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

Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Reading: Going green with plastics

Xem mẫu

Tải về

Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Reading: Going green with plastics. 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 Reading: Going green with plastics

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

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

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

UNIT 3: GREEN LIVING

LESSON 3: READING

I. OBJECTIVES

1. Knowledge and skills

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

Read for general ideas and specific information in a text about dealing with single-use plastics.
Guess the meaning of words and phrases using context and visual clues.
Talk about different ways to reduce plastic waste and adopt green habits.

2. Competences

General competences:

Self-control and independent learning: read the texts actively, locate information, and complete reading comprehension tasks independently.
Communication and collaboration: work in pairs or groups to solve the quiz, discuss answers, and share personal habits related to the topic.

Specific competences:

Reading comprehension skills: skimming for main ideas, scanning for specific information, and deducing meaning from context.

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.
[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.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and reading tasks.
Environmental awareness (Responsibility): Develop a sense of responsibility toward the environment by reducing single-use plastics and adopting sustainable lifestyles.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Digital platforms (Padlet, Google Forms/Quizizz) and AI tools (ChatGPT/Gemini/Perplexity, Generative AI Image tools).

2. Students' aids

Textbook, notebooks, pens.
Smart devices (smartphones, tablets, or laptops) connected to the internet.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1: Work in pairs to solve the quiz.

a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson.

b. Content: Students look at the picture, elicit the topic, and do a quiz about plastic waste in pairs.

c. Product: Students successfully answer the quiz and engage with the topic.

d. Organization:

Activity 2: Read some extracts from the emails sent to the Teen magazine. Match the highlighted words and phrases (1-4) with the pictures (a-d).

a. Objective: To help Ss practise guessing the meaning of words and phrases using context and visual clues.

b. Content: Students read the text, focus on highlighted words, study the context, and match the words with the correct pictures.

c. Product: Students correctly match the vocabulary (cardboard boxes, reusable, convenience, rinse out) with the images.

d. Organization:

…………………………………………..

Activity 3: Read the email extracts again. Complete the summary notes with information from the text. Use no more than TWO words for each gap.

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

b. Content: Students read the summary notes quickly, analyze the gaps, locate information in the text, and complete the gaps with no more than TWO words.

c. Product: Completed summary notes with accurate words from the emails.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the summary notes quickly to get a general idea. Teacher draws their attention to each gap and encourages them to guess the type of word needed (e.g., 1. a noun/noun phrase, 2. an adjective).

- Teacher has Ss use the digital highlight tool on their devices to highlight keywords in the notes from hoclieu.vn.

Step 2: Students perform learning tasks

- Students use the search function on their digital document to locate information in the passage quickly and complete the gaps with no more than TWO words.

- Remind Ss they should fit the text both grammatically and logically.

Step 3: Reporting and Discussion

- Students compare answers with a partner.

- Teacher calls on some students to read their answers aloud.

Step 4: Evaluation

- Teacher checks answers as a class.

- Extension: Put Ss into groups to come up with 2-3 additional tips for dealing with single-use plastics.

- Teacher moves on to the next content.

Key:

1. cardboard boxes

2. reusable

3. plastic bags

4. numbers

5. rinse out

[1.1.NC1b]: Apply search techniques to retrieve specific data and information from the digital text.

Activity 4: Read the email extracts again. Match the following information with the right names.

a. Objective: To help Ss practise reading for specific information and identifying paraphrased sentences.

b. Content: Students read the list of names and statements, then match the information with the correct person.

c. Product: Correct matching of the five statements to Hai, Phuong, Hoang, Ha, and Binh.

d. Organization:

…………………………………………..

Activity 5: Work in pairs. Discuss the following questions: Which of the green habits in 2 have also become your habits? Which one would you like to develop in the future?

a. Objective: To help Ss personalise the language and ideas in the reading.

b. Content: Students work in pairs to discuss which green habits they currently have and which ones they want to develop in the future.

c. Product: Students' verbal expression of their personal environmental habits.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- In weaker classes, recap the green habits Ss have learnt from the text.

- Teacher puts Ss in pairs to discuss the two questions in the textbook.

- Teacher shares a link/QR code to a collaborative digital wall (e.g., Padlet).

Step 2: Students perform learning tasks

- Students ask and answer the questions with their partners.

- Students type and post their personal environmental habits on the Padlet wall.

- The teacher observes, notes down any common grammar /pronunciation mistakes.

Step 3: Reporting and Discussion

- Teacher invites some pairs to share their answers with the whole class.

Step 4: Evaluation

- Teacher gives feedback and provides a suggested model answer.

- Teacher moves on to the next content.

Suggested answer:

Similarly to Hai, I try to use less plastics when I go shopping. I also reuse any takeaway containers like Hoang. Besides, I bring a reusable water bottle to school like Phuong. But I have never paid attention to the numbers at the bottom of plastic objects described by Ha. Neither do I rinse out plastic objects carefully before recycling them as Binh recommends. So I think I will try to adopt Ha's and Binh's green habits in the future.

[2.2.NC1a]: Share data, information, and digital content regarding personal green habits through suitable digital tools like Padlet.

3. PRACTICE

a. Objective: To consolidate the target vocabulary (environmental terms) and grammar structures in new contexts without relying on the reading passage.

b. Content: Students complete a focused worksheet consisting of an error correction task and a sentence transformation task.

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

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the green habits learned in the lesson into a practical, real-life context at home.

b. Content: Students carry out a take-home task: “Green Kitchen Audit".

c. Product: A short written report or a small poster presenting their findings and action plans.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher gives the instruction for the home task:

- Task: Conduct a "Green Kitchen Audit" at your home.

- Instructions: Look around your kitchen at home. Find at least 3 items made of single-use plastic (e.g., plastic wrap, straws, plastic grocery bags). Use your smartphone to take photos of them. Use an AI visual tool (e.g., Google Lens) to scan the recycling numbers at the bottom of the items to identify the plastic type.

- Create a digital poster (using Canva or PowerPoint) presenting the photos, the AI-identified plastic types, and a 3-sentence "Action Plan" to replace or recycle them.

Step 2: Students perform learning tasks

- Students observe their home environment, use AI to scan items, brainstorm alternatives, and design their digital posters at home.

Step 3: Reporting and Discussion

- In the next lesson, students will upload their digital posters to the class digital platform and share their "Action Plans" in small groups.

Step 4: Evaluation

- Teacher will collect the reports/posters for grading and praise practical, creative ideas for going green.

[6.2.NC1a]: Integrate AI visual tools (Google Lens) into the task workflow to identify and analyze plastic types.

[3.1.NC1a]: Apply methods of creating and editing content in different formats to design a digital poster.

* HOMEWORK

- Complete the "Green Kitchen Audit" task in the Application section.

- Learn the highlighted vocabulary from the reading text by heart.

- Prepare for Lesson 4 - Speaking.