Unit

5

Uni
t

FAMILY LIFE
GLOBAL
WARMING

LESSON 7

COMMUNICATION AND
CULTURE / CLIL

GIVING
WARNINGS AND
RESPONDING
Student Book –
page 59

LESSON 7

COMMUNICATION AND CULTURE /
CLIL

WARM-UP

Watch a video

EVERYDAY
ENGLISH

CLIL

CONSOLIDATION

•
•

Task 1: Complete the conversation.
Task 2: Make similar conversations.

•
•

Task 1: Read and tick the pictures.
Task 2: Discussion.

•
•

Wrap-up
Homework

WARM-UP

WATCH THE VIDEO AND ANSWER THE
QUESTIONS
According to the video,
1. Farm animals contribute less to the emission of
CO2 than vehicles. True or False?
2. How many kilograms of plant protein are used in
order to produce 1kg of animal protein?
3. What can we do to reduce greenhouse gas?

WARM-UP
WATCH A
VIDEO

WARM-UP

According to the video,
1. Farm animals contribute less to the emission of CO2
than vehicles. True or False?

False

WARM-UP

According to the video,
2. How many kilograms of plant protein are used in
order to produce 1 kilogram of animal protein?

6 kilograms

WARM-UP

According to the video,
3. What can we do to reduce greenhouse gas?

We can consume fewer animal products or even
go meat free.

EVERYDAY
ENGLISH

1

Listen and complete the conversation with the expressions
in the box. Then practise it in pairs.

Jane: Hi, Nga. Is that a coal-burning stove?
Nga: Hi. Yes, my dad bought it last week. It heats up our home very
quickly. Let me put in some more coal.
Jane: (1) __________!
Watch out You're too close and will burn yourself!
Nga: (2) Don't
__________.
worry I'm very careful.
Jane: Yes, it feels very warm, but (3) _______________
I must warn you burning coal
produces soot.
Nga: Oh no, I didn't know that. (4) ______________.
Thanks so much I'll tell my dad.

EVERYDAY ENGLISH

EVERYDAY
ENGLISH
Work in pairs. Use the model in 1 to make similar conversations

2

for these situations. One of you is Student A, the other is
Student B. Use the expressions below to help you.

1. Student A is burning rubbish. Student B is warning him/her
about the dangers of open waste burning to people's health
and the environment.
2. Student B is building a campfire. Student A is warning
him/her about the risk of starting a forest fire and the health
risks.

CLIL

atmosphere (n)
/ˈætməsfɪə(r)/

the mixture of gases that
surrounds the earth

CLIL

crop (n)
/krɒp/

the amount of grain, fruit, etc.
that is grown in one season

CLIL

deforestation (n)
/ˌdiːˌfɒrɪˈsteɪʃn/

the act of cutting down or
burning the trees in an area

CLIL

farming (n)
/ˈfɑːmɪŋ/

the activity of working on
a farm or organizing the
work there

CLIL
Form

Pronunciation

Meaning

1. atmosphere
(n)

/ˈætməsfɪə(r)/

the mixture of gases that
surrounds the earth

2. crop (n)

/krɒp/

the amount of grain, fruit, etc.
that is grown in one season

3. deforestation /ˌdiːˌfɒrɪˈsteɪʃn/ the act of cutting down or burning
(n)
the trees in an area
4. farming (n) 

/ˈfɑːmɪŋ/

the activity of working on a farm
or organizing the work there

CLIL

1

Read the text and tick (✓) the pictures that show ways to
reduce global warming.

✓

✓

CLIL

2 Work in groups. Discuss the following questions.
What farming activities in Viet Nam do you
think have negative impact on the global
temperature?
What do you think are the alternatives to
those activities?

CONSOLIDATION

1 Wrap-up

What have you learnt today?
• Give warnings and respond
• The environmental impact of farming
and how to reduce it

CONSOLIDATION

1. Do
exercises in
the
workbook.

2Homewor

k

2. Prepare for
Lesson 8 Unit 5

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