UNIT 3: GREEN LIVING
Lesson 1: Getting started – Green Classroom Competition
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic green living;
- Understand and use words and phrases related to green lifestyles;
- Use verbs with prepositions, and phrasal verbs correctly.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
Digital competences:
 1.2.NC2b: Use specialized digital applications (Carbon Footprint Calculator) to collect, process, and
evaluate personal environmental data.
 5.1.NC2a : Solve the technical and creative problem of conveying a compelling environmental
message by capturing, editing, and publishing a video using digital editing software (CapCut,
TikTok).
3. Personal qualities
- Be aware of current environmental issues and think of new ways to protect the environment;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 3, Getting started
- Computer connected to the Internet
- A0-size paper
- Projector / TV
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To set the context for the listening and reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Guessing game
c. Expected outcomes:
- Students can list some types of pollution.
d. Organisation:
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Guessing game
Key:
- Teacher divides the class into two teams.
1. plastic pollution
- Students work in groups.
2. light pollution
3. air pollution
- Teacher prepares the pictures of 6 types of pollution.
4. noise pollution
- Students look at the picture that the teacher shows them and 5. water pollution
describe the picture.
6. soil pollution
- Teacher gives instructions for the game:
- Other students try to guess the name
+ One student from each group comes and sees a picture.
Students use their own words to describe the picture so that
their teammates tell what type of pollution it is.
+ If the answer is correct, the team gets one point.
+ If the answer is incorrect, the chance to answer is
transferred to the other team.
+ The team having more points is the winner of the game.
e. Assessment

- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with new words related the topic;
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
New words:
- Teacher introduces the vocabulary.
1. awareness (n)
- Students listen to the teacher's explanation and guess the
2. decompose (v)
words.
3. reusable (adj)
- Teacher explains the meaning of the new vocabulary by
4. carbon footprint
pictures.
- Teacher checks students' understanding with the “Rub out
and remember” technique.
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
- Students write down the new words in their notebook.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes students' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To help students get to know the topic;
- To introduce words and phrases related to green living;
- To help Ss identify some verbs with prepositions.
b. Content:
- Task 1: Listen and read. (p.32)
- Task 2: Read the conversation again and tick the green ideas mentioned in task 1. (p.33)
- Task 3: Find words and phrases in Task 1 with the following meanings. (p.33)
- Task 4: Complete the sentences with words from task 1. (p.33)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read. (6 mins)
Questions:
- Set the context for the listening and reading.
1. Who are the speakers?
- Students look at the picture and answer the questions.
2. What do you think they are
- Ask Ss to look at the picture, the heading and the conversation, discussing?
and ask questions.
- Play the recording twice for Ss to listen and read silently along. Suggested answers:
- Students listen to the recording.
1. Nam and his friend, Mark.
Have Ss underline words/phrases related to green living: 2. They are talking about how to win
awareness, refill, reusable, ecotour, decompose….
an ecotour by participating in a Green
Classroom Competition.
- Put Ss in pairs and ask them to compare the words and phrases
they have underlined and discuss their meaning. Then check
comprehension as a class.
- Students underline words/phrases related to green living.
- Students compare the words and phrases with their partners.

- Call on two or three pairs of Ss to read the conversation aloud.
- In stronger classes, teacher asks Ss to close their books and just
listen to the conversation once. Teacher asks some
comprehension questions to check understanding. Then have
them open their books and listen again, this time following the
text and checking if their answers were correct.
- Students read the conversation aloud.

Task 2: Read the conversation again and tick the green ideas
mentioned in task 1. (5 mins)
- Ask Ss to read the conversation again and tick the green ideas.
- Students work independently to do the activity.
Ask them to identify and underline the key words in the
statements first. Then have them read the conversation again and
locate the part that contains the information for each statement.
Have them compare the information in the conversation with
each statement to work out which is the correct answer, and
why.
- Have Ss work in pairs to discuss and compare their answers.
- Students compare the answers in pairs.
- Check answers as a class. Encourage Ss to explain where in the
conversation they can find the correct answer.
Task 3: Find words and phrases in Task 1 with the following
meanings. (6 mins)
- Have Ss look at the first letters of the words. Explain that these
words are all in the conversation in Activity 1.
- Students read the conversation again and work independently
to do the activity.

