giáo án kế hoạch bài dạy theo cv 5512 đầy đủ kì II tiếng anh 11

Date:

Period 55
Unit 6: GLOBAL WARMING
LESSON 1: GETTING STARTED

I. OBJECTIVES
1. Knowledge:
-Vocabulary: words and phrases relating to endangered species
- Information about endangered species, which are becoming extinct
2. Competence:
- Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility,
kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector, speakers.
2. Learning materials: textbook, pictures, videos, speakers
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives

Introduce the topic of the lesson and to raise
students' interest

b) Content

What can you see in the picture?
c) Products

Get to know what is global warming: As
humans burn fossil fuels, we are emitting more
greenhouse gases, such as CO2, into the atmosphere.
These gases trap heat inside the atmosphere, or more
-

1


d)
Organization

specifically, they allow heat to leave at a much slower
rate. Thus, we see increased annual temperatures on
average across the globe
Let sts make questions and answers about the
pictures

Lead sts into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a)
Objectives

b) Content

Use lexical items related to the topic Global warming
Activity 1: Listen and read

c) Products

Know more words about the topic Global warming
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
d)
- Ask Ss to look at the picture and answer the
Organization
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
ACTIVITY 3: PRACTICE
a)
Objectives
b) Content

c) Products

- Memorize words and phrases to talk about this
topic
Activity 2: Read the conversation again and answer
the questions.
Activity 3: Read the conversation again match the
words and definition
Activity 2:
1. Global warming
2


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 nonenvironment friendly products
Effects: natural disasters such as floods, droughts,

tsunami, acid rain
Activity 3:
1. C
2. G
3. D
4. B
5. A
6. E
7. H
8. F
d)
Organization

- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks

must be performed next.

ACTIVITY 4: APPLICATION
a)
Objectives
b) Content
c) Products

Identify the grammar structure for the topic
Activity 4:
Find the sentences with the structure having + Vpp
- In the past, a
contributed to global
- Having treated
humans now have

lot of industries denied having
warming.
the environment irresponsibly,
to suffer the effects of global

3


d)
Organization

warming.
- Step 1- Assigning
State the requirements for each activity for the

students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

IV. Consolidation (3 mins)
- Global warming
- Practice the conversation
V. Homework: (1 min)
- Global warming
- Practice the conversation
- Do the task again
- Read Unit 6 - Language at home
Từ vựng tham khảo

UNIT 6. GLOBAL WARMING
1. absorb /əbˈzɔːb/(v) thấm, hút
10. diversity /daɪˈvɜːsəti/ (n) sự

2. atmosphere /ˈætməsfɪə(r)/(n) k
đa dạng
hí quyển
11. drought /draʊt/(n) hạn hán
3. awareness /əˈweənəs/ (n) sự
12. ecological /ˌiːkəˈlɒdʒɪkl/
nhận thức, hiểu biết, quan tâm
(adj) thuộc vể sinh thái
4. ban /bæn/(v) cấm
13. ecosystem /ˈiːkəʊsɪstəm/(n) h
5. capture /ˈkæptʃə(r)/(v) lưu lại,
ệ sinh thái
giam giữ lại
14. emission /ɪˈmɪʃn/(n) sự phát
6. carbon footprint /ˌkɑːbən
(sáng), tỏa (nhiệt), xả (khí)
ˈfʊtprɪnt/ (n) lượng khí C02 thải ra
15. famine /ˈfỉmɪn/ nạn đói kém
hằng ngày của một cá nhân hoặc
16. greenhouse gas /ˌɡriːnhaʊs
nhà máy...
ˈɡỉs/(n) chất khí gây hiệu ứng nhà
7. catastrophic /ˌkỉtəˈstrɒfɪk/
kính
(adj) thảm họa
17. heat -related /hiːt - rɪˈleɪtɪd/
8. clean-up (n) sự dọn dẹp, làm
(adj) có liên quan tới nhiệt
sạch, tổng vệ sinh
18.infectious /ɪnˈfekʃəs/ lây

9. climate change /ˈklaɪmət
nhiễm, lan truyền
tʃeɪndʒ/ (n) biến đổi khí hậu
4


19. lawmaker /ˈlɔːmeɪkə(r)/(n) ng
ười làm luật, nhà lập pháp

20. oil spill /ˈɔɪl - spɪl/ tràn dầu

Date:
Period 56
Unit 6: GLOBAL WARMING
LESSON 2: LANGUAGE

I. OBJECTIVES
1. Knowledge:
- Vocabulary: Words and phrases related to the topic global warming.
- Pronunciation: Intonation on yes-no questions and echo questions
- Grammar: Perfect gerunds and perfect participles
2. Competence:
- Increasing students’ communication, self-study skills, critical thinking,
problem- solving and creativeness.
3. Characteristics :
-Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
II. TEACHING AIDS
1. Equipments: computer, projector, speakers.
2. Learning materials: textbook, pictures, videos.

