LESSON PLAN

School: ………high school

Department: The English of Department
Teacher’s Name: ………………………..
UNIT 3: GLOBAL WARMING
LESSON 3. READING: GLOBAL WARMING IS REAL
Total lesson for teaching: 01
Subject: English language; Class: 11
I. Objectives:
1. Knowledge:
By the end of the lesson, students will be able to:
- memorize, extend and use lexical items related to human-caused global warming.
- recognize some problems about global warming are mainly man-made, its causes and serious effects on
our Earth.
- apply their knowledge to seek for solutions to reduce the risks of global warming.
2. Core competence and language skills:
- read for general information to get the gist, specific and detailed information to decide the main idea of
the text and answer questions, build and stimulate students’ skimming and scanning skill in reading skill
- build and stimulate students’ critical thinking skill, analytical thinking skill, presentation skill,
communication skill, note-taking skill
- collaborate and stimulate students’ enthusiasm and effectiveness in pair work and group work
- build and stimulate students’ collaboration, imagination and creativity
3. Behaviors:
- be aware of the risk of human-caused global warming and know their missions to reduce that risk.
- be active to broaden and percept new knowledge
- be enthusiastic and creative to join in some activities

II. Teaching aids:

-Teacher: text book, laptop, projector, power point
- Students: text book, note book
- Teaching Method: a three –stage approach, communicative
III. Teaching Procedures:
1.Organisaton:
Class Absent student (s) Date of teaching Note

2.New lesson:
A. Warm up and introduction
Aims:
- to create a friendly and lively atmosphere in class before the lesson
- to have Ss brainstorm ideas related to the upcoming topic
Teacher and students activities/ teaching steps Content and product
1. Greeting and chatting (1 minutes) 1. Greeting and chatting
-Teacher (T) asks students (Ss) some questions about them and class How’s it going?
-T checks Ss’ attendance Are you happy today?
-Ss answer the T’s questions (a monitor in class answers the T’s Anybody’s absent today?
question)
2. Warm up (5 minutes) 2. warm up:
Game: WORD STORM Game: WORD STORM
- T gives Ss a topic “Global Warming” and writes it on the board. Anticipated answers:
- T divides class into 2 teams Climate change
- The first team starts by writing a word related to the topic on the board. Extreme weather
- The second team then tries to write a word that starts with the last letter Rising sea levels
of the word that the first team wrote. Sustainable development
- The game continues until one team can no longer think of a word. Temperature….
- The team with the most words at the end of the game wins.
3. Leading to the new lesson (1 minute) 3. Leading to the new
Question: Can you guess the topic of this lesson today? lesson:
- T asks Ss a question about the topic Question: Can you guess
- Ss answer the T’s question the topic of this lesson
- T leads to the new lesson today?
- Ss listen to the T and take notes UNIT 6: GLOBAL
- T asks Ss to open their book and introduces what they are going to WARMING
study today Lesson 3: Reading: Global
- Ss open their book and write Warming is real

B. Pre-reading
Aims:
- to set the context for the introductory part of reading lesson.
- to develop students’ ability in guessing words’ meanings in context and helps them know some new
words to facilitate their comprehension.
- to use contextual clues to guess the general meaning of the words.
- to prepare students for the reading task and what they are about to read.
- to encourage collaboration by giving Ss the opportunity to share their ideas with each other.
- to expand their vocabulary (synonyms and antonyms), pronunciation
Teacher and students activities/ teaching steps Content and product
Pre-reading: Vocabulary Pre –reading: vocabulary
Activity 3. Match the words with their meanings. (5 Activity 3. Match the words with their
minutes) meanings. (5 minutes)
-T asks Ss to show the new words that they have prepared Expected answers
before at home 1. g 2. f 3. d 4. e
- Ss explain the meanings of the words if necessary 5. b 6. a 7. c
- T asks Ss to repeat the words in several times 1. Catastrophic (adj): phiên âm
- Ss listen and repeat the words 2. famine (n): phiên âm
- T calls out some Ss to speak aloud the words ….
- Ss repeat the words
- Ss copy the new words on their notebook
In stronger class, T asks for synonyms or antonyms of those
words
Teacher and students activities/ Content and product
teaching steps
Activity 1. Discuss with a Activity 1. Discuss with a partner
partner (5 minutes) 1. What problems are described in the pictures?
- T asks Ss to read the requirement 2. Whenever you have problems with school or relationships (at
of the task home or at school) who do you talk with?
- T asks Ss to look at the people in Suggested answers
the three pictures, paying attention 1. The first picture describes one of the causes of climate change. In
to their body language. the picture we can sec factories are burning fossil fuels that
- T has Ss work in pairs and guess increases the amount of CO2 in the atmosphere. Increased levels of
what is happening to these people carbon dioxide contribute to the greenhouse effect; as the result,
or how they are feeling. the earth is heating up. Warmer temperatures may cause many
- T goes around classroom and problems such as heat-related illnesses and reduced water and air
supports students if necessary. quality, which in turn have a variety of adverse effects on human
- T calls 1 or 2 pairs to share their health.
ideas and gives feedback. 2. What can you see in the second picture? Running cars are
- T does not correct sts’ mistakes sending smoke and fumes into the atmosphere, causing the Earth to
at this stage of the lesson, just warm up and increase its average temperature. To climate
praise them for expressing their scientists, personal vehicles are a major cause of global warming.
opinions and tell them to compare 3. In the third picture we can see trees are cut down, for many
their ideas with those in the text reasons such as for land, paper, wood products or cooking fuel...
after they have read it. Trees remove carbon dioxide, a major greenhouse gas, from the
atmosphere, while cycling oxygen back into it. When trees are cut
down: however, the CO2 is released again. The area of land
covered by forests in the world is reduced rapidly, causing climate
change.
C. While –reading
Aims:
- to read for the gist, specific and detailed information through the text of global warming to select the
statement that express the main idea
- to get detail information for comprehension questions and answer the questions
- To assess students' understanding of the text- to build and stimulate students’ scanning and skimming
skills in order to improve students’ reading skills
Activity 2. Read the text and select the statement that express its Activity 2. Read the text and
main idea. (5 minutes) select the statement that
- T asks Ss to read the requirement of the task express its main idea.
- T explains the way to do the task
- Ss read the requirement of the task and listen to the T’s instructions C. Global warming is mainly
- T asks Ss to read four statements (a-d) and asks them if they extended caused by humans and has
the meaning and then underline the key words in each statement negative impacts on people’s
- Ss read 4 statements carefully and underline the key words lives
- T checks the key words and students’ understanding
- T asks Ss to read through the text once without stopping at words that
they don’t know the meaning, and then asks them to work in pairs to get
an overall idea of the text
- T reminds Ss that the main idea for the text is the one that gives the
general idea of the whole text, it should be clear, concise and supported
by the evidence in the text.
NOTE: avoid statements that are too general or too specific; the main
idea statement should not be an opinion or a personal belief.
- T has Ss to compare the answer with a partner
- Ss compare their answer with their partner
- T checks students’ answer and guides Ss to the correct choice if
necessary by helping them eliminate the sentences that only about one
aspect of the text
- T gives the key and feedback.
In stronger class, T asks Ss to explain why the other option cannot be
used as the main idea for the text.
- Ss copy the key into their notebook

