Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 5: Global warming

 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 global warming
 - 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
 - Have responsibility for 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
- hoclieu.vn
Language analysis 
 Form Pronunciation Meaning
1. global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/ a gradual increase in world temperatures
2. consequence (n) /ˈkɒnsɪkwəns/ a result of a particular action or situation, often one 
 that is bad or not convenient
3. temperature (n) /ˈtemprətʃər/ the measured amount of heat in a place or in the 
 body
4. atmosphere (n) /ˈổtməsfɪər/ the mixture of gases around the earth
5. fossil fuel (n) /ˈfɒsəl ˌfjʊəl/ fuels, such as gas, coal, and oil, that were formed 
 underground from plant and animal remains 
 millions of years ago 6. Which greenhouse gas is the main driver of 
 Earth’s current warming?
 Key:
 1. True
 2. In the Northern latitudes
 3. All of the above
 4. Nitrogen
 5. average rainfall increases
 6. Carbon dioxide
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRESENTATION (7 mins)
 a. Objectives: 
 - To get students to gain 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. Global warming (n)
- Teacher explains the meaning of the new vocabulary 2. Consequence (n)
by pictures. 3. Temperature (n)
- Teacher checks students’ understanding. 4. Atmosphere (n)
- Teacher reveals that these words will appear in the 5. Fossil fuel (n) 
reading text and asks students to open their textbook to 6. Carbon dioxide (n)
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 identify words and phrases related to global warming used in the text.
 - To help Ss identify the causes and consequences of global warming.
 b. Content: - Check answers as a class. 4. a
- Elicit the meaning of any words or phrases Ss don’t know or find 5. d
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 check Answer key:
comprehension. 1. Burnt
- Have Ss work individually. Encourage them to find the verb 2. Trapping 
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 practise speaking skills.
 - To help Ss memorize the basic knowledge on the effects 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’ ACTIVITIES CONTENTS
Task 5: Discussion
What is one effect of global warming that you have Students’ own answers
personally experienced? (Students can tell more if 
possible)
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. 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
 Board Plan UNIT 5: GLOBAL WARMING
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Use sentence stress appropriately to speak with a natural rhythm.
 - Understand and use words and phrases related to global warming.
 - Use present participle and past participle clauses correctly.
 2. Core competence
 - Be collaborative and supportive in pair work and team work.
 - Access and consolidate information from a variety of sources.
 - Actively join in class activities.
 3. Personal qualities
 - Be aware of global issues and protect the environment
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Present participle Past participle
The present participle is used to form a participle The past participle is a verb form usually 
clause when the participle and the verb in the ending in -ed, which normally has a passive 
main clause have the same subject and the action meaning. 
is done by the same person or thing. Similar to present participles, past participles 
The present participle is a verb form ending in - can form past participle clauses, but with a 
ing and it has an active meaning. passive meaning.
Assumption
 Anticipated difficulties Solutions
 - Encourage students to work in pairs and in groups so 
 Students are reluctant to work in that they can help each other.
 groups. 
 - Provide feedback and help if necessary.
 Students may lack vocabulary to 
 - Explain expectations for each task in detail.
 deliver a speech c. Expected outcomes:
 - Students can say the given sentences 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. 
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 
sentences with a natural rhythm.
 through human activities.
- Play the recording for Ss to check if they have correctly 
 3. Has the earth's temperature increased in 
underlined the stressed words. In stronger classes, ask Ss 
to mark the word stress, e.g ˈvillage, comˈpletely, the past few years?
deˈstroyed. 4. Some environmental disasters will 
- Check answers as a class. become more frequent.
- 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.
 - To help Ss practise the words in meaningful contexts.
 b. Content:
 - Task 1: Match the words with their meanings. (p.54) Task 1. Find and correct the mistakes in the following sentences. (6 mins)
 - Focus Ss’ attention on the structure of the present participle Answer key:
 clause (a verb form ending in -ing). 1. Was waiting → Waiting
 2. Saw → Seeing
 - Ask Ss to paraphrase the 2 examples in the Remember! box:
 3. were planting → planting 
 ‘Trapping too much of the sun’s heat, greenhouse gases stop it 
 from escaping back into space’ => ‘As / Since greenhouse gases 
 trap too much of the sun’s heat, they stop it from escaping back 
 into space.’
 ‘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. Tell 1. Not kept cool in hot weather, farm 
 them to pay attention to the form of the past participle (a verb animals can suffer from heat stress.
 form usually ending in -ed) and two main uses of past 2. Worried about the consequences of 
 participle clauses (i.e. giving the reason for an action and deforestation, some farmers stopped 
 expressing a condition). burning trees to create farmland.
 - Have Ss study the example before asking them to do the 3. Produced in huge amounts, carbon 
 activity individually. Walk round the class and offer help if dioxide causes air pollution and 
 necessary. climate 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’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises in the workbook.
 - Prepare for Lesson 3 - Reading.
 Board Plan