Giáo án tiếng Anh lớp 12 Tuần 9 sách mới

Time/Stages

Activities

Interactions

1. Check up

5 minutes

Name some Go Green activities and their benefits to the environment.

T <--> Ss

2. New lesson

13 minutes

20 minutes

The advantages and disadvantages of a green lifestyle

Task 1: Read the incomplete essay about the advantages and disadvantages of green energy. The aim of this activity is to help sts plan and write an essay about the advantages and disadvantages of green lifestyle.

- T has sts read through the incomplete essay

- Sts 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.

- T asks Ss to use the ideas and words given to draft the missing paragraph.

Task 2: Use the ideas in 1 to write an essay of about 180-250 words about the advs and disadvs of consuming organic food.

Complete the outline before you write an essay.

INTRODUCTION

BODY Advantages: *...............................................................

*...............................................................

Disadvantages: *...............................................................

*...............................................................

CONCLUSION

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today? What can you do now?

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4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Inform the class of the lesson objectives: Further skill development

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2. New lesson

18 minutes

19 minutes

1. Communication: The Green Movement in Vietnam

Activity 1: Listen to an overview of the green movement in Vietnam. Decide whether the statements are True, False

- T plays the recording - Sts listen and do the task

- T plays the recording again and checks answers as a class.

Key: 1. T 2. F 3. T 4. T 5. F

Activity 2: Discussion

- T asks Ss to work in groups and discuss the questions

- 1 or 2 groups to present their ideas in front of the class

1. How can you contribute to the Green Movement in Viet Nam?

2. What else can Super Motor Viet Nam and the Plaza s Viet Nam do to encourage green lifestyles in Viet Nam?

3. What kind of campaign can your school launch to raise teachers and students awareness of going green?

2. Culture: The Greenest Countries and cities in the world

Activity 1: Read the text and answer the questions

- Ss compare their answers in pairs or groups

- T. checks answers as a class.

Key: 1. 5 countries: Sweden, Norway, Costa Rica, Germany and Denmark. 10 cities: Copenhagen, Amsterdam, Stockholm, Vancouver, London, New York, Singapore, Beijing, New York, Helsinki and Oslo.

2. Their public transport run on electricity.

3. Freiburg s building design standards requires that consumption should be limited to 65kw/hours.

4. Both of them have a lot of bike path and encourage people to cycle.

5. Solar panels are installed on public or private building in Freiburge.

Activity 2: Discuss the question

- T asks Ss to work in groups and discuss the questions

- T invites one or two groups to present their ideas in front of the class. - T. encourages all Ss to answer the question.

- Ss present their opinions to the class

- T. gives appropriate feedback whenever needed.

Pair work

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Group work

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Individually

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm-up

5 minutes

-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar.

- T reviews what assimilation is and when the process happens.

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2. New lesson

10 minutes

7 minutes

12 minutes

8 minutes

Pronunciation:

Activity 1: Listen and underline the sounds that are assimilated.

- Ss compare their answers in pairs or groups

- T. checks answers as a class.

- T plays the recording again and have Ss repeat the sentences

Key: 1. This is the best book on environmental issue.

2. We believe that both side should focus more on energy - saving projects.

3. Well make the earth a green planet.

4. Wind power produces no green-house gas emission during operation.

5. Bio-fuels are obtained from biodegradable plant material.

Activity 2: Listen and complete the sentences

-T has Ss to refer back to the Do you know...?

-T. plays the recording

Sts listen and write down what they hear.

-Ss compare their answers in pairs

-T. checks answers.

Key: 1. green been 2. town planning

3. food poisoning 4. Green Britain 5. light bulbs

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

T asks Ss to underline the key words in each sentence, then fill in the gaps with the words given, making changes if necessary

- Ss compare their answers in pairs or groups.

- T gives feedback.

Key: 1. disposal of 2. depleted 3. cluster 4. organic

5. combustion 6. soot particles 7. pathway

Grammar:

Activity 1: Combine the simple sentences into compound sentences, using appropriate conjunctions.

- Ss work individually, and then compare their answers in pairs or groups.

- T. gives feedback and further explanations if necessary.

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?

4. Regular exercise is essential to longevity, but it is not the only factor.

5. Noise pollution can cause stress and psychological problems, so try to spend some peaceful, quiet time in nature.

Activity 2: Combine the simple sentences into complex sentences using the words in brackets.

- Ss work individually, and then compare their answers in pairs or groups.

- T. gives feedback and further explanations if necessary.

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.

4. Protect the environment where you live.

5. We reuse bags, old clothes and scrap paper at home so that we can reduce waste.

Activity 3: Match the simple sentences, then write complex sentences with which.

- Ss work individually, and then compare in pairs or groups.

- T. gives feedback and further explanations if necessary.

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.

Project: Doing a survey:

Ss work in groups of 8, using the questionnaire to interview group members.

T tells Ss to use 1 a questionaire for all groups member to better figure out the situation.

T. encourages groups to prepare an outline for their presentation.

Individually

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Pair work

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Pair work

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Pair work

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Individually

T <--> Ss

Pair work

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Group work

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss