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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Language: Diphthongs /ɪə/, /eə/, and /ʊə/; Green living; Verbs with prepositions, Relative clauses referring to a whole sentence

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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Language: Diphthongs /ɪə/, /eə/, and /ʊə/; Green living; Verbs with prepositions, Relative clauses referring to a whole sentence. 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.

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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Language: Diphthongs /ɪə/, /eə/, and /ʊə/; Green living; Verbs with prepositions, Relative clauses referring to a whole sentence

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

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

UNIT 3: GREEN LIVING

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Recognise and practise words with the diphthongs /ɪə/, /eə/, and /ʊə/ in isolation and in sentences.
Understand and use vocabulary related to green living (waste, packaging, containers, reuse, landfill).
Review and use verbs with prepositions accurately.
Recognise and practise relative clauses referring to a whole sentence.

2. Competences

General competences:

Self-control and independent learning: listen, take notes, and complete tasks independently.
Communication and collaboration: work in pairs or groups to practise pronunciation, discuss answers, and share ideas.

Specific competences:

Pronounce English words and sentences with correct targeted diphthongs.
Apply green living vocabulary and grammar structures in meaningful written and spoken contexts.

Digital competences:

[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and complete assigned exercises.
Responsibility: Develop awareness of environmental protection and eco-friendly habits in daily life.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital platforms (Google Drive, Padlet, Microsoft Forms).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with Internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge about eco-friendly and harmful habits, creating an engaging context before introducing the lesson's language points.

b. Content: Teacher organizes a quick critical-thinking activity called "The Green Detective" where students identify harmful environmental habits in a short scenario.

c. Product: Students correctly identify the "un-green" habits and suggest simple green alternatives.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher presents a short scenario on the slide/board: Mike wakes up, takes a 30-minute hot shower, and leaves the tap running while brushing his teeth. He buys breakfast in a styrofoam box, puts it in a plastic bag, and drives his motorbike 500 meters to school.

- Teacher asks students to work in pairs as "Green Detectives" to spot at least 3 "crimes" against the environment in Mike's morning routine within 2 minutes.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Students work in pairs, read the scenario, and discuss to find the harmful habits.

- Students use their smartphones to prompt an AI chatbot (e.g., ChatGPT) to generate eco-friendly alternatives for Mike's habits. They must refine their prompts to get the most practical solutions.

- The teacher observes, walks around, and encourages students to think of alternative "green" actions.

Step 3: Reporting and Discussion

- Teacher calls on 2-3 pairs to share their findings with the class.

- Students' expected answers:

+ Crimes: Taking a very long hot shower, leaving the tap running, using single-use packaging (styrofoam box, plastic bag), driving a motorbike for a very short distance.

+ Solutions: Turn off the tap, bring a reusable box/bag, walk or cycle to school.

- Other students listen, comment, or add more ideas about how Mike should change his habits.

Step 4: Evaluation

- Teacher confirms the "crimes" and praises students for their good observations.

- Teacher leads into the lesson: Mike's daily habits create a lot of unnecessary waste and pollution. Today, we will learn specific vocabulary and grammar structures to discuss these issues and promote better choices in our lesson: Unit 3 - Green Living (Language).

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Develop customized AI applications to solve specific problems by using a smartphone to prompt an AI chatbot to generate and refine eco-friendly alternatives.

2. PRESENTATION

PRONUNCIATION – Diphthongs /ɪə/, /eə/, and /ʊə/

Activity 1: Listen and repeat. Then practise saying the words.

a. Objective: To help Ss recognise and practise words with the diphthongs /ɪə/, /eə/, and /ʊə/.

b. Content: Students listen to the recording, pay attention to the targeted diphthongs, and repeat the words.

c. Product: Students pronounce the words correctly.

d. Organization:

…………………………………………..

Activity 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/, and /ʊə/ sounds. Listen and check.

a. Objective: To help Ss recognise and practise words with the diphthongs /ɪə/, /eə/, and /ʊə/ in sentences.

b. Content: Students underline words with the sounds, listen to Track 17 to check, and practise reading the sentences.

c. Product: Students correctly identify the words and read the sentences with good pronunciation.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read quickly through the sentences to get a general idea.

- Teacher asks Ss to work in pairs to underline the words with the targeted sounds.

Step 2: Students perform learning tasks

- Students work in pairs to underline the words.

- Students use digital dictionaries (e.g., Cambridge, Oxford,...) on their smartphones to search for and check the phonetic transcriptions of the underlined words.

- Teacher plays Track 17 from hoclieu.vn for Ss to listen and check their answers.

Step 3: Reporting and Discussion

- Teacher asks Ss to call out the underlined words.

- Ss practise reading the sentences aloud in pairs.

Step 4: Evaluation

- Teacher confirms the correct answers and corrects pronunciation.

- Teacher calls out a word and groups identify the correct phonetic symbol.

- Teacher moves on to the next content.

Students' answers:

1. There, volunteers, here

2. Ecotourism, tourists

3. clear, aware, their

[1.1.NC1b]: Apply search techniques to retrieve data, information, and content in a digital environment by using digital dictionaries on smartphones to search for phonetic transcriptions.

