Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Chương trình học kì 2

UNIT 6: GLOBAL WARMING
LESSON 1: GETTING STARTED 
OBJECTIVES OF THE UNIT: 
- To use lexical items related to the global warming
- To identify and pronounce intonation in Yes-no questions and echo question.
- To use perfect gerunds and perfect participles
- To use must and have to to express obligation.
- To read for specific information in an article about global warming
- To express opinions, agreements, or disagreements about solutions to global warming
- To listen for specific information about the causes and effects of global warming
- To write an essay about the causes, effects and possible solutions to global warming.
- To understand the global warming problem and Young voices for the planet
 I. Objectives of lesson 1
1. Educational aim
- To introduce the unit in general in order to
+ draw Ss’ attention to the topic “global warming” of the unit and its objectives
	+ check Ss’ background knowledge of the global warming and their comprehension of the language
- By the end of the lesson, Ss are able to 
	+ understand the content of the text correctly,
	+ read the text fluently
	+ do the activities well
2. Knowledge and skills: 
* General language knowledge: 
 - Lexical items: chemical fertilizer, deforestation, ecological balance
- Grammatical structures/items: perfect gerunds and perfect participles
* Skills: - intonation in Yes-no questions and echo question
 - Reading for specific information
II. Preparation:
- Teacher: lesson plan, 
- Ss: reading and considering the tasks
III. Anticipated problems
 Ss may ................................................................................................................ so T should ..............................................................................................................
Teacher’s activities
Students’ activities 
WARM UP (5ms)
-*T -T informs the class of the lesson objectives: Introducing the topic, some vocabulary related to global warming, the two grammar points (perfect gerunds and perfect participles), and intonation on yes-no questions and echo questions.
Task 1: Listen and read: (7ms)
-T asks Ss to look at the picture and tell them that the people are Mr Hoa and her students – Mai, Minh and Lan. Mr Hoa is checking how they are preparing for a team presentation on global warming and is suggesting some ideas.
-T tells Ss that they are going to listen to the conversation between Ms Hoa and her students.
-T plays the recording.
-T has Ss listen and read the conversation silently.
-T tells Ss not to worry about the new vocabulary as unfamiliar words will be dealt with later in .
Play the recording. Have Ss listen and read at the same time.
- Answer T’s Qs
Task 2: Answer the questions (7ms)
-This activity focuses on comprehension.
-T tells Ss to read the questions carefully before they read the conversation the second time.
-T helps Ss with key words or phrases to make sure that they understand all the questions.
-T lets Ss work in pairs to answer the questions.
-T divides the class into three groups and has each group write their answers to separate pieces of paper.
-T divides the board into three sections.
-T reads each question and has a S from each group stick their answer onto their section on the board.
-T reads the three answers to each question and has Ss decide on the correct or best one.
- Checks and gives the correct answers:
Ss listen , do T‘s requests
Expected answers: 
Keys: 1. Global warming
2. Three parts: the causes, the effects, the solutions
3. Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.
3. Greenhouse gas emission, use of chemical fertilizers, deforestation
4. Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance
5. They should change their daily habits
6. Causes: burning of fossil fuels, using of non-environment friendly products
Effects: natural disasters such as floods, droughts, tsunami, acid rain
Task 3: Complete the definitions: (7ms)
T: -This activity focuses on the meaning of some key words used in the conversation.
-T encourages Ss to use the context and clues in the conversation.
-T asks Ss to read the conversation again and find the phrases in the left-hand column and underline them.
-T encourages Ss to guess the meanings of the phrases and then match them with their definitions in the right-hand column.
-T checks Ss’ answer as a class.
Keys: 1. C 2. G 3. D 4. B 5. A 6. E 7. H 8. F
Task 4: Find all the phrases having + past participle with form. (5ms)
T: This activity focuses on having + past participle of the verbs. Ask Ss to refer back to the coversation and find all the phrases with the – ing form. Have them compare theirs answers. Check answers as a class 
- Have Ss compare their answers in pairs/groups
- Check Ss’ answers.