III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance
5


2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives

Checking vocabulary

b) Content

Words and phrases related to the topic global
warming that students have learned in “Getting
started” lesson

c) Products

Master of using the words and phrases related to the
topic global warming.

d)
Organization

Call some sts to write the words on the board
Ask others to give comments

Lead sts into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a)
Objectives
b) Content

c) Products

- Vocabulary: Words and phrases related to the topic
global warming.
- Pronunciation: Intonation on yes-no questions and
echo questions
1. Vocabulary:
Activity 1: Complete the sentences with the right
form of the words/phrases
2. Pronunciation
Intonation
Activity 1: Listen and repeat. Pay attention to the
intonation
Activity 2: Listen and mark the symbol of rising
intonation
Know more words about the topic Global warming
and how to use intonation in communication
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
6


d)
Organization

Intonation: There are two basic patterns of
intonation in English: falling intonation and rising
intonation. In the following examples a downward
arrow (➘) indicates a fall in intonation and an upward
arrow (➚) indicates a rise in intonation.
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.

- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

ACTIVITY 3: PRACTICE
a)
Objectives
b) Content

c) Products

- Vocabulary: Words and phrases related to the topic
global warming.
- Pronunciation: Intonation on yes-no questions and
echo questions
Grammar:
a. Perfect participles in clauses of time and
reason
b. Perfect gerunds
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

1.
2.
3.
4.

e
c
a
b

5.
6.
7.
8.
7

g
h
f
d


d)
Organization

- 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.

ACTIVITY 4: APPLICATION
a)
Objectives

Use the grammar structures in communication

b) Content

Activity 3: Rewrite the sentences, using the
passive voice

c) Products

Master of using the grammar structures in
communication
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
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding

d)
Organization

8


Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.
IV. Consolidation (3 mins)

- Vocabulary related to global warming
- Perfect gerunds and perfect participle
- Intonation
V. Homework: (1 min)
- Vocabulary related to global warming
- Perfect gerunds and perfect participle
- Intonation
- Do the task again
- Read Unit 6 - Reading at home
•

•

•

PERFECT PARTICIPLES (Phân từ hồn thành)
Phân từ hồn thành là động từ ghép bao gồm trợ động từ “having” và
động từ ở phân từ quá khứ.
Having Vp2
Eg: having collected, having treated
Chúng ta có thể phân từ hồn thành trong mệnh đề chỉ thời gian để nói
về hành động mà đến trước 1 hành động khác kết nối với nó.
Eg: Having collected all necessary information, he started writing his report.
(Sau khi thu thập tất cả các thông tin cần thiết, ơng bắt đầu viết báo cáo
của mình.)
Chúng ta cũng có thể sử dụng mệnh đề phân từ hồn thành để nói về
lý do cho hành động ở mệnh đề chính.
Eg: Having treated the environment irresponsibly, we now have to suffer the
effects of climate change.
(Đã đối xử với môi trường vô trách nhiệm, bây giờ chúng ta phải chịu ảnh

hưởng của biến đổi khí hậu.)

9


Date:

Period 57
Unit 6: GLOBAL WARMING
LESSON 3: READING

I. OBJECTIVES
1. Knowledge:
- Vocabulary and information about the causes and effects of global
warming
2. Competence:
- Increasing students’ communication, self-study skills, critical thinking,
problem- solving and creativeness.
3. Characteristics :
-Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives
b) Content

Introduce the topic of the lesson and to raise
students' interest
What can you see in the picture?

