Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 6: Global warming - Lesson 6: Writing - Năm học 2019-2020

Preparing date
11B6
11B7
11B8
06/03/2020
14/03/2020
09/03/2020
11/03/2020
UNIT 6: GLOBAL WARMING
PERIOD 59: LESSON 5: LISTENING
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- get more information about the causes and effects of global warming through listening to a talk by a professor.
2. Skills:
 - Develop listening’s skills
 - Help Ss develop the skill of working in pairs and groups 
3. Attitude: 
 - be aware of the need to solve the global warming problem.
 - Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: (6m)
Goal: Lead in the lesson
Tasks: Ask Ss to match the words with the pictures and answer the question
Method: Work in individually
- T asks Ss to match the words with the pictures and answer the question 
a. Match the words with the pictures
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
 	- Feedback
	- Lead into the lesson: 
You are going to listen to to a talk by a professor to get more information about the causes and effects of global warming.
2. Contents: 
Teacher’s activities
Students’ activities
ACTIVITY 1: Vocabulary (7 m)
Aim: Ss get the meaning of words/phrases.
Method: Work in individually/ whole class
 - Ask Ss to work in individually to guess the meaning of words/phrases.
- Elicit the words
+ extreme (adj): mang tính cực đoan
+ extreme weather (n phr):
+ heat wave (n phr): sóng nhiệt
+ vapour (n): hơi ẩm
+ unpredictable (adj):
+ vulnerable (adj): dễ bị nguy hiểm, dễ bị tấn công
+ water vapour (n phr):
+ weather pattern (n phr): kiểu thời tiết
+ well-informed (adj)
-Ss work in individually to guess the meaning of words/phrases.
+ thời tiết cực đoan
+ không thể dự báo
+ hơi nước
+ được thông tin đầy đủ
- Listen to the teacher and take notes
ACTIVITY 2: Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers (8 m)
Aims: Ss listen to get specific information
Methods: Work individually and then in pairs
- Give the instructions: 
Ask Ss to read through the requirement and the choices.
- Ask Ss to read the statements to understand all the words in those statements.
- Let Ss listen to the recording 1 or 2 times (depending on Ss’ ability) and do the task.
- Call on some Ss to give their answers.
- Ask other to give comments.
- Feedback
- Listen to the teacher and take notes if necessary.
- Listen to the recording and do the task individually.
- Exchange the answers with a partner.
- Give the answers.
- Give comments.
- Check and take notes
* Key: 
1. D
2. B
3. B
4. C
5. A
ACTIVITY 3: Listen to the talk again and answer the questions (12 m)
Aims: Ss listen to get more specific information
Methods: Work in individually
- Give the instruction.
- Ask Ss to review the strategy to do this kind of exercise.
- Ask Ss to underline the key words before listening.
- Let Ss to listen to the tape 1 or 2 times more.
- Call on some representative to give their group’s answers.
- Ask others to give comments.
- Feedback 
- Do as appointed
*Key: 
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.
ACTIVITY 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 (10m) 
Aims: Ss find out information about the weather patterns in VN have changed over the last ten years 
Methods: Work in groups
- Ask Ss to work in group to discuss the question in task 4.
- Go around helping if necessary and collect some common mistakes.
- Call on 2 Ss to report their group’ discussing result.
- Ask others to give comments.
- Feedback 
-Work in groups to find out information about the weather patterns in VN have changed over the last ten years. 
 - Ask teacher for helping if necessary.
- Report the discussing’ result.
- Give comments.
- Check and take notes.
(Ss’ private answers)
3. Consolidation and homework 
a. Consolidation: (1m)
- Teacher summaries main points of the lesson.
- Asks Ss to fill in the blank to complete the sentences
1. The thick layer of the greenhouse gases traps more ____from the sun leading to the increase of the temperature on the earth.
2. Famine, water shortages, ____ weather conditions and a 20-30% loss of animal and plant species.
Answers: 1. heat
 2. extreme
- Students listen and add some more points
b. Homework: (1m)
- Do the task again	
- Prepare the next lesson at home.
Preparing date
11B6
11B7
11B8
08/03/2020
18/03/2020
11/03/2020
12/03/2020
UNIT 6: GLOBAL WARMING
 PERIOD 60: LESSON 6: WRITING
(GLOBAL WARMING: CAUSES AND EFFECTS)
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- revise all they know about causes, effects of global warming and possible solutions to it.
2. Skills:
- Develop writing’s skills: essay writing
- Help Ss develop the skill of working in pairs and groups 
3. Attitude: 
 - be aware of the need to solve the global warming problem.
	- Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: Task 1 (8m) 
Goal: Lead in the lesson
Tasks: Asks Ss to answer the question
Method: Work in groups
- Ask Ss to answer the question
7
4
2
Which are causes and which are the effects of global warming? Complete the diagram with the idea below.
