence states a practical limit?
1. Which sentence is a plan, not a result? Explain why.
1. Find the sentence that says 'savings remain a hypothesis'. Why is this important?
  Teacher's note: Accept equivalent answers that keep the same meaning.

Worksheet 2: Language in action

Part A. Vocabulary: write the Vietnamese meaning in brackets.

reuse ( ... )
compost ( ... )
disposable ( ... )
packaging ( ... )
contamination ( ... )
prevention ( ... )
Part B. Verb-preposition units: write one sentence with each unit.
depend on
contribute to
deal with
apply for
protect from
Part C. Non-defining relative clause with which: combine the sentences using which and a comma.
We reused the boxes. This reduced waste.
The class recycled the paper. This protected the school's resources.
Part D. Pronunciation: read aloud and mark the diphthongs /ɪə/, /eə/ and /ʊə/.
We care for the area near the school.
The tour guide shows us the garden.

Homework

Finish your eco-habit leaflet. Make sure it has a title, audience, method, practical limit and closing action.
Label every planning figure as 'planned' and every example as 'illustrative'. Do not present a plan as a result.
If your group wants to collect real responses, first obtain consent from each participant, avoid private identifiers and report only the actual data.
Prepare a one-minute presentation with source credits and be ready to answer one question from the class.
Write one paragraph (4 to 5 sentences) about how your habit reduces unnecessary printing. Use at least two verb-preposition units and one non-defining relative clause with which. Keep the comma before which.

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