Do as appointed
 WRAP UP (2ms)
- Ask Ss to consolidate the main contents.
- Ask Ss to tell class about conflicts between different generation.
- Give feedback. 
HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. Learn by heart all of new words and give examples.
3. Prepare the next lesson carefully.unit 6 : lesson 2 (language)
UNIT 6: GLOBAL WARMING
Lesson 2 : Language
I. Aims/Objectives
1. Educational aim: By the end of the lesson, Ss will be able to use lexical items related to global warming. 
2. Knowledge and skills: 
* General language knowledge: 
Words and phrases related to the topic 
Understand and use “ having + past participle” of the verbs 
* Skills: carrying out the exercises quickly and exactly	
II. Preparation:
- Teacher: lesson plan, handouts, 
- Ss: read the text in advance , look up new words and find some adjectives/nouns/verbs relating to the topic
 III. Anticipated problems
- Students may have difficulty recognizing the differences in pronunciation of the stressed words with the mark ,so T should prepare those words and structures to help them. 
IV. Procedure
Teacher’s / Students’ activities
Content
I. WARM UP (5ms)
- T asks Ss to make sentences using some words or phrases:
- T corrects Ss’ answers and gives mark.
Ss give answers
* Checking
A. Vocabulary:(15ms)
-This activity provides Ss with an opportunity to use the phrases they learnt in Activity 3 in GETTING STARTED in the sentences.
-T goes through the phrases and checks Ss’ understanding.
-T tells Ss to read each sentence carefully and use the contextual clues to work which phrase best completes it. 
-T asks Ss:
+What are the surrounding words?
+What do they mean?
-T lets Ss complete the sentences individually.
-T checks answers as a class.
Task 1: Matching 
Keys: 1. carbon footprint
2. infectious diseases
3. emissions
4. ecological balance
5. heat-related illnesses
6. climate change
B. Pronunciation: (7ms)
Intonation on yes-no questions and echo questions
Task 1
-This activity focuses on rising intonation on yes-no questions.
-T plays the recording and asks Ss to listen to the questions paying attention to the rising intonation at the end of each question.
-T plays the recording again.
-T pauses after each question for Ss to repeat.
Task 2
-This activity focuses on rising intonation on echo questions.
-T asks Ss to read through the exchanges.
-T tells Ss that B’s responses are echo questions.
-T elicits from Ss what echo questions are and what intonation pattern is usually used for them.
-T plays the recording for Ss to check the answers.
-T has Ss write an upward arrow after the echo questions.
-T lets Ss practise the exchanges in pairs.
Task 1: Listen and repeat:
C. Grammar: (15ms)Perfect participles in clauses of time and reason.
-T asks Ss to read the “Do you know ?” box and focus on the form and use of perfect participles.
-T points out that perfect participles clauses can be rather formal and are not often used in speech. However, these structures are very useful in formal writing as they help combine information into one sentence.
Task 1
-The aim of this activity is to help Ss to understand the meaning of perfect participles in sentences and how to use them in clauses of time and reason.
-T asks Ss to read the sentences with perfect participles they have written down in 4 in GETTING STARTED and discuss with a partner how the perfect participle is used in each sentence.
-T tells Ss to rewrite the sentences individually.
-T checks as a class.
2.Task 2
Perfect gerunds
-The aim of this activity is to show Ss how the perfect gerund can be used to emphasize that an action had happened in the past, before the past action denoted by the main verb of the sentence.
-T points out the two structures:
 +Verb + O + Preposition + perfect gerund verb + Perfect gerund.
-T tells Ss that in many cases the perfect gerund is optional since it is often obvious from the context which action takes place first so the simple gerund can be used as well. 
E.g. She denied breaking the flower vase
-T asks Ss to underline the verbs in the second sentences that will be used as the main verbs or verb phrases in the combined sentences.
-T elicits from Ss each verb or verb phrase.
