Giáo án Tiếng Anh Lớp 12 - Tiết 20 đến 27 - Unit 3: The green movement

Giáo án Tiếng Anh Lớp 12 - Tiết 20 đến 27 - Unit 3: The green movement

 - To make the students be aware of the importance of green lifestyles.

 - To enable Ss to use the language for practice correctly in order to develop students’ language competence, collaborative competence.

 

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TÊN BÀI DẠY: Unit 3. THE GREEN MOVEMENT
Môn: TIẾNG ANH, Lớp: 12A1, 12A3, 12A4, 12A7
Thời gian thực hiện: 8 tiết
TIẾT 20. Lesson 1. GETTING STARTED
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To introduce Ss the overall topic of the green movement, main vocabulary related to the advantages and disadvantages of lifestyles. To help Ss practise the conversation to be familiar with main words, structures which are used in the next periods
- Skills: Integrated skills, performed skills
- Attitude: Ss attend to some green lifestyles and general knowledge in this unit. Ss participate in some meaningful activities to make the environment clean
2. Orientation towards students’ competency development
 - To make the students be aware of the importance of green lifestyles.
 - To enable Ss to use the language for practice correctly in order to develop students’ language competence, collaborative competence.
II. Preparation of teacher and students
1. Teacher’s part: Appliances for teaching: textbooks, references, teaching aids, CD, etc.
2. Students’ part: Lesson preparation
III. Teaching procedures
1. Stabilization (2 ms)
2. Check -up (0 m) (NO–The previous lesson was the first 45- minute test correction) 
3. Classroom activities:
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products & assessment of student work
To get Ss to know the topic about green movements
- Shows Ss the photos of activities to preserve our natural resources such as using green cleaning products, helping dispose of hazardous chemicals (Handout 1)
1. What are they doing?
2. What are they doing these for?
- Inform the class of the lesson objectives.
- Ss’ answers may vary.
- Suggested answer: 
They are using solar panels to get solar energy and cleaning rubbish on the beach
They want to make the environment cleaner
B. KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (22 ms)
Activity 1. Listen and read. (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products & assessment of student work
To help Ss practice some skills (reading and listening)
- Ask Ss to read the heading and guess what the speakers will be talking about.
- Play the recording twice.
- Listen and read the conversation silently. Then ask Ss if their predictions were correct.
- Ss both read and listen to the conversation among three students: Kevin, Mai and Maria
- Ss can predict the content of the conversation.
Activity 2. Decide whether the following sentences are true (T), false (F), or not given (NG), and tick the correct. (7 ms)
Aims of the activity
Content, techniques for organising students’ activities
Expected products & assessment of student work
Aim at practice and comprehension
- Guide and remind Ss of some tips to do this kind of task. 
- Ask Ss to work individually to do activity 2 in 3’.
- Go around the class to help if necessary.
- Then ask Ss to compare their answers in pairs.
- Call Ss to present answers.
- Correct and give feedback.
- Suggested answer: 
1. To go green is to follow an environmentally friendly lifestyle. (T)
2. Green technology is a method using green cleaning products (F)
3. Mould and mildew can cause breathing problems like asthma and a runny nose. (NG) 
4. Green cleaning products are natural and do not include any harmful chemicals. (T)
5. Mai suggests that Kevin should stop buying hazardous chemicals for cleaning (F)
- Ss can give evidence for their choices persuasively
Activity 3. Find the words in the conversation that have the same sounds as the following. (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products & assessment of student work
To help Ss recognize types of sentences after combining pairs of sentences
- Explain briefly three conjunctions: but, because, which Ask the students to work in pairs and do the task. Call on some students to read their sentences
- Correct and have them remark these sentences and lead to types of sentences
+ simple sentence: One independent clause
+ compound sentence: Two (or more) independent clauses joined by a coordinating conjunction
+ complex sentence: one independent clause and one (or more) dependent clause joined by a subordinating conjunction
+ Which: connector, modify to the meaning of the whole previous clause
- Suggested answer:
1. Some chemicals can be used for cleaning surfaces but they affect the air quality and cause health problems
2. We should use renewable resources because they are never depleted
3. We are trying our best to preserve natural habitats, which will help to save our planet for future generations.
 Ss are able to give explanations for their sentences basing on meaning of clauses
Activity 4. Read the conversation again and write the correct tenses of the verbs in brackets. (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products & assessment of student work
To focus on Ss’ understanding of noun phrases in the conversation
- Explain the activity briefly.
- Ask Ss to work individually, read the meaning of each noun phrase and then read the conversation again to find the correct phrase.
