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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 Language competences Cognition: asking and answering the questions Skills: talk about activities to reduce global warming General Competences Self-control & independent learning: perform individual tasks Communication and collaboration: work in pairs or groups to perform tasks 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 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 … Students Textbooks, pencils, handout STAGE 2: ASSESSMENT EVIDENCE Performance tasks Performance products Assessment tools Answer the question based Ss’ answers Observation on the picture, doing exercise 2,3 Activity 2, task Ss’ discussion Observation, questions, and answers STAGE 3: LEARNING PLAN/ LEARNING EXPERIENCES Time 4’ Stages/ Activitie s Lead in/ Warmup ICQ: Do we watch video once or twice? You will take notes and write these activities or you just listen and watch Procedu re *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 *Steps: - Greeting - T divides the class into two groups: group A and group B - T gives each group a piece of paper - 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 - 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?” Interaction s T Ss Ss Ss Activity 1: Teaching vocabular y 8’ - T leads to the new lesson: So “How we reduce global warming?” let’s go to our lesson today Unit 6: Global Warming *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 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 Greenhouse gas (n) /ˌɡriːnhaʊs ˈɡæs/: any of the gases that are thought to cause the greenhouse effect, especially carbon dioxide T Ss Ss Ss 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 Activity 2: Matching 10’ Activity 3: Task 1: Listen and read ICQ: How many *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, exercise + T encourages Ss to explain their choice + T asks Ss to work by themselves, 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: 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 we have to listen? *Steps: - T asks Ss to look at the picture (p.6) - T asks Ss to answer the following questions: Where are they? What’s their relationship? 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 10’ 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 water supplies,threatens food production,upsets ecological balance Activity 4: Task 2: Read the conversation again and answer the following questions 7’ 6’ *Aim: helping Ss interpret the reading text through the task *Content: completing Exercise in the textbook *Products: Ss’ awareness of main details related to the conversation * Steps: - T asks Ss to work individually to read the ICQ: questions and underline the keywords - T corrects their answers as a class How many questions are Suggested answers: there? What is the topic of Lan, Mai and Minh's How many presentation? How many main parts they intend to include in mystery numbers are their presentation ? What are they? What causes of global warming are mentioned in there? the conversation ? What effects of global warming they talk about? According to Lan, what people need to change to reduce their carbon footprint? 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: 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 Three parts: the causes, the effects, the solutions Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation Greenhouse gas emission, use of chemical fertilizers, deforestation Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance They should change their daily habits Causes: burning of fossil fuels, using of nonenvironment 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 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 Production/ further practice *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 Homework 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