Giáo án Tiếng Anh - Unit 6: Global warming

iples in clauses of time and reason
Activity 1: Underline the perfect participles in the sentences
- Ask Ss to read the blue box and review the use and structure of the perfect participles.
- Ask Ss to do the task then compare the answer with their partner
* Keys: 1. Having planned
After we have planned the content 
2. Having treated 
Because/Since humans have treated the .
The perfect participle is used to express a reason
Activity 2: Match the two parts to make complete sentences
-Let Ss finish the task and compare their answers with their partner's 
* Keys: 1. e
2. c
3. a
4. b
5. g
6. h
7. f
8. d
b. Perfect gerunds
Activity 3: Rewrite the sentences, using the passive voice
- Ask Ss to work individually first, then in groups and check their answers.
Keys:
1.The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition
2. The police suspected Mike of having cut down the oldest tree in the park
3. He denied having dumped lots of rubbish onto the beach
4. Thank you for having saved the lives of hundreds of wild animals
5. They regretted having hunted and killed many wild animals
6. The factory was heavily fined for having dumped tons of toxic waste into the river
7. Denis was rewarded for having taken an active part in the Green Summer activities
Pair work
T Ss
Whole class
Pair work
T Ss
Individually
T Ss
Individually
Group work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
- Vocabulary related to the global warming
- Perfect participles and perfect gerunds.
- Intonation
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
T Ss
E. Experience:
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Date of preparation: January 2nd 	 	 Date of signing: January 4th 
Distributive period: 56	 Date of teaching:
 Unit 6 global warming
Lesson 3	Reading
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to the global warming.
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
- Ask some Ss to distinguish perfect participles and perfect gerunds and do the tasks again
T Ss
2. New lesson
12 minutes
8 minutes
14 minutes
Activity 1 Work with a partner and guess what problems are described in the pictures
- Discuss with a partner
- Let Ss work in pairs, do the task
Suggested answers: - pollution
 - forest destruction
 Activity 2: Read the text and select the statement that expresses main idea
- Let Ss read the three heading a, b, c d first and make sure they understand all of them
- Ask Ss to read through the text once without stopping at the words that they don't know the meaning
- Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
- Help them eliminate the choice that is only one aspect of the text
 * Keys: The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"
 Activity 3: Match the words with their meanings
- Ask Ss to do the task then compare the answer with their partner
Keys: 1. G 2. F 3. D 4. E 5. B 6. A 7. C 
Activity 4: Answer the questions
- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
- Let Ss read the text again and locate the parts of the text where they can get the answers 
* Keys: 1.We are responsible
2. It releases a large amount of carbon dioxide into the atmosphere
3. Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere
4. They could lose their home
5. They can reduce crop harvest globally
6. Because human beings cannot exist without species diversity on earth 
Activity 5: Work in groups, discuss the question
- Put Ss in groups of four and let them discuss the questions freely
Pair work
T Ss
Pair work
T Ss
Group work
T Ss
Group work
3.
Consolidation
2 minutes 
- Summarize the main points of the lesson
- Vocabulary related to helping people with disabilities
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
Date of preparation: January 2nd 	 	 Date of signing: January 4th 
Distributive period: 57	 Date of teaching:
 Unit 6 global warming
Lesson 4	Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the topic of global warming
- To instruct learners how to express opinions, agreements or disagreements about solutions to global warming
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 8 minutes 
- Ask Some Ss to go to the board and do the tasks again
- Feedback
T Ss
2. New lesson
14 minutes
10 minutes
10 minutes
 Activity 1: Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?
- Ask Ss to work in pairs, do exercise
- Encourage Ss to explain their choice
- Ask Ss to work by themselves, do the task then share their answer with their partner
*Key: 1, 2, 4, 5, 6
Activity 2: The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities
- Put Ss in pairs, ask them to ask and do the task
- Let Ss read the text again and locate the parts of the text where they can get the answers.
* Keys:
 1. e
 2. b
4. c
5. a
6. d
Activity 3: Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it
- Ask Ss to work in pairs, do the task.
- Do as appointed
- Let Ss work in pairs and do the task
Keys:
1. energy use
2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling
Activity 4: What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation
- Ask Ss to do the task
Individually
T Ss
Pair work
T Ss
Pair work
Ss Ss
3.
Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
T Ss
4.Homework
1 minute
- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
- Do the tasks again
- Read Unit 6 - Listening at home
T Ss
E. Experience:
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Date of preparation: January 2nd 	 	 Date of signing: January 4th 
Distributive period: 58	 Date of teaching:
 Unit 6 global warming
Lesson 5	Listening
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to global warming
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 6 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 7 minutes 
- Ask some Ss to go to the board and talk about how to reduce global warming
- Feedback
T Ss
2. New lesson
13 minutes
12 minutes
10 minutes
Task 1: 
a. Match the words with the pictures and answer the question
- Ask Ss to work in pairs and do the task 
Suggested answers:
1. c (drought)
2. d (flood)
3. a (famine)
4. e (water shortage)
5. b (forest fire)
b. What is the common cause of all the disasters depicted in the pictures above?
- climate change
- global warming
- human being’s interference with the environment
Task 2: Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers
- Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same answers or not
- Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time 
- Elicit answers from Ss and ask them to give clues to their answers 
- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need.
*Key: 
1. D
2. B
3. B
4. C
5. A
Task 3: Listen to the talk again and answer the questions
- Let Ss work in pairs to answer the questions.
- Play the tape twice
- Let Ss listen to the recording, do the task then compare the answer with their partner
- Elicit Ss’ answers and give them the correct ones.
