SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI
TRƯỜNG THPT
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LESSON PLAN
ENGLISH 11
Name: Đào Minh Thúy
Kim Thanh Huyền
Nguyễn Thúy Hà


UNIT 6: GLOBAL WARMING
SKILL: READING
Global warming is real
I. Class description
-Target learners: 11th grade students
-Number of students: 40
II. Date and time
- Date: Monday, December 17th 2018
- Time: 45 minutes
III. OBJECTIVES
By the end of the lesson, students should be able to:
1. Knowledge:
- To provide learners some vocabulary related to the topic of “Global Warming”
- Accquire knowledge about some causes and effects of global warming
2. Skills
- To promote Ss to develop reading skills: skimming, scanning, reading for
general ideas and specific information.
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder

- To provide Ss some motivation
- Be aware of the need to solve the global warming problem
IV. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, laptop.
- Teaching method: Ss work in pair, group
2. Students
- Read through English Unit 6

V. PROCEDURE


New lesson (45minutes)

STAGES

TIME

TEACHER’S ACTIVITIES

STUDENT’S
ACTIVITY

Warm- up

4
minutes

- Greeting
- Ask and check the attendance

- Activity 1:
Aim: This activity is designed to help Ss
release the stress of the previous class,
motivate Ss’ emotion, get used to the
English environment => Hence, Ss are
able to stay more focus throughout the
lesson.

- Greeting

- Show 4 pictures
- Ask Ss to have to guess:the meaning of
pictures
- Praise the Ss who has a correct answer

- Look at the
screen carefully
- Raise their hand
to answer
- Some students
give the answers.

- Leading in: So Global warming, the rise
in temperature around the earth’s
atmosphere, is one of the biggest issues
facing humans nowadays. Today lesson,
you are going to study “ Global warming”.
Open text book page 10, Unit 6: Global
warming, reading.


Prereading

8
minutes

Activity 2: Introduce some new words
Aim: In this part, T introduces the new
words that will appear in the reading
passage. Make sure that Ss understand
the meaning of all the words introduced
and they know how to pronounce these
words.
1.Catastrophic /ˌkætəˈstrɒfɪk/ (adj) :Thảm

- Taking note


khốc
2. Famine/ˈfỉmɪn/(n): Nạn đói
3.Absorb/əbˈzɔːb/(v): Hấp thụ
4.Give off /ɡɪv ɒf/ (v):Thốt ra
5. Capture/ˈkæptʃə(r)/ (v): Đuổi, bắt
6. Ecosystem/ˈiːkəʊsɪstəm/ (n):Hệ sinh thái
7. Diversity /daɪˈvɜːsəti/(n): Sự đa dạng

- Listen and
repeat the words

- Read all the words as model
- Ask the whole class repeat after (2 times)


4
minutes

Activity 3: Check Vocabulary
( Task 3 in textbook: Match the words
with the correct meaning)
Aim: To help students remember the new
words and understand the reading text.
- Ask Ss to work in pairs
- Ask students to look at the slide and match
the words with the correct meaning
- Check students’ answers by calling some
students
Key:
1c- 2a- 3d- 4b- 5f- 6e

Whilereading

15
minutes

Listen to teacher’s
requirement
- Work in pairs
- Do the exercise

- Stand up and
give the answers


Activity 4 (Task 4 in textbook): Read the
text and answer the following question:
-Aim: This activity helps Ss achieve the
final objective of the Reading lesson –
skimming, scanning, reading for general
ideas and specific information.
- Ask Ss to read 6 questions and underline
the key words
-Listen to


- Explains any new words/ phrases, if
necessary
- Ask Ss to work in pairs and answer the
question
- Call 2 Ss: one asks and the other answers
- Check answers
1. Humans/People/We are responsible.
2. It releases a large amount of carbon
dioxide into the atmosphere.
3. Forests absorb and capture CO2 from the
atmosphere. This process has been disrupted
by the current alarming rate of
deforestation.
4. They could lose their homes.
5. High temperatures can reduce crop
harvests globally.
6. Because we cannot exist without species
diversity on Earth.


4
minutes

teacher’s
requirement
-Read the
questions and
underline the key
words
-Answer the
questions
- Stand up and
answer the
question

Activity 5 (Task 2 in textbook): Select the
statement that expresses its main idea.
Aim: This activity provides students with
an opportunity to practice reading for
gist and summarizing key ideas into a
statement.

- Listen to
teacher’s
requirement

-Ask students to read the text quickly and
choose the statement that best expresses the
main idea.
- Helps Ss to eliminate the wrong options by

analyzing them:
+ A is a definition of global warming.
- Work
+B mentions only about one of the effects
individually
of global warming explained in the text.
+C is the most comprehensive one since it


mentions both causes and effects.
+D mentions only one solution.
+C is the best answer as it covers all points
mentioned in the text.
-Ask students to skim the text

-Answer the
question

-Check their answers

Postreading

10
minutes

Activity 6: Design a mindmap including
the causes and effects of global warming
Aim: This activity provides opportunities
for students to work in group and help Ss
summarize the knowledge of the topic

and motivate Ss’ emotion after reading
the text.
- Put Ss into group of four
- Ask Ss to exchange the ideas to write
activities which are the causes and effects of
global warming
-Make sure that Ss understand the
requirement.
- Call one S to check him/her
understanding.
- While Ss are doing the activity, walk
around the class to offer support if
necessary
- Invite one or two groups to present in
front of the class. All members in group
present.
- Give feedback and corrects any frequently
occuring mistakes

- Listen to
teacher’s
requirement
-Answer the
question
-Work in group
-One or two
groups go to the
board to present



CAUSES
GLOBAL WARMING
EFFECTS

4. Consolidation:
- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
5. Homework:
- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
- Do the task again - Read Unit 6 - Speaking at home
IV. SELF-EVALUATION:
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