10


c) Products
d)
Organization

- Get to know what are the causes-effects-solution
of global warming
Let sts make questions and answers about the
pictures

Lead sts into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a)
Objectives

- Vocabulary and information about the causes and
effects of global warming

b) Content

Activity 1: Work with a partner and what problems
are described in the pictures. Then answer the
question: what do you know about the problems?
c) Products - The first picture describes one of the causes of climate
change. In the picture, we can see factories are
burning fossil fuels that increase the amount of CO2 in
the atmosphere. Increased levels of carbon dioxide
contribute to the greenhouse effect; as a result, the
earth is heating up. Warmer temperatures may cause
many problems such as heat-related illnesses and
reduced water and air quality, which in turn have a
variety of adverse effects on human health.
- What can you see in the second picture? Running cars
are sending smoke and fumes into the atmosphere,
causing the Earth to warm up and increase its average
temperature. To climate scientists, personal vehicles
are a major cause of global warming.
- In the third picture, we can see trees are cut down, for
many reasons such as for land, paper, wood products
or cooking fuel... Trees remove carbon dioxide, a major
greenhouse gas, from the atmosphere, while cycling
oxygen back into it. When trees are cut down:
however, the CO2 is released again. The area of land
covered by forests in the world is reduced rapidly,
causing climate change.
d)
Organization

- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
11


present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.
ACTIVITY 3: PRACTICE
a)
Objectives
b) Content

c) Products

- Improve mainly reading skill for general ideas and

specific information
Exercise 2. Read the text and select the statement
that expresses main idea
Exercise 3. Match the words with their meanings
Exercise 4: Answer the following questions
Exercise 2: The best title of the text is "Global
warming is mainly caused by humans and has negative
impacts on people’s lives"
Exercise 3
1. catastrophic (adj) - g. Disastrous (thảm họa thảm khốc)
2. famine (n) - f. when a lot of people do not have
enough food and many die (nạn đói - khi có nhiều
người khơng có đủ thức ăn và nhiều người chết)
3. absorb (v) - d. take in (gas, liquid, heat) from the
space or surface around (hấp thụ - nhận vào (khí, chất
lỏng, nhiệt) từ khơng gian hoặc bề mặt xung quanh)
4. capture (v) - e. catch and keep somebody/
something in a place
(chụp - bắt và giữ ai đó / cái gì đó ở một nơi)
5. atmosphere (n) - b. the mixture of gases
surrounding the earth
(khơng khí - hỗn hợp các khí xung quanh trái đất)
6. ecosystem (n) - a. all living creatures and plants
in a certain area and the relationships between them
(hệ sinh thái - tất cả các sinh vật và thực vật sống
trong một khu vực nhất định và mối quan hệ giữa
chúng)
7. diversity (n) - c. the fact of having many
different types of people, animals, plants or things
(tính đa dạng - thực tế là có nhiều loại người, động

vật, thực vật hoặc vật khác nhau)
Exercise 4
12


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
d)
Organization

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

ACTIVITY 4: APPLICATION
a)
Objectives
b) Content
c) Products

d)
Organization

Improve

Competence:s

linguistic

and

communicative

5. Work in groups. Discuss with a partner.
1. Which of the effects of global warming do you
think is the most serious?
=> In my opinion, the most serious effect of global
warming is droughts because it is killing millions of
creatures on Earth. As temperatures rise globally,
droughts will become more frequent and more severe,
with
potentially
devastating
consequences
for
agriculture, water supply. When people and other
creatures do not have food to eat and water to drink,
we will die.
-

Step
Step
Step
Step

1234:

Assigning
Performing
Reporting and discussing
Giving feedback and Concluding

IV. Consolidation (3 mins)
- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
V. Homework: (1 min)
- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
- Do the task again
- Read Unit 6 - Speaking at home

13


Date:

Period 58
Unit 6: GLOBAL WARMING
LESSON 4: SPEAKING

I. OBJECTIVES
1. Knowledge:
- Words and phrases related to the topic.

- Expressions express opinions, agreements or disagreements about
solutions to global warming
2. Competence:
- Increasing students’ communication, self-study skills, critical thinking,
problem- solving and creativeness.
3. Characteristics :
-Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
II. TEACHING AIDS
1. Equipments: computer, projector.
14


2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives

Introduce the topic of the lesson and to raise
students' interest

b) Content

c) Products

d)
Organization

1.
What
are
the
solutions
to
global
warming?
2. What did you do to
save environment?

Get to know what is global warming: As
humans burn fossil fuels, we are emitting more
greenhouse gases, such as CO2, into the atmosphere.
These gases trap heat inside the atmosphere, or more
specifically, they allow heat to leave at a much slower
rate. Thus, we see increased annual temperatures on
average across the globe
Let sts make questions and answers about the
pictures
-

