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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Listening: Creating a compost pile

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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Listening: Creating a compost pile. 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 Listening: Creating a compost pile

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

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

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

UNIT 3: GREEN LIVING

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills

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

Understand the definition and benefits of a compost pile.
Listen for instructions and sequence regarding the steps to make a compost pile.
Listen for specific information to decide whether statements are true or false.
Use words and phrases related to household/garden waste and composting.

2. Competences

General competences:

Self-control and independent learning: listen and take notes actively.
Communication and collaboration: work in pairs or groups to discuss how to manage household and garden waste.

Specific competences:

Develop listening skills for chronological sequence and specific details.
Apply learned knowledge to discuss environmental sustainability.

Digital competences:

[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
[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.
[6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

Responsibility: Be aware of the environmental impact of household waste.
Green living: Be willing to adopt eco-friendly habits like composting, recycling, and reusing waste to protect the environment.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book.
Computer, projector/smart TV, audio speakers.
Digital interactive platforms (Quizizz/Kahoot, Padlet, LMS) and GenAI tools.

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet connection.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1. Match the words and phrases (1-5) with the pictures (a-e).

a. Objective: To introduce words and phrases to help Ss understand the listening and get Ss involved in the lesson.

b. Content: Students read the definitions, match the vocabulary (compost, layer, household waste, fruit peel, pile) with the correct pictures.

c. Product: Correct matching of vocabulary with pictures and definitions.

d. Organization:

Activity 2. Listen to a conversation about the main steps in creating a compost pile. Number the pictures in order.

a. Objective: To help Ss practise listening for instructions and sequence.

b. Content: Students listen to a conversation between Mark and his mum and order the pictures (a-e) based on the steps described.

c. Product: Correct chronological sequence of the pictures.

d. Organization:

…………………………………………..

Activity 3. Listen again. Decide whether the statements are true (T) or false (F).

a. Objective: To help Ss practise listening for specific information.

b. Content: Students read 5 statements, listen to the recording again, and decide if they are True or False.

c. Product: Students' correct True/False answers with evidence.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the statements (1-5) carefully and underline the keywords.

- Teacher reminds them to pay attention to paraphrases.

Step 2: Students perform learning tasks

- Teacher plays the recording from hoclieu.vn again.

- Ss do the activity independently.

- The teacher observes and supports.

Step 3: Reporting and Discussion

- Teacher calls on some students to give answers.

- Teacher asks stronger Ss to provide evidence from the conversation and correct the false statements.

Step 4: Evaluation

- Teacher confirms the correct answers and explains.

- Note for False statements:

1. False (dry leaves are brown materials).

4. False (need to turn and water it once a week).

5. False (compost helps avoid chemical fertilisers).

- Teacher moves on to the next content.

Key:

1. F

2. T

3. T

4. F

5. F

Activity 4. Work in groups. Discuss these questions: How do you manage your household and garden waste? Is it environmentally friendly?

a. Objective: To help Ss use the language and ideas from the listening to share their experiences of dealing with household and garden waste.

b. Content: Discuss how their families manage waste and decide if it is sustainable.

c. Product: Students' verbal presentation of their group's discussion.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the vocabulary, grammar, and information learned in the listening text through rigorous academic exercises.

b. Content: Students complete one mission consisting of 2 non-multiple-choice tasks (Word Formation and Summary Gap-fill).

c. Products: Students' correct answers on their handouts.

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).

- Teacher sets a time limit of 8 minutes.

Task 1: Word Formation

1. Using chemical (FERTILISE) ______ can harm the environment.

2. We should manage our waste in a (SUSTAIN) ______ way.

3. Throwing away or burning waste is (ENVIRONMENT) ______ unfriendly.

4. Mark's mum has a secret for having the best garden in the (NEIGHBOUR) ______.

5. Composting helps reduce the amount of waste sent to the (LAND) ______.

Task 2: Summary Gap-fill

Mark and his mum are making a compost pile. First, they build a (1) ______ layer using straw and twigs. Next, they add (2) ______ materials like old newspapers and dry leaves. After that, they add green materials, which include grass clippings and household waste like vegetable scraps and fruit (3) ______. Then, they add a thin layer of soil and water everything. They need to (4) ______ the pile once a week until it becomes dark brown. Composting is a great way to (5) ______ household waste instead of throwing it away.

Step 2: Students perform learning tasks

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

- Teacher observes, checking if students apply the correct word classes (Task 1) and recall the specific details from the audio (Task 2).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

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

- Students' answers:

Task 1:

1. fertilisers

2. sustainable

3. environmentally

4. neighbourhood

5. landfill

Task 2:

1. base

2. brown

3. peels

4. turn

5. reuse

- Other students peer-check and comment on the answers.

Step 4: Evaluation

- Teacher gives feedback, explains the structural rules for word formation, and reviews the listening content.

- Teacher praises accurate 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.