- Have Ss write the correct phrase next to the meanings given.
- Ask Ss to compare their answer in pairs or groups. Call on Ss to give their answers.
- Give feedback and correct answers.
- Suggested answer:
1. dangerous climate change
2. renewable resources
3. eco-friendly products
4. hazardous chemicals
5. green technology
Ss can locate and predict noun phrases in the conversation to give correct answers 
D. APPLICATION AND EXTENSION ACTIVITIES: (10 ms)
Activity 1. Summary (5 ms): Talk about some main activities of the Go Green campaign
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products & assessment of student work
To check Ss’ comprehension and broaden their knowledge
- Have Ss summarise the conversation.
- Call two Ss to share their summaries.
Ss’ presentations in front of the class (one by one)
- Suggested answer:
Activity 2. Work in pairs. Answer the following question (5 ms)
What do you think about the Go Green campaign Mai and Maria are launching? What have you done at school to make the environment green?
Aims of the activity
Content, techniques for organising students’ activities
Expected products & assessment of student work
To develop the Ss’ evaluation of the campaign
- Have the students talk about their thinking about the Go Green campaign mentioned in the conversation
- call two students to present the main ideas they have discussed
- remark
- Suggested answer: In our opinion, the Go Green campaign in the conversation is really meaningful. It makes us recognise whether our lifestyles are good or not and know what we should do to make the environment around us become cleaner. At school we usually collect rubbish, plan trees and 
Ss can present their discussion on the question fluently
IV. Homework: (3 ms) + Learn new words & do the tasks again. + Prepare next lesson: LANGUAGE
V. Self-Evaluation: .. 
TIẾT 21. Lesson 2. LANGUAGE
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: By the end of the lesson Ss can
 + use words and phrases related to the advantages and disadvantages of a green lifestyle
 + recognise and pronounce assimilation of consonants before /m/, /b/, /p/ and /s/
 + use simple, compound, and complex sentences
 + understand and use relative clauses with which referring to the whole clause
- Skills: Integrated skills.(-To promote Ss to develop the skill of working inpairsandgroups)
- Attitude: + Students know how to learn English in right way.
 + Ss are interested in doing exercises.
2. Orientation towards students’ competency development: To use the language for practice correctly in order to develop students’ language competence, collaborative competence.
II. Preparation of teacher and students:
1. Teacher’s part: Lesson plan, textbooks, handouts, pictures, photos, references, cassette. 
2. Students’ part: Textbooks, home assignments, pictures, photos...
III. Teaching procedures:
1. Stabilization (2 ms) 
2. Check-up: No- the lesson is too long.
3. Classroom activities 
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To get sts to know the language items they will learn
- T sticks 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.
- Sts volunteer to read the words as they remember.
clutter- mould and mildew- preservation – depleted– pathway- dispose of- asthma - conservation
B. KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (30 ms)
Activity 1. Read the conversation in GETTING STARTED again and match each word and phrases with its meaning. (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To make sts know the meaning of the word
- T ask Ss to work individually, read each word or phrase. Sts read explanations and decide a verb, noun, or adjective. 
- T can provide support by encouraging Ss to use the context and clues in the conversation. 
- T asks Ss to study the context in which the words or phrases in 1 have been used. 
- T calls some Ss to give answers.
- T checks and gives correct answers.
Key:
1. mould and mildew (c) 
2. depleted (d)
3. clutter (b)
4. pathway (f) 
5. dispose of (e)
6. asthma (a) 
- Some Ss to give answers.
- Listen and take notes.
Activity 2. Complete the sentences with the correct forms of the words or phrases in 1. (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
To help sts know how to use the word in the sentence by studying the sentences given
- Sts do as required, bearing in mind a verb or a noun must be used its suitable form (e,g. verb tense, singular or plural form of nouns).
- T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs. Sts find the suitable words to fill in the gaps. 
- T checks answers as a class.
Keys:
1. pathway	2. mould and mildew 
3. preservation 4. dispose of	
5. deplete
- Discuss the contextual clues that can help figure out the answers.
- Do the task individually in 2’ and compare their answers in pairs.
-Participate in checking the answers.
Activity 3. Listen and repeat. Pay attention to the ending and the beginning sounds in r ... ir discussing the question and give answers to the latter of the class
Activity 4A
Culture: The Greenest Countries and cities in the world
Quickly read the text and answer the questions that follow
A GREEN PLACE TO LIVE AND ENJOY LIFE 
T asks Ss to read the text individually to get an overall idea about its content, read the questions and underline the key words that can help them to locate the information in the text to answer the questions.
