lop 12 unit 3 TD

<span class='text_page_counter'>(1)</span>Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (GETTING STARTED) A. Objectives: To help Ss to know the overall topic of Unit 3: “The Green Movement”, some vocabulary related to the topic and its features. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, record player, CD. D. Procedure:. 1.. 2. 1. 2.. 3. 4.. 5. 6.. Teacher’s Activities I. Lead in: Questions and Answers (5’) -Ask students to elicit some of their ideas of 7. what a green lifestyle is. II. New lesson: Getting Started (5’) 8. Let’s Go Green Activity 1: Listen and read -Ask Ss to look at the picture and guess what the students in the picture are talking about. Questions: Who are the boy and the girl? What are they talking about? - Tell Ss that they are going to listen to a conversation between Kevin, Maria, and Mai about a green lifestyle. -Play the recording Activity 2: True-False- Not given Statements (7’) -Have a student read the requirement.. Students’ Activities –Give some knowledge about this topic. Sts answer. . -Suggested answer: They are classmates and are discussing green activities / how to go green. -Listen to the teacher. -Listen and read silently.. -Read the conversation again and decide weather the statements are True, False, Not given and tick in the correct -Ask Ss to work in pairs to decide whether the box statements are true (T), false (F) or not given 9. -Do as required, they may refer back to conversation to get the necessary (NG), encouraging them to provide reasons information. for their answers. 10. –Ask for the answers 11. –Take turns to give the answers: –Give the feebback. Key: 1. T 2. NG 3. F 4. NG 5. T 6. F Activity 3: Identifying information (10’) - Find 5 noun phrases in the -Call one student to read the requirement. conversation that mean the following. -Work out the meaning of the new -Get Ss to practice in pairs. phrases from the context. - Read the meaning of each noun -Ask Ss to work individually. phrase, and then read all the conversation again to find the -Have Ss write the correct phrase next to the correct phrase. meanings given. - Ss compare their answers in pairs -Check answers as a class. or groups. 12. –Give the answers: 1. Dangerous climate change. 2. renewable resources.

<span class='text_page_counter'>(2)</span> Activity 4: Questions and Answers (7’) -Require a student to read the requirement. -Ask Ss to work in pairs and take turns reading the questions and giving the answers. - T checks answers as a class.. 3. eco-friendly products 4. hazardous chemicals 5. green technology - Read the conversation again and answer the questions - Do as required, refering back to the conversation, if necessary. -Give the answers as the class. 1. 1. Because they want to promote green lifestyle in their entire neighborhood. 2. 2. A lifestyle that is friendly to the environment. 3. The conservation and preservation of natural resources and habitats can delay climate change, but it should be part of technological and economic development. 3. 4. Because it uses renewable III. Homework: (2’) resources and creates eco-friendly products. Learn new words and make sentences with 4. 5. He can check for mold and them. mildew, use green cleaning products, Prepare LANGUAGE for the next period help dispose ò hazardous, chemicals and organize cleaning days. -Take notes. E. Evaluation: ……………………………………………………………………………………….. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………….

<span class='text_page_counter'>(3)</span> Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (LANGUAGE) A. Objectives: To help Ss know some words or phrases related to the advantages and disadvantages of a green lifestyle, assimilation in pronunciation and some grammar points simple, compound and complex sentences, Relative clauses with which referring to the whole clause. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, record player, CD. D. Procedure: Teacher’s Activities Students’ Activities I. Warm-up: Memory Game (5’) Clutter - mould and mildew - preservation – - Sts volunteer to read the words as they depleted – pathway - dispose of - asthma remember. conservation 2. -Stick cards with words on them to the board, asking sts to try to remember as many words as they can. -After 1 minute, T removes the cards. III. New lesson: LANGUAGE *Vocabulary: Activity 1 : Matching (5’) -Have a student read the requirement. -Read the conversation in GETTING STARTED again and match each word and phrases with its meaning. -Ask Ss to work individually, read each word -Read each explanation and decide if or phrase and match it with its meaning. it defines a verb, noun, or adjective. 3. –Get them to give the answers: -Give the feedback. 4. Key: 1c 2d 3g 4e 5b . 6h 7f 8a Activity 2: Sentence Completion (10’) 5. Complete the sentences with the correct forms 6. of the words and phrases above 7. -Provide support by encouraging Ss to use the 8. -Do as required, bearing in mind a context and clues in the conversation. verb or a noun must be used its 1. - Ask Ss to study the context in which the suitable form (e,g. verb tense, words or phrases in 1 have been used. singular or plural form of nouns). Alternatively, in a weaker class, -Work on the sentences in pairs. -Ask Ss to complete the sentences - Give the suitable words to fill in the individually. gaps. - Check answers as a class. 1.pathway 2.mould and mildew 3.preservation 4.dispose of 5.deplete 4. *Pronunciation : ASSIMILATION 5. -Listen..

