UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about human activities and global warming.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to know why human activities can affect the environment.
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / tablets / pictures and cards
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on cause-effect relation.
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by providing some background information.
b. Content:
- Matching game
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Matching game
- Teacher shows the questions with multiple choices.
- Ss works in 4 groups. Each group raise hands to take
turn and match the causes with the correct effect.
- The team with highest points is the winner.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (12 mins)
a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to give instructions.
- Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (p.56)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (p.57)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give instructions for an exercise routine.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (5 mins)
- Ask Ss to have a look at the activities and their possible effects Suggested answers:
on global warming. Check understanding. Explain any new words 1. c, e
or phrases. 2. a, d
- Have Ss match the activities with their effects on the 3. b, f
environment. Ask them to discuss and compare answers with a
partner.
- Check answers as a class.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (7
mins)
- Ask Ss to focus on the sentences in the box and make sure they
understand their meaning. Have Ss read through the incomplete
discussion about the reasons why cutting down or burning forests
is the most serious problem causing global warming. Suggested answers:
- In weaker classes, ask questions to elicit the answers. e.g. Mark 1. B
starts the conversation by asking Mai for her opinion. Which of 2. D
the options in the box expresses her opinion? Mark wants to know 3. A
why she thinks that or the reasons. Which of the options is a 4. C
suitable answer?
- Check answers as a class.
- Have Ss read the explanations and examples in the Tips box.
Focus their attention on the tips useful for presenting ideas clearly
in a discussion and ask which of the tips and which words / phrases
Mai has used (all the tips; words / phrases: I think, There are two
main reasons, First).
- Ask Ss to practise the conversation in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)
a. Objectives:
- To provide a model conversation in which speakers discuss which human activity contributes most to global
warming and practise presenting ideas clearly.
- To give Ss an opportunity personalise the model conversation and discuss other causes of global warming.
b. Content:
- Task 3 Work in pairs. Talk about the other human activities that contribute to global warming. Use the ideas in task
1, the model and the tips in task 2 to help you. (p.57)
c. Expected outcomes:
- Students know how to present ideas clearly.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 3. Work in pairs. Talk about the other human activities that contribute to global warming.
Use the ideas in task 1, the model and the tips in task 2 to help you.
- Explain the task and remind Ss of the tips for presenting ideas
clearly in a discussion. Students’ practice
- Ask Ss to work in pairs. They should talk about other human
activities and how they contribute to global warming.
- Remind Ss to use the expressions in the Tips box to state ideas,
agree or disagree and introduce arguments.
- Walk round to provide help if necessary.
- Encourage them to swap roles so that each student has a chance to
ask and answer about human activities and global warming.
- Invite some pairs of Ss to role-play their conversation in front of
the whole class. Praise for good effort, clear pronunciation, well-
structured questions and interesting answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FREE PRACTICE (15 mins)
a. Objectives:
- To give Ss an opportunity to take part in a group discussion about global warming, then report their discussion to
the whole class.
b. Content:
- Task 4. Work in groups. Decide which human activity contributes to global warming the most. Report to the whole
class. (p.57)
c. Expected outcomes:
- Students can use the language and ideas from the unit to be more active and healthy.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Work in groups. Decide which human activity contributes to global warming the most.
Report to the whole class.
- Ask Ss to work in groups to prepare a discussion about
human activities and global warming. Students’ practice.
- Tell groups to choose a group leader whose role is to keep
the discussion going and ensure that everyone has a chance
to speak. Remind group members that they need to listen
without interrupting their classmates, wait for their turn to
speak, take notes, and contribute ideas.
- Walk round the class to provide help when necessary and
encourage quiet group members to get involved.
- Invite some groups to present their discussion in front of
the class and answer any questions from the rest of the class.
- Praise groups who present their opinions and arguments
clearly.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Listening.
Board Plan
Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming
*Warm-up
Matching game
- Task 1: Match the activities with their effects.
- Task 2: Cmplete the conversation.
- Task 3: Talk about the other human activities that contribute to global warming.
- Task 4: Decide which human activity contributes to global warming the most.