-T has Ss pay attention to any prepositions that need to be added.
E.g. Suspect (suspect somebody of doing / having done something).
-T has Ss do the activity individually first, then compare their answers with a partner.
-After that, T checks as a class.
-T tells Ss to read the “Do you know .”box.
-For weaker Ss, T provides more examples with the verbs followed by a gerund (simple or perfect one).
-For stronger Ss, T has them work in pairs and make as many sentences as they can.
- T asks Ss to exchange the answers with their partner.
- T gives feedback.
+Ss work individually to do the task, then discuss their answer with their peers
+ write their answers on the board 
Task 1. 
* Keys: 1. Having planned
After we have planned the content 
2. Having treated 
Because/Since humans have treated the .
Task 2. Matching and combine the sentences
* Keys: 1. e
2. c
3. a
4. b
5. g
6. h
7. f
8. d
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
III. WRAP UP (2ms)
- Ask Ss to consolidate the main contents.
- Give feedback.
IV. HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. Exercises in workbook: A,B
2.. Prepare the next lesson carefully.unit 6 : lesson 3 Reading
UNIT 6: GLOBAL WARMING
Lesson 3 : Reading
I. Aims/Objectives
1. Educational aim: By the end of the lesson, Ss will be able to read for read for general ideas and specific information about “GLOBAL WARMING”.
- read for specific in an article about“GLOBAL WARMING”., understand word meaning in context and understand references.
2. Knowledge and skills: 
* General language knowledge: 
Words and phrases related to the topic “GLOBAL WARMING”.
* Skills: - guessing meaning of words/phrases in a text
	- answer questions in a text
II. Preparation:
- Teacher: lesson plan, handouts, 
- Ss: read the text in advance , look up new words 
 III. Anticipated problems
- T may not have enough time to do all the tasks , so T can ask Ss to do the left at home
IV. Procedure
Teacher’s activities
 Students’ activities
I. WARM UP (5ms)
-T -T informs the class of the lesson objectives: Skimming and scanning a text for general ideas and specific information.
- Ss give answers
Task 1: Discuss (7ms)
1. -This activity is a pre-reading activity which aims to get Ss involved in the lesson and help them to activate their prior knowledge about the topic.
-T has Ss work in pairs, discuss the problems depicted in the pictures (greenhouse gas emissions from factories and cars, deforestation, etc.) and answer the question.
-T invites some pairs to present their answers to the class.
-T don’t correct Ss’ mistakes at this stage of the lesson.
-T just praises them for expressing their opinions and tell them to compare their ideas with those in the text after they have read it.
- Ask some Ss to share their opinions with the whole class.
- T- Check their answers
Task 1: Discuss the problems depicted in the pictures
Task 2. Read the text and choose the best answer(3ms)
2. T: -This activity provides Ss with an opportunity to practise reading for gist and summarizing key ideas into a statement.
-T asks Ss to read the text quickly and choose the statement that best expresses the main idea.
-T helps Ss to eliminate the wrong options by analyzing them:
+Option a is a definition of global warming.
+b mentions only about one of the effects of global warming explained in the text.
+c is the most comprehensive one since it mentions both causes and effects.
+d mentions only one solution.
+c is the best answer as it covers all points mentioned in the text.
Ask Ss to skim the text 
Ss: Work individually first, then compare their answers in pairs .
T- Check their answers
Task 2:
* Keys: The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"
Task 3: Matching words with the definitions (4ms)
- 3. T: Ask Ss to find the words in the text with the definitions given.
- Have Ss work individually, then check their answers in groups.
Ss: Skim the text and compare the answers. 
Work individually, then compare the answers in groups
T - Check the answers again as in class
Task 3:Matching 
Keys: 1. G 2. F 3. D 4. E 5. B 6. A 7. C 
Task 4. Answer the questions(7ms)
- T asks sts to read all the questions, check if they understand all the question and underline key words of each question before finding the answer.
