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Unit 6: GLOBAL WARMING

GETTING STARTED – A presentation on global warming

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A OBJECTIVES

By the end of the lesson, students will be able to:

-learn about global warming, the causes of global warming and its effect

-know more about the ways to reduce global warming

1. Language competences

 Cognition: asking and answering the questions

 Skills: talk about activities to reduce global warming

2. General Competences

 Self-control & independent learning: perform individual tasks

 Communication and collaboration: work in pairs or groups to perform tasks

3. Attributes

 Kindness: help partners complete learning tasks

 Diligence: complete tasks

 Responsibility: develop a sense of responsibility for reducing global warming

B. LANGUAGE FOCUS

 Vocabulary: infectious diseases,heat-related illness, greenhouse gas,carbon footprint

 Grammar and Structure/Sentence pattern: the perfect participle

C. INSTRUCTIONAL RESOURCES

1. Teacher

 General education program 2018 – Foreign Languages

 Reference teaching materials: Textbooks, teacher’s books, and activity books,

 Teaching aids: TV, board, pictures, audio files

 Assessment tools: Observation sheets, handout …

2. Students

 Textbooks, pencils, handout

STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Answer the question based

on the picture, doing

exercise 2,3

Activity 2, task 3 Ss’ discussion Observation, questions, and

answers

STAGE 3: LEARNING PLAN/ LEARNING EXPERIENCES

Time Activitie Stages/

s

Procedu

4’ Lead in/

Warm-up

*Aims:

- Creating an active atmosphere in the class before the lesson

- Leading into the new unit

*Content: to have some warm-up activities to

create a friendly and relaxed atmosphere to inspire

Ss to warm up to the subject and new lesson

*Products: Ss’ answer ICQ:

1 Do we

watch video

once or

twice?

*Steps:

-Greeting

-T divides the class into two groups: group A and group B

-T gives each group a piece of paper

T  Ss

2 You will take

notes and write

these activities

or you just

listen and watch

-T gives instructions: Watch the clip one time and take note of the phrases or the words that the man has done

CLIP WATCHING

Video link: https://www.youtube.com/watch?

v=WfGMYdalClU

-T lets Ss stick the answer on the board

Ss  Ss

- T shows the answer and checks whether Ss had any mistakes

- T confirms the winner

- T asks the question: “What is the consequence of his activities?”

- T leads to the new lesson: So “How do we reduce

global warming?” let’s go to our lesson today Unit 6: Global Warming

8’

Activity 1:

Teaching

vocabular

y

*Aims: explaining new lexical items relating to the

lesson

*Content: students learn some vocabulary to

use key language more appropriately before they read and listen

*Products: Ss’ awareness of pronouncing the

words and their meaning

- Teaching vocabulary:

1.Carbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: a

measure of the amount of carbon dioxide that is produced by the activities of a person or company

Ex: The average carbon footprint for a person in the United States is 16 tons

2.Infectious diseases (n) /ɪnˈfekʃəs dɪˈziːz/: are

illnesses caused by harmful organisms that get into your body from the outside

Ex: COVID-19 is an infectious disease.

3 Heat-related illness (n) /hiːt rɪˈleɪtɪd ˈɪlnəs/:

is one caused by high temperatures and humidity

Ex: A heat-related illness occurs when our

bodies can no longer transfer enough heat to keep us cool

4 Greenhouse gas (n) /ˌɡriːnhaʊs ˈɡæs/: any of the

gases that are thought to cause the greenhouse effect, especially carbon dioxide

T Ss

Ss  Ss

Activity 2:

Matching

Activity 3: Task

1: Listen and

read

ICQ:

1 How

many

Ex: The main greenhouse gases whose

concentrations are rising are carbon dioxide, methane, water vapour

*Steps:

-T shows the pictures

-T asks Ss some questions

-T introduces new words

-T says the words aloud

-T asks Ss to repeat them

-T checks Ss’ understanding through some questions

-T gives feedback

*Aim: Help Ss identify their choice.

*Content: Match the words and phrases with their

definitions

*Products: Ss’s answer

*Steps:

+ T asks Ss to work in pairs, do exercise

+ T encourages Ss to explain their choice

+ T asks Ss to work by themselves, do the task then share their answer with their partner

+ T helps Ss if necessary

+ T calls some Ss go to the board and write the answer

+ T checks answers

* Expected answers:

1 c 2.g 3.d 4.b 5.a 6.e 7.h 8.f

*Aims:

-Getting students interested in the topic

-Getting students to use some vocabulary to be learned in the unit

-Practicing reading for gist

-Practicing listening skill

-Following lessons

*Content:

- Listening and reading the dialogue

T Ss

Ss  Ss

T Ss

Ss  Ss

times do

we have to

listen?