T. checks answers.
Activity 4B
- T asks Ss to work in groups and discuss the questions
- T. encourages all Ss to answer the question.
Activity 2: Discuss the question
What should people in big cities in Viet Nam do to make their city become a green city like Stockholm?
- T. gives appropriate feedback whenever needed.
* Product(s):- Students’ correct answers
* Form(s) of assessment: 
Key: 1. The five greenest countries are Sweden, Norway, Costa Rica, Germany, and Denmark and the ten greenest cities are Copenhagen, Amsterdam, Stockholm, Vancouver, London, Berlin, New York, Singapore, Helsinki, and Oslo.
2. They often wear helmets when travel around in the city on cycle paths and lanes or they can use public transport with buses and taxis that run on renewable energy.
3. They make their public transport sustainable by using buses and taxis that run on renewable energy.
4. They convert it into valuable resources. Almost 100% of the household waste in the city is recycled and is used for heating and electricity; and drinking water is always of very high and reliable quality.
* Product(s): Students think, list some ideas and discuss the question
* Form(s) of assessment: 
- Ss present their opinions to the class 
D. APPLICATION & EXTENTION (6 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- To give students an opportunity to practice speaking using the ideas from the reading text and students’ own ideas
- Ask students to work in pairs asking and answering the questions.
- Have some students tell the class about their opinion
* Product(s):
- Students’ presentation in front of their peers in class
* Form(s) of assessment: 
- Grading students’ presentation 
IV. Homework: (3 ms) - Ask Ss to spend about half an hour reviewing and reusing the lexical items the T presented in this lesson.
- Pair Ss. Tell each pair to record their presentation (as Activity 5 requires) and send the recording to their partner for feedback.
V. Self-Evaluation: .. 
TIẾT 27. Lesson 8. LOOKING BACK AND PROJECT
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: By the end of the lesson, student will be able to:
+ understand speech with assimilation of sounds
+ recall a wide range of vocabulary of a green lifestyle
+ use simple, compound and complex sentences and ‘which’ in a relative clause
+ do survey and collaborate with other partners
- Skills: Integrated
- Attitude: Be aware of a green lifestyle. 
2. Orientation towards students’ competency development: 
-Communicative competence and social skills
II. Preparation of teacher and students:
1. Teacher’s part: Lesson plan, textbook, projector, PC, classroom with Wi-Fi
2. Students’ part: textbook, pieces of papers, electronic devices (smart phones/ tablets)
III. Teaching procedures
1. Stabilization: (1 m)
2. Checking of formerly assigned tasks:
3. Classroom activities:
A. WARM-UP (4 ms)
Aims of the activity
Lesson content& techniques for organising students’ learning activities
Expected products & assessment of student work
- To revise the topic of the unit: reviewing pronunciation, vocabulary and grammar. 
*Eliciting: -Asks one question about the topic of the unit (e.g. What comes to your mind when you hear ‘Green Movement’?), then compliments the student with a sentence such as ‘Good girl. She's a good girl.’(goog girl) or ‘Good boy. He's a good boy. (goob boy).
- Emphasizes ‘goog girl’/ ‘goob boy’ and leads to the review of assimilation
* Product(s):
- Ss answer the questions with the words they have learned.
* Form(s) of assessment: 
Oral statements and questions to check Ss’ vocabulary and assimilation recognition.
B. LANGUAGE INPUT (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- To revise the topic of the unit: reviewing pronunciation, vocabulary and grammar.
2A: Pronunciation: Asks Ss to state what assimilation is and when it happens. 
* Words/phrases to refer: Assimilation can happen: + before /m/, /b/ or /p/ + before /s/
2B: Vocabulary
-Revises the key vocabulary related to the unit topic.
* Words/phrases to refer:
-deplete /dɪˈpliːt/ something (v) (formal)
- dispose someone/something of /dɪˈspoʊzl/ => disposal (n): to get rid of 
- clutter/ˈklʌtər/ (n)= mess
-organic/ɔːrˈɡænɪk/(using the picture below)
2C: Grammar 
* Product(s):
Ss’ answer: Assimilation is when two sounds come together and change or melt into a new sound.
* Form(s) of assessment: 
Oral questions to check Ss’ comprehension
Reviews compound sentences and complex sentences consisting of main clauses and subordinate clauses.
C. PRACTICE (5 ms) - Activity 1.
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
u Activity 3: 
- To achieve the aim of the activity is to help Ss recognise words affected by assimilation in speech.
Activity 3A. Listen and underline the sounds that are assimilated.
- Plays the recording and lets Ss listen and underline the the ending and starting sounds with assimilation in the words.
