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 central question and main ideas of the three emails on green living.
- Locate specific details that support answers to comprehension questions.
- Distinguish a stated fact, a reasonable inference and an unsupported claim in the text.
- Pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in British-style speech and recognise standard American variants.
- Use the vocabulary reuse, compost, disposable, packaging, contamination and prevention, and the non-defining relative clause with which.

2. Competences

a) General competences

Self-control and independent learning: Ss read the emails alone first, locate evidence for each answer and check their own answers against the text before discussing with peers.
Communication and collaboration: Ss work in jigsaw groups and pairs, explain their evidence clearly and listen to and respond to classmates' answers.
Problem-solving and creativity: Ss evaluate a small school trial of reusable cups, propose a safe and honest way to test it, and write a short proposal email.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas, detail and justified inference, discuss the emails orally and write a short proposal email using evidence from the text.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target diphthongs, use the six target words in context, and use a non-defining relative clause with which after a comma to comment on a whole event.

3. Personal qualities

Honesty: Ss accept that unfavourable results are valid evidence and include the limits of a small trial in their own proposal.
Responsibility: Ss check the safety and hygiene conditions the emails describe and do not claim results that the trial has not yet produced.
Diligence: Ss complete all reading tasks carefully, find exact sentences for each answer and revise their written proposal after peer feedback.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 12 (Global Success), Unit 3, Reading page
Projector or interactive whiteboard with the three emails displayed on separate slides
Printed Worksheet 1 (evidence sorting) and Worksheet 2 (exercises 6–9), one set per group
Timer, sticky notes or small cards in three colours for the jigsaw activity
NeoEdu lesson page for in-class reading and interactive exercises: neoedu.vn/learn/12/english/unit-3-reading

2. Students

Textbook and notebook
Pen, pencil and highlighter (two colours)
Blank sheet or card for group work

III. Procedures

Activity 1: Warm-up · 8 minutes

Quick brainstorm: everyday plastic

a) Aims

Ss activate their prior knowledge of plastic use, reuse and waste at school, and get ready to read about green living.

b) Content

Ss think about plastic items they used at school or at events this week, then discuss in pairs. T asks:

What plastic items did you use at school or at a party this week?
What happens to them after use?
Can a cup be used many times? When would it be safe to reuse it?
T introduces the six key words (reuse, compost, disposable, packaging, contamination, prevention), with Vietnamese meanings given in brackets when needed.

c) Expected outcomes

Ss give at least two examples of disposable plastic items (for example, plastic cups, food packaging, straws) and one condition for safe reuse (for example, washing properly, using the item many times). Ss can explain the difference between reuse and disposal in simple English.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Green living' on the board and asks: 'What plastic items do you use every day at school?' T sets a 2-minute pair discussion and shows the three guiding questions on the screen.
Students
Ss listen to the instructions and prepare to share with a partner.
Teacher
Step 2: Task performance
T walks around, listens to pairs and helps with vocabulary. T writes useful words on the board.
Students
Ss discuss in pairs. Expected answers: 'We use plastic cups at school events.' 'They are thrown into the bin.' 'We can wash a cup and use it again, but only if it is clean.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share. T asks follow-up questions: 'Why is it important to wash a cup before reuse?' 'What could go wrong if the cup is not clean?'
Students
Ss report their ideas. Expected answer: 'Dirty cups can cause contamination and make people sick.'
Teacher
Step 4: Conclusion and assessment
T links the answers to the reading topic and introduces the key words: reuse, disposable, packaging, contamination, prevention, compost. T writes them on the board and asks Ss to repeat.
Students
Ss repeat the key words and copy them into their notebooks. Ss predict that the reading will be about reusable cups and how to test them safely.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary and diphthong pronunciation

a) Aims

Ss understand the meanings of six new words in context and pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ correctly.

b) Content

Ss match the six target words with their meanings, then listen to and repeat the model sentence: 'We care for the area near the school.' T highlights the target diphthongs in near (/nɪə/), care (/keə/) and tour (/tʊə/). T explains that British speech keeps the centring glide, while American speech may use /r/ or a merged vowel, and both are accepted in their own accent.
Ss answer: 'Which word in the model sentence has the sound /eə/?' and 'Which word has the sound /ɪə/?'

