Preparing Date: 20/10/2024

Teaching Date: 22/10/2024

Class: 12A1, 12A3, 12A5
Period: 20
UNIT 3: GREEN LIVING
Lesson 4: Speaking – Paper: Reduce, Reuse, and Recycle!

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Discuss ways to reduce, reuse, and recycle paper and express an opinion.
- Memorise vocabulary to talk about how to reduce, reuse and recycle.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware and more responsible with the products used every day.

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

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. sort (v) /sɔːt/ to arrange things in groups or in a phân loại
particular order according to their type,
etc.; to separate things of one type from
others

2. packaging (n) /ˈpækɪdʒɪŋ/ materials used to wrap or protect bao bì

goods that are sold in shops

3. waste (n) /weɪst/ materials that are no longer needed and rác thải
are thrown away

Assumption

Anticipated difficulties Solutions

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)

TEACHER’S STUDENTS’ ACTIVITIES CONTENTS

ACTIVITIES
Brainstorming - Students brainstorm, then raise Suggested answers:
- Teacher brings a piece of hands to give answers. - throw it away.
cloth, then asks students: - make it into a flower
What can you do with this - put it aside for future use
piece of cloth? - use it as a cleaning cloth
…

2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: How can we save trees, energy and water used to make paper? Sort these activities
into Reduce, Reuse, and Recycle activities. (7 mins)
- Elicit three main ways to deal - Students work individually KEY:
with plastic they learned from the to decide. a. Reduce
last lesson (i.e., Reduce, Reuse, - Students share their answers. b. Recycle
Recycle). Tell them that they can c. Reduce
do the same with another type of d. Reuse
common waste around them as e. Reduce
well, which is paper. f. Reduce
- In stronger classes, ask them to g. Reuse
brainstorm some ideas to reduce, h. Reduce
reuse, and recycle paper without i. Recycle
looking at the book.
- Ask Ss to work in pairs and sort
out the activities into Reduce,
Reuse or Recycle activities.
Make sure they understand all the
statements before they start.
- Check their answers as a whole
class.
Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (8 mins)
- Put Ss in pairs. Ask them to - Students work in pairs to talk Suggested answers:
read the questions in the book about how to reduce, reuse - I’m/We’re doing Options c
before discussing them. and recycle paper. (printing on both sides of the
- In weaker classes, ask them to - Students compare their notes paper), f (using smart
look at some useful expressions with their partners. devices to take notes instead
for discussion in the appendix of of using paper) and g (using
their book if they need help.
the blank side of a sheet to
- Walk around and offer help
take notes).
when necessary.
- Ask some pairs to share their – I/We suggest donating
ideas in front of the class. second-hand books to
charity or schools and local
libraries instead of
throwing them away.
 Cardboard boxes around the
house could be used to store
things, or turned into useful
objects such as decorations,
pencil cases or pen stands.
These simple ways can help
us save trees by reusing used
paper products, rather than
throwing them away after a
single use.

3. ACTIVITY 3: LESS-CONTROLLED PRACTICE (22 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3 + 4: Work in groups. Read the situations below and think of some possible responses
to promote a greener lifestyle. Provide reasons for each answer.
- Ask them to read the - Students work in groups, use Suggested answers:
situations and study the the notes and think of ways to 2. We shouldn’t print them all
example for the first situation give responses. out. It is a waste of resources
in the book. Make sure they - Students add more reasons. such as paper and ink. We can
understand them. - Report group’s answers to reduce the use of paper by
- Put Ss in groups of three or the whole class. reading and summarising the
four. Tell them to think of information in a Word file first,
some possible responses to then only printing out the most
promote a greener lifestyle important parts. When we have
with paper as well as provide to print something out, we
good reasons for their should make sure we use both
responses. sides of the paper.
- In weaker classes, ask them 3. We think we should replace
to look at some useful Post-it notes with something
expressions for discussion in else. We can take turns to write
the appendix of their book if on the board, or on the unused
they need help. side of printouts. Alternatively,
- Walk around and offer help we can ask people to type on
when necessary. their smartphones, then we can
- Have some Ss or groups project their introductions on a
share their answers to each TV screen. It will be friendlier
situation in front of the class. to the environment.
- Praise for good effort, well-
structured responses, and
fluent delivery.
- After all groups present their
responses to a situation, ask
the class to vote for the most
interesting answer.
- Count the votes for each
group and announce the
winners.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about what you have done to save the environment.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.