Keys: 
1. Carbon dioxide, carbon monoxide
2. The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth
3. Heat waves, floods, droughts and storm surges.
4. Famine, water shortages, extreme weather conditions and a 20-30% loss of animal and plant species.
5. When you have a lot of information about the topic, you’ll be more willing to change your lifestyle and you’ll be able to inform others and inspire change.
Task 4: Work in groups. Discuss if the weather patterns in VN have changed over the last ten years . Provide some examples. Then report the results to the class
- Ask Ss to listen again and do the task then compare the answer with their partner
- Do as appointed
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Vocabulary related to the topic of global warming
- Do the tasks again
- Prepare for the next lesson.
T Ss
 E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
......................................................................................................................................................................................... Date of preparation: January 2nd 	 	 Date of signing: January 4th 
Distributive period: 59	 Date of teaching:
 Unit 6 global warming
 Lesson 6	Writing
A. Aims and Objectives: 
 - To teach Ss to write an essay about the causes, effects and possible solutions to global warming.
 - To teach Ss to develop ability to think in a logical way to form a well-structured text. 
 - By the end of the lesson, students will be able to:
 + Write an essay about the causes, effects and possible solutions to global warming.
 + Develop the writing skills in general. Build up vocabulary supported for writing. 
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 5 minutes 
- Ask some pairs of Ss to talk about causes and effects of global warming
T Ss
2. New lesson
9 minutes
10 minutes
18 minutes
Task 1: Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.
- Ask Ss to work in pairs and do the task
- Set a time limit for this activity and assist Ss if necessary
Keys: Causes: 2, 4, 7
Effects: 1, 3 6, 8
 5 9
Task 2: Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions 
- Ask Ss to do the task, then compare the result with their partner.
- Draw Ss’ attention to the instructions and questions
- Get Ss to work individually to find the answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
1. Introduction (introduce topic and the main contents)
- one of the biggest issues facing humans nowadays
- caused mainly by humans
- most catastrophic effects on humans
- humans have to take actions to reduce the risks
- the essay will discuss the causes and effects, and possible solutions
2. What global warming is and its cause
- the rise in the average temperature of the earth due to the increase of greenhouse gases in the atmosphere
- causes 
 Carbon dioxide emission
 Deforestation for farming land
 Increasing use of chemical fertilizers on cropland
3. Effects of global warming
- heat related diseases and death, and spread of infectious diseases 
- melting of polar ice caps and rising of sea levels
- extreme weather patterns such as severe storm, heat waves, floods and droughts
- widespread extinction of species
4. Some possible solutions
- reduce energy use
- planting trees or plants 
- Using green methods of transportations
Task 3: Write your essay using the helpful expressions in the box
- Ask Ss to do the task
- Draw Ss’ attention to the instructions. 
- Point out to Ss how to write an essay.
- T goes around and gives help, collects common mistakes for later correction.
- Collect 5 stories to mark in class so that all Ss feel the need to do the task.
- Walk around and offer help if necessary.
- Get students' answers and comments. 
- Get some outputs to highlight and comment and correct the possible mistakes of students. 
- Give feedback on these papers 
To begin with:
 The deforestation for farmland, wood and paper contributes to higher temperatures which lead to the melting of polar ice caps and rising of sea levels
T Ss
Pair work
T Ss
Individually
T Ss
Individually
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: January 2nd 	 	 Date of signing: January 4th 
Distributive period: 60	 Date of teaching:
 Unit 6 global warming
 Lesson 7	 Communication and culture
A. Aims and Objectives: 
 - To teach Ss about a global warming problem.
 - To teach Ss to talk and read about Young voices for the planets.
 - To provide learners some communication samples and cultural items
 - To promote Ss to develop their communication skills and cultural understanding
 - To help Ss develop the skill of working in pairs and groups
 - By the end of the lesson, students will be able to:	
 + Understand and read about a global warming problem.
 + Talk about about Young voices for the planets.
 + Get knowledge of Young voices for the planets.
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Inform the class of the lesson objectives: Further skill development
T Ss
2. New lesson
12 minutes
25 minutes
1. Communication: 
 Green teen club is a youth organization whose purpose is to protect the environment. Prepare a talk about one main cause of global warming and present in the club meeting.
Group: Good morning everybody,
Chi: Today we are very happy to be here and give you our presentation. We are going to talk about one main cause of global warming. There are three main parts in our speech today. Lan will start with the main cause of global warming. Then, Nam continues with some effects of global warming. And Trang will finishes with some solutions to the problem.
So now Trang, could you tell us about the main reason for global warming
Trang: Well, I think that the emission of carbon dioxide into the atmosphere is the main cause of this problem. As you know, carbon dioxide can retain the heat from the sun, so the more carbon dioxide there is in the atmosphere, the hotter our earth. 
Chi: Thank you Trang. And what are the effects of this problem. Nam, do you know?
2. Culture: 
Young voices for the planets 
Activity 1: Read the paragraph about how youth can contribute to reducing the risk of global warming and answer the questions
 - Read the two passage and answer the questions.
- Ask Ss to work in pairs and do the task.
- Ask several pairs to ask and answer the questions.
Suggested answers:
1. It is a series of short films that tell real stories about the different ways young people have contributed to reducing the carbon footprint of their homes, schools, communities and countries.
2. Because he has learned about how trees can help to reduce the amount of carbon dioxide in the atmosphere
3. To raise money for the clean-up of the BP oil spill in the Gulf of Mexico in 2010.
4. One student stood covered in plastic bags in front of city lawmakers and asked them to ban plastic bags
 Activity 2: What do young Vietnamese people do to reduce the carbon footprint
- Ask Ss to read the text and groups to do th