c) Expected outcomes

Ss match the words correctly:

reuse: use again (tái sử dụng)
compost: decayed organic matter used as fertiliser (phân ủ hữu cơ)
disposable: made to be thrown away after one use (dùng một lần)
packaging: material that wraps a product (bao bì)
contamination: the presence of dirt or harmful substances (sự nhiễm bẩn)
prevention: stopping something before it happens (phòng ngừa)
Ss identify care as /eə/ and near as /ɪə/, and read the model sentence with the correct glides.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words in a column and their meanings in a jumbled column on the screen. T says: 'Match each word with its meaning, then listen to the sentence and find the diphthongs.'
Students
Ss read the words and the meanings and prepare to match them individually.
Teacher
Step 2: Task performance
T plays the recording of the model sentence twice. T models the diphthongs and asks Ss to repeat in chorus and then individually.
Students
Ss match the words with their meanings, then repeat the sentence after T. Expected answer: 'care' has /eə/, 'near' has /ɪə/, 'area' has /eə/.
Teacher
Step 3: Report and discussion
T asks pairs to check their matching and to read the sentence aloud. T asks: 'Is the diphthong in tour always pronounced the same way in British English?'
Students
Ss compare their answers with a partner and report. Expected answer: 'Tour can vary in British speech, so we accept different pronunciations if they are standard.'
Teacher
Step 4: Conclusion and assessment
T confirms the matches and states that the three diphthongs are /ɪə/ (near), /eə/ (care) and /ʊə/ (tour). T reminds Ss that standard American variants are acceptable in an American accent.
Students
Ss write the correct matches and the three diphthongs in their notebooks, then practise the sentence once more.

Activity 2.2: Knowledge formation · 18 minutes

Jigsaw reading: three emails and the central question

a) Aims

Ss read the three emails for main ideas and detail, and identify the central question and the position of each speaker.

b) Content

Ss form expert groups of three. Each group reads one email closely: Group A reads Email 1 (Mai to the school eco-club), Group B reads Email 2 (Phuc's reply), Group C reads Email 3 (Mai to the team). Each group answers:

What is the main idea of this email?
What detail supports it?
What new question or condition does this email introduce?
Then Ss form home groups of three, one student from each expert group, and share their findings. The whole class answers: What is the central question of the whole text?

c) Expected outcomes

Ss fill in the following for each email:

Email 1: main idea: plastic cups are collected but bought again and again; the writer asks whether refillable cups and a washing station could help. Detail: 'We should check hygiene and access before recommending a change.'
Email 2: main idea: prevention comes before collection; a reusable cup is useful only if it is used repeatedly and washed safely. Detail: start with one supervised event and record purchases, returns and breakages.
Email 3: main idea: the team will confirm safe washing and report honest results. Detail: 'If the trial fails, that information can still improve the next plan.'
Central question: Can reusable cups be a real green solution at school, and how should the school test this safely and honestly?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of three and gives each group a number (1, 2 or 3). T assigns: 'Group 1 reads Email 1, Group 2 reads Email 2, Group 3 reads Email 3. Read once for the main idea, then find one detail sentence.' T sets 6 minutes.
Students
Ss move into expert groups. Each S in the group reads the assigned email silently and notes the main idea.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'Who is speaking? To whom?' 'Which sentence gives you the main idea?' T reminds Ss to write the exact sentence used as evidence.
Students
Ss discuss the email in their expert group, underline one detail sentence and write their findings on a sticky note. Expected answer for Group 1: 'Mai asks why the school keeps buying cups.'
Teacher
Step 3: Report and discussion
T regroups Ss into home groups of three (one from each expert group). T asks each home group to present their email in one minute and then decide together on the central question.
Students
Ss share their email summaries. Each group decides on the central question. Expected answer: 'Can reusable cups really help, and how do we test them safely?'
Teacher
Step 4: Conclusion and assessment
T confirms the central question and reminds Ss that the three emails move from problem (buying too many cups), to principle (prevention first), to a plan with honest evaluation. T writes 'central question' and 'supporting detail' on the board.
Students
Ss copy the summary table and the central question into their notebooks.

Activity 2.3: Knowledge formation · 14 minutes

Evidence, inference and the relative clause with which

a) Aims

Ss distinguish stated facts, reasonable inferences and unsupported claims, and understand how a non-defining relative clause with which comments on a whole event.

b) Content

Ss work in pairs with Worksheet 1. Each pair sorts eight statements into three categories: fact (stated in the text), inference (reasonable conclusion from the text), and unsupported claim (not supported by the text).
Then T introduces the grammar: 'We reused the boxes, which reduced waste.' T asks: 'What does which refer to? Why is there a comma? Can we write that instead of which here?'

c) Expected outcomes

Ss sort the statements correctly:

