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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Writing: A problem-solving report on green solutions

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Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Writing: A problem-solving report on green solutions. 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 Writing: A problem-solving report on green solutions

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

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

UNIT 3: GREEN LIVING

LESSON 6: WRITING

I. OBJECTIVES

1. Knowledge and skills

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

Write a problem-solving report to analyse environmental problems and suggest solutions for a greener lifestyle.
Understand the structure (Introduction, Problems, Solutions, Conclusion) and the formal language of a problem-solving report.

2. Competences

General competences:

Self-control and independent learning: work independently to draft a report and manage writing time effectively.
Communication and collaboration: work in pairs or groups to discuss ideas, complete tasks, and provide peer feedback on writing drafts.

Specific competences:

Analyse environmental problems, their consequences, and match them with logical green solutions.
Use appropriate linking words and formal vocabulary to present a persuasive report.

Digital competences:

[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.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Responsibility: Demonstrate awareness of environmental issues and a sense of responsibility in protecting the school and local environment.
Hard work: Actively engage in brainstorming, writing, and revising tasks.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.

2. Students' aids

Textbook, notebooks, pens, draft paper.
Smartphones/tablets/laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior vocabulary and ideas about environmental issues and create a highly energetic, competitive atmosphere to lead into the lesson on suggesting green solutions.

b. Content: Teacher organizes a quick board relay game called "Green Solution Race".

c. Product: Students' quick and practical green solutions written on the board in response to given environmental problems.

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 divides the class into 2 large teams (Team A and Team B) and divides the board into two corresponding columns.

- Teacher explains the rules: I will project (or read aloud) an environmental problem on the screen. One member from each team must run to the board and write down ONE practical green solution as fast as possible. Then, run back and pass the marker to the next person for the next problem.

Step 2: Students perform learning tasks

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

- Teacher projects the problems one by one (e.g., 1. Students use too many plastic cups; 2. Classrooms are empty but lights and fans are still on; 3. Long queues of motorbikes at the school gate).

- Students quickly run to the board and write their solutions.

- The teacher observes, cheers them on, and ensures no one blocks the other team.

Step 3: Reporting and Discussion

- Teacher calls time out after 3-4 problems.

- Teacher reads the solutions written by both teams on the board aloud.

- Expected solutions on the board:

(For Problem 1): Bring reusable bottles, recycle cups, ban single-use plastics.

(For Problem 2): Install automatic sensors, turn off switches before leaving, appoint a class monitor to check.

(For Problem 3): Cycle to school, use public buses, walk.

- Teacher asks the rest of the class to judge if the solutions are logical and practical.

Step 4: Evaluation

- Teacher corrects any spelling mistakes, counts the valid and practical solutions, and declares the winning team.

- Teacher leads into the new lesson: You all have brilliant and quick solutions to these daily environmental issues. Today, we will learn how to formally organize these problems and your amazing solutions into A problem-solving report to present to the school board.

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

2. PRESENTATION

Activity 1: Work in pairs. Complete the notes using the words in the box.

a. Objective: To provide ideas and information for writing a problem-solving report.

b. Content: Students skim a table containing problems, consequences, and green solutions, and fill in the blanks using the provided words.

c. Product: Students complete the table accurately.

d. Organization:

…………………………………………..

Activity 2: Read a problem-solving report and match the sections (A-D) with the correct headings (1-4).

a. Objective: To familiarise students with the structure and language of a problem-solving report.

b. Content: Students read a model report, match its sections with headings, analyze the "Tips" box, and identify formal language and linking words.

c. Product: Correct matching of headings and understanding of the report's structure and linguistic features.

d. Organization:

…………………………………………..

Activity 3: Choose one of the problems in 1, and write a problem-solving report (180 words). Use the model in 2 and the outline with useful expressions below to help you.

a. Objective: To help students practise writing a problem-solving report.

b. Content: Students write a full report based on the provided outline, focusing on one of the remaining problems from Activity 1.

c. Product: A completed 180-word problem-solving report.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher tells students they are going to write a problem-solving report suggesting solutions to one of the other three problems listed in Activity 1.

