Giáo án Tiếng Anh 10 (Global Success) - Period 16, Unit 2: Humans and the environment (Communication & Culture)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 16, Unit 2: Humans and the environment (Communication & Culture)

1. Week 6 Preparing date: ___ Teaching date: ___ Period: 16 UNIT 2 – HUMANS AND THE ENVIRONMENT Communication & Culture A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Ask for and give advice; - Understand what a carbon footprint is. 2. 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. Quality - Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well; - Be responsible for environment protection. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (5 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Students’ interest in the lesson Process: OPTION 1: GAME: RUNNING MAN * Teacher divides the class into two teams, has Ss in each team take turns to run to the board and write a word/ phrase related to the topic Humans and the Environment on the board in two minutes. Ss do as instructed. Teacher confirms the correct word/ phrase and decides the winner (the team with most correct words/ phrases) Suggested answers: - Green lifestyle - Eco-friendly Page | 1
2. - Plastic bags - Zero waste - Carbon footprint OPTION 2: CLIP WATCHING * Teacher has Ss watch a video about carbon footprint and asks them the following questions: 1. What is carbon footprint? 2. What activities causes large carbon footprint? * Teacher reminds Ss to note down key information about the environment and some examples. Ss watch the video and answer the questions. Teacher has Ss answer the questions individually, confirms the answers and leads in the lesson. II. New lesson 1. Activities Everyday English Activity 1: Listening and completing the conversation (7 minutes) Objective: To provide Ss with an example conversation in which people ask for and give advice about ways to find information for the presentation. Content: Listening and completing the conversation Output: The complete conversation Process: LISTEN AND COMPLETE THE CONVERSATION WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE IT IN PAIRS. (p.25) * Teacher: - elicits expressions Ss already know related to asking for and giving advice by saying some situations and has Ss give advice, e.g. Teacher: I don’t know anything about organic food. Ss 1: You should search on the Internet. Ss 2: I advise you to go to a shop selling organic food. - asks Ss to read through the expressions in the box and the incomplete conversation, checks comprehension and encourages them to complete the gaps based on the clues in the conversation. - plays the recording once (in stronger classes) or twice (in weaker classes) Ss do as instructed. Teacher: - checks the answers by asking individual Ss to read out the complete conversation. - asks Ss to practise the conversation in pairs then read aloud. - in stronger classes, writes some prompts on the board and asks Ss to role-play the conversation based on the prompts only. Key: 1. B 2. A 3. D 4. C Activity 2: Forming conversations (8 minutes) Objectives: To help Ss practise ways of asking for and giving advice about green living Content: Forming conversation Output: Students’ comversations Process: WORK IN PAIRS. MAKE A SIMILAR CONVERSATION ASKING FOR AND GIVING ADVICE ABOUT GREEN LIVING. USE THE EXPRESSIONS BELOW TO HELP YOU. (p.25) * Teacher: - brainstorms green living ideas and writes them on the board for Ss’ reference. Page | 2
3. - revises common expressions used to ask for and give advice or asks Ss to read through the expressions in the table and checks their understanding if they are weaker students. - puts Ss into pairs, gives them some minutes to think about specific green issues that they want to include in their conversation. - in weaker classes, walks around the class and suggests situations to Ss, e.g. advice about reducing plastic waste, keeping the environment clean, or making homes or schools eco- friendly. Ss work in pairs to practise their conversations. Some pairs act out their conversations to the class. Teacher praises Ss for good effort, clean pronunciation, fluent delivery and interesting ideas. CLIL Activity 3: Vocabulary introduction (6 minutes) Objectives: To pre-teach the meanings and pronunciation of some words/ phrases, so that Ss can use them in their presentation later and can understand the reading passage. Content: Introducing vocabulary Output: Students’ understanding the given words Process: * Teacher: - shows the words one by one, plays the recording and has Ss repeat the sound of the words - has Ss guess the meanings of the words based on pictures, explanations and examples. 1. emission (n): an amount of something, especially a gas that harms the environment, that is sent out into the air 2. estimate (v): guess or calculate the cost, size, value, etc. of something 3. average (adj): an average number is the number you get by adding two or more amounts together and dividing the total by the number of amounts 4. atmosphere (n): the mixture of gases that surrounds the earth Page | 3
4. Ss do as instructed. Teacher confirms the meaning, calls on some individual Ss to make sentences with each word. Activity 4: Reading the text and completing the table (9 minutes) Objectives: To help students learn about carbon footprint and ways to reduce it (through CLIL) Content: Reading the text and completing the table Output: Ss can do the given task Process: READ THE TEXT AND COMPLETE THE TABLE. (p.26) * Teacher: - asks Ss some questions to find out what they already know about the topic, e.g. + What is the carbon footprint? + How do you measure it? + Why is it bad to have a large carbon footprint? + How can we reduce it? - asks Ss what they want to know about the topic and write the questions on the board, e.g. + What is the average carbon footprint for a person (globally/ in Viet Nam)? -> 4 tons globally/ 2.2 tons in Viet Nam + What problems are caused by a large carbon footprint? -> Global warming, climate change, extreme weather events + Which countries have the largest carbon footprint? -> China, the USA, India, Russia, Japan + What food has the highest carbon footprint? -> meat, cheese, eggs - asks Ss read the text about carbon footprint and complete the table. - walks around the class to offer help, explaining unfamiliar words and answering questions. Ss do as instructed. Ss share their answers with a partner. Teacher: - checks the answers as a class by calling on pairs to write the missing words on the board - goes back to the questions on the board, i.e. the things Ss wanted to know about the topic and asks which of the questions they can answer now and cross them out. Key: 1. CO2 2. global temperatures 3. showers 4. public transport Activity 5: Discussion (7 minutes) Objectives: To give students an opportunity to personalise the CLIL topic (ways to reduce their carbon footprint) Page | 4
5. Content: Discussing things we can do to reduce our carbon footprint Output: Ss’ presentation Process: WORK IN PAIRS. DISCUSS THINGS YOU CAN DO TO REDUCE YOUR CARBON FOOTPRINT. (p.26) * Teacher: - has Ss work in pairs to discuss things they can do to reduce their carbon footprint. - in weaker classes, has Ss underline the ideas in the text so that they can use them in their discussion; and in stronger classes, encourages Ss to come up with their own ideas to reduce their carbon footprint. - reminds them to take notes of their partner’s ways to reduce his/ her carbon footprint Ss work in pairs to discuss and take notes. T calls on some Ss to report their partner’s ideas to the class, e.g. Lan thinks that her carbon footprint is not very big, but she’ll try to reduce it to further help the environment. First, she’ll start cycling to school instead of asking her dad to drive her. Second, she’ll stop using plastic bags for groceries. Finally, she'll start drinking filtered tap water instead of buying bottled water. 2. Consolidation (2 minutes) Teacher asks: What have you learnt today? - The ways to ask for and give advice - What carbon footprint is and the ways to reduce it in our lives. 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Communication and Culture lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5