Kế hoạch bài dạy Tiếng Anh Lớp 11 - Unit 6: Global warming - Đỗ Văn Bình

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TÊN BÀI DẠY Unit 6. GLOBAL WARMING
Môn: TIẾNG ANH, Lớp: 11A1
Thời gian thực hiện: 8 tiết
TIẾT 55. Lesson 1. GETTING STARTED
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To introduce to the students a new topic related to global warming by understanding about main vocabulary and main grammatical structures in one dialogue related to presentation on global warming to start the unit. To help the students to know some words and phrases related to the topic and main structures in this unit through the dialogue.
- Skills: Integrated skills, especially reading and listening skills. 
- Attitude: Be aware of the causes and effects of global warming. 
2. Orientation towards students’ competency development: Communicative approach. To apply the knowledge they’ve learnt in their learning and their daily life in order to develop their language competence as well as collaborative competence.
II. Preparation of teacher and students:
	1. Teacher’s part: textbooks, references, loudspeaker, other teaching aids if needed.
2. Students’ part: Look up the dictionary to find some new words’ meanings. Read the conversation and the tasks that follow, try to understand them and prepare for the answers as much as possible.
III. Teaching procedures:
	1. Stabilization (2 ms)
	2. Check-up: (no checking) 
	3. Classroom activities:
A. START / WARM UP ACTIVITY (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected outcome & assessment of students’ performance
To get the students to approach the topic of the new lesson.
- Shows the students some pictures of global warming(Handout) and ask them to answer the following questions:
+ What are the causes of global warming?
+ What are the effects of global warming?
- Suggested answer: 
+ green house gas, deforestation, chemical fertilisers, etc.
+ spread of infectious diseases, heat-related illnesses and death, water supplies, etc.
B. KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (25 ms)
Activity 1. Listen and read (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help The students practice some skills (reading and listening)
- Ask the students to read the heading and get the students what the two speakers will be talking about. - Play the recording twice.
- Listen and read the conversation silently.
- Then asks the students if their predictions were correct.
- The students both read and listen to the conversation.
- The students can predict the content of the conversation.
Activity 1. Answer the questions (10 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To focus on comprehension
- Guide and reminds the students of some tips to do this kind of task. 
- Ask sts to work individually to do activity 2 in 3’.
- Go around the class to help if needed.
- Then asks the students to compare their answers in pairs.
- Call on some pairs to present.
- Correct and gives feedback.
- Suggested answer: Global warming.
Three parts: 1) the causes, 2) the effects, 3) the solutions.
Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.
Climate change allows for infectious diseases to spread more easily; contributes to heat-related illnesses and death; has severe impact on water supplies, threatens food production and upsets ecological balance.
They should change their daily habits.
Students’ answers
Activity 3. Match each word with their definitions (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help the students understand the meanings of some key words thoroughly.
- Ask students to look through the task, read the phrases in the left-hand column and underline them in the conversation. 
- Encourage them to get the students the meanings of the phrases and then match them with their definitions in the right-hand column.
 - Ask them to work in pairs to compare and check their answers.
- Call on some students to give the answers.
- Corrects and gives feedback.
- Have students practice reading these phrases.
- Suggested answer:
c - 1. greenhouse gas 	
g - 2. limit change 
d - 3. emission 
b - 4. carbon footprint 
a- 5. global warming 
e - 6. infectious disease 	
h - 7. ecological balance 	
f - 8. heat- related illness 
Activity 4. Find the sentences with the structure having + past participle in the conversation and write them in the spaces (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To focus on revision of the structure having + past participle
- Tell the students to have a quick look at the conversation to identify sentences with the structure having + past participle in the conversation and write them in the space provided. Go around to observe and give help if necessary. Call on some students to give the answers.
- Check their answers and give feedbacks.
- Suggested answer:
+ In the past, a lot of industries denied having contributed to global warming.
+ Having treated the environment irresponsibly, humans now have to suffer the effects of climate change. 
D. APPLICATION AND EXTENSION ACTIVITIES (10 ms)
Activity 1. Discuss with a partner (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To allow The students to present their own viewpoints on global warming.
- Has the students discuss the question in pairs in 4 minutes.
What cause(s) do you think is/are the most influential and what is/are the best solution(s) for global warming? Why?
- Elicits some answers and gives feedbacks.
- Suggested answer:
+greenhouse gas
+ reduce greenhouse gas by using alternative sources of energy, etc.
Activity 2. Summary (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Check The students’ comprehension and enlarge their knowledge
- Has the students summarise the conversation.
- Calls some the studentsto share their summaries.
- Suggested answer:
+ Student 1: causes
+ Student 2: effects
+ Student 3: solutions
IV. Homework: (3 ms) + Learn the new words by heart. + Prepare the next lesson (Language).
V. Self-Evaluation: ..
TIẾT 56. Lesson 2. LANGUAGE
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: + To provide the students with words and phrases related to global warming.
+ To help the students get familiar with intonation on yes-no questions and echo questions.
+ To have them revise perfect participle and perfect gerunds.
- Skills: Integrated skills, to promote Ss to develop the skill of working in pairs and groups.
