Giáo án Tiếng Anh 12 Global Success Unit 3 Speaking

a. Objectives: 

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To set the context for the speaking part.

b. Content: 

- Brainstorming

c. Expected outcomes: 

- Students join the game enthusiastically and gain knowledge on the topic.

d. Organisation: 

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Brainstorming

- Teacher brings a piece of cloth, then asks students: What can you do with this piece of cloth?

- Students brainstorm, then raise hands to give answers.

Suggested answers:

- throw it away.

- make it into a flower

- put it aside for future use

- use it as a cleaning cloth

…

a. Objectives:

- To provide knowledge and language input for the main speaking task.

- To activate prior knowledge about the topic and get Ss involved in the lesson.

- To help Ss discuss ways to reduce, reuse, and recycle paper and express an opinion.

b. Content:

- Task 1: How can we save trees, energy, and water used to make paper? Sort these activities into Reduce, Reuse, or Recycle activities. (p.37)

- Pre-teach vocabulary

- Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (p.37)

c. Expected outcomes:

- Ss will be able to discuss ways to reduce, reuse, and recycle paper and express an opinion.

- Students have an overview of 3R.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: How can we save trees, energy and water used to make paper? Sort these activities into Reduce, Reuse, and Recycle activities. (7 mins)

- Elicit three main ways to deal with plastic they learned from the last lesson (i.e., Reduce, Reuse, Recycle). Tell them that they can do the same with another type of common waste around them as well, which is paper.

- Students work individually to decide

- In stronger classes, ask them to brainstorm some ideas to reduce, reuse, and recycle paper without looking at the book.

- Ask Ss to work in pairs and sort out the activities into Reduce, Reuse or Recycle activities. Make sure they understand all the statements before they start.

- Students share their answers.

- Check their answers as a whole class.

KEY:

a. Reduce

b. Recycle

c. Reduce

d. Reuse

e. Reduce

f. Reduce

g. Reuse

h. Reduce 

i. Recycle

Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (8 mins)

- Put Ss in pairs. Ask them to read the questions in the book before discussing them.

- Students work in pairs to talk about how to reduce, reuse and recycle paper.

- In weaker classes, ask them to look at some useful expressions for discussion in the appendix of their book if they need help.

- Walk around and offer help when necessary.

- Students compare their notes with their partners.

- Ask some pairs to share their ideas in front of the class.

Suggested answers:

- I’m/We’re doing Options c (printing on both sides of the paper), f (using smart devices to take notes instead of using paper) and g (using the blank side of a sheet to take notes).

– I/We suggest donating second-hand books to charity or schools and local libraries instead of

throwing them away. Cardboard boxes around the house could be used to store things, or turned into useful objects such as decorations, pencil cases or pen stands. These simple ways can help us save trees by reusing used paper products, rather than throwing them away after a single use.

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 3 + 4: Work in groups. Read the situations below and think of some possible responses to promote a greener lifestyle. Provide reasons for each answer.

- Ask them to read the situations and study the example for the first situation in the book. Make sure they understand them.

- Students work in groups, use the notes and think of ways to give responses.

- Put Ss in groups of three or four. Tell them to think of some possible responses to promote a greener lifestyle with paper as well as provide good reasons for their responses.

- Students add more reasons.

- In weaker classes, ask them to look at some useful expressions for discussion in the appendix of their book if they need help.

- Walk around and offer help when necessary.

- Have some Ss or groups share their answers to each situation in front of the class.

- Praise for good effort, well-structured responses, and fluent delivery.

- After all groups present their responses to a situation, ask the class to vote for the most interesting answer.

- Report group’s answers to the whole class.

- Count the votes for each group and announce the winners.

Suggested answers:

2. We shouldn’t print them all out. It is a waste of resources such as paper and ink. We can reduce the use of paper by reading and summarising the information in a Word file first, then only printing out the most important parts. When we have to print something out, we should make sure we use both sides of the paper.

3. We think we should replace Post-it notes with something else. We can take turns to write on the board, or on the unused side of printouts. Alternatively, we can ask people to type on their smartphones, then we can project their introductions on a TV screen. It will be friendlier to the environment.