giao an UNIT 6 THI DIEM 11

Objectives: After the lesson the students will be able to:- understand and use words and phrases related to global warming - recognise and use rising intonation on yes-no questions & ech

I Objectives: After the lesson the students will be able to:

- understand and use words and phrases related to global warming

- recognise and use rising intonation on yes-no questions & echo questions

- use perfect gerunds and perfect participles

II Contents:

- listen and read

- answer the questions

- read and match the words and phrases with their definitions

- find sentences with the structure: having + Vp2

III Teaching aids: Textbooks, chalk, board, cassette, CD…

IV Anticipated problem and solution:

+ Students get too much input so that they can be confused

- Solution: Teacher is ready to help students

V Time required: 45 minutes

VI Procedures:

Stages Teacher’s activities Students’ activities

Getting started

(39’)

A presentation on global warming

Lead-in: Inform the class of the

lesson objectives; introducingthe topic, some vocabularyrelated to global warming, thetwo grammar points (perfectgerunds and perfect participles),and intonation on yes-noquestions and echo questions

1 Ask Ss to look at the picture

and tell them that the people are

Ms Hoa and her students - Mai, Whole class

Minh and Lan Ms Hoa is

checking how they are preparing

for a team presentation on global

warming and is suggesting some

ideas Tell Ss that they are going

to listen to the conversation

between Ms Hoa and her

students

* Play the recording Have Ss

listen and read the conversation

silently Tell them not to worry

about the new vocabulary as

unfamiliar words will be dealt

with later in Activities 2 and 3.

2 This activity focuses on

comprehension Tell Ss to read

the questions carefully before

they read the conversation the

second time Help Ss with key

words or phrases to make sure

that they understand all the

questions Let Ss work in pairs

to answer the questions

* Divide the class into three

groups and have each group

write their answers on separate

pieces of paper Then divide the

board into three sections Read

each question and have a student

from each group stick their

answer onto their section on the

board Then read the three

answers to each question and

have Ss decide on the correct or

best one

Pair work

Group work Expected answers:

3 This activity focuses on the

meaning of some key words

used in the conversation

Encourage Ss to use the context

and clues in the conversation

* Ask Ss to read the

conversation again and find the

phrases in the left-hand column

and underline them Encourage

Ss to guess the meanings of the

phrases and then match them

with their definitions in the

right-hand column

* Check Ss' answers as a class

4 The aim of this activity is to

help Ss to identify sentences

with the structure having + past

participle in the conversation

and write them down in the

space provided

Note: This activity does not

check Ss’ understanding of the

meaning or use of the structure

yet

deforestation

4 Climate change allows forinfectious diseases to spreadmore easily; contributes to heat-related illnesses and death; hassevere impact on water supplies,threatens food production andupsets ecological balance

5 They should change their dailyhabits

6 Students' answers

Individual work Expected answers:

Individual work Expected answers:

* In the past, a lot of industriesdenied having contributed toGlobal warming

* Having treated the environmentirresponsibly, humans now have

to suffer the effects of climate change.

Vocabulary This activity provides Ss with an

opportunity to use the phrases

they learnt in Activity 3

GETTING STARTED in thesentences Go through thephrases and check Ss'understanding

* Tell Ss to read each sentencecarefully and use the contextual-dues to work out which phrase

best completes it Ask Ss, What are the surrounding words?

What do they mean?

* Let Ss complete the sentences individually Check answers as aclass

Individual work Expected answers:

UNIT 6: GLOBAL WARMING LESSON 2: LANGUAGE

I Objectives: After the lesson the students will be able to:

- understand and use words and phrases related to global warming

- recognise and use rising intonation on yes-no questions & echo questions

- use perfect gerunds and perfect participles

II Contents:

- complete the sentences with the right form of the words/ phrases

- listen and repeat

- listen and mark (rising intonation) on the echo questions

III Teaching aids: Handouts, Board, Chalk, Textbooks, CD …

IV Anticipated problem and solution:

- Problem: + Students get too much input so that they can be confused

- Solution: Teacher is ready to help students

V Time required: 45 minutes

1 This activity focuses on rising

intonation on yes-no questions

* Play the recording and ask Ss

to listen to the questions payingattention to the rising intonation

at the end of each question

* Play the recording again Pauseafter each question for Ss torepeat

2 This activity focuses on rising

intonation on echo questions

* Ask Ss to read through theexchanges Tell them that B'sresponses are echo questions

Elicit from Ss what echo

Whole class

Individual work Expected answers:

1 A: Most of the environmentalproblems are man-made

B: Man-made?

2 A: Scientists are concerned

questions are and what intonationpattern is usually used for them.

* Play the recording for Ss tocheck the answers Have themwrite an upward arrow after theecho questions

* Let Ss practise the exchanges inpairs

about the effects of globalwarming

B: Scientists are concerned aboutwhat?

3 A: I cycle to work every day.B: You do?

4 A: By 2050, risingtemperatures could lead to theextinction of a million species.B: The extinction of a millionspecies?

5 A: In order to save ourenvironment, we should reduceour use of paper products

B: We should do what?