Answer key:
1. ✔
3. ✔
5. ✔

Answer key:
1. cleaning up
2. eco-friendly
3. decompose
4. carbon footprint

- Ask Ss to read the definitions and find the words so that the
words on the right match the definitions on the left, and they
should start with the letters given.
- Allow Ss to share answers before discussing as a class.
- Students share and check the answers.
- Check answers as a class.
- Write the correct answers on the board.

Task 4: Complete the sentences with words from task 1. (5
mins)
- Tell Ss to read the sentences. Focus attention on the blanks.
- Students work individually to complete the sentences
- Ask Ss to complete the sentences, using the words and phrases
from the conversation in task 1.

Answer key:
1. away
2. which
3. off
4. on
5. which

- Students share and check the answers
- Check answers as a class.

e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss memorize the key information about living green;
- To get Ss to speak about some ways to protect the environment.
b. Content:
- Make a mind map about ways to protect the environment.
c. Expected outcomes:
- Ss can make a mind map and present it before class.
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Students' own creativity
Make a mind map about ways to protect the environment.
(10 mins)
- Teacher lets Ss work in groups of 4. Give each group a big
sheet of paper and colours.
- Students work in groups to follow the teacher's instruction.
- Give instructions to students.
- Ask students to make a mind map.
- Teacher asks all groups to stick their works on the blackboard.
- Teacher calls on some groups to present their map.
- Teacher asks other groups to listen and give comments.
- Students perform in front of the class.
- Teacher gives feedback and gives marks to the best group.
PROJECT LAUNCH : Green Challenge Vlog
- Deliver the task: T organizes Ss into groups. The unit project
requires them to track and record a 7-day green living journey
focusing on actions like reducing plastic and saving electricity.
They must present this journey as a creative vlog to the class in
Lesson 8.
- Digital Homework Instruction: T explains the digital
workflow. First, students must download a "Carbon Footprint
Calculator" app (or use a recommended website) to input their
daily activities and measure their emission reductions over the 7
days (1.2.NC2b). Second, group members must use their
smartphones to film their daily green habits. They must compile
these clips using CapCut to edit the video, add voiceovers,
subtitles, and royalty-free music. The final product should be
formatted as a short, engaging educational video suitable for
platforms like TikTok (5.1.NC2a).

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION

a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8
………………………………………………
UNIT 3: GREEN LIVING
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Green living
- Recognise and practise diphthongs /ɪə/, /eə/, and /ʊə/
- Use verbs with prepositions, and phrasal verbs correctly
- Use relative clauses to refer to the whole sentence correctly
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be eager to learn more about ways to protect environment
- Develop self-study skills
II. MATERIALS
- Grade 12 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic.
- To enhance students' skills of cooperating with teammates.
b. Content:
- Kim's game
c. Expected outcomes:
- Students can revise vocabulary related to green cleaning.
- Students can do all the exercises.
d. Organization:
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Kim's game
Keys:
- Divide the class into two teams.
ear, pears, chair, deer,
- Students work in groups to do the activity.
stairs, tourists
- Give instructions. Look at the pictures in 10 seconds. Try to remember all the
pictures without writing anything. Students have 2 minutes to go to the board and
write the words one by one. The team with more correct answers becomes the
winner.
- Students remember and write words on the board.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.33)
- Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and check.

Then practise saying the sentences. (p.33)
c. Expected outcomes:
- Students can correctly pronounce diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.
d. Organization
TEACHER- STUDENTS' ACTIVITIES
CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6
mins)
- Remind Ss what a diphthong is and elicit the ones they have learnt
so far. Ask them if they know any other diphthongs.
- Ask Ss to listen to the recording. Have them pay attention to the
diphthongs /ɪə/, /eə/ or /ʊə/ in each word. In weaker classes, write the
words on the board and underline the letters representing these
sounds, e.g. idea, awareness, sure.
- Students listen to the recording, and then repeat the words.
- Ask Ss to listen to the recording again, but this time, have them
repeat the words.
- In stronger classes, put Ss in pairs and have them add more
examples of words containing the diphthongs, e.g. /ɪə/near, here,
prettier, beer, weird; /eə/ hair, bear, share, compare, Claire;
/ʊə/secure, curious, during, endure. Elicit from Ss the various
spellings of the diphthongs.
- Students add more examples of the words that contain the
diphthongs /ɪə/, /eə/ and /ʊə/.

