Title Unit 5.docx ✅

UNIT 5: Global warming Lesson 1: Getting started - A presentation about global warming I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Gain an overview about the topic Global warming. - Gain vocabulary to talk about global warming - Get to know the language aspects: participle and past participle clauses. 2. Competences - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Personal qualities - Have responsibility for protecting the environment - Develop self-study skills. II. MATERIALS - Grade 11 textbook, Unit 5, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - hoclieu.vn Language analysis Form Pronunciation Meaning 1. global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/ a gradual increase in world temperatures 2. consequence (n) /ˈkɒnsɪkwəns/ a result of a particular action or situation, often one that is bad or not convenient 3. temperature (n) /ˈtemprətʃər/ the measured amount of heat in a place or in the body 4. atmosphere (n) /ˈætməsfɪər/ the mixture of gases around the earth 5. fossil fuel (n) /ˈfɒsəl ˌfjʊəl/ fuels, such as gas, coal, and oil, that were formed underground from plant and animal remains millions of years ago 6. carbon dioxide (n) /ˌkɑːbən daɪˈɒksaɪd/ the gas formed when carbon is burned, or when people or animals breathe out
Assumption Anticipated difficulties Solutions Students are reluctant to work in groups. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Students may lack vocabulary to deliver a speech - Explain expectations for each task in detail. - Continue to explain task expectations in small chunks (before every activity). - 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) a. Objectives: - To stir up the atmosphere and activate students’ knowledge on the topic of global warming. - To set the context for the listening and reading part. b. Content: - Earth quiz c. Expected outcomes: - Students can have an overview of global warming. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Earth quiz - Teacher shows the quiz. - Ss work in 4 groups. Each group raises their hands to take turns and answer the multiple-choice questions. The groups get points for every correct answer. - The group with the highest points is the winner. Questions: 1. Most places on Earth are warmer than they were 100 years ago. 2. Where have some of the strongest and earliest impacts of global warming occurred? 3. How do scientists collect evidence about climate? 4. Which of the following gases does not trap heat? 5. As average global temperature rises, ___ 6. Which greenhouse gas is the main driver of Earth’s current warming? Key: 1. True
2. In the Northern latitudes 3. All of the above 4. Nitrogen 5. average rainfall increases 6. Carbon dioxide e. Assessment - Teacher observes the groups and gives feedback. 2. ACTIVITY 1: PRESENTATION (7 mins) a. Objectives: - To get students to gain vocabulary related to the topic. b. Content: - Pre-teach vocabulary related to the content of the dialogue. c. Expected outcomes: - Students can use key language more appropriately before they read. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching - Teacher introduces the vocabulary. - Teacher explains the meaning of the new vocabulary by pictures. - Teacher checks students’ understanding. - Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further. New words: 1. Global warming (n) 2. Consequence (n) 3. Temperature (n) 4. Atmosphere (n) 5. Fossil fuel (n) 6. Carbon dioxide (n) e. Assessment - Teacher checks students’ pronunciation and gives feedback. - Teacher observes Ss’ writing of vocabulary in their notebooks. 3. ACTIVITY 2: PRACTICE (20 mins) a. Objectives: - To help students get to know the topic. - To identify words and phrases related to global warming used in the text. - To help Ss identify the causes and consequences of global warming. b. Content: - Task 1: Listen and read. (p.52) - Task 2: Read the conversation again and complete the diagram, using the following phrases. (p.53) - Task 3: Match the words to make phrases. (p.53) - Task 4: Complete the sentences using words and phrases from exercise 1. (p.53)
c. Expected outcomes: - Students can understand the content of the text and complete the tasks successfully. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1. Listen and read. (5 mins) - Teacher asks Ss to look at the pictures in the book (p.52) as well as the conversation and answer the questions. - Ss answer the questions in pairs. - Teacher plays the recording twice. Ss listen and read. - Teacher checks Ss’ prediction. T calls 2 Ss to read the conversation aloud. Questions: - What can you see in the picture? - How many people are there in the conversation? - What do you think they are discussing? Suggested answers: - the Earth, the Sun - 3 people - They are discussing global warming Task 2. Read the conversation again and complete the diagram, using the following phrases. (5 mins) - Ask Ss to work individually first and complete the diagram with the phrases. Encourage them to read the conversation again. - Then put them in pairs to compare their answers. - Check answers as a class. Encourage Ss to provide evidence from the conversation for their answers. E.g: Number 1 goes with choice c because Nam says, ‘burnt for energy, fossil fuels release large amounts of carbon dioxide’. Number 2 goes with choice a, and the evidence is in Mai explanation ‘they act like the glass in a greenhouse. Trapping too much of the sun’s heat, they stop it from escaping back into space’. Answer key: 1. c 2. a 3. d 4. b Task 3. Match the words to make phrases. (5 mins) - Have Ss look at the words in the two columns. Explain that these words are used to make phrases mentioned in the conversation in Activity 1. - Ask Ss to match the words individually. - Check answers as a class. - Elicit the meaning of any words or phrases Ss don’t know or find hard to understand. Answer key: 1. c 2. e 3. b 4. a 5. d Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins) - Tell Ss to read the incomplete sentences and check comprehension. - Have Ss work individually. Encourage them to find the verb Answer key: 1. Burnt 2. Trapping