Teacher and Students’ activities/ teaching steps Content and product

Activity 4. Answering the following questions. (10 Activity 4. Answering the following
minutes) questions. (10 minutes)
- T asks Ss to read the requirement of the task Rewrite questions……..
- T explains the way to do the task Expected answers:
- Ss read the requirement of the task and listen to the 1. Humans / People / We are responsible.
T’s instructions 2. It releases a large amount of carbon dioxide
- T asks Ss to look at questions first, underline the key into the atmosphere.
words. 3. Deforestation disrupts the process of
- T gets Ss to read the text individually in 2 minutes to absorbing and capturing CO2 from the
get the general idea of the whole text and then share atmosphere, which causes the world’s
ideas with their friends. temperature to rise.
- T checks the key words and Ss’ understanding 4. They could lose their homes.
- T has Ss work in pairs, they try to answer 7 5. They can reduce crop harvests globally.
questions in the textbook by reading the text again and 6. Because humans cannot exist without species
locating the information in each part of the text.. diversity on Earth.
- T gives suggestion or help if necessary.
NOTE: answer the questions in a clear and concise
way. Don’t forget to check spelling and writing. T
tells Ss not to be afraid to ask for help if they dont
unerstand something.
- T calls some Ss to write their answers on the board
and asks others to check their answers. T asks some Ss
to explain why or where they get these answers.
- T checks their answers again and gives the keys.
- T gives comments and feedback.
- Ss copy the key into their notebook

D. Post- reading
Aims:
- to develop Ss’ critical thinking skill, presentation skill and communication skill, to think creatively
about one serious effect and how to reduce the risks caused by global warming
- to have Ss understand the human’s responsibility for global warming
- to enhance students’ speaking skill and review what they have learnt
Activity 5. Work in groups. Discuss the questions (8 minutes) Activity 5. Work in groups.
IDEA TREE Discuss the questions
- T asks Ss to read the requirement of the task 1. Which of the effects of global
- T devides class into 2 groups, asks them to think about question 1 warming do you think is the most
– Ss read question 1 carefully and decide what topic or the most serious?
serious effect of global warming in their opinion 2. What do you think we should do
- T has Ss 3 minutes to brainstorm ideas related to the topic which to reduce the risks caused by
can answer question 2. global warming?
- Ss discuss, write ideas down on a piece of paper.
- T gets 2 groups to go to the board, draw 2 idea trees, add branches
and add details to the branches: words, phrases or images, then
present them in 2 minutes each group.
- Ss draw tree ideas, present their products.
- T gets Ss to give comments, add new ideas or information.
- T gives feedback.

E. Wrap up and Homework

Aims:
- to remind new knowledge that they have just studied
- to consolidate the vocabulary for global warming, causes, efffects and solutions
1.Wrap up (2 minutes) 1. Wrap up:
T asks Ss to look at the board and the idea tree, revise - Phrases and collocations of global warming
the new knowledge that they have just studied - Causes, effects and solutions for this
- T summarizes some main points
2. Homework:
2. Homework (1 minute) - Learn by heart the new words
-T instructs homework for the students - Do the tasks in the workbook
- Ss listen to the teacher’s instructions and take notes - Prepare the next lesson
Lesson 4. Speaking
IV. Self-Evaluation:
………………………………………………………………………………………………………………
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V. Comments