Giáo án Tiếng anh 11 Unit 6: Global Warming mới nhất

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to look at the picture and answer the question

- Who do you see in the picture?

- Where do you think they are?

- What are they doing?

- Tell Ss that they are going to listen to a conversation between Mai, Ms Hoa and Minh.

- Play the recording

- Ask Ss listen to the recording and read the conversation.

- Explain new words if necessary

- Ss listen and read the conversation, take notes of new word

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner.

- Check their answer, ask them to give evidences for the answer

- Ask Ss to read the conversation again, work in pairs, do the task

- Ask Ss to do the task.

Activity 1:Listen and read

Expected answers:

The people are Ms Hoa and her students.

Ms Hoa is checking how they are preparing for a team presentation on global warming and is suggesting some ideas.

carbon print-foot

infectious disease

heat-related illnesses

Activity 2:Read the conversation again and answer the questions.

1. Global warming

2. Three parts: the causes, the effects, the solutions

3. Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.

3. Greenhouse gas emission, use of chemical fertilizers, deforestation

4. Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance

5. They should change their daily habits

6. Causes: burning of fossil fuels, using of non-environment friendly products

Effects: natural disasters such as floods, droughts, tsunami, acid rain

Activity 3:Read the conversation again match the words and definition

1. C2. G3. D4. B

5. A6. E7. H8. F

Activity 4:Find the sentences with the structure havingVpp

Having planned

Having contributed

Having treated

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to work individually first and then in pairs to do the task.

- Ask Ss to do the tasks and compare the results with their partner

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat each word

- Do as appointed

- Pay attention to the intonation

- Ask Ss to read the word in rows paying attention to the intonation.

- Ask Ss to do the task then compare the answer with their partner

- Play the recording and let Ss listen and read chorally.

- Ask Ss to listen to the sentences and practice reading them correctly

- Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any.

- Ask Ss to read the blue box and review the use and structure of the perfect participles.

- Ask Ss to do the task then compare the answer with their partner

-Let Ss finish the task and compare their answers with their partner's

- Ask Ss to work individually first, then in groups and check their answers.

A. Vocabulary:

Activity 1: Complete the sentences with the right form of the words/phrases

1. carbon footprint

2. infectious diseases

3. emissions

4. ecological balance

5. heat-related illnesses

6. climate change

2. Pronunciation

Intonation

Activity 1: Listen and repeat. Pay attention to the intonation

Activity 2: Listen and mark the symbol of rising intonation

2. Grammar:

a. Perfect participles in clauses of time and reason

Activity 1: Underline the perfect participles in the sentences

1. Having planned

After we have planned the content …

2. Having treated

Because/Since humans have treated the ….

The perfect participle is used to express a reason

Activity 2: Match the two parts to make complete sentences

b. Perfect gerunds

Activity 3: Rewrite the sentences, using the passive voice

1.The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition

2. The police suspected Mike of having cut down the oldest tree in the park

3. He denied having dumped lots of rubbish onto the beach

4. Thank you for having saved the lives of hundreds of wild animals

5. They regretted having hunted and killed many wild animals

6. The factory was heavily fined for having dumped tons of toxic waste into the river

7. Denis was rewarded for having taken an active part in the Green Summer activities

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Discuss with a partner

- Let Ss work in pairs, do the task

- Let Ss read the three heading a, b, c d first and make sure they understand all of them

- Ask Ss to read through the text once without stopping at the words that they don't know the meaning

- Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

- Help them eliminate the choice that is only one aspect of the text

- Ask Ss to do the task then compare the answer with their partner

- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

- Let Ss read the text again and locate the parts of the text where they can get the answers

- Put Ss in groups of four and let them discuss the questions freely

Activity 1 Work with a partner and guess what problems are described in the pictures

Suggested answers:- pollution

- forest destruction

Activity 2: Read the text and select the statement that expresses main idea

The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"

Activity 3: Match the words with their meanings

1. G2. F3. D4. E

5. B6. A7. C

Activity 4: Answer the questions

1.We are responsible

2. It releases a large amount of carbon dioxide into the atmosphere

3. Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere

4. They could lose their home

5. They can reduce crop harvest globally

6. Because human beings cannot exist without species diversity on earth

Activity 5: Work in groups, discuss the question

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to work in pairs, doexercise

- Encourage Ss to explain their choice

- Ask Ss to work by themselves, do the task then share their answer with their partner

- Put Ss in pairs, ask them to ask and do the task

- Let Ss read the text again and locate the parts of the text where they can get the answers.