Fact: 'We collect plastic cups after events.' (Email 1)
Fact: 'Let's begin with one supervised event.' (Email 2)
Inference: 'The school does not yet offer a washing station for cups.' (from Mai's suggestion in Email 1)
Inference: 'Safe washing must be confirmed before the trial starts.' (from Email 2 and Email 3)
Unsupported claim: 'Reusable cups always reduce waste more than disposable cups.' (not in the text)
Unsupported claim: 'The trial has already shown that the cups are clean.' (the trial has not yet been reported)
Grammar product: which refers to the whole action 'reusing the boxes'. The comma is needed. That cannot be used after the comma.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains the three categories: fact, inference, unsupported claim. T gives one example for each. T says: 'Find the exact sentence in the emails for each statement.'
Students
Ss read the eight statements on Worksheet 1 and prepare to sort them with a partner.
Teacher
Step 2: Task performance
T monitors pairs. T reminds Ss: 'An inference must follow from the text. An unsupported claim has no evidence in the text, even if it sounds reasonable.'
Students
Ss sort the statements and mark the evidence sentence for each. Expected difficulty: Ss may label 'Reusable cups always reduce waste' as a fact. T asks them to find the sentence that supports it.
Teacher
Step 3: Report and discussion
T asks two pairs to share their sorting and asks: 'Why is the last statement not a fact or an inference?' T shows the grammar example and asks what which refers to.
Students
Ss present their answers. Expected answer: 'The claim is not in the text.' For the grammar: 'Which refers to the whole action of reusing the boxes.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes on the board: 'Fact = stated. Inference = reasonable from evidence. Unsupported claim = no evidence.' T explains that the comma in ', which' shows that the clause comments on the whole event, and that 'that' cannot be used after a comma.
Students
Ss copy the sorting key and the grammar rule into their notebooks.

Activity 3.1: Practice · 10 minutes

Multiple-choice comprehension

a) Aims

Ss answer detail questions about the three emails by locating exact evidence in the text.

b) Content

Ss read questions 2–5 and choose the correct answer. Each answer must be supported by a sentence in the emails.
2. What does Mai question? A. Repeatedly buying disposable cups; B. The need for safe water; C. The existence of events; D. Whether plastic has any uses.
3. What condition does Phuc add? A. Throwing cups away sooner; B. Ignoring breakages; C. Repeated use and safe washing; D. Comparing unequal periods.
4. What should the trial record? A. Only a cheerful photograph; B. Private passwords; C. Purchases, returns and breakages; D. No dates.
5. What if the trial fails? A. It can still inform improvement; B. It proves all reuse is impossible; C. It should be called a success; D. It must be hidden.

c) Expected outcomes

2 - A (Mai asks why the school keeps buying so many cups, then moves to prevention.)
3 - C (Phuc writes: 'a reusable cup is useful only if it is used repeatedly and washed safely.')
4 - C (Phuc writes: 'record purchases, returns and breakages.')
5 - A (Email 3: 'If the trial fails, that information can still improve the next plan.')
Ss can point to the exact sentence for each answer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays questions 2–5 on the screen. T says: 'Answer individually. Then find the sentence in the emails that supports your answer.' T sets 4 minutes.
Students
Ss read the four questions and the options, and choose their answers individually.
Teacher
Step 2: Task performance
T walks around and checks whether Ss are finding the evidence. T encourages Ss to answer by pointing to a sentence, not by guessing.
Students
Ss locate the evidence sentences in the text and write their answers in their notebooks. Some Ss may choose D for question 4 because they miss the word 'record'. T asks them to re-read Phuc's email.
Teacher
Step 3: Report and discussion
T asks pairs to compare answers. T calls on individuals to read the evidence sentence for question 5.
Students
Ss compare answers in pairs. A student reads the evidence sentence aloud: 'If the trial fails, that information can still improve the next plan.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers 2–A, 3–C, 4–C, 5–A and emphasises that honest evidence includes unfavourable results. T reminds Ss that option B in question 5 is incorrect because the text does not say reuse is impossible.
Students
Ss check their answers and correct any mistakes in their notebooks.

Activity 3.2: Practice · 10 minutes

Purpose, opening and summary of the model

a) Aims

Ss identify the purpose, audience and opening sentence of the model text, and write a short summary using only information from the text.

b) Content

Pairs work with Worksheet 2 and answer exercises 6–9:
6. State the purpose and audience of this passage on 'Green living'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.
8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

