TRƯỜNG ĐẠI HỌC VINH KHOA SƯ PHẠM NGOẠI NGỮ

Class: LT - 08
Teacher’s name: Nguyễn Minh Ngọc

UNIT 5: GLOBAL WARMING

Lesson 2: Language - Time: 45 minutes

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use sentence stress appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to global warming.
- Use present participle and past participle clauses correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Language analysis
Present participle Past participle
The present participle is used to form a participle The past participle is a verb form usually
clause when the participle and the verb in the ending in -ed, which normally has a passive
main clause have the same subject and the action meaning.
is done by the same person or thing. Similar to present participles, past participles
The present participle is a verb form ending in - can form past participle clauses, but with a
ing and it has an active meaning. passive meaning.

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 Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on global warming.
- To enhance students’ skills of visual judgment.
b. Content:
- Look at the picture and guess the word
c. Expected outcomes:
- Students can get further understanding of global warming.
d. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Look at the picture and guess the word Suggested questions and answers:
- Teacher shows a picture about weather phenomena. 1. Tornado
- All Ss look at the picture and guess. 2.Drought
- Teacher check and give the answer. 3.Melting glacier

e. Assessment
- Teacher observes Ss and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise sentence stress appropriately.
b. Content:
- Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (p.53)

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 - Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying
the sentences with a natural rhythm. (p.53)
c. Expected outcomes:
- Students can say the given sentences with a natural rhythm.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Presentation
- Gives sample sentences containing content words and Wind ..(1).. sunlight ..(2).. example ..(3)..
grammatical words. Ask students to read the sample Renewable sources ..(4).. energy.
sentence aloud Answer key:
- Leave the grammatical words section blank and ask Ss 1. and
to fill in the blanks. 2. are
- Ask Ss to guess what are content words and what are 3. of
grammatical words . 4. of
- The teacher provides feedback and definitions of
content words and grammatical words.
- Give students 1 minute to practice reading the sample
sentences in pairs
- Have Ss read the notes in the Remember! box. Check
understanding by asking individual Ss to briefly explain
what words to stress in their spoken sentences to sound
natural and fluent.

Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (5 mins)
- Play the recording and ask Ss to listen to the sentences. 1. The planet is getting hotter and hotter.
Have them pay attention to the sentence stress (the 2. We talked about the causes of floods.
stressed words in bold) and rhythm (the combination of
stressed and unstressed syllables). 3. Burning coal is bad for our health.
- Play the recording again, pausing after each sentence 4. Why is farming a big
for Ss to repeat. source of greenhouse gases?

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Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (7 mins)
- Ask Ss to read the information in the Remember! box Answer key:
carefully. 1. The village was completely destroyed by
- Have them quickly look through the sentences, floods.
underline the stressed words, and practise saying the
sentences with a natural rhythm. 2. Some gases are released in the air
through human activities.
- Play the recording for Ss to check if they have correctly
underlined the stressed words. In stronger classes, ask Ss 3. Has the earth's temperature increased
to mark the word stress, e.g ˈvillage, comˈpletely, de in the past few years?
ˈstroyed.
- Check answers as a class. 4. Some environmental disasters will
- Play the recording again, pausing after each sentence become more frequent.
for Ss to repeat.
- Ask Ss to work in pairs, taking turns to practise reading
the sentences. Call on some Ss to read them out loud.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words and phrases related to global warming.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.54)
- Task 2: Complete the sentences using the words and phrases in task 1(p.54)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to global warming.
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 - Teacher has Ss match each word with its meaning. 1. e
- In weaker classes, do the first one as an example before 2. c
asking Ss to match the rest individually or in pairs. 3. d
- Check answers as a class. 4. a
5. b
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)
⮚ - Tell Ss to read the sentences carefully and decide which word Answer key:
in Activity 1 can be used to complete each of the sentences. 1. renewable
Tell them to change the forms of some words if necessary. 2. waste
⮚ - Ask Ss to work individually to complete the sentences.
3. released
Remind them to use the context clues to help them decide on
each word. Then put Ss into pairs to compare their answers 4. coal
with a partner. 5. fossil fuels
⮚ - In weaker classes, have Ss look up the words in the glossary
if necessary.
⮚ - Check answers as a class by having Ss call out the missing
word first, then read the whole sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise and practise present participle clauses.
- To help Ss recognise and practise past participle clauses.
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.55)
- Task 2: Rewrite these sentences using past participle clauses. (p.55)
c. Expected outcomes:
- Students can use participle clauses in sentences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Find and correct the mistakes in the following sentences. (6 mins)
- Focus Ss’ attention on the structure of the present participle Answer key:
clause (a verb form ending in -ing). 1. Was waiting Waiting

- Ask Ss to paraphrase the 2 examples in the Remember! box: 2. Saw Seeing

‘Trapping too much of the sun’s heat, greenhouse gases stop it 3. were planting planting
from escaping back into space’ => ‘As / Since greenhouse
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 gases trap too much of the sun’s heat, they stop it from
escaping back into space.’
‘Walking on the beach, they picked up litter.’ => ‘While they
were walking on the beach, they picked up litter.’
- Ask Ss to focus on the subject in each sentence and ask
questions to elicit that the participle and the verb in the main
clause have the same subject and the actions are done by the
same person or thing.
- Have Ss correct the sentences individually or in pairs.
- Check answers as a class.

Task 2. Rewrite these sentences using past participle clauses. (7 mins)

⮚ - Ask Ss to read the explanation and examples in the Suggested answer:
Remember! box carefully and check their understanding. Tell 1. Not kept cool in hot weather, farm
them to pay attention to the form of the past participle (a verb animals can suffer from heat stress.
form usually ending in -ed) and two main uses of past
2. Worried about the consequences of
participle clauses (i.e. giving the reason for an action and
expressing a condition). deforestation, some farmers stopped
burning trees to create farmland.
⮚ - Have Ss study the example before asking them to do the
activity individually. Walk round the class and offer help if 3. Produced in huge amounts, carbon
necessary. dioxide causes air pollution and
⮚ - Put Ss into pairs and have them compare their sentences. climate change.
⮚ Check answers as a class.
⮚ - In weaker classes, have Ss write the sentences on the board
and explain the paraphrases.
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 in the workbook.
- Prepare for Lesson 3 - Reading.

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 Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Underline the stressed words.
* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Find and correct the mistakes.
- Task 2: Rewrite these sentences.

*Homework