CAUSES 
GLOBAL WARMING
EFFECTS
9
5
8
6
1
3
 * Key: Causes: 2, 4, 7
 Effects: 1, 3 6, 8
 5 9
* Lead in: Today we are going to write about causes and effects of global warming
2. Contents: 
Teacher’s activities
Students’ activities
ACTIVITY 1: Task 2: Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions (12m)
Aim: Help Ss to know the structure of an essay writing of causes and effects
Method: Work in pairs
 - Give the instruction and make sure that Ss understand it
- Give outline of an essay writing of causes and effects
- Listen to the teacher and take notes 
The structure of an essay writing of causes and effects:
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
5. Conclusion:
(Summarize the main points and state your opinion)
ACTIVITY 2: Task 3: Write your essay using the helpful expressions in the box
(15 m) 
Aims: Ss 
Methods: Work in pairs and then individually
- Explain to Ss that now they should do
- Have Ss work in pairs and write an essay
- Move around to give help with vocabulary and structure if necessary.
- T uses “lucky pairs” game to choose two Ss copy their answer on the sub - board for checking.
- Then Ss write the letter individually
-Ss to read the ideas in task 1 and the information text features in task 2 again.
- Ss go through the points in pairs.
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 ..
 Ss write a short text using the information given 
 Ss finish their drafts, ask them to exchange the drafts with a partner for peer review. 
ACTIVITY 3: (7 m) 
Aims: Ss check the mistake
Methods: Work in pairs/ whole class
- When Ss have finished, asks Ss to hang on the sub= board on the board and check the mistakes with the whole class
- Tell the class to read together and give corrections if necessary.
- Peer correction
 Suggested writing:
Global warming is the rise in the average temperature of the earth due to the increase of greenhouse gases like carbon dioxide, carbon monoxide, methane and others in the atmosphere. People pollute the environment by burning fossil fuels; cutting down trees for farmland, wood and paper; increasing the use of chemical fertilizers on croplands... Human activities have serious consequences on the life on Earth. We have so far witnessed more severe storms, heat waves, droughts, floods and high tides. Under extreme weather conditions, people have to suffer heat-related illnesses and infectious diseases.
Global warming is seriously affecting our life on Earth in many ways, so each of us should do something to reduce it. Begin at home by reducing energy use: unplug all electronic devices when they are not use, avoid lighting at day time, use solar energy instead; saving clean water; planting trees or growing our own foods. Walking and biking to work are green methods for traffic safety. They are also fun and good for health.
In conclusion, global warming is throating human beings and millions of species Earth. The Earth is the common home for all of us and because of this great attention should be paid to environmental problems. Taking small but effective actions such reducing energy use, saving natural resources, planting trees or using green means L transportation can make the Earth a better place to live.
3. Consolidation and homework 
a. Consolidation: (2m)
- Teacher summaries main points of the lesson
- Students listen and add some more points
b. Homework: (1m)
- Do the task again	
- Prepare the next lesson at home.
Preparing date
11B6
11B7
11B8
09/03/2020
19/03/2020
12/03/2020
14/03/2020
UNIT 6: GLOBAL WARMING
PERIOD 61: LESSON 7: COMMUNICATION AND CULTURE
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- understand more about global warming problem
- get some information about Young voices for the planets
- be acknowledged with some communication samples and cultural items 
2. Skills:
- Develop reading, listening and speaking’s skills
- Help Ss develop the skill of working in pairs and groups 
3. Attitude: 
 - be aware of the need to solve the global warming problem.
	- Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: (3m)
Goal: Lead in the lesson
Tasks: Teacher inform Ss about the lesson’s objectives
Method: Work with the whole class 
- Lead into the lesson
2. Contents: 
Teacher’s activities
Students’ activities
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 (15m)
Aim: This activity aims at developing Ss’ presentation skills on the topic of global warming. Ss understand about the causes of global warming and its effects and then suggest some solutions.
Method: Work in groups 
- Tell Ss that they have to present a talk to an environmental club about one of the causes of global warming and its effects and then suggest some solutions.
- Ask Ss to read the causes and choose the one they think is the most important and want to talk about.
- Have Ss to study the outline in groups or pairs before they start preparing for their talk.
- Invite one or two Ss to present their talk to the class.
- Give comments
-Work in groups to present a talk to an environmental club about one of the causes of global warming and its effects and then suggest some solutions.
* Suggested answer:
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?
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
 (10 m)
Aims: The aim of the section is to provide Ss with information about how young people can help to reduce global warming.
Methods: Work in pairs
- Ask if Ss know anything about Young Voices for the Planet or what the name tells them. Have Ss brainstorm ideas.
-Write some words on the board and ask Ss to guess the meaning, or to save time, provide equivalent words or explanation in Vietnamese.
Awareness: knowing that something is important
Be around: be present
Clean-up: the process of making a place clean and tidy
Lawmaker: someone who makes laws
for activity 1: ask Ss to read the text quickly and answer the questions. Check as a class.
- Ss brainstorm ideas
- Work in pairs to compare their answers 
* 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
 (15 m) 
Aims: Help Ss to know how to reduce carbon footprint. 
Methods: Work individually and then in pairs
- Ask Ss to give solutions to reduce carbon footprint. 
- Have Ss compare their answers with a partner.
- Call on some Ss to give their answers
- Ask others to give comments.
- Feedback
- Do the task individually.
