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

Giáo án Speaking

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the functions of a complete speaking model: a clear position, a concrete example, an acknowledged limitation and an invitation to respond
    • use the key vocabulary: reuse, compost, disposable, packaging, contamination, prevention
    • use the verb–preposition units depend on, contribute to, deal with, apply for, protect from, and a non-defining relative clause with 'which' after a comma
    • pronounce the centring diphthongs /ɪə/, /eə/ and /ʊə/ in a deliberate British-style performance

2. Competences

a) General competences

  • Self-control and independent learning: Ss write short notes of their own viewpoint and check their sentences against the structure of the model before they speak.
  • Communication and collaboration: Ss take turns in pairs, answer a partner's real follow-up question and give specific, constructive feedback.
  • Problem-solving and creativity: Ss propose a school green-living idea, support it with a concrete example, state its limits and suggest how it could be checked.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss develop and defend a viewpoint on green living in a 1–2 minute talk and respond to a partner's follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, the verb–preposition units and a non-defining 'which' clause correctly, and pronounce the three diphthongs with a clear centring glide.

3. Personal qualities

  • Responsibility: Ss suggest paper-saving actions that protect private marks and names and still give accessible copies to students who need them.
  • Honesty: Ss label predictions and proposals as hypotheses, not results, and do not invent data in their talks.
  • Kindness: Ss listen attentively to their partners and give encouraging, specific feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or screen with slides showing the speaking model, the interaction dialogue and the exercises
  • Printed copies of Worksheet 1 and Worksheet 2 (one set per pair)
  • Vocabulary cards: reuse, compost, disposable, packaging, contamination, prevention
  • Timer and a checklist for the final talk (position, example, limitation, invitation, follow-up)
  • NeoEdu learning page for the lesson (lecture, examples and interactive exercises): neoedu.vn/learn/12/english/unit-3-speaking

2. Students

  • Student book Global Success 12, Unit 3 (Speaking)
  • Notebook, pen and highlighter
  • One blank index card for notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Think, Pair and Share

a) Aims

Ss activate their prior knowledge of green living and get ready to give and defend a viewpoint.

b) Content

T writes two questions on the board: 'Disposable cups or reusable cups at school?' and 'Print one page again, or reuse clean scrap paper?' Ss think silently for 30 seconds, then discuss with a partner which option they would choose and why.

c) Expected outcomes

Each pair gives one choice and one reason, for example: 'Reusable cups, because they reduce packaging waste.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board, sets 30 seconds of silent thinking and asks: 'Which option would you choose at school, and why?'

    Students

    Ss read the questions and think silently about their answers.

  2. Teacher

    Step 2: Task performance

    T walks around and listens to pairs for about 2 minutes.

    Students

    Ss discuss in pairs, each giving one reason for their choice.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and asks: 'Why do you think so?'

    Students

    Pairs report, for example: 'We choose reusable cups because disposable cups create packaging waste.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today you will not only give an opinion. You will defend it with a concrete example, admit a limit and invite a response from your partner.'

    Students

    Ss note the lesson goal in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Anatomy of a Complete Speaking Model

a) Aims

Ss identify the function of each part of a complete speaking model and see how the parts work together.

b) Content

Ss read the model 'A complete speaking model' on the slide and complete Worksheet 1 by finding the opening statement, the concrete example, the limitation, the closing viewpoint, the follow-up question and its response.

c) Expected outcomes

Answers to Worksheet 1:

  • Opening statement: 'We can reduce paper use by checking whether printing is necessary, reuse clean single-sided sheets for rough work and recycle suitable waste through the school system.'
  • Concrete example: 'We could record purchases and reuse over comparable periods, stating the dates and how pages were counted.'
  • Limitation: 'Until we collect those records, a saving is a hypothesis rather than our result.'
  • Closing viewpoint: 'In my view, prevention is the first step; recycling does not justify unnecessary printing.'
  • Follow-up question: 'Would you aim for no printing at all?' Response: 'No. The aim is to avoid unnecessary use while preserving access and confidentiality.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model on the slide, reads it aloud once and gives out Worksheet 1. T asks: 'What is the speaker's position? Where do you find it?'

    Students

    Ss listen and read the model silently, then look at Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T tells pairs to underline the position in one colour and the example in another colour, then find the limitation. T monitors and helps pairs who are stuck.

    Students

    Pairs underline and label the parts of the model and write answers on Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers and asks: 'Why is the limitation useful?' Expected answer: 'It shows that a saving is not yet proven, so the claim stays honest.'

