Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 10: The Ecosystem

 UNIT 10: THE ECOSYSTEM
 Lesson 1: Getting started – Ecosystems and humans
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Gain an overview about the topic The ecosystem;
 - Gain vocabulary to talk about ecosystems;
 - Get to know the language aspects: Compound nouns.
 2. Competences
 - Develop communication skills and creativity;
 - Be collaborative and supportive in pair work and teamwork.
 - Actively join in class activities
 3. Personal qualities
 - Be aware of the responsibility for protecting the ecosystems;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 10, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Form Pronunciation Meaning
1. flora (n) /ˈflɔːrə/ the plants of a particular area, type of environment 
 or period of time
2. fauna (n) /ˈfɔːnə/ all the animals living in an area or in a particular 
 period of history
3. insect (n) /ˈɪnsekt/ any small creature with six legs and a body divided 
 into three parts. Insects usually also have 
 wings. Ants, bees and flies are all insects.
4. organism (n) /ˈɔːɡənɪzəm/ a living thing, especially one that is extremely small + gets the correct answer after the 2nd clue ￿ they get ￿ CUC PHUONG NATIONAL PARK
 2 points.
 + gets the correct answer after the 3rd clue ￿ they get 1 
 point.
- The team with the correct answer is the winner. 
 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’ ACTIVITIES CONTENTS
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. flora (n)
- Teacher explains the meaning of the new vocabulary 2. fauna (n)
by pictures. 3. insect (n)
- Teacher checks students’ understanding with the “Rub 4. organism (n)
out and remember” technique. 5. biodiversity (n)
- Teacher reveals that these five words will appear in the 
reading text and asks students to open their textbook to 
discover further.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Teacher observes Ss’ writing of vocabulary in their notebooks.
 3. ACTIVITY 2: PRACTICE (20 mins)
 a. Objectives: 
 - To help students get to know the topic;
 - To introduce words and phrases related to ecosystems;
 - To help Ss identify the compound nouns.
 b. Content:
 - Task 1. Listen and read (p.110)
 - Task 2. Read the conversation and decide whether these statements are True or False 
 (p.111)
 - Task 3. Complete the diagram with words and phrases in Task 1 (p.111) week? What did he like about his trip? Why are many 
ecosystems lost, damaged or destroyed?
Task 3. Complete the diagram with words and phrases in Task 1. (5 mins)
 Answer key:
- Teacher has Ss read the conversation quickly again, and 
 1. Living
find suitable words to complete the diagram.
 2. flora
- Teacher calls on individual S to write the answers on 3. fauna
the board. Check answers as a class. 4. bacteria
 5. Non-living
Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match them 
with the meaning below. (5 mins)
- Teacher has Ss read the four definitions and checks 
 Answer key:
their understanding.
 1. climate change
- In weaker classes, teacher encourages Ss to read the 2. natural resources
conversation again and underline the compound nouns. 
 3. national park 
Then try to match them with the given definitions. 
 4. raw materials
- Teacher checks answers by calling on individual Ss to 
read out the compound nouns.
 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 information about ecosystems that they have learnt in the lesson.
 b. Content:
 - Role-play
 c. Expected outcomes:
 - Students can give a short presentation about ecosystems.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5. Role-play
- Teacher asks Ss to work in groups. In each group, one student Students’ own creativity.
will play the role of the teacher and others are students. - Explain expectations for each task in detail.
 - Continue to explain task expectations in small 
 chunks (before every activity).
 Students may lack vocabulary to 
 deliver a speech - Provide vocabulary and useful language before 
 assigning tasks
 - Encourage students to work in groups so that they 
 can help each other.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To stir up the atmosphere and activate students’ knowledge on the topic of plants and 
 animals;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Categorizing game
 c. Expected outcomes:
 - Students can learn some more new words about plants and animals.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Categorizing game Answer keys:
- Ss work in groups. Each group is given small pieces Mammals: human, squirrel, hedgehog, deer, 
of paper on which names of plants and animals are bat, dolphin
written. Birds: seagull, crow, owl, eagle, peacock, 
 parrot
- Each group has to classify them into correct Insects and invertebrates: wasp, butterfly, 
categories. snail, beetle, worm, ant
- The first team to complete the task correctly is the Flowers: marigold, orchid, daffodil, poppy, 
winner. lily, daisy
- Teacher asks the winner to go to the board and Trees and other plants: cactus, palm, bamboo, 
 oak, seaweed, mushroom
show the correct answers.
 Sea and river creatures: lobster, squid, trout, 
 octopus, oyster, salmon
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To help Ss revise intonation in question tags;
 - To help Ss practise intonation in question tags.
 b. Content: Task 2: Mark the intonation in the question tags using rising intonation or falling intonation. 
Then listen and check. Practise saying the conversations in pairs. (7 mins)
- Teacher asks Ss to read the sentences. Then teacher Answer key:
 1. A: Sorry, I didn’t hear my alarm this 
checks comprehension. morning.
- Teacher has Ss mark the intonation on the question tag in B: So you were late again, weren’t you?
each sentence individually. Then ask them to work in pairs 
to compare their answers. 2. A: I couldn’t watch the match last night. 
 We won, didn’t we?
- Teacher checks answers as a class by playing the 
 B: Yes, we did.
recording. Pause after each question tag and confirm the 
intonation. Call on individual Ss to mark the intonation on 3. A: There are several ecosystems that 
 can be found in Viet Nam.
the question tags on the board.
 B: Yes! Viet Nam is biologically diverse, 
- Teacher puts Ss in pairs again and has them practise isn’t it?
reading the sentences to each other. 
 4. A: We are running out of fossil fuels, 
 aren’t we?
 B: Yes, we are. We should find more 
 alternative sources of energy.
 5. A: People should stop damaging the 
 environment, shouldn’t they?
 B: Yes, I agree with you
 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 help Ss understand the meanings of the words/phrases that have been introduced in Getting 
 Started or will be encountered in the unit.
 - To help Ss practise the words in meaningful contexts.
 b. Content:
 - Task 1: Match the words and phrases with their meanings (p.112)
 - Task 2: Complete the sentences using the words and phrases in Task 1 (p.112)
 c. Expected outcomes:
 - Students understand the meaning of words, memorise them and are able to use them in 
 meaningful context.
 d. Organisation