*Steps:

-T asks Ss to look at the picture (p.6)

-T asks Ss to answer the following questions:

1 Where are they?

2 What’s their relationship?

3 What are they doing?

*Expected answers:

- They’re in class

- They’re friends

- They’re preparing for their presentation

- T asks Ss listen once to check the pronunciation of those words and underline the causes and the effects

of global warming

- T plays the audio once

Ms Hoa: Now, Group 2, how are your preparations

going? Is your topic global warming?

Lan: Yes, itis We've already decided on the main

points to talk about and agreed on the presentation outline Having planned the content, we're now looking for supporting information

Ms Hoa: Sounds good.

Minh: First, we'll talk about causes such as

greenhouse gas emissions from factories and vehicles

Mai: There are also other causes, like the use of

chemical fertilisers and deforestation Global warming is man-made!

Minh: Man-made?

Ms Hoa: That's right in the past, a lot of industries

denied having contributed to global warming, but nowadays most people admit we are all responsible

Minh: I see Then we'll focus on the effects of global

warming on people's health and life on Earth in general

Mai: Yes Having treated the environment

irresponsibly, humans now have to suffer the effects

of global warming Do you agree, Lan?

Lan: Yes Global warming leads to climate change,

allowing for some infectious diseases to spread more easily We should also make it clear how global warming contributes to heat-related illnesses and death

Mai: It also has severe impact on water supplies,

threatens food production and upsets ecological balance

Ms Hoa: These are all excellent points Have you

come up with any solutions?

Lan: Yes Ms Hoa We'll point out how people can

change their daily habits to reduce their carbon footprint

Ms Hoa: That's great Now, go through all your

points again and decide who in your group will present each part

Lan, Minh, and Mai: Thanks for your help, Ms

Hoa

*Expected answers:

The causes: greenhouse gas emissions from factories and vehicles ,use of chemical fertilisers and deforestation

The effects: leads to climate change,infectious diseases,heat-related illnesses and death,impact on

6’

Activity 4: Task

2: Read the

conversation

again and

answer the

following

questions

ICQ:

1 How many

questions are there?

2 How many

mystery numbers are there?

water supplies,threatens food production,upsets ecological balance

*Aim: helping Ss interpret the reading text

through the task

*Content: completing Exercise 2 in the textbook

*Products: Ss’ awareness of main details

related to the conversation

* Steps:

-T asks Ss to work individually to read the questions and underline the keywords

-T corrects their answers as a class

Suggested answers:

1 What is the topic of Lan, Mai and Minh's presentation ?

2 How many main parts do they intend to include in their presentation ? What are they ?

3 What causes of global warming are mentioned in the conversation ?

4 What effects of global warming do they talk about?

5 According to Lan , what do people need to change

to reduce their carbon footprint?

6 Can you add some more causes and effects of global warming besides those mentioned in the conversation?

- T asks Ss to scan the conversation and locate the keywords to find the answer for each question

- T asks Ss to play a mini-game (mystery number)

- T divides the class into two groups and has Ss in each

group take turns choosing a number in the game Mystery Number to check the answers

-Ss listen to T’s instruction -Ss play the mini-game

Suggested answers:

1 Global warming

T Ss

Ss  Ss

Activity 5: Task

3: Find the

sentences with

the structure

having + past

participle in the

conversation and

write them down

in the space

below

Production/

further practice

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

*Aim: helping Ss interpret the reading text

through th e task

*Content: completing Exercise 4 in the textbook

*Products: Ss’ answers

* Steps:

- T asks Ss to find the sentences with the structure “ having+past participle”

- T shows the model first

*suggested answer

-In the past, a lot of industries denied having contributed to global warming

-Having treated the environment irresponsibly, humans now have to suffer the effects of global warming

*Aim: Helping students practice talking about

activities which help reduce the global warming

*Content: asking and answering

*Products: Ss’ understanding

* Steps:

-T shows the question “How to

T Ss

Ss  Ss

T Ss

Ss  Ss

reduce the global warming?”

- T asks Ss to answer the question using “We should…”

*Aim: Consolidating what Ss have learnt

*Content: Exercises in the workbook

*Products: Ss’ answer

*Steps:

- T reminds Ss to finish the exercises in the workbook