    Students

    Pairs report their answers. Ss discuss: 'The example is specific because it names the dates and the counting method.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure on the slide: position, concrete example, limitation, closing viewpoint, then follow-up and response. T stresses: 'A partner asks a real follow-up question. Do not read a separate prepared speech.'

    Students

    Ss copy the five-part structure into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Key Words and Structures in Use

a) Aims

Ss understand and use the target vocabulary, verb–preposition units and a non-defining relative clause with 'which'.

b) Content

Part A: Ss match six words with their meanings on Worksheet 2. Part B: T writes 'We reused the boxes, which reduced waste.' Ss explain why there is a comma and why 'that' cannot be used after it. Part C: Ss complete sentences with the verb–preposition units on Worksheet 2.

c) Expected outcomes

Answers to Worksheet 2:

  • Part A: 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.
  • Part B: The comma marks a non-defining clause that refers to the whole preceding event, so 'which' is used and 'that' is not. Example: 'Students reuse clean paper, which reduces waste.'
  • Part C: 1 depend on; 2 contribute to; 3 deal with; 4 protect … from (protect paper from contamination); 5 apply for.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six vocabulary cards and says each word aloud. T writes the sentence 'We reused the boxes, which reduced waste.' on the board and asks: 'Why is there a comma before which?'

    Students

    Ss repeat the words after T and read the example sentence on the board.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete Part A and Part C, then discuss Part B. T monitors and checks the meaning of 'non-defining'.

    Students

    Pairs match the words with their meanings, fill the prepositions and discuss the comma.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read their answers. T asks: 'Can we use that after the comma?' Expected answer: 'No, we use which because it refers to the whole idea.'

    Students

    Ss report answers. Expected: 'The comma shows the clause adds extra information about the whole action of reusing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: vocabulary is used in context; verb–preposition units are learned as chunks; after a comma, 'which' evaluates the whole event. T gives one more example: 'Students use clean sheets for drafts, which saves paper.'

    Students

    Ss write the verb–preposition units and the rule about 'which' in their notebooks.

Activity 2.3: Knowledge formation · 4 minutes

Centring Diphthongs in Context

a) Aims

Ss pronounce /ɪə/, /eə/ and /ʊə/ clearly and naturally in a British-style performance.

b) Content

T models near /nɪə/, care /keə/ and tour /tʊə/, then reads the sentence 'We care for the area near the school.' Ss repeat in chorus and then individually. T notes that American variants are accepted in an American performance, but today's target is the British-style centring glide.

c) Expected outcomes

Ss produce each diphthong with a clear centring glide, for example: near /nɪə/, care /keə/, tour /tʊə/, and read the sentence 'We care for the area near the school' with correct glides.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three words with phonetic symbols on the board and says: 'Listen for the glide at the end of each word.'

    Students

    Ss look at the words and listen to T's model.

  2. Teacher

    Step 2: Task performance

    T leads chorus repetition, then calls on individuals to read the words and the sentence. T corrects the glide gently.

    Students

    Ss repeat in chorus, then individually read the words and the sentence.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word did you find hardest?' and gives one tip for that word.

    Students

    Ss report the word they found hardest, for example: 'Tour, because the vowel is long and then the glide.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the target glide and reminds Ss that a centring glide is a short, light ending, not an extra syllable.

    Students

    Ss repeat the three words once more to finish.

Activity 3: Practice · 8 minutes

Responding to a Partner

a) Aims

Ss analyse the useful features of the model and respond to a partner with a real follow-up question.

b) Content

Ss practise the interaction dialogue on the slide in pairs (A and B). Then they answer two questions: (1) Name two useful details from the model and explain why they are better than saying only that the topic is important. (2) Choose one sentence from the middle of the model and explain its contribution.

c) Expected outcomes

Dialogue (A and B roles, read naturally):
A: What do you think will happen if we add a clear return point?
B: I expect more cups will be returned, but we need to count them.
A: So that is a prediction, not our result yet.
B: Exactly. The trial may reveal a different problem.
Answers:
(1) 'Reuse should not expose private marks or names' sets a condition that protects students; 'A useful plan makes the responsible option convenient while explaining its limits' shows how to balance action and honesty. Both are more specific than saying 'the topic is important.'
(2) 'We could record purchases and reuse over comparable periods, stating the dates and how pages were counted' adds concrete information on how the saving would be measured.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue and the two questions on the slide. T models line B with the right intonation for 'Exactly.'

    Students

    Ss read the dialogue silently and listen to T's model.

  2. Teacher

    Step 2: Task performance

    T asks pairs to practise the dialogue twice, switching roles, then answer the two questions. T monitors and asks: 'What would be a real follow-up question here?'