- Attitude: By the end of the lesson, the students will be aware of the importance of using correct intonation in different kinds of questions. 
2. Orientation towards students’ competency development: To enable the students to apply the knowledge they’ve learnt in their learning and their daily life in order to develop their language competence as well as collaborative competence.
II. Preparation of teacher and students:
	1. Teacher’s part: Lesson plans, textbooks, references, loudspeaker, other teaching aids.
	2. Students’ part: Find some new words’ meanings. Try to understand them and prepare.
III. Teaching procedures:
	1. Stabilization (2 ms)
	2. Check-up:(no checking) 
	3. Classroom activities:
A. START / WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To get the students to approach the language items of the new lesson.
- Ask studens to play the game: hot seat
 6 words and phrases: global warming, emission (n), man-made (adj), infectious, come up, climate change)
- Use the words to lead to the new lesson.
- Students play the game with the teacher’s instruction.
B. KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (31 ms)
Activity 1. Complete the sentences with the right form of the words/ phrases from 3 in Getting Started (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products &assessment of student work
To help Ss practice revise the meanings of some words and phrases as well as understand their use more thoroughly.
- Explain to the students what they are supposed to do.
- Tell them to read each sentence carefully and use the contextual clues to work out which phrase best completes it.
- Ask them: What are the surrounding words? What do they mean?
- Call on some students to give the answers.
- Correct and give feedback.
- Suggested answer:
1. carbon footprint
2. infectious diseases
3. emissions
4. ecological balance
5. heat-related illnesses
6. climate change
Activity 2. Listen and repeat the sentences, paying attention to their intonation (3ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help the students get familiar with rising intonation in yes-no questions.
- Play the recording and ask them to listen to the questions paying attention to the rising intonation at the end of each question. - Play the recording again and pause after each question.
- Call some students to read the sentences again.
- Students listen and repeat.
Activity 3. Listen and mark (rising intonation) on the echo questions (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
To help the students recognize rising intonation in echo questions and practise reading them.
- Ask them to read through the exchanges and tells them that B’s responses are echo questions.
- Elicit from them what echo questions are and what intonation pattern is usually used for them.
- Play the recording for them to check the answers.
- Have students write an upward arrow after the echo questions. 
- Let them practise the exchanges in pairs. 
- Give feedbacks.
- Suggested answer:
1. A: Most of the environmental problems are man-made.
B: Man-made?
2. A: Scientists are concerned about the effect of global warming.
B: Scientists are concerned about what 
3. A: I cycle to work every day.
B: You do?
4. A: By 2050, rising temperatures could lead to the extinction of a million species.
B: The extinction of a millio ...  to reduce global warming.
-As a warm up activity, T asks if Ss know anything about Young Voices for the Planet or what the name tell them.
-T has Ss brainstorm ideas, but do not correct them at this stage of the lesson. 
-T tells Ss that they will find out more after they read the text. Some of the words/phrases in the text may be difficult or unfamiliar. T has Ss guess their meaning or, to save time.
-T provides the equivalent words or explanation in Vietnamese.
Task 1. -T asks Ss to read the text carefully and answer the questions 1-4.
-T checks as a class.
-To make the activity more interesting and to save time, T use the “jigsaw reading” strategy, T puts Ss into groups of four.
-Each S in the group has to read one paragraph and then answer the question(s) related to the content of that paragraph.
Task 2. -The aim of this activity is to encourage Ss to relate the text content to the situation in Vietnam.
-T puts Ss into groups to discuss the questions.
-T invites one or two groups to present their answers to the class.
Vocabulary:
+awareness
+be proud
+clean-up
+lawmaker 
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
D. APPLICATION AND EXTENSION ACTIVITIES: (5 minutes)
Read the following passage and mark A, B, C or D to indicate the word that best fits the blanks. 
 	Global warming is the biggest (01)_________ in the world today. Everyone knows about it but not everyone is trying to stop it. Many world leaders are more interested in blaming other (02)_________ for the crisis. Countries like China, India and Russia say they will not act unless America takes more action. America says it will not act until other countries (03)_________ more action. It seems a little childish that leaders are acting in this way. The future of our world is (04)_________ risk and governments can only argue with each other. Many presidents and prime ministers tell us that technology is the answer. They say future (05)_________ will find solutions to save the planet. This is a big gamble. I hope they are right. I don’t believe them, so I’ll continue switching off lights and recycling.
01. A. consequences	B. problems	C. solutions	D. influences
02. A. organizations	B. countries	C. associations	D. companies
03. A. make	 	B. do	C. give	D. take
04. A. in	 	B. on	C. to	D. at
05. A. scientific	B. science	 	C. scientists	 	D. scientifically
IV. Homework: (3 ms) + Learn the new words by heart. + Prepare the next lesson (C&C).
V. Self-Evaluation: ..
TIẾT 62. Lesson 8. LOOKING BACK AND PROJECT
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: + Vocabulary: words and phrases related to global warming
+ Pronunciation: intonation in yes-no questions and echo-questions
+ Grammar: perfect gerunds and perfect participles
- Skills: integrated skills
- Attitude: have responsible attitude towards family rules
2. Orientation towards students' competency development:
To make students be aware of the need to solve the global warming problem.