c) Expected outcomes

6 - Audience: students reading about green living. Purpose: to help an eco-club assess a reusable-cup trial using hygiene, comparable records and honest limits. Evidence: 'We collect plastic cups after events, but I wonder why we keep buying so many.' Further detail: 'We should not compare a whole school year with one afternoon.'
7 - The opening sentence is: 'We collect plastic cups after events, but I wonder why we keep buying so many.' It introduces the specific situation of a school eco-club, not a general statement about the environment.
8 - (1) 'Could we offer refillable cups and a washing station?' (2) 'If the trial fails, that information can still improve the next plan.' Both give specific information or conditions that the audience can use. A general statement that the topic is important would not give this.
9 - Model: 'Mai asks why the school keeps buying so many plastic cups. She proposes refillable cups and a washing station. If the trial fails, that information can still improve the next plan.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and reads exercise 6 aloud. T reminds Ss that each answer must be supported by a sentence from the text.
Students
Ss read exercises 6–9 with their partners and decide which sentences they need to re-read.
Teacher
Step 2: Task performance
T circulates and asks: 'What is the most specific sentence in the first email?' and 'Which condition must be kept in your summary?' T gives hints if Ss struggle with the summary.
Students
Ss write short answers for exercises 6–9 on Worksheet 2. Expected answers: 'Audience: students reading about green living.' 'Opening: We collect plastic cups after events, but I wonder why we keep buying so many.'
Teacher
Step 3: Report and discussion
T asks two pairs to read their summaries aloud and checks whether the condition of safe, repeated use is included.
Students
Ss read their summaries. A pair reads: 'Mai asks why the school keeps buying cups. She proposes refillable cups with a washing station. If the trial fails, the information can still help.'
Teacher
Step 4: Conclusion and assessment
T gives the model answers and highlights two points: specific details persuade better than general statements, and a summary must keep essential conditions and limits.
Students
Ss compare their answers with the model and revise their summaries in pencil.

Activity 4: Application · 18 minutes

Writing a proposal email for a small trial

a) Aims

Ss apply the reading skills of evidence and honesty to write a short proposal email about a reusable-cup trial at their own school.

b) Content

Ss write a short email (about 70–90 words) to the school eco-club proposing a one-event trial of refillable cups. The email must include:

one specific problem (for example, plastic cups bought and thrown away after events)
one safety or hygiene condition (for example, a washing station, confirmed by the teacher)
one measure to record (purchases, returns or breakages)
one honest limit of the trial (for example, one afternoon cannot show a whole school year)
one sentence with which after a comma commenting on the whole event
Ss may use the verb-preposition units depend on, contribute to, deal with and protect from. Homework: finish the email and revise it after peer feedback.

c) Expected outcomes

Each S writes an email of about 70–90 words that includes all five required elements. A sample sentence: 'We reused the cups at the Tet fair, which reduced our waste.' Ss check their email using a short checklist: problem, condition, record, limit, which-clause.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the checklist on the screen and reads the task aloud. T says: 'Write an honest email. Do not claim results the trial has not produced.' T sets 10 minutes for writing.
Students
Ss read the checklist and plan their email in their notebooks.
Teacher
Step 2: Task performance
T monitors and gives individual feedback on accuracy and on the use of which after a comma. T reminds Ss to keep the trial limited to one event.
Students
Ss write their emails individually. Some Ss may write 'We are sure this will save the planet.' T asks them to replace it with an evidence-based sentence.
Teacher
Step 3: Report and discussion
T asks Ss to exchange emails with a partner and check each other's checklist items. T invites two volunteers to read their emails aloud.
Students
Ss peer-review the emails. Volunteers read their emails, for example: 'We could try one supervised event with refillable cups, which would show whether washing is safe.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on common strengths and errors and reminds Ss that an honest proposal records limits and includes unfavourable results as useful information. T asks Ss to finish the email as homework.
Students
Ss note the feedback and plan revisions to be submitted in the next lesson.

Worksheets

Worksheet 1: Fact, inference or unsupported claim

Read the statements below. Write F (fact, stated in the text), I (inference, reasonable from the text) or U (unsupported claim, not supported by the text). For each one, copy the evidence sentence from the emails, or write 'no evidence'.

We collect plastic cups after events. ____
Let's begin with one supervised event. ____
The school does not yet offer a washing station for cups. ____
Safe washing must be confirmed before the trial starts. ____
Reusable cups always reduce waste more than disposable cups. ____
The trial has already shown that the cups are clean. ____
Mai wants to propose refillable cups. ____
The trial should record purchases, returns and breakages. ____
Grammar: Complete the sentence with which or that and add a comma if needed.
We reused the boxes ____ reduced waste.
The trial was small ____ was helpful for learning.

Worksheet 2: Comprehension and summary

Answer the questions in complete English sentences. Support each answer with a sentence from the emails.
6. State the purpose and audience of this passage on 'Green living'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.
8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Self-check list for question 9:

Does the summary include Mai's problem?
Does it include the proposed solution?
Does it include the limit or condition (for example, 'If the trial fails...')?
Are all three sentences based on the text?

Homework

Finish the proposal email from class (70–90 words). Check that it includes one specific problem, one safety or hygiene condition, one measure to record, one honest limit and one sentence with which after a comma.
Revise the email using the peer feedback you received in class, and bring it to the next lesson.
Practise the diphthongs /ɪə/ (near), /eə/ (care) and /ʊə/ (tour) by reading the sentence 'We care for the area near the school' aloud five times. Record yourself if possible.
Review the six key words (reuse, compost, disposable, packaging, contamination, prevention) and write one original sentence for each.
Do the interactive exercises on the NeoEdu page (neoedu.vn/learn/12/english/unit-3-reading) to check your understanding of main ideas and details.

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