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 climate change. - 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 - Understand the importance of 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. - To enhance students’ skills of cooperating with teammates. 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 raise hands to take turn and answer the multiple-choice questions. The team gains bonus with every correct answer. - The team with highest points is the winner. List of answers: 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 learn 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 on their notebooks. 3. ACTIVITY 2: PRACTICE (20 mins) a. Objectives: - To help students get to know the topic. - To introduce words and phrases related to global warming. - 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 thoroughly 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: - What can you see in the picture?
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. - 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 phrases in the conversation. - Check answers by having individual Ss read the sentences. - Ask them if they can name the grammar structure, i.e. present participle and past participle clauses. Answer key: 1. Burnt 2. Trapping 3. adding e. Assessment - Teacher’s observation on Ss’ performance. - Teacher’s feedback and peers’ feedback.