Preparing Date: 20/10/2024

Teaching Date: 24/10/2024

Class: 12A1, 12A3, 12A5
Period: 22
UNIT 3: GREEN LIVING
Lesson 6: Writing – A problem-solving report on green solutions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Ss will be able to write a report to analyse a problem and suggest solutions for a greener
lifestyle;
- Apply structures to write a report.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work.
3. Personal qualities
- Be eager to think of solutions to environmental problems.

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

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
- Provide feedback and help if necessary.

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Situation - Students brainstorm the ideas Students’ own
- Teacher brings some plastic bottles and share with the whole class. answers.
into class and throws them here and
there.
- Teacher asks students: What should
you do when you see people throwing
rubbish improperly?
- Teacher listens to Ss’ answers and
gives feedback.

2. ACTIVITY 1: PRE-WRITING (9 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Complete the notes using the words in the box. (8 mins)
- Ask Ss to skim through the table. Make - Students work in pairs and Answer key:
sure they understand the problems and complete the table. 1. recycle
consequences listed on the left and the - Students share their 2. automatic
words / phrases in the box. answers with their partner 3. compost piles
- Put Ss in pairs. Ask them to complete the and check with the whole 4. public transport
table using the words / phrases in the box. class.
Remind them that the green solutions they
complete on the right should respond well
to the problems and consequences on the
left.
- Check their answers as a class.
Task 2: Read a problem-solving report and match the sections (A-D) with the correct
headings (1-4). (8 mins)
- Have Ss skim through the problem- - Students read the text and Answer key:
solving report. In weaker classes, read each decide the suitable headings. A - 3
part and check if Ss know the words. - Students check the answers B - 2
- Have Ss match the sections (1-4) with the with the whole class. C-4
correct headings (A-D). D-1
- Check answers as a class.
- Ask Ss to read the Tips box. Use the text
to illustrate each part. E.g. Part 1 is the
introduction, because It gives a brief
introduction presenting the problem (i.e.,
single-use plastic in the school) and
solutions (i.e., suggesting three solutions to
the problem)

3. ACTIVITY 2: WHILE-WRITING (18 mins)

TEACHER’S STUDENTS’ ACTIVITIES CONTENTS

ACTIVITIES
Task 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.
- Tell Ss that they are - Students brainstorm for the Suggested answer:
going to write a ideas and the language Introduction
problem-solving report. necessary for writing This report describes the problem of
They should use the - Students write the first draft traffic jams, noise and air pollution at
ideas and the model in individually using the ideas in the school gate and suggests two
Activity 1 and 2, as well task 1 and 2. solutions to the problem.
as the outline with Problem
useful expressions in Many parents drive their children to
this activity. school and pick them up from school.
- Give Ss a time limit. This creates long queues of private
In weaker classes, put cars and motorcycles outside the
Ss in pairs or groups to school gate twice a day, five days a
help each other. Walk week. As a result, traffic jams, noise
around the class to and air pollution have increased. This
provide help when is not good for the health of
necessary. students and parents as well as the
- In stronger classes, environment.
have Ss work Solutions
individually, then swap To solve this problem, we suggest
their drafts with a two solutions. First, students should
partner and comment on be encouraged to take public transport
each other’s ideas, if they live far away from school. The
vocabulary and school could arrange for free bus
grammar. If time tickets to motivate students to use
allows, encourage Ss to public buses. Second, those who live
make revisions based on near school should be invited to join
peer feedback before the school Cycling-to-school
they produce a final programme, which will help them
draft. find an experienced cycling buddy
- Collect Ss’ writing who lives nearby and knows the safe
tasks and give face-to- cycling routes to school.
face feedback in private, Conclusion
or give them back with Using public transport and cycling to
some written feedback. school will lead to a greener school
environment, and help promote a
green lifestyle among young people.
Therefore, we recommend you put the
suggested solutions into practice as
soon as possible.

4. ACTIVITY 3: POST-WRITING (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. writing with their partners 1. Organization: …/10
Teacher shows a writing rubric to help and give peer review. 2. Legibility: …/10
Ss do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing 5. Grammar usage and
back to the owner and discuss how to mechanics: …/10
improve it. TOTAL: …/50
- Teacher then chooses one piece of
 writing and gives feedback on it as a
model.
- Teacher chooses some useful or
excellent words/ phrases/ expressions/
word choices Ss have used to give
suggestions to other Ss.
- Teacher chooses some typical errors
and corrects as a whole class without
nominating the Ss’ names.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.