- Compare the answers with a partner.
- Give the answers.
- Give comments.
- Check and take notes
* Suggested answers: 
Do small things such as: unplug your electronic devices, even your chargers, when thev are not in use; take public transit, choose a laptop over a desktop because it is energy efficient, use water efficiently, plant a tree, be green in your yard, tell family and friends that energy efficiency is good for their homes and the environment because it lowers greenhouse gas emissions and air pollution...
3. Consolidation and homework 
a. Consolidation: (1m)
- Teacher summaries main points of the lesson by asking Ss some questions (?)
What have you learn today?
What can you do now?
- Suggested answers: I’ve learned about the causes of global warming and its effects and then suggest some solutions. Now we can talk about young Vietnamese people do to reduce the carbon footprint.
- Students listen and add some more points
b. Homework: (1m)
- Do the task again	
- Prepare the next lesson at home.
Preparing date
11B6
11B7
11B8
10/03/2020
20/03/2020
13/03/2020
16/03/2020
UNIT 6: GLOBAL WARMING
PERIOD 62: LESSON 8: LOOKING BACK&PROJECT
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to revise the language and skills that they’ve learnt in unit 6: 
Vocabulary: words and phrases related to global warming
Pronunciation: intonation in yes-no questions and echo-questions 
Grammar: perfect gerunds and perfect participles
2. Skills:
 - Develop skills to do tests
 - Help Ss develop the skill of working in pairs and groups 
3. Attitude: 
 - be aware of the need to solve the global warming problem.
	- Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: (2m)
Goal: Lead in the lesson
Tasks: Teacher inform Ss about the lesson’s objectives
Method: Work with the whole class 
- Lead into the lesson
2. Contents: 
Teacher’s activities
Students’ activities
PRONUNCIATION (8 m)
Activity 1: Listen and repeat the questions paying attention to the rising intonation
Aim: Ss review about the intonation: rising 
Method: Work individually and then in pairs
- Ask Ss to listen to the rising intonation
- Ask Ss read the exchanges and do the task
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class 
- Let Ss listen again and pause to help them to notice the elision.
Activity 2: Listen and mark the rising intonation
Aim: Ss review about the intonation: rising 
Method: Work individually and then in pairs
 - Play the recording and let Ss listen and do the task.
- Play the CD once and ask S to check their answers.
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class 
- Feedback
- Do the task individually and then compare with a partner
- Listen and take notes.
- Do the task individually and then compare with a partner
- Give the answers.
 *Key:
1. B
3. B
5. B
VOCABULARY
Complete these sentences using the words given in the box (8m)
Aims: Ss review some words related to the topic
Methods: Work in pairs
-Explain the activity aims to review the key vocabulary in the unit, and have Ss do it individually.
Remind Ss to put the words into the correct form according to its position in the sentences.
Check answers as a class by asking individual Ss to read their sentences.
Provide the correct answers.
- Do as appointed.
- Give the answers.
- Give comments.
- Check and take notes.
KEY:
1. energy use
2. extinction
3. emissions
4. carbon footprint
5. absorb
6. deforestation
7. diversity
8. catastrophic
GRAMMAR
Aims: Ss review to make sentences with perfect participles/ perfect gerund
Methods: Work in pairs
ACTIVITY 1: Rewrite the sentences using perfect participles (10m)
Have Ss work in pairs to work out the answers. 
Monitor the activity and offer help, if necessary.
Check Ss’ answers by asking individuals to take turns reading aloud their answers.
ACTIVITY 2: Combine the sentences using the perfect gerund
 (10 m)
Have Ss to tell the teacher again about the difference between usages of perfect gerund 
Have Ss do this activity orally first 
Check answers as a class.
- Do the task in groups.
- Check and take notes.
KEY:
1. Having learnt about the benefits , the students 
2. Having refused Nam’s offer of a lift in his car, Mai had to 
3. Having read some documents about Green Earth
4. Having used too much chemical fertilizer on their farm, the farmers 
5. Having replaced all the light bulbs , she saved 
6. Having become too dependent on the use of electricity.
-Do this task individually
- Check and take notes.
* Key : 
1. Tony was strongly criticized for having dumped 
2. Sam regretted not having worked hard enough 
3. People admire Tony for having rescued the 
4. I remember having seen him before
5. The politician denied having lied to the villagers
6. Thanh admitted having forgotten 
3. Consolidation and homework 
a. Consolidation: (5m)
- Teacher summaries main points of the lesson
- Students listen and add some more points
EXTRA-EXERCISE: 
Give the correct form of the verbs in brackets:
He was sitting in an armchair a magazine.
 in the company for many years, he knew everyone and everything.
The cup with milk stood on the table.
 each other for ages, they had a lot to talk about.
 into a rich family, she got everything she wished for.
KEY
He was sitting in an armchair reading a magazine.
Having worked in the company for many years, he knew everyone and everything.
The cup filled with milk stood on the table.
Not having seen each other for ages, they had a lot to talk about.
Born into a rich family, she got everything she wished for.
b. Homework: (1m)
- Do the project
- Prepare the next lesson at home.