*Homework
UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for main ideas and specific information in a talk about black carbon and global temperature
- Memorize vocabulary to talk about climate change.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 5, Listening
- Computer connected to the Internet
- Projector / tablets / pictures and cards
Language analysis
Word Pronunciation Meaning
1. Soot (n) /sʊt/ a black powder composed mainly of carbon,
produced when coal, wood, etc. is burned
2. Soil (n) /sɔɪl/ the material on the surface of the ground in which
plants grow; earth
3. Crop (n) /krɒp/ a plant such as a grain, vegetable, or fruit grown in
large amounts on a farm, or the total amount gathered
of such a plant
4. Melt (v) /melt/ to turn from something solid into something soft or
liquid
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part;
b. Content:
- Climate change quiz
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Climate change quiz Key:
- Teacher shows the questions about climate change. 1. True
- Questions are shown one by one, the whole class 2. All of the above
compete to answer the questions. 3. When the gases in our atmosphere trap
- After the game, Ss with the highest point is the heat and block it from escaping our planet
winner. 4. All of the above
- Teacher leads in the lesson.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1: Work in pairs. match the words with their meanings. (p.57)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. Soot (n)
with different techniques (pictures, actions, synonyms, 2. Soil (n)
…) 3. Crop (n)
- Teacher checks students’ understanding with the “Rub 4. Melt (v)
out and remember” technique.
- Teacher asks Ss to take notes on their notebooks.
Task 1. Work in pairs. Match the words with their meanings. (5 mins)
Key:
- Ask Ss to look at the picture and try to elicit the
1. c
pollutant, e.g. Open fires release black carbon or soot.
2. a
- Write the phrase ‘black carbon’ on the board. Ask Ss if
3. d
they know its meaning. Tell them it is also known as
4. b
‘soot’.
- Ask Ss to do the activity by matching the words with
their meanings. Walk round the class and provide help if
necessary. Point out the part of speech (v, n) and explain
any difficult words or phrases.
- Check answers as a class. Make sure Ss understand the
words by asking Ss to make sentences with them.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (15 mins)
a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a talk and choose the main idea. (p.57)
- Task 3. Listen to the talk again. Choose the correct answers A, B, or C (p.57)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 2. Listen to a talk and choose the main idea. (7 mins)
Answer key:
- Tell Ss that they are going to listen to a talk about black
carbon. Have Ss read the title options and check C
understanding.
- Ask them to read the three ideas and check understanding.
In weaker classes, make sure Ss understand more difficult
vocabulary such as produce, contribute, sources, emissions,
affect. Pre-teach them if necessary.
- Play the recording and have Ss do the activity.
- Remind them that incorrect choices are often “irrelevant”
(i.e., not mentioned in the talk), “too narrow” (i.e., only
representing part of the talk) or “too general” (i.e., too
broad or too vague).
- Check answers as a class. Explain why C is the correct
answer (i.e., black carbon emissions come from several
sources and affect the earth’s temperature) and why other
answers are incorrect (i.e., A, B are ‘irrelevant’ or not
mentioned).
Task 3. Listen to the talk again and choose the correct answers A, B, or C. (8 mins)
- Give Ss some time to read through the questions and
underline key words to help them work out the answers. Answer key:
Check if they understand all the vocabulary. 1. B
- In stronger classes, ask Ss if they can answer the questions 2. C
without listening to the conversation again. 3. C
- In weaker classes, pre-teach some difficult vocabulary 4. A
such as consist of, previously thought, last, increase, speed
of melting.
- Play the recording once in stronger classes and twice in
weaker classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at
the places where Ss can find the answers, e.g. choice B is
the answer to question 1 (‘these huge fires are the world’s
biggest source of soot’), choice C is the answer to question
2 (‘it only lasts for a few days or weeks’), choice C is the
answer to question 3 (‘when black carbon falls onto ice or
snow, it warms the surface and increases the speed of
melting’), choice A is the answer to question 4 (‘offering
me the opportunity to talk about black carbon’, ‘So what do
you think we should do’).
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (12 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To give Ss an opportunity to use the ideas and language in the listening to talk about sources of black carbon in their
city or neighborhood.
- To give students authentic practice in using target language.
- To revise opinion phrases in Speaking section.
b. Content:
- Students make a list of activities for the event and explain why they think those activities can benefit the
participants.
- Task 4. Work in groups and answer the questions. (p.57)
c. Expected outcomes:
- Students can use the language and ideas from the unit to come up with interesting activities.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Work in groups and answer the questions. (p.57)
Question:
Student’s practice
● Is black carbon found in your city or neighbourhood?
● If so, where does it come from?
- Ask Ss to work in groups. Have Ss decide if black carbon
is found in their city or neighbourhood and give reason(s) for
their answer. Tell Ss to note down their ideas.
- In weaker classes, do the brainstorming with all Ss and
write the best ideas on the board.