    Students

    Pairs practise the dialogue, switch roles and discuss the two questions. Expected follow-up: 'How will you count the cups?'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to perform the dialogue and read their answers. T confirms the key points.

    Students

    Pairs perform the dialogue and report answers such as: 'The example shows how we would measure, so the claim is not just an opinion.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss: 'Label predictions and examples as proposals. Ask a real question that continues the partner's idea.'

    Students

    Ss note the key phrases: 'I expect…', 'So that is a prediction…', 'Exactly.'

Activity 4: Application · 10 minutes

Defend Your Green Idea

a) Aims

Ss develop and defend a viewpoint on a school green-living idea in a 1–2 minute talk and respond to a partner's follow-up question.

b) Content

In pairs, Ss choose one idea: reducing disposable packaging at the canteen, composting food scraps at school, or reducing unnecessary printing. Each student speaks for 1–2 minutes with a clear position, one concrete example (labelled as a proposal if not yet tested), one limitation and a closing invitation. The partner asks one real follow-up question and the speaker responds. Ss use the checklist: position, example, limitation, invitation, follow-up.

c) Expected outcomes

Each student's talk includes:

  • a clear position, for example: 'I believe reusable containers are the first step at the canteen.'
  • one concrete example labelled honestly, for example: 'We propose a labelled return box for containers; we have not measured it yet.'
  • one limitation, for example: 'Until we count the containers, the saving is a hypothesis.'
  • an invitation: 'What do you think?'
  • a real response to the partner's follow-up question.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives out the checklist and the three ideas. T explains: 'Use the structure of the model. Label every example as a proposal or a result.'

    Students

    Ss read the checklist, choose one idea with their partner and prepare short notes on an index card.

  2. Teacher

    Step 2: Task performance

    T sets 2 minutes for each speaker. After each talk, the partner asks one follow-up question. T monitors and notes strong points and common errors.

    Students

    Each S speaks for 1–2 minutes, then the partner asks a follow-up question and the speaker responds. Expected follow-up: 'How would you count the boxes?'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to present in front of the class and asks the class for one strong point and one improvement for each talk.

    Students

    Ss present briefly. Classmates give feedback, for example: 'Your example was clear. Next time, state the limitation earlier.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points of the lesson, reminds Ss to label predictions and proposals honestly, and assigns the homework.

    Students

    Ss write down the homework and the key structure of a complete speaking talk.

Worksheets

Worksheet 1: Analysing the Speaking Model

Read the model 'A complete speaking model' and complete the answers below.

  • Opening statement (the sentence that introduces the topic): ______
  • Concrete example (the specific detail): ______
  • Limitation (the honest condition): ______
  • Closing viewpoint (the speaker's conclusion): ______
  • Follow-up question from a partner: ______
  • Response to the follow-up question: ______
    After completing the answers, write one sentence explaining what the concrete example adds to the opening statement.

Worksheet 2: Words, Verb–Preposition Units and 'Which'

Part A. Match each word with its meaning.

  • 1 reuse
  • 2 compost
  • 3 disposable
  • 4 packaging
  • 5 contamination
  • 6 prevention
    Meanings (shuffled): a. phân ủ hữu cơ; b. dùng một lần; c. tái sử dụng; d. phòng ngừa; e. bao bì; f. sự lẫn tạp, nhiễm bẩn

Part B. Look at the sentence: 'We reused the boxes, which reduced waste.'

  • Why is there a comma before 'which'? ______
  • Why can we not use 'that' after the comma? ______
  • Write one new sentence with a non-defining 'which' clause: ______

Part C. Complete each sentence with a verb–preposition unit (depend on, contribute to, deal with, apply for, protect from).

  • 1 Our recycling plan ______ students' cooperation.
  • 2 Reusing clean paper can ______ reducing waste.
  • 3 The school must ______ paper waste every week.
  • 4 Clean boxes help ______ contamination.
  • 5 Students can ______ a permit to use the clean-paper box.

Homework

  • Write a paragraph of about 100 words based on your talk. Use at least one verb–preposition unit (depend on, contribute to, deal with, apply for, protect from) and one non-defining clause with 'which' after a comma.
  • Label clearly which parts of your paragraph are proposals and which are results. Do not write a result that you have not measured.
  • Review the six vocabulary words (reuse, compost, disposable, packaging, contamination, prevention) and write one example sentence for each.
  • Practise the centring diphthongs /ɪə/, /eə/ and /ʊə/ with the words near, care and tour, using the NeoEdu page: neoedu.vn/learn/12/english/unit-3-speaking.

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