Kênh giáo viên » Giáo án Tiếng Anh 12 Global Success cả năm

Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Getting started: Green Classroom Competition

Xem mẫu

Tải về

Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Getting started: Green Classroom Competition. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 12.

Xem: => Giáo án Tiếng Anh 12 Global Success

............

Hướng dẫn tải về

Các tài liệu bổ trợ khác

Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Getting started: Green Classroom Competition

Xem toàn bộ: Giáo án Tiếng Anh 12 Global Success cả năm

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 3: GREEN LIVING

LESSON 1: GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Set the context for the introductory text about a "Green Classroom Competition".
Introduce the topic of green living, including vocabulary related to environmental awareness (e.g., decompose, carbon footprint, eco-friendly) and the grammar points: prepositions following verbs and relative clauses referring to a whole sentence.

2. Competences

General competences:

Self-control and independent learning: Read and listen for specific information about eco-friendly habits in the classroom.
Communication and collaboration: Work in pairs or groups to discuss and identify words, phrases, and ideas related to green living.

Specific competences:

Reading and listening for specific information.
Applying vocabulary and grammar into sentence contexts.

Digital competences:

[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[4.4.NC1a]: Present different ways to protect the environment from the impact of digital technologies and their use.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Responsibility: Raise environmental awareness, reduce carbon footprint, and use resources efficiently.
Hard work: Actively participate in class activities and group project preparation.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio track 15.
Digital platforms (Mentimeter/Wordwall, Google Docs/Padlet).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops connected to the internet.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To introduce vocabulary and grammar points to be learnt in the unit.

b. Content: Students look at the picture, listen to the recording (Track 15), and read the conversation along.

c. Product: Students understand the context of the "Green Classroom Competition".

d. Organization:

Activity 2: Read the conversation again and tick (✓) the green ideas mentioned in 1.

a. Objective: To check Ss' comprehension of the conversation.

b. Content: Students read 5 ideas and tick the ones mentioned.

c. Product: Students' correct ticks.

d. Organization:

…………………………………………..

Activity 3: Find words and phrases in 1 with the following meanings.

a. Objective: To introduce words and phrases related to green living.

b. Content: Match words starting with given letters to their definitions.

c. Product: Correct vocabulary matched.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Remind Ss of the words they underlined in Activity 1. Have them look at the letters and meanings.

Step 2: Students perform learning tasks

- Ask Ss to read the conversation again and find the target words.

- Students use a Generative AI application (e.g., ChatGPT, Gemini) on their devices to generate 5 additional useful collocations related to "carbon footprint" and "eco-friendly" to expand their vocabulary.

Step 3: Reporting and Discussion

- Check answers as a class.

- Ss share the collocations they found via AI.

Step 4: Evaluation

- Teacher provides the key.

- Extension: Put Ss in groups to come up with collocations for carbon footprint.

- Teacher moves on to the next content.

Students' answers:

1. cleaning up

2. eco-friendly

3. decompose

4. carbon footprint

[6.2.NC1a]: Integrate AI tools into existing workflows.

Activity 4: Complete the sentences with words from 1.

a. Objective: To help Ss identify prepositions used with verbs, and relative clauses referring to a whole sentence.

b. Content: Students fill in 5 blanks based on grammar rules and the text.

c. Product: Completed sentences.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar (relative clauses referring to a whole sentence) learned in the lesson.

b. Content: Students complete one exercise-based mission containing two focused tasks.

c. Products: Students' correct answers for sentence combining and vocabulary gap-fill.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

Task 1: Combine the following pairs of sentences using a relative pronoun (", which").

1. Many students leave the air conditioner on when they leave the room. This is a waste of electricity.

à_______________________________________________________________.

2. We place a big jug of water in the classroom. This helps us refill our bottles easily.

à_______________________________________________________________.

3. Plastic takes hundreds of years to decompose. This is certainly not good for the environment.

à_______________________________________________________________.

Task 2: Fill in each blank with one suitable word/phrase from the box.

decompose / carbon footprint / eco-friendly / clean up

1. It is our responsibility to ________ our classroom at the end of every week.

2. To reduce your ________, you should turn off electrical appliances when not in use.

3. Bringing your own reusable water bottle is a very ________ habit.

- Teacher sets a time limit of 8 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to go to the board to write their combined sentences.

Students' answers:

Task 1:

1. Many students leave the air conditioner on when they leave the room**, which** is a waste of electricity.

2. We place a big jug of water in the classroom**, which** helps us refill our bottles easily.

3. Plastic takes hundreds of years to decompose**, which** is certainly not good for the environment.

Task 2:

1. clean up

2. carbon footprint

3. eco-friendly

- Other students can comment or offer corrections.

Step 4: Evaluation

- Teacher gives feedback, corrects grammar structures, and praises good work.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-12-textbook-unit-3-green-living-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.