Scripts:
/ɪə/: idea, years
/eə/: awareness, air conditioners
/ʊə/: sure, ecotour

Task 2: Work in pairs. Underline the words that contain the
/ɪə/, /eə/ and /ʊə/ sounds. Listen and check. Then practise saying
the sentences. (6 mins)- Ask Ss to read quickly through the text to
get a broad understanding.
- Students underline the words with the diphthongs /ɪə/, /eə/ and /ʊə/
first. Then listen to the recording.

Answer key:
1. There are many volunteers
here to help clean up the beach.
2. Ecotourism encourages the
tourists to develop eco-friendly
habits when travelling.
3. It is clear that not all people
are aware of the negative impact
of their daily habits on the
environment.

- Have Ss work in pairs to underline the words with the diphthongs
/ɪə/, /eə/ and /ʊə/ in each sentence.
- Ask them to listen to the recording and check their answers.
- Have Ss practise reading the whole text aloud in pairs.
- In weaker classes, ask Ss to read the underlined words containing
the diphthongs first before reading aloud the whole text.
- In stronger classes, have pairs make 3-5 sentences about a specific
topic (e.g. famous people), containing as many diphthongs /ɪə/, /eə/
and /ʊə/ as possible. Invite them to read these sentences aloud in
front of the class, and have other students listen and count the
number of correct words with diphthongs. The pair(s) with the most
correct diphthongs are winners.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words / phrases related to the topic Green living.
- To help Ss practise the words in meaningful contexts.

b. Content:
- Task 1: Match each word (1-5) with its meaning (a-e). (p.34)
- Task 2: Complete the following sentences using the correct forms of the words in Task 1. (p.34)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Task 1: Match each word (1-5) with its meaning (a-e). (6 mins)
Answer key:
- Have Ss look at the pictures and tell you what they describe, e.g.
1. e
- Students match each word/phrase on the left with the one on the right
2. a
1. running tap water. Ask questions such as, Why is running tap water a 3. d
waste? (because the clean water goes into the sewage
4. b
system and has to be treated and pumped again) Why do some people
5. c
leave the tap running? (because they're careless). Try to
elicit some of the words used in the definitions.
- Have Ss match each word with its meaning.
- In weaker classes, do the first one as an example before asking Ss to
match the rest individually or in pairs.
- Students study the meanings and underline key words.
- Check answers as a class.
- Point out that Ss have learnt the word waste, but with a different
meaning, i.e. materials that are no longer needed and are thrown away.
Elicit some sentences, e.g. Cleaning up industrial waste is expensive. It
is illegal to dump waste in rivers.
Task 2: Complete the following sentences using the correct forms of Answer key:
the phrases in Task 1. (6 mins)
1. waste
- Tell Ss to read the sentences carefully and decide which word in 1 can 2. packaging
be used to complete each of the sentences. Ask them to change the 3. containers
forms of some words if necessary.
4. reuse
- Students read the sentences carefully and decide which words can be 5. landfill
used.
- Students explain the meaning of each phrase.
- Check answers as a class by asking some Ss to read the completed
sentences.
Extension: Put Ss in groups and have each group come up with
synonyms and related words and phrases, e.g. waste: misuse, abuse,
squandering, destruction, not good use. Explain the meaning of any
unfamiliar words and have Ss make sentences with them, e.g. Misuse of
pesticides can cause soil pollution.
- Students read the complete sentences.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise and practise the use of verbs with prepositions in short sentences.
- To help Ss recognise and practise the use of relative clauses referring to a whole sentence in short
sentences.
b. Content:
- Task 1: Complete the sentences with the suitable prepositions. (p.35)
- Task 2: Combine the sentences using relative clauses. (p.35)
- Task 3: Work in pairs. Talk about green things and activities you and your family often do. Use verbs with
prepositions or phrasal verbs, and relative clauses referring to the whole sentence. (p.35)
c. Expected outcomes:

