Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Communication: Giving warnings and responding; CLIL: Reducing the environmental impact of farming
Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Communication: Giving warnings and responding; CLIL: Reducing the environmental impact of farming. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 11.
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Teaching: ..../..../.....
UNIT 5: GLOBAL WARMING
LESSON 7: COMMUNICATION AND CULTURE / CLIL
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Give warnings and respond to warnings in everyday situations.
- Understand and discuss ways to reduce the environmental impact of farming.
2. Competences
General competences:
- Self-control and independent learning: listen, read, and share personal opinions with partners and the teacher.
- Communication and collaboration: work in pairs or groups to complete the communication and reading tasks.
Specific competences:
- Role-play conversations giving warnings about environmental/safety hazards.
- Identify specific information in a text about agriculture's contribution to global warming and its solutions.
Digital competences:
- [1.1.NC1a]: Meet information needs.
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [1.2.NC1b]: Evaluate different types of data, information, and digital content.
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
- [3.1.NC1a]: Apply methods for creating and editing content in different formats.
- [3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
- [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Environmental awareness: Be aware of how daily activities and farming affect the climate.
- Responsibility: Show willingness to protect the environment and warn others about dangerous practices.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
2. Students' aids
- Textbook, notebooks, pens, highlighters.
- Smartphones, tablets, or laptops with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
EVERYDAY ENGLISH - GIVING WARNINGS AND RESPONDING
Activity 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs.
a. Objective: To provide Ss with a model conversation in which people give warnings and respond; To review expressions for giving warnings and responding.
b. Content: Students describe the picture, listen to a conversation between Jane and Nga about a coal-burning stove, fill in the blanks with the given expressions, and role-play the conversation.
c. Product: Students' correctly completed conversation and accurate role-play.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss look at the picture and describe it. Teacher elicits what the two teenagers are looking at (e.g., coal stove, coal-burning stove, heating stove). Teacher asks Ss if their family has ever used a coal-burning stove for cooking or/and heating.
- Teacher tells Ss they are going to listen to a conversation between Jane and Nga. While listening, they should complete the conversation with the expressions in the box. - Teacher gives Ss some time to skim through the conversation and look for context clues. (In stronger classes, encourage them to work out answers before listening). - Teacher plays the recording from hoclieu.vn. Step 2: Students perform learning tasks - Students look at the picture, answer the teacher's questions, and skim the text. - Students listen and do the activity. - Students use an AI-powered pronunciation app (e.g., Native Speech,...) on their smartphones to practice reading the completed conversation aloud, receiving instant feedback on their intonation. - The teacher observes, guides, and supports the students (in weaker classes, play the recording again, pausing after each blank). Step 3: Reporting and Discussion - Teacher checks answers as a class. - Teacher puts Ss into pairs and has them practise the conversation. Step 4: Evaluation - Teacher confirms the correct answers and checks pronunciation during the role-play. - Teacher moves on to the next content. | - Students' answers: 1. D 2. C 3. B 4. A
| [5.3.NC1a]: Students apply an AI-powered pronunciation app on their mobile devices to practice and improve their intonation during the role-play. |
Activity 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is Student A, the other is Student B. Use the expressions below to help you.
a. Objective: To help Ss practise giving warnings and responding.
b. Content: Students read the useful expressions box, plan, and role-play new conversations based on two given situations (warning about open waste burning and warning about a campfire).
c. Product: Students' fluent and appropriate role-play of giving and responding to warnings.
d. Organization:
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CLIL - REDUCING THE ENVIRONMENTAL IMPACT OF FARMING
Activity 1: Read the text and tick (✓) the pictures that show ways to reduce global warming.
a. Objective: To help Ss learn about ways to reduce the environmental impact of farming.
b. Content: Students discuss farming and global warming, read a text about the impacts of farming, and identify pictures that show solutions to reduce global warming.
c. Product: Students' correct answers indicating the pictures that show solutions, and understanding of new vocabulary.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss some questions to find out what they already know about the topic (e.g., Do you think farming causes global warming? Does it emit any greenhouse gases?). - Teacher asks Ss what they want to know and writes their questions on the board (e.g., How does raising farm animals make the planet hotter?). - Teacher puts Ss into pairs and asks them to study the pictures and tell what they see.