- Checks answers as a class.
- Plays the recording again and has Ss repeat the sentences.
Activity 3B. Listen and complete the sentences
- Asks Ss to refer back to the Do you know...? box and revises the process of assimilation. 
- Isolates two sentences to play them over (prepared it using a program like ‘Audacity’ or www.mp3cut.netto cut the sentences)
1. Fresh ______ provide lots of valuable nutrients.
2. Sustainability is the key element in modern _______. 
- Plays the recording 
- Checks answers as a class, having Ss repeat the sentences as they read their answers.
3A* Product(s):
- Ss repeat, compare their answers with a partner, then in groups.
-Ss repeat the sentence as many times as necessary until they are happy with what they have.
-Key: 1. This is the best book on environmental issue. (->p) 
2. We believe that both side should focus more on energy - 
 saving projects. (->s) 
3. Well make the earth a green planet. (->m)
4. Wind power produces no green house gas emission during operation. (->b)
 5. Bio-fuels are obtained from biodegradable plant material. (->m) 
2B* Product(s):
- Ss listen and write down what they hear.
 - Ss repeat, compare their answers with a partner then in groups.
-Key: 1. green bean (n->m) 
2. town planning (n->p) 
* Form(s) of assessment: Reading out loud and Ss’ ability to recognize the sound change and fill the gap.
Activity 2. Practice (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- To get Ss to achieve the aim of the activity is to review the key vocabulary related to the topic.
*Activity 4: KAHOOT QUIZ
Complete the sentences with the correct words & answer the question.
- Asks Ss to recognize the key words in each sentence, then choose the best option to fill the gaps with the words given.
- Has Ss go online: https://kahoot.it/ and enter Game PIN to do the task. (See Appendix 1)
u Activity 4A:
* Product(s): Ss’ correct answers.
-BYOD: Ss bring their own devices to play the quiz invidually.
- Key: 1. disposal of 
2. depleted 3. clutter 4. No
* Form(s) of assessment: 
- Ss’ performance is shown in the scoreboard as soon as they completed the quiz.
Activity 3. Practice (10 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
*Activity 5A & 5B: 
- To enhance Ss’ understanding of the uses of compound and complex sentences
* Activity 5C: 
- To get Ss to use which to form relative clauses
-Asks Ss to use https://padlet.com/ to perform activity 5.(see Appendix 2)
Activity 5A: Combine the simple sentences into compound sentences, using appropriate conjunctions. 
u Activity 5B: Combine the simple sentences into complex sentences using the words in brackets. 
u Activity 5C: Match the simple sentences, then write complex sentences with which. 
- Has Ss write their sentences in a piece of paper and take a photo of it, then post to Padlet to compare their answers. 
- Asks them to comment or vote for the sentences/ pictures which are correct.
- Ss’ involvement in showing and exchanging written work and correcting each other’s answers on Padlet.
* Product(s): Ss comment correct answers under the tab
5A Key: 1. We read food labels carefully, for we want to buy only organic products.
2. The burning of fossil fuels is the largest source of greenhouse gas emissions and causes air pollution.
3. Shall we organize a tree-plating day or launch a recycling campaign at school?
5B Key: 1. If we change our consumption habits, we can reduce our carbon footprint.
2. We should use bicycles instead of cars because this will help reduce exhaust fumes and pollution.
3. When fossil fuels are burned, they emit harmful gases to the environment. 
5C Key: 1. d. The indoor air quality at school is better now, which has helped students to improve their concentration and test results.
2. a. They have cleaned the mould from the walls, which ahs resulted in fewer asthma attacks.
3. e. We keep our school environment clean and green, which has made us very proud.
4. b. They have started using more green products, which has brought them many financial and health benefits.
5. c. School staff have shown parents different ways to go green, which has an impact on the entire community.
* Form(s) of assessment: 
D. APPLICATION & EXTENTION (13 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Project
- To further explore the topic in a collaborative way
- Asks Ss to prepare their survey form based on the suggested questionnaire.
- Has each S interview at least five Ss, ask them questions and take notes
- Allows 7 minutes for individual Ss to report to the whole class.
- Gives feedback.
* Product(s):
- Ss’survey forms and notes
* Form(s) of assessment: 
- Grading Ss’ presentation 
IV. Homework: (2 ms) Asks Ss to revise and complete the remaining sentences in the textbook on speech with assimilation of sounds, vocabulary of (dis)advantages of a green lifestyle, use of simple, compound and complex sentences and ‘which’ in a relative clause.
V. Self-Evaluation: .. 

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