<span class='text_page_counter'>(4)</span> 1. -Explain the process of assimilation to Ss and tells them that this is a natural process that appears in rapid speech. (Ss should not intentionally change the ending sounds as described.). Activity 1: Repetition (5’) Listen and repeat, paying attention to the ending and beginning sounds in red. -Play the recording Audio script and Key: -Have Ss repeat.. Activity 2: Sentence repetition (6’) -Have Ss listen and repeat the following sentences, paying attention to the assimilation indicated in bold. 2. -Ask Ss to read the instructions and explain the task. 3. –Get Ss to practice indivisually. -Have Ss give the answers:. Assimilation happens when the ending sound of one word blends into the beginning sound of the following words. * before /m/, /b/, /p/ /t/ changes to /p/ : light bulb /d/ changes to /b/ :wind power /n/ changes to /m/ : clean beach * before /s/ // changes to /s/ : earth science. -Listen and follow - Repeat as a class. - Work in pairs and take turns pronouncing the phrases. light bulb (tp) clean beach (nm) action plan (nm) green planet (nm) earth scientist (θ s) wind power (db) plant material (tp) -Listen to the recording and repeat the sentences, focusing on the assimilated sounds indicated by the letters in bold -Listen to the etacher. -Try to say them as naturally as possible. Audio script and key: 1. Can you describe any direct methods of monitoring air pollution? tp 2. Do you discuss any environmental issues with your pen pal? nm 3. Carbon monoxide is a poisonous gas produced by the incomplete burning of various fuels. nm tp tp 4. Despite all the environmental activities, the city is losing its fight against pollution. tp 5. We need a detailed action plan for maintaining clean beaches and parks..

<span class='text_page_counter'>(5)</span> *Grammar Simple, compound, and complex sentences -Ask Ss if they can remember the differences between simple, compound and complex sentences and checks their understanding. Activity 1: Identifying types of sentences Work in pairs and decide whether the following are simple, compound or complex sentences and tick the right box. -Ask Ss to do the activity individually. -Monitor the activity and helps Ss, if necessary, reminding Ss to pay attention to the main clauses, the subordinate clauses and the conjunctions. -Check answers as a class.. Activity 2: Sentence combination Combine the following simple sentences, using words from the box. -Have Ss work individually. -Check answers by asking individually. Relative clauses with which Which can be used to define the whole idea presented in the main clause -Ask Ss if they can remember the use of relative pronouns who, that, and which. -Give two examples to clarify the differences. nm. nm. db. -Give the answers.. -Work individually to figure out the answers.. -Give the answers: 1. Simple 2. Compound 3. Complex 4. Simple 5. Complex 6. Complex. -Do as required, paying attention to the meaning of each simple clause when they choose the conjunctions. -Take turns reading aloud their complete sentences. Key: 1. If we all adopt a green lifestyle, we will help conserve our natural resources. 2. Some foods taste good, but they do not have many nutrients. 3. we should keep the school air clean because this will improve students’ concentration and help them to learn better. 4. Germs can cause infections in parts of our body and make us feel unwell. 5. When we all start conserving the environment, we can all enjoy better living conditions. 6. Coal, which is still used in a lot of power plants, remains one of the most important energy sources.. -Listen.