Grammar (20’) Perfect participles in clauses of

time and reason

Ask Ss to read the Do you know ? box and focus on the

form and use of perfectparticiples Point out that perfectparticiple clauses can be ratherformal and are not often used inspeech However, thesestructures are very useful informal writing as they helpcombine information into onesentence

1 The aim of this activity is to

help Ss to understand themeaning of perfect participles insentences and how to use them inclauses of time and reason

* Ask Ss to read the sentenceswith perfect participles they have

Individual work Expected answers

- Having planned the content,we’re now looking for supportinginformation

=> After we have planned the content, we’re now looking for supporting information.

Note: The perfect participle is

used in a clause of time to talkabout an action that comes beforeanother connected one

- Having treated the environmentirresponsibly, humans now have

to suffer

=> Because/Since humans have treated the environment irresponsibly, they now have to suffer.

written down in 4 in GETTING

STARTED and discuss with a

partner how the perfect participle

is used in each sentence

* Tell Ss to rewrite the sentences

individually Then check as a

class

2 This activity focuses on the

use of perfect participles in

clauses of time and reason

* Encourage Ss to look for clues

in the two parts that can help

them do the matching easily and

quickly Grammatical clues can

include pronoun agreement and

verb tense Weaker students may

also have difficulty with some

words or phrases (identified;

sparingly, make way for, attitude,

etc.), so you may have to explain

the meaning or provide the

Vietnamese translation to save

time for the practice activity

* Ask Ss to work in pairs to

match the two parts of each

sentence Check answers as a

class

* Have Ss rewrite the sentences

individually, and then work in

pairs to compare their answers

Note: The perfect participle is

used to express a reason

Pair work Expected answers:

Individual work Expected answers:

2 Having used up the fossil fuelresources in their country, theyhave to find some types ofalternative energy

Perfect gerunds

* The aim of this activity is to

show Ss how the perfect gerund

can be used to emphasise that an

action had happened in the past

before the past action denoted by

the main verb of the sentence

Point out the two structures:

(1) Verb + (object) + preposition

+ perfect gerund

3 Having cut down the forests tomake way for farming, now they/local people have to suffer severefloods

4 Having read the report on howthe burning of petrol in carscontributes to climate change, wedecided to sell our car and get abicycle instead

5 Having been informed aboutthe bad effects of chemicalfertilisers, they/the farmersstarted using them sparingly ontheir farms

6 Having talked with theenvironmentalist, we changed ourattitude to nature

7 Having ignored warnings aboutglobal warming for more than 20years, people have to suffer itseffects now

8 Having learnt that humans are responsible for global warming,

we were determined to reduce ourcat bon footprint

(2) Verb + perfect gerund

* Tell Ss that in many cases the

perfect gerund is optional since it

is often obvious from the context

which action takes place first so

the simple gerund can be used as

well, e.g., She denied breaking

the flower vase

* Ask Ss to underline the verbs in

the second sentences that will be

used as the main verbs or verb

phrases in the combined

sentences Then elicit from Ss

each verb or verb phrase Have

Ss pay attention to any

prepositions that need to be

added, e.g suspect (suspect

somebody of doing/having done

something).

* Have Ss do the activity

individually first, then compare

their answers with a partner

After that, check as a class

* Tell Ss to read the Do you

know ? box For weaker Ss,

provide more examples with the

verbs followed by a gerund

(simple or perfect one) For

stronger Ss, have them work in

pairs and make as many

sentences as they can

Individual work Expected answers:

1 The students in Group 11Gwere praised for haying plantedthe mo\t trees In the schoolyard

in the Tree Planting Competition

2 The police suspected Mike ofhaving cut down the oldest tree inthe park

3 He denied having dumped lots

of rubbish onto the beach

4 Thank you for having savedthe lives of hundreds of wildanimals

5 They regretted having huntedand killed many wild animals

6 The factory was heavily finedfor having dumped tons of toxicwaste into the river.

7 Denis was rewarded for havingtaken an active part in the Green Summer activities

Lesson

Outcome (4’)

* Ask Ss:

What have you learnt today?

What can you do now?

* Elicit answers: I have learnt how to use rising intonation on yes-no questions and echo questions I can also use perfect participles and perfect gerunds

in sentences.

Home work (1’) Ask Ss to do homework in

workbook and prepare: Reading

I Objectives: After the lesson the students will be able to:

- understand and use words and phrases related to global warming

- recognise and use rising intonation on yes-no questions & echo questions

- use perfect gerunds and perfect participles

- read for general ideas and specific information about the causes and effects of global warming

II Contents:

- read the text and select the statement that expresses its main idea

- match the words with their meanings

- answer the questions

III Teaching aids: Textbooks, chalk, board …

IV Anticipated problem and solution:

- Problem: Students may catch difficulties in guessing the new words in context

- Solution: Teacher is ready to help students

V Time required: 45 minutes

VI Procedures:

Stages Teacher’s activities Students’ activities

Pre-reading

(5’) Global warming is realLead-in: Inform the class of the

lesson objectives: skimming andscanning a text for general ideasand specific: information

1 This activity is a pre-reading

activity which aims to get Ssinvolved in the lesson and helpthem to activate their priorknowledge about the topic

* Have Ss work in pairs, discussthe problems depicted in thepictures (greenhouse gas emissions from factories and cars, deforestation, etc.) and answer the

question

* Invite some pairs to present theiranswers to the class Do notcorrect Ss' mistakes at this stage of

Pair work

the lesson Just praise them forexpressing their opinions and tellthem to compare their ideas withthose in the text after they haveread it.

While-reading

(20’)

2 This activity provides Ss with

an opportunity to practise readingfor gist and summarising key ideasinto a statement

* Ask Ss to read the text quicklyand choose the statement that bestexpresses the main idea Help Ss

to eliminate the wrong options byanalysing them: option a is adefinition of global warming, bmentions only about one of theeffects of global warmingexplained in the text, c is the most-comprehensive one since itmentions both causes and effects,and mentions only one solution

Option is the best answer as Itcovers all points mentioned in thetext

3 This activity focuses on the skill

of guessing the meaning of newvocabulary in context

* Have Ss read the words in theleft-hand column and find them inthe text Encourage them to usecontextual clues to guess the:

general meaning of the words, thenread the definitions provided in theright-hand column and match themwith the words

Individual work Expected answer: c

Individual work Expected answer

1.g 2 f 3.d

4 This activity provides practice

in reading for specific information

* Ask Ss to read the questions andunderline the key words in each ofthem After that, have Ss readthrough the text to locate wherethey can find the answers to thequestions

* Have Ss compare their answerswith a partner Then check as aclass

4.e 5 b 6 a 7 c

Pair work Expected answer

1 Humans / People / We areresponsible

2 It releases a large amount ofcarbon dioxide into theatmosphere

3 Deforestation disrupts theprocess of absorbing andcapturing CO2, from theatmosphere, which causes theworld’s temperature to rise

4 They could lose their homes

5 They can reduce crop harvestsglobally

6 Because humans cannot exist without species diversity on Earth

Post-reading

(10’)

5 This activity is a post-reading

one, which gives Ss an opportunity

to express their own ideas aboutwhat they have learnt in the text(question 1), and encourages them

to think further about the content

of the text (question 2)

* Have Ss discuss the questions ingroups A weaker class can skipthe second question

* Ask one or two groups to reportthe results of their discussion

What can you do now? about some causes and effects of

global warming I can read for general and specific information and can understand new words using context.

I Objectives: After the lesson the students will be able to:

- understand and use words and phrases related to global warming

- recognise and use rising intonation on yes-no questions & echo questions

- express opinions, agreements, or disagreements about solutions to global warming

II Contents:

- match the activities

- complete the conversation

III Teaching aids: Textbooks, chalk, board …

IV Anticipated problem and solution:

- Problem: Students may catch difficulties in speaking

- Solution: Teacher is ready to help students

V Time required: 45 minutes

VI Procedures:

Stages Teacher’s activities Students’ activities

Pre-speaking

(10’)

Going green

1 This activity is the first step in

preparing Ss for achieving the final objective of the Speaking lesson - expressing ideas / agreements / disagreements aboutsolutions to global warming

* Have Ss read the activitiescarefully Explain any new words/ phrases, if necessary

* Ask Ss to work in pairs anddiscuss which of the activities inthe table can help reduce globalwarming Check answers as a

Pair work Notes:

LED (light-emitting diode) light bulb; loại bóng đèn chiếu sáng cócấu tạo từ một bán dẫn loại N ghép với bán dẫn loại P, giống

như điốt phát quang, chỉ cho

dòng điện một chiều chạy qua LED phát sáng là do sự tái hợp của điện tử và lỗ trống trong chất bán dẫn khi có dòng điện chạy qua Không giống như bóng đèn sợi đốt thông thường hoạt động dựa trên việc đốt nóng dây tóc, nguyên lý phát quang của đèn LED làm cho nó có hiệu suất phátsóng cao hơn nhiều do ít bị hao tổn nhiệt

Pair work Expected answers

1 2 4 5 6

class, it might also be necessary

to explain the following points:

- Travelling by air around the world to study global warming’

may contribute to the increase ofglobal warming instead ofreducing it as air travel and otherforms of transport such as motorvehicles, rail and sea transportare main sources of CO2emissions

- Just Living in forests surrounded by a diverse population of species' cannot stop

deforestation or protect speciesfrom extinction

* Demonstrate to Ss how theycan use the clues or key words inthe reasons to determine theactivities they relate to Forexample, in reason a the clues are

‘petrol’ and ‘vehicles’ as thesewords are related to ‘transport’

and ‘bicycle’

* Have Ss work in pairs to matchthe reasons with the activities,Check as a class

3 This activity provides Ss with

Pair work Expected answers

1 e 2 b 4 c 5 a 6 d