- Sts work in pairs to underline the answers in the text. Finally, 6 sts say the answers, if an answer is incorrect, T tries to elicit it from other sts.
T- Check their 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 
Task 5. - Discussion (7ms)
- T - Arrange Ss into groups and set a time limit. T walks round to monitor the class and offer s help if necessary.
- Have Ss work in groups and take turns to share their problems 
- ask some pairs to report the results of their discussion
III. WRAP UP (2ms)
- Asks Ss: What have you learnt today
- Calls on some Ss to report their ideas to the class
.
-tell Ss what they have learnt
IV. HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. Learn by heart new words
2.. Prepare the next lesson carefully.unit 6 : lesson 4: Speaking
UNIT 6: GLOBAL WARMING
Lesson 4 : Speaking
I. Aims/Objectives
1. Educational aim: - By the end of the lesson Ss will be able to talk about “GLOBAL WARMING”..
1. Language focus - To provide learners some vocabulary related to the topic of “GLOBAL WARMING”.
- To provide learners different expressions of uses and benefits 
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 
II. Preparation:
- Teacher: lesson plan, chalks , textbook
- Ss: prepare the lesson 
 III. Anticipated problems
- Ss may be afraid of speaking in public , so T should encourage Ss to participate in the lesson
IV. Procedure
Teacher’s activities
Students’ activities 
I. WARM UP (5ms)T: Inform the class of the lesson objects : 
Introduce the topics by asking Qs 
Task 1: Discuss which of the activities in the table can help reduce global warming.(12ms)
* Methods/techniques of teaching and learning: communicative
-This activity is the first step in preparing Ss for achieving the final objective of the Speaking lesson – expressing ideas/ agreements/ disagreements about solutions to global warming.
-T has Ss read the activities carefully.
-T explains any new words/ phrases, if necessary.
-T asks Ss to work in pairs and discuss which of the activities in the table can help reduce global warming.
-T checks answers as a class.
-T might also be necessary to explain the following points:
+”Travelling by air around the world to study global warming” may contribute to the increase of global warming instead of reducing it as air travel and other forms of transport such as motor vehicles, rail and sea transport are main sources of CO2 emissions.
-Just “Living in forest surrounded by a diverse population of species” cannot stop deforestation or protect species from extinction.
Task 1: *Key: 1, 2, 4, 5, 6
Task 2. Matching (10ms)
-Ask Ss to look at the task 2. 
-This activity helps Ss link the activities in 1 to the specific reasons why they can help to reduce global warming.
-T has Ss read the reasons carefully.
-T explains any words or phrases if necessary.
-T demonstrate to Ss how they can use the clues or key words in the reasons to determine the activities they relate to.
-For example, in reason a, the clue are “petrol” and “vehicle” as these words are related to “transport” and “bicycle”.
-T has Ss work in pairs to match the reasons with the activities.
-T checks as a class.
Task 2:
KEY: 1e , 2b , 4c , 5a, 6d
Task 3.Complete the conversation (10ms)
* Methods/techniques of teaching and learning: Explaination
-This activity provides Ss with a model conversation expressing ideas, agreement and disagreement.
-T asks Ss to read the conversation and use the words in the box to fill in the blanks individually.
-T has Ss work in groups to role-play the conversation.
Task 3:
Keys:
1. energy use
2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling
Task 3: Make the similar conversation (10ms)
* Methods/techniques of teaching and learning: communication approach
-This activity is free practice: Ss use the activities and reasons they learnt in 1 and 2 and the model conversation in 3 to express their own ideas.
-T puts Ss into groups of three.
-T asks Ss to exchange their ideas and express agreement or disagreement about solutions to global warming.
-While Ss are doing the activity, T walks around the class to offer support if necessary.
-T invites one or two groups to role-play their discussions in front of the class.
-T provides comments and corrects any frequently occurring mistakes.
.Ask Ss to work in groups 
- Encourage Ss to use the structures listed in.
- Walk around and help Ss if neccesary. 