- Students know how to use verbs + prep, phr.V and relative clauses and can apply them to give a short talk
on the given topic.
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
CONTENTS
Task 1: Complete the sentences with the suitable prepositions. (3 mins) Answer key:
- Ask Ss to read the notes in the Remember! box to remember the use of
1. about
prepositions after some verbs. Give more explanation and examples if
2. on
necessary.
3. out
- Students read the notes in the Remember! box.
4. after
- Ask Ss to complete the sentences with the suitable prepositions. Tell
them to pay attention to the meaning of each sentence and the grammatical
clue (i.e. which verb comes before the blank, and which preposition often
follows that verb, as suggested in the Remember box).
- Students write the correct prepositions.
- Students explain their answers.
- Check answers as a class. Go through each sentence and ask Ss to explain
the meaning of the whole phrase, e.g. 1. We use 'about', because 'care
about' means 'worrying about or paying attention to'.
Task 2: Combine the sentences using relative clauses. (4 mins)- Ask Ss
to read the notes in the Remember! box to introduce the use of relative
clauses to refer to a whole sentence.
- Students read the notes in the Remember! box.
- Ask Ss to combine the sentences using relative clauses. In weaker
classes, remind them that each clause should refer to the whole sentence
that comes before it.
- Students combine the sentences and explain their answers.
- Check answers as a class by asking some students to write the full
sentences on the board.

Task 3: Work in pairs. Talk about green things and activities you and
your family often do. Use verbs with prepositions or phrasal verbs,
and relative clauses referring to the whole sentence. (6 mins)
- Ask Ss to work in pairs. Ask them to take turns to talk about green things
and activities they and their family often do. They should make 3-5
sentences, using the verbs with prepositions or phrasal verbs, and relative
clauses referring to the whole sentence as much as they can.
- Students work in pairs.
- Encourage them to study the example in pairs first. Tell them to pay
attention to the use of verbs with prepositions or phrasal verbs, and relative
clauses referring to the whole sentence.
- Encourage them to speak without writing down the sentences. For weaker
classes, allow them to write the sentences first before reading them aloud.
- When they finish, invite some pairs to read the sentences aloud in front of
the class. Correct any misuse of verbs with prepositions or phrasal verbs,
and relative clauses referring to the whole sentence.

Answer key:
1. Plastic takes hundreds
of years to decompose in
the ground, which
(explains why it) is
harmful to the
environment.
2. Public transport does
not pollute the air as
much as private
vehicles, which is why
more people
should consider using it.
3. All students work
very hard to help clean
up the school, which is
encouraged by the
teacher/ the teacher
encourages.
Suggested answers:
My family often get
around our city by
bicycle, which is more
friendly to the
environment than using
a car or motorbike.
I often help clean up our
neighbourhood with the
family, which is a fun
activity to do at
weekends.
I often help my mother
sort out the household
waste, which helps
reduce the waste
entering landfills.

- Talk about green things and activities they and their family often do.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback
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 3 - Reading.
………………………………………………………….
UNIT 3: GREEN LIVING
Lesson 3: Reading – Going green with plastics
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in emails about green ways to deal with plastic
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be responsible for saving the environment
- Develop self-study skills
II. MATERIALS
- Grade 12 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge about the figure they are going to learn about in
the lesson;
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
CONTENTS
TEACHER- STUDENTS' ACTIVITIES
Video watching
Link:
- Teacher plays the video.
https://www.youtube.com/watch?
- Students watch the video.
v=_6xlNyWPpB8
- Teacher asks students some questions related to the video.
Questions:
- Students raise their hands to answer the questions.
1. How many stories are there in the
- Teacher observes and gives feedback to students' answers.
video?
2. What happened to the first plastic
bottle?
3. What happened to the second plastic
bottle?
4. What happened to the third plastic
bottle?
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs to solve the quiz. (p.35)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organization
TEACHER- STUDENTS' ACTIVITIES
Task 1. Work in pairs to solve the quiz. (4 mins)
- Have Ss look at the picture and elicit the topic, e.g. There is too much
plastic waste. Our oceans and rivers are polluted by plastic. Millions of
plastic bottles and bags end up in our oceans every year.
- Students work in pairs and solve the quiz.
- Read through the quiz and check understanding.
- Ask Ss to work in pairs to answer the questions.
- Ask some pairs to share their answers with the whole class.
- Ask what other information they want to know about the topic. Write their
questions on the board.
- Students write questions they want to know on the board.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.

