Preparing Date: 27/10/2024

Teaching Date: 28/10/2024

Class: 12A1, 12A3, 12A5
Period: 23
UNIT 3: GREEN LIVING
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review expressions for making predictions.
- Identify traditions that are bad for the environment and suggest solutions.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be aware of keeping the earth green.

II. MATERIALS
- Grade 12 textbook, Unit 3, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
deliver a speech. - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game (PPT slides) - Students listen to the Suggested ideas:
- Teacher divides the class into instructions and guess the 1. Holi festival (India)
two teams. name of the festival/tradition. 2. Lantern festival
- Teacher shows 5 pictures. 3. fireworks
- Students have to say the name of 4. Christmas
the festival/tradition in each 5. Balloon festival
picture.
- If the answer is correct, they get
one point for their team. If the
answer is incorrect, the chance is
transferred to the other team.
- The team with the higher score
is the winner.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise
them in pairs. (7 mins)
- Give Ss some time to skim through - Students listen to the Answer key:
the conversations. Use the photos to recording. 1. D
illustrate the context of the - Students complete the 2. B
conversation if necessary. E.g. Mark conversation with phrases in 3. C
and Nam seem to be talking about the box. 4. A
the Green classroom competition - Students practise the
and how to win the first prize. conversation in pairs.
- Play the recording once in stronger
classes and twice in weaker classes.
- Check answers as a class. Play the
recording again, pausing after each
blank to confirm the correct
answers.
- Put Ss into pairs and have them
practise the conversation.
Useful expressions (6 mins)
- Teacher asks students to give some - Ss think of other Making predictions.
expressions for making predictions. expressions to make - I guess/ think/ expect…
- T asks if Ss can add some more predictions. - … is going to…
expressions. - … will…
- it’s likely/ unlikely that
- it’s hard to predict/say…
Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these
situations. One of you is A, the other is B. (6 mins)
- Tell Ss that the words they used to - Make plans for the role- Sample answers:
fill in the gaps in Activity 1 are used play 1. A: I wonder if the Youth
to make predictions. - Practise the role-play Union will accept our
- Ask Ss to read the list of useful conversation, based on the proposal to install automatic
expressions and check two situations. lights and sensor taps in our
understanding. - Swap the role and continue school. I really hope they will.
- Put Ss in pairs and explain the practising. B: It’s really hard to say. I
task: to role-play conversations - Perform in front of class. mean they are going to like
similar to the one in Activity 1, but the idea, but it’s unlikely that
based on the two situations. Ss they will install them around
should play the roles given in this the school because it’s going
activity. to cost a lot of money. I guess
- Give Ss a few minutes to plan their they may install them in the
conversations before they role-play toilets first.
them (e.g. who will be Student A, 2.
who will be Student B, and have B: I’m so excited about the
them underline key words in the Green Day event next week.
task question). Have them write Do you think many people
down some prompts to help them. will come?
Encourage them to swap roles. A: I guess around 300 people
- Walk round the class and provide will come to the event. That
help when necessary. will include students, teachers
- Ask some pairs to role-play their and some parents.
conversations in front of the whole B: That’ll be great. What
class. Praise for good effort, clear activity do you think will be
pronunciation and fluent delivery. most popular?
A: It’s hard to say, but I think
our game booth will attract a
lot of people. Everyone loves
playing games and winning
eco-friendly prizes!
B: I agree. Do you think the
event will make a huge
impact?
A: Certainly! People are going
to love the Green Day! I
expect that as a result, many
of the participants will adopt
greener habits in the future.

3. ACTIVITY 2: CLIL (15 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following text. What are the environmental problems of each tradition as
mentioned in the text? (10 mins)
- Ask Ss to look at the photos - Students put a tick where Key:
and ask some questions to find the damage is relevant.
1. Balloon and sky lanterns:
out what they already know - Students share their answers
about the topic, e.g. Do you and explain. Causing fires and harming
know what traditions are animals
shown in the photos? 2. Fireworks: Polluting the air
(releasing sky lanterns, having and causing fires
a firework display, decorating
a Christmas tree), Where/when 3. Christmas trees: Polluting the
are these traditions popular? air and ending up in landfills
(mostly in Asian countries on a
full-moon night; in many
countries at New Year’s Eve;
in many countries at
Christmas), Do you think these
traditions are environmentally
friendly? (answers vary).
- Ask Ss what they want to
know about the topic. Write
their questions on the board,
e.g. In what ways are these
traditions damaging to the
environment? What can be the
greener replacements for these
traditions?
- Ask Ss to study the
comparison table in Activity 1.
Make sure they understand the
rows and columns.
- Tell Ss that they are going to
read about three famous
festival traditions around the
world. As they read, they
should fill in the comparison
table to show the negative
impact of these traditions on
the environment.
- Explain or elicit any new or
difficult words, e.g. frames,
wildfires, chemicals. In
stronger class, encourage them
to guess their meaning from
context as they read the text.
- Have Ss read the text and
complete the table
individually.
- Check answers as a class.
- Go back to the questions on
the board, i.e. the things Ss
wanted to know about the
topic. Ask which of the
questions they can answer now
and cross them out. Assign the
rest for homework.
Task 2: Work in pairs. Suggest some green solutions to replace one of the traditions. (5
mins)
- Put Ss in pairs. Have each - Students work in pairs to Suggested answers:
pair choose one of the discuss. - Instead of releasing balloons
traditions and discuss how they - Students share their ideas in and sky lanterns, people can fly
will make it more eco-friendly front of class. kites. Kites are made from
and reduce its impact on the materials that are not easy to
environment. break and can be used many
- Ask some pairs to share their times without creating
answers with the class. pollution. Kite flying is a
sustainable activity that uses a
green power source – the wind.
- There are many eco-friendly
alternatives to fireworks. For
example, a firework display can
 be replaced with a high-tech
laser light show. Laser lights do
not have a lasting impact on the
environment. Another option is
a drone display, which is also
safe and more environmentally
friendly. Drones do not release
any harmful chemicals into the
atmosphere and generate very
little noise pollution.
- We can buy a real Christmas
tree with roots still attached and
not damaged. We can plant it in
a big pot, and it will continue to
grow. When it is too big, we
can plant it in our garden. This
way, we won’t contribute to the
waste produced by real
Christmas trees thrown out
every year.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.