Lead sts into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION

a)
Objectives
b) Content

c) Products

Use lexical items related to the topic speaking GOING
GREEN
Activity 1: Work in pairs, in your opinion, which of
the following activities in the table below can help to
reduce global warming?
Activity 2: The table below presents the reasons
why the activities in 1 can help reduce glob warming.
Match them with the activities.
Know more about the causes, and the solution to
15


Global warming
d)
Organization

- Ask Ss to work in pairs, do exercise
- Encourage Ss to explain their choice
- Ask Ss to work by themselves, do the task then
share their answer with their partner
- Correcting their answers
ACTIVITY 3: PRACTICE

a)

Objectives

Practice the dialogue

b) Content

Lan, Mai and Minh arc talking about the activities
presented in 1. Work in group of three. Complete their
conversation using the phrases in the box and then
practice it.
c) Products - Complete the dialogue
1. energy use
2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling
- Giving opinion about the causes, and the solution to

d)
Organization

Global warming
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general

observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

ACTIVITY 4: APPLICATION
a)
Objectives

Identify the grammar structure for the topic

16


b) Content
c) Products

d)
Organization

Activity 4: What do you think about these solutions
to global warming? Work in groups of 3. Use the ideas
in 1 & 2 to a have similar conversation
Ha: Minh, which of these activities do you think are

the most effective in reducing global warming?
Minh: I believe that reusing and recycling are the
most effective ways to stop global warming because
they can reduce waste and pollution as well as
conserve natural resources.
Ha: I agree. What about you Hand?
Lan: In my opinion, the most effective activity to
help reduce global warming is to plant trees.
Ha: What makes you think so?
Lan: It's because trees absorb carbon dioxide and
give off oxygen. A single tree can absorb about one ton
of carbon dioxide in its lifetime.
Ha: You are probably right but I think cutting down
on energy can reduce global warming significantly. If
you use LED light bulbs or turn off your electronic
devices when they are not in use, you can save a large
amount of electricity.
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.

- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

IV. Consolidation (3 mins)
- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
V. Homework: (1 min)
- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
- Do the tasks again
17


- Read Unit 6 - Listening at home

Date:
Period 59
Unit 6: GLOBAL WARMING
LESSON 5: LISTENING

I. OBJECTIVES
1. Knowledge:
- Words and phrases related to the topic.
- Expressions express opinions, agreements or disagreements about
solutions to global warming
2. Competence:
- Increasing students’ communication, self-study skills, critical thinking,

problem- solving and creativeness.
3. Characteristics :
-Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
II. TEACHING AIDS
1. Equipments: computer, projector, speakers.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives
b) Content
c) Products
d)
Organization

Introduce the topic of the lesson and to raise
students' interest
What do you and your friend do to save the earth or
save the environment?
Get involed in the topic of the lesson: Listening about
the topic SAVE THE EARTH, SAVE YOUR LIFE
Let sts make questions and answers about the

pictures

Lead sts into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
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a)
Objectives

Use lexical items related to the listening topic SAVE
THE EARTH, SAVE YOUR LIFE

b) Content

c) Products

1. Match the words with the pictures and answer the
question
- Expressions express opinions, agreements or
disagreements about solutions to global warming
- Get to know the common cause of all the disasters

depicted in the picture.

1.c - drought: hạn hán
2.d - flood: lũ lụt
3.a - famine: nạn đói
4.e - water shortage: thiếu nước
5.b - forest fire: cháy rừng

d)
Organization

Let sts make questions and answers about the
pictures

Lead sts into new lesson.
ACTIVITY 3: PRACTICE
a)
Objectives
b) Content

- Improve
information

mainly

listening

skill

for

specific

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

c) Products - Activity 2:
1.D
2.B 3.B 4.C 5.A
- Activity 3:
- 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
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- 3. Heat waves, floods, droughts and storm surges.
- 4. Famine, water shortages, extreme weather

d)
Organization

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.
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in

the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks must
be performed next.

ACTIVITY 4: APPLICATION
a)
Objectives
b) Content
c) Products
d)
Organization

Identify the grammar structure for the topic
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
- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.

- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
20


- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks must
be performed next.
IV. Consolidation (3 mins)
- Vocabulary related to the topic of global warming
- Listening skills
V. Homework: (1 min)
- Vocabulary related to the topic of global warming
- Listening skills
- Do the tasks again
- Read Unit 6 - Writing at home

Date:
Period 60
Unit 6: GLOBAL WARMING
LESSON 6. WRITING

I. OBJECTIVES
1. Knowledge:
- Vocabulary and structures to write an essay about the causes and effects
of global warming, and the possible solutions
2. Competence:
- Increasing students’ communication, self-study skills, critical thinking,
problem- solving and creativeness.
3. Characteristics :
-Students are able to improve self- study skills, critical thinking skills,
problem solving skills, communication skills, creativeness and IT skills
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a)
Objectives

Introduce the topic of the lesson and to raise
students' interest
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b) Content
c) Products

Complete the outline of ideas for causes and effect of
Global warming
d)
Let sts make questions and answers about the
Organization
pictures
Lead sts into new lesson
ACTIVITY 2: KNOWLEDGE ACQUISITION
a)
Objectives

Use lexical items related to the writing topic
THE EARTH, SAVE YOUR LIFE

SAVE

b) Content

Task 1: Which are the causes and which are the
effects of global warming? Complete the diagram with
the idea below.
Task 2: Work in pairs, discuss and complete the
outline using the ideas from 1. Brainstorm some
possible solutions

c) Products

Task 1:
Causes: 2, 4, 7
Effects: 1, 3
6, 8
5
9
Task 2
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,
22

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)

d)
Organization

- 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

ACTIVITY 3: PRACTICE
a)
Objectives

Practice the dialogue

b) Content

Now write your essay (between 160-180 words)
using the helpful expressions in the box, the outline
and your notes in 2
c) Products - One of the biggest problems facing humans nowadays
is global warming. The Earth is heating up: warmer
temperatures are causing changes in climate around
the world. Human demand for natural resources has
increased rapidly, especially in developing countries.
Human activities have led to the pollution of the
environment, threatening living conditions for millions
of species, including people themselves. If we do not
take actions to reduce the risks now, the impacts of
global warming on us will become more and more
severe. The essay will discuss the problem of global
warming, its causes and effects and suggest some
solutions for it.
- Global warming is the rise in the average temperature
of the earth due to the increase of greenhouse gases
like carbon dioxide, carbon monoxide, methane and
23


others in the atmosphere. People pollute the
environment by burning fossil fuels; cutting down trees
for farmland, wood and paper; increasing the use of
chemical fertilizers on croplands... Human activities

have serious consequences on life on Earth. We have
so far witnessed more severe storms, heatwaves,
droughts, floods and high tides. Under extreme
weather conditions, people have to suffer heat-related
illnesses and infectious diseases.
- Global warming is seriously affecting our life on Earth
in many ways, so every one of us should do something
to reduce it. Begin at home by reducing energy use:
unplug all electronic devices when they are not used,
avoid lighting at day time, use solar energy instead;
saving clean water; planting trees or growing our own
foods. Walking and biking to work are green methods
of transport, good for health.
- In conclusion, global warming is threatening human
beings and millions of species Earth. The Earth is the
common home for all of us and because of this great
attention should be paid to environmental problems.
Taking small but effective actions such as reducing
energy use, saving natural resources, planting trees or
using green means L transportation can make the
Earth a better place to live.
d)
Organization

- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing

Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

ACTIVITY 4: APPLICATION
a)

Free talk about “How to protect the environment”
24


Objectives
b) Content
c) Products
d)
Organization

Questions and answers about the measures to
protect the environment
- Revise all that know about causes, effects of global
warming and possible solutions to it.

- Step 1- Assigning
State the requirements for each activity for the
students. Make sure the students have a clear
understanding of the task for each activity before
performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in
the process of performing tasks. Teachers do general
observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to
present their answers. Other groups comment. Teacher
general comments.
- Step 4: Giving feedback and Concluding
Teacher presents specific learning products that the
student must complete as required and clarify the
problem to be resolved / explained; Learning tasks
must be performed next.

IV. Consolidation (3 mins)
- Vocabulary related to the causes and effects of global warming
- Writing skills
V. Homework: (1 min)
- Vocabulary related to the causes and effects of global warming
- Writing skills

Date:
Period 61
Unit 6: GLOBAL WARMING
LESSON 7. COMMUNICATION AND CULTURE

I. OBJECTIVES
1. Knowledge:
- Vocabulary on the topic
- Information about the actions taken in other countries to control global
warming
25