Ss -Present orally in pairs.
Task 3: Make the similar conversation 
3. 
Ask Ss to work in pairs 
- Encourage Ss to use the structures listed in.
- Walk around and help Ss if neccesary. 
- Ask some pairs to role-play their conversation, and give feedback on their performance
Ss -Present orally in pairs.
Task 4: Make the similar conversation 
III. WRAP UP (2ms)
* Methods/techniques of consolidation: . communication approach 
- Ask Ss to consolidate the main contents.
- Give feedback.
IV. HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. write the dialogue in the notebook
2.. Prepare the next lesson carefully.unit 6 : lesson 5 Listening
UNIT 6: GLOBAL WARMING
 Lesson 5 : Listening
I. Aims/Objectives
1. Educational aim: 
By the end of the lesson Ss will be able to listen for gist and specific information in a sports instructor’s talk about the global warming..
+ Develop the listening skills for details and for specific details. 
+ talk about the global warming
2. Knowledge and skills: 
* General language knowledge: 
- Words and phrases related to the topic about the global warming
* Skills: 
 + Listen to a sports instructor’s talk and do the true or false exercise and complete the table.
II. Preparation:
- Teacher: lesson plan, chalks , textbook, pieces of papers and cassette
- Ss: prepare the lesson 
 III. Anticipated problems
Students may have difficulty understanding some words and structures, so T should prepare those words and structures to help sts 
IV. Procedure
Teacher’s activities
Students’ activities
I. WARM UP (3ms)
-T informs the class of the lesson objectives: Listening to a talk by a professor for specific information about the causes and effects of global warming.
Task 1:. Matching (8ms)
* Methods/techniques of teaching and learning: communicative
-This activity is a pre-listening activity with aims to introduce the topic of the listening text and get Ss to brainstorm ideas related to the topic.
A.-T asks Ss to match the words with the pictures.
-T has Ss read aloud the words in pairs to make sure that they can pronounce them.
B.-T asks Ss to discuss the question in pairs.
-T encourages Ss to write down their answers so that they can compare them later, 
- Have Ss compare their answers. Check their answers.
- Teacher may explain some new words if necessary.
Suggested questions:
 1c, 2d, 3a,4e,5b
Task 2. Choose the best answers(6ms)
* Methods/techniques of teaching and learning: Explanation
2.T-This activity focuses on the skill of listening for specific information.
-T tells Ss to read through the questions and the answer options so that they have some idea about what they have to listen for.
-T helps Ss to identify the key words in each question.
-T plays the recording without pausing.
-T has Ss answer the questions individually.
-T lets Ss compare their answers with a partner.
-T checks as a class. If there are many wrong answers, play the recording again, pausing where Ss may have difficulty understanding the listening text or where Ss can get the answer to a specific question
Answers:
. KEY: 1.d 2.b 3.b 4.c 5.a
Task 3: Listen and answer the questions (8ms)
	* Methods/techniques of teaching and learning: communication approach
-This activity provides further comprehension practice on the listening text by open-ended questions.
-T has Ss read the questions and asks them to pay attention to the key word(s) in each of them.
-T plays the recording again.
-T asks Ss to take notes while listening and then use the notes to answer the questions.
-For a weaker class, T pauses after the information for each question.
-T lets Ss compare their answers in pairs.
-T checks as a class.
Task 3: Listen and answer the questions
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: Discuss the changes in weather patterns in Viet Nam over the last ten years.(8ms)
Methods/techniques of teaching and learning: communication approach	
-This activity is a post-listening one, which provides Ss with an opportunity to relate the content of the listening text to their own situation.
-T puts Ss into groups to discuss the changes in weather patterns in Viet Nam over the last ten years.
-For a weaker class, T gives Ss some hints such as longer summer, heat waves, floods, drought, storms, etc.
-T invites Ss from one or two groups to report the results of their discussion.
-T gives encouraging feedback and correct only frequently occurring mistakes.