- Teacher reminds students to use the model in Activity 2, the outline, and the useful expressions.

- Teacher gives a time limit (e.g., 15 minutes).

Step 2: Students perform learning tasks

- In weaker classes, teacher puts students in pairs/groups to help each other.

- In stronger classes, students work individually.

- Students draft their reports following the Introduction -> Problems -> Solutions -> Conclusion structure.

- Students integrate Generative AI tools (e.g., ChatGPT, Gemini) into their writing workflow to brainstorm ideas and suggest formal vocabulary for their reports.

- The teacher walks round the class to provide help when necessary.

Step 3: Reporting and Discussion

- If time allows, teacher encourages students to swap their drafts with a partner and comment on each other's ideas, vocabulary, and grammar.

- Students make revisions based on peer feedback.

Step 4: Evaluation

- Teacher collects students' reports to give face-to-face feedback in private, or takes them back to give written feedback in the next lesson.

- Teacher can display a good sample or provide a suggested answer on the board.

- Teacher moves on to the next content.

Suggested answer (Topic: Traffic jams and pollution):

Introduction

This report describes the problem of traffic jams, noise, and air pollution at the school gate and suggests two solutions to the problem.

Problems

Many parents drive their children to school... This creates long queues of private cars and motorcycles outside the school gate twice a day, five days a week. As a result, traffic jams, noise, and air pollution have increased. This is not good for the health of students and parents as well as the environment.

Solutions

To solve this problem, we suggest two solutions. First, students should be encouraged to take public transport... The school could arrange for free bus tickets... Second, those who live near school should be invited to join the school Cycling-to-school programme...

Conclusion

Using public transport and cycling to school will lead to a greener school environment... Therefore, we recommend you put the suggested solutions into practice as soon as possible.

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

3. PRACTICE

a. Objective: To consolidate the formal language, linking words, and structural coherence required for writing a problem-solving report.

b. Content: Students complete one mission consisting of two specific exercise tasks (Sentence Transformation and Paragraph Reordering).

c. Products: Students' correct written responses 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).

- Teacher explains the requirements for both Task 1 and Task 2.

TASK 1: Rewrite the following sentences to make them more formal for a problem-solving report, using the words in brackets. Do not change the meaning of the original sentences.
1. Students throw away a lot of single-use plastic, so the recycling bins get contaminated. (As a result) ➔ ______________________________________________________________. 2. I think the Youth Union should hold regular seminars on recycling. (We recommend) ➔ ______________________________________________________________. 3. This report is about wasting water in the restrooms and it gives some ways to fix it. (describes / suggests solutions) ➔ ______________________________________________________________.
TASK 2: Rearrange the following sentences (A-E) to make a logical "Problems and Consequences" paragraph for a report.
A. As a result, the school wastes a massive amount of energy every month.
B. In addition, leaving lights on when not needed shortens the lifespan of the bulbs, increasing maintenance costs.
C. This means a large amount of electricity is consumed unnecessarily during the day.
D. Students often leave the lights and fans on when they leave their classrooms for physical education lessons.
E. This report section outlines the severe issue of electricity waste in our school building.

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 apply formal academic language correctly.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to write their answers for Task 1 on the board.

- Teacher asks a student to read their sequenced paragraph for Task 2 aloud.

- Other students cross-check with their own answers and offer comments.

Step 4: Evaluation

- Teacher gives feedback and provides the correct answers:

Task 1: 1. Students throw away a lot of single-use plastic. As a result, the recycling bins get contaminated.

2. We recommend that the Youth Union (should) hold regular seminars on recycling.

3. This report describes the problem of wasting water in the restrooms and suggests solutions to fix it.

Task 2: E -> D -> C -> A -> B.

- Teacher praises good work and moves to the application phase.

[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.