Giáo án Tiếng Anh 11 Global Success (CV5112) - Unit 5

 Planning date :/10/2023
Teaching date: /10/2023
Period:.
 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
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’ CONTENTS
 ACTIVITIES
 Earth quiz List of answers:
 - Teacher shows the quiz. 1. True
 - Ss work in 4 groups. Each group raise hands to 2. In the Northern latitudes
 take turn and answer the multiple-choice 3. All of the above
 questions. The team gains bonus with every 4. Nitrogen
 correct answer. 5. Average rainfall increases
 - The team with highest points is the winner. 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’ CONTENTS
 ACTIVITIES - Ask Ss to match the words individually. 4. a
 - Check answers as a class. 5. d
 - Elicit the meaning of any words or phrases Ss 
 don’t know or find hard to understand.
 Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
 - Tell Ss to read the incomplete sentences and Answer key:
 check comprehension. 1. Burnt
 - Have Ss work individually. Encourage them to 2. Trapping 
 find the verb phrases in the conversation. 3. adding
 - 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. 
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills.
- To help Ss memorize the basic knowledge on effect of global warming.
b. Content:
- Discussion
c. Expected outcomes:
- Students can identify one effect of global warming that they have personally experienced.
d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
 ACTIVITIES
 Task 5: Discussion.
 What is one effect of global warming that you Students’ own creativity.
 have personally experienced? (You can 
 demonstrate more if possible)
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson - The group that has the most correct answers is the 3. Why do people cut down trees?
 winner. - To make room for agriculture
 4. How much have the amount of CO2 increased 
 in the atmosphere since 1750?
 - by 40%
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To help Ss recognise and practise stress appropriately.
 b. Content:
 - Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (p.53)
 - Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the 
 sentences with a natural rhythm. (p.53)
 c. Expected outcomes:
 - Students can speak with a natural rhythm.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (5 mins)
 - Play the recording and ask Ss to listen to the sentences. Students’ practice
 Have them pay attention to the sentence stress (the 
 stressed words in bold) and rhythm (the combination of 
 stressed and unstressed syllables).
 - Play the recording again, pausing after each sentence 
 for Ss to repeat.
 - Have Ss read the notes in the Remember! box. Check 
 understanding by asking individual Ss to briefly explain 
 what words to stress in their spoken sentences to sound 
 natural and fluent.
 - Ask Ss to work in pairs, taking turns to read the 
 sentences. Call on some Ss to read them out loud.
 Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the 
 sentences with a natural rhythm. (7 mins)
 - Ask Ss to read the information in the Remember! box Answer key:
 carefully. 1. The village was completely destroyed by 
 - Have them quickly look through the sentences, floods.
 underline the stressed words, and practise saying the 2. Some gases are released in the air through 
 sentences with a natural rhythm. human activities.
 - Play the recording for Ss to check if they have 3. Has the earth's temperature increased in the 
 correctly underlined the stressed words. In stronger past few years?
 classes, ask Ss to mark the word stress, e.g ˈvillage, 4. Some environmental disasters will become 
 comˈpletely, deˈstroyed. more frequent.
 - Check answers as a class.
 - Play the recording again, pausing after each sentence 
 for Ss to repeat.
 - Ask Ss to work in pairs, taking turns to practise 
 reading the sentences. Call on some Ss to read them out 
 loud.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To introduce words and phrases related to global warming. greenhouse gases trap too much of the sun’s heat, they stop 
 it from escaping back into space’ and the other example, 
 e.g. ‘Walking on the beach, they
 - picked up litter’ => ‘While they were walking on the 
 beach, they picked up litter’.
 - Ask Ss to focus on the subject in each sentence and 
 ask questions to elicit that the participle and the verb in the 
 main clause have the same subject and the actions are done 
 by the same person or thing. 
 - Have Ss correct the sentences individually or in pairs.
 - Check answers as a class. 
 Task 2. Rewrite these sentences using past participle clauses. (7 mins)
 ⮚ - Ask Ss to read the explanation and examples in the Suggested answer:
 Remember! box carefully and check their understanding. 1. Not kept cool in hot weather, farm 
 Tell them to pay attention to the form of the past participle animals can suffer from heat stress.
 (a verb form usually ending in -ed) and two main uses of 2. Worried about the consequences of 
 past participle clauses (i.e. giving the reason of an action deforestation, some farmers stopped burning 
 and expressing a condition). trees to create farmland.
 ⮚ - Have Ss study the example before asking them to 3. Produced in huge amounts, carbon 
 do the activity individually. Walk round the class and offer dioxide causes air pollution and climate 
 help if necessary. change.
 ⮚ - Put Ss into pairs and have them compare their 
 sentences.
 ⮚ Check answers as a class. 
 ⮚ - In weaker classes, have Ss write the sentences on 
 the board and explain the paraphrases.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 3 - Reading. c. Expected outcomes:
 - Students can use key language more appropriately before they read.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you see. (5 mins)
 - Ask Ss to work in pairs to discuss the pictures and Student’s practice
 identify the environmental problems. 
 - Ask some guiding questions, e.g. What can you see in 
 the pictures? Do you think human activities like 
 farming can cause any negative impact on the 
 environment? How does deforestation contribute to 
 global warming? Have you heard about global efforts 
 to deal with climate change? 
 - Invite individual Ss to share their answers with the 
 class. 
 - Introduce the topic of the reading text.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: WHILE-READING (22 mins)
 a. Objectives: 
 - To help Ss practise reading for main ideas in an article about the climate change conference.
 b. Content:
 - Task 2. Read the article and choose the best title for it. (p.55)
 - Task 3. Read the article again. Match the highlighted words with their meanings. (p.56)
 - Task 4. Read the article again and choose the correct answers A, B, or C. (p.56)
 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 2: Read the article and choose the best title for it. (8 mins)
 - Have Ss read the whole text quickly to get an overall 
 idea. In weaker classes, go through the answer options and Answer key:
 check understanding. C
 - Ask Ss to work in pairs to compare their answers. Walk 
 round the class and provide help if necessary. 
 - Remind them that incorrect headings for a section are 
 often “irrelevant” (i.e., not mentioned in the section), “too 
 narrow” (i.e., only representing part of the section) or “too 
 general” (i.e., not specific to that section only).
 - In weaker classes, have Ss read the article and find the 
 most important pieces of information and summarise them. 
 This can help them recognise the right title.
 - Check answers as a class. 
 Task 3. Read the article again. Match the highlighted words with their meanings. (7 mins)
 - Ask Ss to read the article. Focus their attention on the 
 context of the highlighted words and have them look for Answer key:
 clues offering direct or indirect suggestions about their 1. d
 meanings, e.g. CO2 in paragraph 2 suggests that emissions 2. c
 are gases while methane is a gas as in paragraph 5 it is 3. b
 defined ‘a greenhouse gas’. Preposition between used after 4. a
 balance prompts equal things in a situation.