<span class='text_page_counter'>(6)</span> of WHICH Examples: - We are using green cleaning products which do not release harmful chemicals into the environment. (which defines ‘green cleaning products”) - We are using green cleaning products, which will help to save the environment. (which defines the whole idea of the main clause) Main clause, which + relative clause Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause. -Have Ss work individually to solve the task. -Check answers as a class.. -Read the Do you know…? and explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.. -Do the activity individually/ -Give the answers: 1. The water in this river is being seriously polluted, which places some species of native fish in danger of extinction. 2. Burning coal is the main source of carbon dioxide emissions, which can cause global warming. 3. The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here. 4. We should all go green by practicing the 3Rs: reduce, reuse and recycle, which is always encouraged by environmentalists. 5. Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green. 6. Young people are starting to practice simple green living, III. Homework: which will help to save our planet Review vocabulary, assimilation rules, for future generations. sentence types and Relative clauses with which. Lesson outcome - T asks Ss: Prepare SKILLS - Reading for the next o What have you learnt today? period o What can you do now? - Elicit answers: I can use appropriate words and phrases to talk about the advantages and disadvantages of a green lifestyle. I am aware of the process of assimilation in fast speech. I can use.

<span class='text_page_counter'>(7)</span> simple, compound, and complex sentences. I can use which in a relative clause to refer to the whole clause. E. Evaluation: ...................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ........................ Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (READING) A. A. Objectives: To help Ss read for general ideas and specific information in an article about soot pollution. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, handouts. D. Procedure: Teacher’s Activities I. Lead-in (5’) -Tell Ss to focus on the heading “Black carbon pollution” of the section, and ask them to guess the possible content of the reading text. II. New lesson: Reading Black carbon pollution Activity 1: Matching (5’) -Get a student to read the requirement. 1. 2. 3.. 4.. Students’ Activities -Listen to the teacher.. -Match the pictures with the appropriate phrases -Focus Ss’ attention on the pictures and have5. -Match first individually, and then them do the matching check with a partner. -Check the answers as a class. -Give the answers: Key: 1. Diesel vehicle 2. Melting of the Arctic 3. Soot Activity 2: Answer the questions. (10’) -Have Ss read the headings quickly. -Do as required, noting that repeated and similar vocabulary can form a vocabulary chain in a paragraph, which can help to express the main -Have Ss skim the text individually to choose idea of the paragraph. the best heading for each paragraph. -Do the task, then check their answers -Check answers as a class and write them on with a partner. the board. 6. –Take turns to give the answer: Activity 3: Sentence completion (6’) 7. 1. C 2. A 3. B 4. D -Get a student to read the requirement. 8. -Complete the sentences with no more.

<span class='text_page_counter'>(8)</span> -Guide Ss how to do this task.. than 5 words. 9. – Listen to the etacher: The activity focuses on reading for specific information and that Ss cannot write -Allow enough time for Ss to read the more than five words in each blank instructions and the incomplete sentences. -Work in pairs. They should write their answers, and then check with another -Check answers as a class and provide feedback pair. Key: 1. We know about carbon dioxide and its impact on global warming, but we know little about soot/ don’t know much about soot. 2. Soot comes from the burning of coal, oil, wood, and other fuels. 3. Black carbon is the second most damaging greenhouse gas after carbon dioxide. 4. Soot particles can be easily breathed in because they are smaller than dust and mold/ very tiny. 5. People can reduce black carbon emissions at home by using clean, alternative fuel stoves for cooking and Activity 4: Discussion heating. Question: Are soot emissions a problem in your community in Vietnam in general ? 10. -Put Ss in pairs and let them discuss the . questions freely. If Ss have difficulty coming up -Work in pair. with new ideas, give them some examples of soot emissions and the pollution and health problems they cause -Check III. Homework: - One or two pairs to report the discussion results to the class. Write the answer to the discussion question Lesson outcome: in the notebook. T asks Ss: Prepare Speaking for the next period o What have you learnt today? o What can you do now? Elicit answers: I have learnt about the origin of soot, the effect of soot on the environment and human health, and how to reduce soot emissions in my community and in Viet Nam. E. Evaluation: ...................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .........................

<span class='text_page_counter'>(9)</span> Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (SPEAKING) A. Objectives: Ss have a chance to discuss lifestyle choices and deciding if they are environmental friendly. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, handouts. D. Procedure: Teacher’s Activities Students’ Activities I. Warm-up: (5’) Questions: - Do you have a green lifestyle? - Tell one green activity you have done. -Give the answers -Elicit answers from students about how green they are. III. New lesson: Speaking How green are you? How green are you? Activity 1: Putting in the right column. (5’) - Put the following lifestyles in the -Have Ss read the requirement. right column -Read all the lifestyle choices to get -Inform the class of the objectives: discussing an overall understanding of the lifestyle choices and deciding if they are topic. environmentally friendly or not. 1. -Explain any unfamiliar language or concepts. - Read them again to decide which one is environmentally friendly. -Check answers as a class. -Give the answers: o Green activities: 2. Walk whenever and wherever possible. 3. Plug in your electric appliances where you can easily turn them off at night or when you do not use them. 5. Take short showers instead of long baths. 7. Turn off your computer or put it on sleep mode when you do not use it. 8. Start growing an organic vegetable garden. 9. Clean surfaces with natural products like lemon juice and olive oil. o Environmentally unfriendly activities: 1. Set your printer’s default to onesided printing. 4. Ask your parents to buy you a car or motorcycle for convenient travelling. 6. Ask your parents to get you a new mobile phone immediately after the latest model comes out..