- Teacher asks Ss to read the text and tick the pictures that illustrate the ways of limiting global warming. Step 2: Students perform learning tasks - Students use a digital version of the text (hoclieu.vn) on their tablets, applying a smart digital dictionary (e.g., Cambridge, Oxford,...) or AI reading assistant to instantly look up and save complex CLIL vocabulary (e.g., methane emissions, flooded fields). - Teacher explains or elicits new/difficult words (e.g., face masks, be intended to, coal plants, flooded rice fields). (In stronger classes, encourage Ss to guess meaning from context). Step 3: Reporting and Discussion - Teacher checks answers as a class by calling on pairs to speak out or write answers on the board. - Teacher goes back to the questions on the board (things Ss wanted to know) and asks which questions they can answer now, crossing them out. (Assign the rest for homework). Step 4: Evaluation - Teacher confirms the correct answers and ensures Ss understand the concepts in the text. - Teacher moves on to the next content. | Key: 1, 4 | [1.1.NC1b]: Students apply search techniques using a smart digital dictionary on their tablets to extract and understand complex CLIL vocabulary in the digital text.
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Activity 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?
a. Objective: To help Ss relate what they have learnt about farming and global warming to their country.
b. Content: Students read the text again, list three farming activities mentioned, determine if they are common in Viet Nam, and discuss their negative impacts and alternative solutions.
c. Product: Students' group discussion and well-structured spoken presentation answering the discussion questions.
d. Organization:
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3. PRACTICE
a. Objective: To deeply consolidate the communicative expressions for giving and responding to warnings, and to reinforce the vocabulary related to farming's impact on global warming.
b. Content: Students complete one intensive practice mission containing two tasks: Task 1 focuses on situation-based sentence building (Everyday English), and Task 2 focuses on word formation (CLIL vocabulary).
c. Products: Students' correct written sentences and accurately formed words on their worksheets.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).
| Task 1: Read the following situations. Write a formal or informal warning for each situation using the given cues, and write an appropriate response. |
1. Situation: Your friend is about to drink water from a stream near a chemical factory. - Warning (must warn / dangerous): ____________________________________ - Response (didn't know / warning): ____________________________________ 2. Situation: Your brother is leaving a campfire burning while going to sleep in the forest. - Warning (Watch out / might start): _____________________________________ - Response (careful / put out): _________________________________________ |
| Task 2: Complete the sentences about global warming using the correct form of the words in brackets. |
1. Open waste burning is highly __________ to people's health and the environment. (DANGER) 2. Cows, goats, and buffaloes release a large amount of __________ into the air. (METHANIC) 3. We must find effective ways to reduce the negative environmental __________ of farming. (IMPACTFUL) 4. There are considerable global efforts to protect the forests and end __________. (DEFOREST) 5. New farming methods help rice to grow well in __________ fields, reducing greenhouse gases. (DRY) |
- Teacher sets a strict time limit of 8 minutes for students to complete both tasks independently.
Step 2: Students perform learning tasks
- Students work individually on their devices to select and type the basic answers into the interactive worksheet.
- The teacher observes, walks around the class to monitor progress, and provides silent support if a student struggles with a root word.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Teacher invites two pairs of students to stand up and role-play their constructed dialogues for Task 1.
- Teacher calls on 5 different students to go to the board and write down their answers for Task 2.
- Students' expected answers:
Task 1:
1.
- Warning: I must warn you that the water is dangerous to drink.
- Response: I didn't know that. Thanks for the warning.
2.
- Warning: Watch out! You might start a forest fire.
- Response: I'll be very careful. I will put it out now.
Task 2:
1. dangerous
2. methane
3. impact
4. deforestation
5. drier
Step 4: Evaluation
- Teacher gives final feedback, explains why specific word forms are used in Task 2 (e.g., adjective vs. noun), and corrects any structural mistakes in Task 1.
[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.
Mission 2: Complete the quiz (optional).
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-11-textbook-unit-5-global-warming-25086 for student to perform.
Step 2: Students perform learning tasks
- Pupils receives the link and choose the answer.
Step 3: Reporting and Discussion
- Teacher gives pupils 5 minutes to choose the correct answer.
- Teacher calls out pupils to share their answers and explain the correct ones.
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
- Teacher moves on to the next content.
[2.1.NC1a]: Choose simple digital technologies to interact.
4. APPLICATION
a. Objective: To help students apply the expressions of warning and the environmental knowledge learned into a creative, real-life context at home.
b. Content: Students design an "Eco-Warning Mini-Poster" for a local environmental issue.
c. Product: Students' creative mini-posters containing a specific warning and a solution.
d. Organization:
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