- Invite some Ss from each group to present a summary of
their discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson –Writing.
Board Plan
Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature
*Warm-up
* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Choose the main idea.
- Task 3: Choose the correct answers A, B, or C.
- Task 4: Answer the questions.
*Homework
UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet.
- Apply structures to express suggestions and request.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be convincing when writing a proposal.
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 5, Writing
- Computer connected to the Internet
- Projector / tablets / pictures and cards
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of leaflet.
- To set the context for the writing part.
b. Content:
- LEFT/RIGHT quiz.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Quiz – Baamboozle
- Teacher divides the class into 3 teams. Posters/ booklets/ poster/ banner/ leaflet
- 3 teams take turn to answer the questions on
Baamboozle and get points.
- At the end of the game, the team with the highest
score is the winner.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-WRITNG (15 mins)
a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
- To familiarise Ss with the structure and language of a leaflet.
b. Content:
- Task 1: Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the reasons (a–i) for doing so.
(p.58)
- Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on page 59 to help you.
(p.58)
c. Expected outcomes:
- Students understand the reasons to reduce black carbon emissions.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the reasons
(a–i) for doing so. (8 mins)
- Have Ss work in pairs on Classkick. Tell them to look
at the ways to reduce black carbon emissions and the
Answer key:
reasons.
1. a, c, d
- Explain any new words. Ask Ss to do the matching, 2. f, g, i
then discuss and check their answers with a partner. 3. b, e, h
- Check answers as a class.
Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on
page 59 to help you. (7 mins)
- Ask Ss to work in pairs and study the five-part Key:
structure of the sample leaflet. 1. a
- In weaker classes, explain any new or difficult words, 2. b
either in the tips or in the sample (e.g. slogan, call for 3. d
action, renewable energy, warming effect, run out, solid 4. c
fuels, switch to, organic waste etc.). 5. e
- Ask Ss to look at the leaflet and label its parts, using
the words in the box.
- Walk round the class to provide help if necessary.
- Check answers as a class.
- Elicit the tips to write a leaflet, ask Ss to write down
the tips in their notebooks.
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (10 mins)
a. Objectives:
- To help Ss practise writing a leaflet about ways to reduce black carbon emissions.
b. Content:
- Task 3. You are organising your school's Green Fair. Write about 120–150 words to complete the leaflet in 2. Use
the suggested ideas in 1, and the tips above to help you. (p.59)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 3. You are organising your school's Green Fair. Write about 120–150 words to complete the
leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (12 mins)
SAMPLE
- Explain the task. Ask Ss to refer back to the suggested ideas
in 1, and study the sample paragraph and tips in 2 carefully. How dangerous is using solid fuels at
home?
Make sure Ss understand the structure and the language of a
Many people still use solid fuels like
leaflet. coal and wood for heating and
- In weaker classes, provide the first paragraph of the cooking. However, when burnt at
suggested answer below as a model by reading it aloud or home, they produce black carbon and
displaying it on the board. Check Ss’ understanding. other pollutants. The tiny pieces of
black carbon released from indoor
- Explain that they can use the ideas suggested in 1 when they stoves can enter the human body and
develop their paragraphs. cause serious health problems.
Household air pollution kills millions
- Remind Ss that writers often provide detailed explanations of people every year.
or examples to support each idea in a paragraph. Set a time Use soot-free fuels!
limit for Ss to write in class.
Renewable energy is the future!
- In weaker classes, put Ss in pairs or groups to help each Renewable energy is clean and free of
other. Walk round the class to provide help. black carbon and greenhouse gases, so
- If time allows, encourage Ss to swap their writing with a it does not pollute the environment.
partner for peer feedback. Ask them to focus on the content, Renewable energy can replace fossil
fuels because it is convenient and
language, and structure in their comments. Encourage Ss to
reliable. Fossil fuels will be used up in
make some revisions based on their partners’ suggestions this century while renewable energy
before they produce a final draft. will never run out because it comes
- Collect Ss’ paragraphs and give face-to-face feedback in from the Earth’s natural sources.
private, or give them back with some written feedback. Power the planet with renewable
energy!
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (10 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 2. Legibility: …/10
the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and correct as a whole
class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Communication and Culture.
Board Plan
Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions
*Warm-up
- Task 1: Match the ways to reduce black carbon emissions with the reasons.
- Task 2: Label the parts of the leaflet.
- Task 3: Complete the leaflet.
* Cross-checking
*Homework