<span class='text_page_counter'>(10)</span> Activity 2: Discussion (10’) Discuss each lifestyle choice in 1 and decide why it is environmentally friendly or unfriendly. 2. -Ask Ss to read the examples and pay attention to the reasons why these particular lifestyle choices are considered environmentally friendly or unfriendly. -Have Ss read through the choices in 1 again and prepare the explanations or the reasons why some lifestyles are environmentally friendly or some are not. Activity 3:Brainstorming for ideas (5’) -Have Ss read the requirement. -Ask Ss to discuss and practice in pairs. -Check. 3. -Listen and give feedback. III. Homework: (4’) Write a report on the result of your groups discussion. Prepare LISTENING for the next period. 10. Take part in deforestation and hunting activities. -Read the examples.. -Do as required, then share their ideas so that they can help each other with ideas and suggestions.. - Think of more green activities and discuss how they will benefit the environment -Work in pairs. -One or two pairs to present their ideas in front of the class. 4. (This activity provides freer practice and help Ss to further develop communication skills and fluency through a group discussion on lifestyle choices.) Lesson outcome: T asks Ss: o What have you learnt today? o What can you do now? Elicit answers: I have learnt about lifestyle choices and how to decide whether they are environmentally friendly and give reasons. I can also provide alternatives for environmentally unfriendly lifestyles.. E. Evaluation: ...................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ......................... Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (LISTENING) B. A. Objectives: Ss have a chance to listen to for general ideas and specific information in a talk show about a Go Green initiative of a school..

<span class='text_page_counter'>(11)</span> C. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, cassette player, CD. D. Procedure: Teacher’s Activities I. Lead-in : Discussion (5’). Students’ Activities. -Give the answers: 1. Recycling 2. Saving and planting trees 3. Saving water 4. Saving animals -Show 4 symbols on the board and elicit answers from students what green activities they think the logos are about. - Discuss and prepare an action plan for the Go Green Week. Days of week Green Reasons II. New lesson: Listening activities Go Green Week Monday Tuesday Wednesday Thursday Friday Activity 1: Discussion (10’) -Have a student read the requirement. - Listen to a talk show and answer the Activity 2: Listening- Questions and answers (5’) -Get a student read the requirement. following questions -Listen to the teacher..

<span class='text_page_counter'>(12)</span> -Do as required, describing the activities - Inform the class of the objectives: listening for and the reasons for doing them. general ideas and specific information in a talk -Some pairs perform: show about a school’s Go Green initiative. 1. A secondary schools Go Green -Play the recordings. (twice) Movement in Cam Ranh. -Ask Sts to work in pairs to discuss and 2. To help their school to go green and save prepare an action plan for the Go Green the planet. Week. 3. Students spare 10 minutes during the - Ask some pairs of sts to present their plans to break time every weekday at school for the whole class. green activities. 4. He hopes the project will encourage more people to change their lifestyle and go green. Activity 3: Listening - True/ False/Not Given (6’) -Get a student read the requirement -Listen again and decide if the statements are TRUE, FALSE or NOT GIVEN, then tick in the correct box. -Ask sts to read through the questions and make -Do as required. some guesses about what they are going to hear. -Play the recording without pausing first and -Listen for gist have sts listen for gist. -Play the recording again. -Listen, then discuss the answers. -Check answers as a class. 1. David and Mai are in the same class. NG 2. The students decided to start the project while they were attending science and technology classes. F 3.The project has been going on for a week. F 4. The second-hand electronics will be taken to a recycling centre. T 5. Students use organic fertilizers. T Activity 4: Listening - Chart Completion (5’) (The aim of the activity is to practice Listen again and complete the chart, using no listening for specific information to more than 5 words for each blank. decide T, F or NG) -Have Sts read through the statements and -Read through the task. check their comprehension before playing the -Listen. recording. -Work in pairs and exchange ideas -Play the recording Days of week Green Activities -Have Ss work in pairs Monday 1. Recycling old /broken electroni -Check the answers as a class. Tuesday 2. Growing organic vegetables . Wednesday 3. Learning about going green Thursday 4. Checking for mould growth Friday 5. Testing and widening environmental knowledge. Activity 5 :Discussion (5’) 5. -Tell the requirements of the task. -Discuss the benefits of the activities. -Monitors and help if -Work in groups of 4 necessary 7. 6. -Check the answers as a class. III. Homework: (1’).