- Ask Ss to work in pairs, do the task.

- Do as appointed

- Let Ss work in pairs and do the task

- Ask Ss to do the task, using the activities and reasons in activity 1,2 and the model conversation in activity 3.

- invite one or 2 groups to role-play their discussions in front of the class

Activity 1: Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?

*Key:1, 2, 4, 5, 6

Activity 2: The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities

1. e

2. b

4. c

5. a

6. d

Activity 3: Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it

1. energy use

2. electronic devices

3. planting trees

4. carbon dioxide

5. reusing and recycling

Activity 4: What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to work in pairs and do the task

- Have Ss listen to the CD twice

- Elicit answers from Ss and ask them to give clues to their answers

- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need.

- Let Ss work in pairs to answer the questions.

- Play the tape twice

- Let Ss listen to the recording, do the task then compare the answer with their partner

- Elicit Ss’ answers and give them the correct ones.

- Ask Ss to listen again and do the task then compare the answer with their partner

- Do as appointed

Activity 1:

a. Match the words with the pictures and answer the question

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

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

1. D

2. B

3. B

4. C

5. A

Activity 3: Listen to the talk again and answer the questions

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

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to work in pairs and do the task

- Set a time limit for this activity and assist Ss if necessary

- Ask Ss to do the task, then compare the resultwith their partner.

- Draw Ss’ attention to the instructions and questions

- Get Ss to work individually to find the answer

- Ask them to practice in pairs

- Call on a few Ss to report the answers

- Ask Ss to do the task

- Draw Ss’ attention to the instructions.

- Point out to Ss how to write an essay.

- T goes around and gives help, collects common mistakes for later correction.

- Collect 5 stories to mark in class so that all Ss feel the need to do the task.

- Walk around and offer help if necessary.

- Get students'answers and comments.

- Get some outputs to highlight and comment and correct the possible mistakes of students.

- Give feedback on these papers

Task 1:Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.

Causes: 2, 4, 7

Effects: 1, 36, 8

59

Task 2: Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions

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)

Task 3: Write your essay using the helpful expressions in the box

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…..

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’activities

Knowledge

This activity aims at developing Ss’ presentation skills on the topic of global warming.

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 thinj 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

Thei aim of the section is to provide Ss with information about how young people can help to reduce global warming.

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.

-For Act 2, put Ss into groups to discuss the questions. Then invite one or two groups to present their answers to the class.

I. 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.

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?

II. 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

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

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

- Ask Ss to listen to the rising intonation

- Ask Ss read the exchanges and do the task

- Ask Ssto 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.

- 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 Ssto check their answer with other classmates

- Elicit answers from the whole class

- Let Ss do this vocabulary exercise in pairs or groups of 4

- Ask Ss to work on their own first.

- Then ask Ss to compare answers with a partner to see if they have the same answer

- After that, elicit answers from the whole class and correct the wrong ones

This activity aims to help ss to review the use of perfec participles in sentences

- Ask Ss to work individually and then exchange with others

- Check as a class

This activity aims to help ss to review the use of perfec gerunds in sentences

- Ask Ss to work in groups and do the task.

Pronunciation:

Activity 1: Listen and repeat the questions paying attention to the rising intonation

Activity 2: Listen and mark the rising intonation

1. B

3. B

5. B

Vocabulary:

Activity 1: Complete these sentences using the words given in the box

1. energy use

2. extinction

3. emissions

4. carbon footprint

5. absorb

6. deforestation

7. diversity

8. catastrophic

Grammar:

Activity 1:Rewrite the sentences using perfect participles

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.

Activity 2:Combine the sentences using the perfect gerund

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 …