Task 4: 
III. WRAP UP (2ms)
* Methods/techniques of consolidation: . communication approach
- Ask Ss to consolidate the main contents.
- Give feedback.
.
IV. HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. Learn new words by heart :
2.. Prepare the next lesson carefully in unit 6 : lesson 6 Writing
UNIT 6: GLOBAL WARMING
Lesson 6 : Writing
I. Aims/Objectives
1. Educational aim: 
- By the end of the lesson, Ss will be able to Write a short brochure introducing an global warming 
+ Develop the writing skills in general. Build up vocabulary supported for writing. 
2. Knowledge and skills: 
* General language knowledge: some words and structures related to global warming
* Skills
- read the lists , fill a chart
II. Preparation:
- Teacher: lesson plan, chalks , textbook, pieces of papers 
- Ss: prepare the lesson 
 III. Anticipated problems
Students may have difficulty using some words and structures to express their ideas ,so T should prepare those words and structures to help sts 
IV. Procedure
Teacher’s / Students’ activities
Content
WARM UP (5ms)
* Methods/techniques of teaching and learning: communication approach
 -T informs the class of the lesson objectives: by the end of the lesson, Ss should be able to write an essay about the causes and effects of global warming and possible solution to it.
Task 1: Fill in the gaps (8ms)
* Methods/techniques of teaching and learning: communicative
. 1. -The aim of this activity is to provide some ideas and prepare Ss for the lesson’s final writing task.
-T draws the diagram on the board and explains to Ss its different parts: there are several causes leading to global warming, which has a number of effects on human life and nature; then some of these effects can cause further impact on humans and nature.
-T puts Ss into pairs.
-T asks Ss to read the phrases carefully and decide which of them are causes and which are effects.
-T reminds Ss that they have already learnt about these causes and effects in the reading and listening lessons.
-T asks a pair of Ss to come to the board and complete the diagram.
-T checks answers as a class.
Suggested answers: 
Causes: 2, 4, 7
Effects: 1, 3 6, 8
 5 9
Task 2. Discuss complete the outline (12ms)
* Methods/techniques of teaching and learning: Explanation
-The aim of this activity is to help Ss to develop an outline before they start writing their essays.
-T reminds Ss that all the ideas necessary for the outline have been provided for them in the previous parts of the unit.
-T tells Ss that they can complete the outline with just phrases, not complete sentences.
-T writes the outline on the board and asks some Ss to complete the part of the outline about the causes and effects while others complete the outline in their notebooks.
-T checks as a class.
-T has Ss work in pairs to think about the possible solutions to reducing global warming.
-T reminds Ss of the solutions they have discussed in the speaking lesson.
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 4: Write the text for the brochure (17ms)
* Methods/techniques of teaching and learning: communication approach
T- -The product of this activity should be Ss’ completed essays.
-T asks Ss to write their essays individually using the helpful expressions in the box and the outline they have completed.
-T lets Ss work in pairs swapping their essays for their partners to read and give comments.
-If time is limited, this activity can be assigned as homework.
Alternatively. Ss can write the text for the brochure at home. They can also add some photos to inlustrate each paragraph and make their brochures look attractive. T collects Ss’ brochures the next class. Give feedback and comments or invite Ss to show the best brochures and present the information in class.
 -After Ss finished the writing, T gives some general comments and writes the good ideas in one column and errors in another.
-T asks the class to comment on the ideas and correct the errors.
Answers:
Students’ answers
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
WRAP UP (2ms)
- Ask Ss to consolidate the main contents.
- Give feedback.
HOMEASSIGNMENT (1ms)
- T asks Ss to do exercise at home.
- Prepare for the next lesson.
- Ss listen and take note
* Homework:
1. Rewrite 
2.. Prepare the next lesson carefully.unit 6 : lesson 7 Communication and Culture
UNIT 6: GLOBAL WARMING
Lesson 7 : Communication and culture
I. Aims/Objectives
By the end of the lesson,