Key:
1. C
2. C
3. A
4. A

CONTENTS

New words:
1. leftover (n)
2. contaminated (adj)
3. get rid of
4. rinse (v)
5. convenience (n)

- Teacher explains the meaning of the new vocabulary by pictures.
Students listen to the teacher's explanation and guess the words.
- Teacher checks students' understanding with the “Rub out and remember”
technique.
Students write down the new words in their notebook.
- Teacher reveals that these five words will appear in the reading text and asks
students to open their textbook to discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 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). (p.36)
- Task 3: Read the email extracts again. Complete the summary notes with information from the text. Use
no more than TWO words for each gap. (p.37)
- Task 4: Read the email extracts again. Match the following information with the right names. (p.37)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
TEACHER- STUDENTS' ACTIVITIES
Task 2: Read some extracts from the emails sent to the Teen magazine.
Match the highlighted words and phrases with the pictures. (6 mins)
- Ask Ss to read the text. Ask them to locate the highlighted words/phrases in
the text, e.g. 1. The phrase 'cardboard boxes' is found in the sentence: “The
supermarket near my house even provides cardboard boxes.”

CONTENTS
Answer key:
1. c
2. a
3. d
4. b

- Students read the text and locate the highlighted words individually.
- Ask students to study the context (including the sentence containing the
word/phrase as well as neighbouring sentences) carefully, e.g. 1. I try to use
fewer plastic bags when shopping. The supermarket near my house even
provides cardboard boxes so I can pack my groceries and get rid of plastic
packaging!
- Students study the context and do the tasks as required.
- Encourage Ss to study the pictures to see which one best represents the
word/phrase. E.g. 1. Picture C is the correct match, because it shows images
of boxes which can be used to contain things such as groceries and can
replace plastic bags at stores and supermarkets.
- In weaker classes, check understanding of the words by asking Ss to make
sentences with them.

Task 3: Read the email extracts again. Complete the summary notes with
information from the text. Use no more than TWO words for each gap.
(7 mins)
- Ask Ss to study the summary notes to get the general ideas. Make sure they
understand that each idea on the right are examples of ways to deal with
single-use plastic on the left. In weaker classes, give Ss an example, e.g. To
reduce the use of single-use plastic, we could use cardboard boxes instead of
plastic packaging.
- Students read the extracts again.

Strategy: Reading for
vocabulary
To read and understand
the meanings of
words/phrases in context,
students should:
1. Locate the word or
phrase in the text.
2. Study the context
(including the sentence
containing the
word/phrase as well as
neighbouring sentences)
carefully.
3. Try to replace the
word/phrase with each
choice to see which one
best replaces the
word/phrase.
Answer key:
1. cardboard boxes
2. reusable
3. plastic bags
4. numbers
5. rinse out

- Draw their attention to each gap. Encourage Ss to guess the type of
information they need for each gap. E.g. For Blank (1) we need a noun or
noun phrase in plural. For Blank (2) it is a singular noun or noun phrase.
- Underline key words in the notes to locate the information in the passage.
E.g. Blank (1) is related to the idea of reducing plastic packaging. Therefore,
it can be found in the first extract (by Hai, 18).
- Students write no more than two words for each gap.
- Read the parts that contain the key words carefully to identify the
words/phrases.
- Make sure the word/phrase for each blank is exactly the same as taken from
the passage. It should fit the gap in terms of both form and meaning. Finally,
it should not exceed the word limit.
- Students check answers with the whole class and give explanations for their
choice.
- Check answers as a class.
Task 4: Read the email extracts again. Match the following information
with the right names. (7 mins)
- Ask Ss to study the list of people's names and locate them in the passage.
Remind them that their names can be found at the end of the extracts.
- Encourage Ss to underline key words in the statements. E.g. 1. This person
has learnt from a past mistake how to recycle things properly. 2. This
person's green lifestyle is supported by a local business.
- Have Ss re-read each person's or ideas and compare them with the list of
options. Encourage them to pay attention to paraphrases and implications (if
any). E.g. Hai's extract does not mention any mistake as in Statement 1, or
recycling symbols in Statement 3. Nor does it talk about the drinking water as
in Statement 4 or the use of single-use containers as in Statement 5. However,

Answer key:
1. e
2. a
3. d
4. b
5. c

it talks about a local business (i.e., “a the supermarket near my house”) and
how it supports his/her green lifestyles (i.e., The supermarket near my house
even provides cardboard boxes so I can pack my groceries and get rid of
plastic packaging). So 2 is the correct match with Hai.
- Students do the matching.
- Students compare their answers with partners then check with the whole
class.
- Check answers as a class.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedbac