Giáo án Tiếng Anh 11 Unit 6: Global Warming mới, chuẩn nhất

Giáo án Tiếng Anh 11 Unit 6: Global Warming mới, chuẩn nhất

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Unit 6: Getting Started

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus:

- To help learners get started with some language items in Unit 6

- For vocabulary, that is words and phrases related to global warming

- For pronunciation, that is intonation in yes-no question and echo- question

- For grammar, that is perfect gerunds and perfect participles

2. Skills:

- To help learners get started with 4 skills in Unit 6

- Reading: Skimming and scanning about global warming

- Speaking: Expressing opinions, agreements, or disagreements

- Listening: Listening for gist and specific information about global warming

- Writing: Write an essay about global warming

3. Attitudes:

- To help Ss get started for Unit 6 with the topic "global warming"

- To provide Ss some motivation

II. PREPARATION

1. Teacher:- Teaching aids: textbook, lesson plan

     - Teaching method: Communicative language teaching

2. Students:- Read through English Unit 6 - getting started at home

III. PROCEDURE

1. Class organization: (1 minute)

2. Check up: (omitted)

3. New lesson: (40 minutes)

TEACHER'S ACTIVITIES	STUDENTS' ACTIVITIES
1. Listen and read 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? Play the recording, ask Ss to listen and read	- Do as appointed carbon print-foot infectious disease heat-related illnesses
2. Answer the questions Ask Ss to work in groups, ask and answer the question Asks Ss to give the reasons for their answers	Do as appointed 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
3. Read the conversation again match the words and definition Ask Ss to read the conversation again, work in pairs, do the task	Do as appointed c – g – d – b – a – e – h – f
4. Find the sentences with the structure having VpII Ask Ss to do the task	Do as appointed Having planned Having contributed Having treated

4. Consolidation: (3 mins)

- Global warming

- Practice the conversation

5. Homework: (1 min)

- Global warming

- Practice the conversation

- Do the task again

- Read Unit 6 - Language at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Unit 6: Language

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus:

- To provide learners some language items in Unit 6

- For vocabulary, that is words and phrases related to global warming

- For pronunciation, that is intonation in yes-no question and echo- question

- For grammar, that is perfect gerunds and perfect participles

2. Skills:

- To promote Ss to develop the skill of working in pairs and groups

3. Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher:- Teaching aids: textbook, lesson plan

     - Teaching method: Communicative language teaching

2. Students:- Read through English Unit 6 - language at home

III. PROCEDURE

1. Class organization: (1 minute)

2. Check up: (5 minutes)- Talk about the causes, the effect of and solution to global warming

3. New lesson: (35 minutes)

TEACHER'S ACTIVITIES	STUDENTS' ACTIVITIES
VOCABULARY Complete the sentences with the right form of the words/phrases Ask Ss to work individually first and then in pairs to do the task	Do as appointed 1. carbon footprint  2. infectious diseases 3. emissions  4. ecological balance 5. heat-related illnesses  6. climate change
PRONUNCIATION 1. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to sentence	Do as appointed Pay attention to the intonation
2. Listen and mark the symbol of rising intonation Ask Ss to read the word in rows paying attention to the intonation	Do as appointed
GRAMMAR Perfect participles in clauses of time and reason 1. Underline the perfect participles in the sentences Ask Ss to work in pairs, do the task	Do as appointed 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
2. Match the two parts to make complete sentences Ask Ss to work individually then in pairs to check their answer	Do as appointed 1. e  2. c 3. a  4. b 5. g  6. h 7. f  8. d
GRAMMAR Perfect gerunds Rewrite the sentences, using the passive voice Ask Ss to work individually first, then in groups and check their answers	Do as appointed 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

4. Consolidation: (3 mins)

- Vocabulary related to global warming

- Perfect gerunds and perfect participle, intonation

5. Homework: (1 min)

- Vocabulary related to global warming

- Perfect gerunds and perfect participle, intonation

- Do the task again, read Unit 6 - Reading at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

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