II. Teacher's and students' preparation:
1. Teacher's preparation: board, chalks, textbook
2. Students' preparation: notebook
III. Teaching procedures:
1. Stabilization: (1 m) Greet the students and checks their attendance.
2. Check-up: (3 ms) checks vocabulary
3. Classroom activities: (41 ms)
PRONUNCIATION (10 ms) - A. START/ WARM UP ACTIVITY (1 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Makes the sts more interested in the lesson
- Writes some questions:
+ Do you like reading?
+ Have you ever visited Paris?
- Has the students read the questions in the correct intonation and asks them: ''What intonation can I use in here: the falling intonation or the rising intonation?'' 
- Leads to the new lesson.
- Expected answer:
It's the rising intonation
B. KNOWLEDGE FORMATION ACTIVITIES
Activity 1. Listen and repeat the questions paying attention to the rising intonation (3 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Help the sts get familiar with the rising tone.
- Play the recording and asks the sts to listen.
- Ask the sts to read the questions in pairs.
- Elicit answers from the whole class.
C. PRACTICE ACTIVITIES
Activity 1. Listen and mark the rising intonation on the exchanges then practise reading. (4 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Give the sts more chances to practice the rising intonation
- Play the recording and asks the sts to mark the rising intonation on the echo questions.
- Ask the sts to work in pairs to practise reading the exchanges in pairs.
- Read the exchanges and the others give comments.
- Check answers with the whole class.
D. APPLICATION AND EXTENSION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Helps the sts master the rising intonation
- Divide the class into 2 groups to play game.
- Tell the rules of the game: one group orally makes questions and the other orally answer, paying attention to the rising intonation and then takes turns.
- Give praise to the group having the most correct answers with the rising intonation.
VOCABULARY (14 ms) - A. START/ WARM UP ACTIVITY (2 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Makes the sts more interested in the lesson
- Plays a game: Jumbled words
Gives the sts some jumbled words and asks them to rearrange these words to make complete ones: erynge, sabrbo, siverytid, tixeonitnc, ptorfotin
- Expected answer:
energy, absorb, diversity, extinction, footprint. 
B. KNOWLEDGE FORMATION ACTIVITIES
Activity 1. Listen and repeat the questions paying attention to the rising intonation (3 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Help the sts revise the meaning of some vocabulary.
- Asks the sts to tell the meaning of some words: carbon footprint, deforestation, energy use, extinction, emissions, absorb, catastrophic, diversity
- Expected answer:
carbon footprint: lượng khí thải carbon
deforestation: sự tàn phá rừng
energy use: việc sử dụng năng lượng
extinction: sự tuyệt chủng emissions: khí thải
absorb: hấp thụ catastrophic: thảm khốc
diversity: sự đa dạng
C. PRACTICE ACTIVITIES (8 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Give the sts more chances to remember vocabulary
- Ask the sts to complete the sentences with the words in the box individually.
- Ask the sts to discuss the answers in pairs. - Has the sts tell their answers.
- Check answers with the whole class.
- Expected answer:
1. energy use 2. extinction
3. emissions 4. carbon footprint
5. absorb 6. deforestation
7. diversity 8. catastrophic
D. APPLICATION AND EXTENSION ACTIVITIES (1 m)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Helps the sts use the words they've learned in communication
- Asks the sts to make sentences with the words above.
- Gives comments.
GRAMMAR (15 ms) - A. START/ WARM UP ACTIVITY (1 m)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
Makes the sts more interested in the lesson
- Ask the sts to match the sentences.
- Ask the sts to tell the name of the structure used in the sentences.
- Expected answer:
1. b 2. c 3. a
perfect gerund and perfect participle 
B. KNOWLEDGE FORMATION ACTIVITIES (1 m)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Help the sts revise the form of perfect gerund and perfect participle.
- Ask the sts to tell the form of the perfect gerund and perfect participle.
- Expected answer:
Having + Vpp
C. PRACTICE ACTIVITIES (11 ms) Activity 1. Rewrite the sentences, using perfect participles (5 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Help the sts develop their writing skills.
- Asks the sts to rewrite the sentences, using perfect participles.
- Asks the sts to compare their sentences in pairs.
- Has the sts tell their answers.
- Checks answers with the whole class.
- Expected answer:
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, she decided to...
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, we have to...
Activity 2. Combine the sentences, using perfect gerunds. (6 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Help the sts develop their writing skills.
- Asks the sts to rewrite the sentences, using perfect gerunds.
- Asks the sts to compare their sentences in pairs.
- Has the sts tell their answers.
- Checks answers with the whole class.
- Expected answer:
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 to turn off the gas cooker...
D. APPLICATION AND EXTENSION ACTIVITIES (2 m)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
Helps the sts master the perfect gerunds and perfect participles.
- Ask the sts to make sentences with perfect gerunds and perfect participles. - Give comments.
IV. Homework: (3 ms) + Learn the new words by heart. + Prepare the next lesson (UNIT 7).
V. Self-Evaluation: ..