VOCABULARY – Green living

Activity 1: Match each word (1-5) with its meaning (a-e).

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

b. Content: Students match the vocabulary words with their correct definitions.

c. Product: Correct matching of vocabulary and meanings.

d. Organization:

…………………………………………..

Activity 2: Complete the following sentences using the correct forms of the words in 1.

a. Objective: To help Ss practise the words in Activity 1 in meaningful contexts.

b. Content: Students read the sentences and fill in the blanks, changing word forms if necessary.

c. Product: Completed sentences with correct vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher tells Ss to read the sentences carefully and decide which word can be used.

- Teacher reminds Ss to change the forms of some words if necessary.

Step 2: Students perform learning tasks

- Students use an online interactive worksheet from hoclieu.vn on their devices to complete the sentences, receiving instant digital feedback upon submission.

Step 3: Reporting and Discussion

- Teacher checks answers as a class by asking some Ss to read the completed sentences.

Step 4: Evaluation

- Teacher confirms answers and explains any confusing points.

- Teacher explains the meaning of unfamiliar words or related synonyms (e.g., misuse, abuse).

- Teacher moves on to the next content.

Students' answers:

1. waste

2. packaging

3. containers

4. reuse

5. landfill

[1.3.NC1a]: Manipulate information, data, and content for easier organization, storage, and retrieval by completing and submitting a digital gap-fill exercise online.

GRAMMAR – Verbs with prepositions

Activity 1: Complete the sentences with suitable prepositions.

a. Objective: To help Ss review the use of verbs with prepositions.

b. Content: Students read the 'Remember!' box and complete sentences with suitable prepositions.

c. Product: Sentences correctly filled with prepositions.

d. Organization:

…………………………………………..

Relative clauses referring to a whole sentence

Activity 2: Combine the sentences using relative clauses.

a. Objective: To help Ss recognise and practise relative clauses referring to a whole sentence.

b. Content: Students review the grammar rule and combine pairs of sentences using ", which".

c. Product: Correctly combined sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the 'Remember!' box.

- Teacher explains the sentence structure and the use of the relative pronoun 'which' (referring to the whole previous clause).

- Teacher asks Ss to combine the sentences in the book.

Step 2: Students perform learning tasks

- Students work independently to write the combined sentences.

- After writing their combined sentences, students use an AI grammar checker tool (e.g., Grammarly) on their smartphones to verify their answers.

- They ask the AI to explain the rule for using the comma before 'which' and critically evaluate the AI's explanation.

Step 3: Reporting and Discussion

- Teacher asks some Ss to write the full sentences on the board.

- Other Ss check and comment.

Step 4: Evaluation

- Teacher corrects any punctuation mistakes (emphasizing the need for a comma before 'which').

- Teacher moves on to the next content.

Students' answers:

1. Plastic takes hundreds of years to decompose in the ground, which (explains why it) is harmful to the environment.

2. Public transport does not pollute the air as much as private vehicles, which is why more people should consider using it.

3. All students work very hard to help clean up the school, which is encouraged by the teacher/the teacher encourages.

[1.2.NC1b]: Evaluate the accuracy and reliability of AI systems by verifying grammar answers with an AI checker and critically assessing its explanations.

Activity 3: Work in pairs. Talk about green things and activities you and your family often do. Use verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence.

a. Objective: To help Ss practise using verbs with prepositions, and relative clauses referring to a whole sentence in a speaking activity.

b. Content: Students work in pairs to discuss their family's eco-friendly habits, applying verbs with prepositions and relative clauses.

c. Product: Students' spoken sentences accurately using verbs with prepositions and relative clauses referring to a whole sentence.

d. Organization:

…………………………………………..

3. PRACTICE

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

b. Content: Students complete a two-task worksheet focusing on gap-filling and sentence transformation.

c. Products: Students' correct written answers on the worksheet.

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: Complete the sentences with an appropriate verb from the box and a suitable preposition. Change the verb tense if necessary.

depend / prepare / worry / apologize

1. Our local government is _______________ the negative effects of the new landfill site on public health.

2. The success of the green campaign heavily _______________ the participation of the young volunteers.

3. The factory manager _______________ dumping chemical waste into the river last month.

4. We must _______________ the upcoming extreme weather events caused by climate change.

Task 2: Combine the following pairs of sentences into one sentence, using a relative clause that refers to the whole sentence.

1. The local residents have started to sort out their household waste. This helps reduce the burden on the city's landfills.

à_________________________________________________________.

2. Supermarkets are switching from plastic packaging to biodegradable materials. This is a positive step for the environment.

à_________________________________________________________.

- 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 the students (if necessary), ensuring they pay attention to verb tenses in Task 1 and punctuation in Task 2.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to the board to write their answers.

Task 1: 1. worrying about / 2. depends on / 3. apologized for / 4. prepare for.

Task 2:

1. The local residents have started to sort out their household waste, which helps reduce the burden on the city's landfills.

2. Supermarkets are switching from plastic packaging to biodegradable materials, which is a positive step for the environment.

- Other students cross-check with their own worksheets and provide feedback.

Step 4: Evaluation

- Teacher gives feedback, corrects grammar and spelling mistakes, and praises accurate work.

- Teacher moves on to the application stage.

[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.