<span class='text_page_counter'>(13)</span> Write a report on the result of your groups discussion. Prepare WRITING for the next period. Lesson outcome: T asks Ss: o What have you learnt today? o What can you do now? Elicit answers: I have learnt about green activities and action plans. I have practiced listening for genral ideas and specific information in a talk show.. E. Evaluation: ...................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ......................... Date of preparation:............../............./............. Period:......... UNIT 3: THE GREEN MOVEMENT (WRITING) A. Objectives: Writing an essay about the advantages and disadvantages of a green lifestyle. B. Method: Integrated, mainly communicative..

<span class='text_page_counter'>(14)</span> C. Teaching aids: Textbooks. D. Procedure: Teacher’s Activities I. Lead-in: (5’) - Inform students of the objective of the lesson: writing an essay about the advantages and disadvantages of a green lifestyle. II. New lesson: Writing The advantages and disadvantages of a green lifestyle. Activity 1: Putting the phrases in the correct box. (5’) Put the following phrases about going green in the correct box. Key: -Ask sts to read the phrases carefully, then work in pairs. - Ask some pairs to give their answers and explanations in front of the class. -Check answers as a class. Activity 2: Completing the essay (10’) Read the incomplete essay about the advantages and disadvantages of green energy. Use the ideas in 1 and the following words to write the third paragraph. While -although- for example -given-must recognize...disadvantages- for exampleanother advantage of.. -Have Sts read through the incomplete essay. -Ask Ss to use the ideas and words given to. Students’ Activities -Listen to the teacher.. -Discuss then put the phrases in the right columns. -Give their answers. Renewable energy, Advanta minimal impact on ges the environment, low cost of operation Using Green Expensive to build Energy and install, unreliable Disadva supply, difficult to ntages generate in large quantities Health benefits, fewer chemicals, more Advanta nutritional, ecoConsu ges friendly farming ming method organi c food Higher price, difficult Disadva to find, seasonal ntages ,limited selection. -Do as required, then discuss in groups to identify the aim of the 3 paragraphs introduction to the topic, the advantages of green energy and the conclusion. -One or two students write the paragraph.

<span class='text_page_counter'>(15)</span> draft the missing paragraph. -Encourage Sts to give feedback -Correct errors if necessary. Activity 3: Writing an essay. (10’) -Have a student read the requirement.. -Give the useful languages.. -Get Ss to make outlines.. -Ask Ss to write their essays. -Invite some Sts to read their essays. III. Homework: (1’) Prepare COMMUNICATION AND CULTURE for the next period. on the board. 8. - Use the ideas in 1 to write an essay of about 180-250 words about the advantages and disadvantages of consuming organic food. Complete the outline before you write an essay. -Copy down. USEFUL LANGUAGE - A pro/ a con... - A positive aspect.../A positive point ... - A negative aspect.../Negative consequences.../As a consequence of... - A further (dis)advantage.../One more (dis)advantage ... - The advantages outweigh the disadvantages .... - However,.../ Nevertheless .../On the other hand,..../In contrast, .../ On the contrary,.../ Despite all of this .. -Make an outline first, then swap with a partner and give feedback. INTRODUCTION BODY Advantages *............................................................... *............................................................... *............................................................... Disadvantages *............................................................... *............................................................... *............................................................... CONCLUSION -Work independently and write their final drafts. -Some Ss read their essays. Lesson outcome: T asks Ss: o What have you learnt today? o What can you do now? Elicit answers: I can write an essay about the advantages and disadvantages of going green. E. Evaluation: ...................................................................................................................................... .................................................................................................................................................... .....................................................................................................................................................

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