Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Language: Sentence stress and rhythm; Global warming; Present participle clauses, Past participle clauses
Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Language: Sentence stress and rhythm; Global warming; Present participle clauses, Past participle clauses. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 5: GLOBAL WARMING
LESSON 2: LANGUAGE
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Recognise and practise sentence stress and rhythm.
- Identify and understand the meaning of words and phrases related to global warming.
- Recognise and use present participle clauses and past participle clauses accurately.
2. Competences
General competences:
- Self-control and independent learning (listen, correct mistakes, and share personal opinions);
- Communication and collaboration (work in pairs or groups to complete vocabulary and grammar tasks).
Specific competences:
- Apply correct sentence stress to sound natural and fluent in spoken English;
- Apply targeted vocabulary to meaningful contexts;
- Use present and past participle clauses to explain reasons, express conditions, or describe simultaneous actions.
Digital competences:
- [1.1.NC1a]: Meet information needs.
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
- [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.
- [5.2.NC1a]: Evaluate personal needs.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Environmental awareness: Understand the causes and consequences of global warming through the language context.
- Hard work: Actively participate in class activities and collaborate effectively with peers.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital platforms set up for the class (e.g., Padlet, Google Classroom, Google Forms/Quizizz).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet access.
- GenAI apps (e.g., ChatGPT, Gemini), AI pronunciation apps (e.g., Elsa Speak, Google Voice Typing), and audio recording/editing apps.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge, stimulate critical thinking, and seamlessly introduce the three main components of the lesson: sentence stress, global warming vocabulary, and participle clauses.
b. Content: Students work in groups to complete "Mission: The Sentence Builder Challenge", where they must construct a meaningful sentence from given keywords.
c. Product: Students' grammatically correct and logically constructed sentences about global warming.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.
- Teacher divides the class into groups of 4.
- Teacher projects 5 scattered keywords on the board: fossil fuels, release, gases, atmosphere, temperature.
- Teacher gives the mission: Mission: The Sentence Builder Challenge. You have 2 minutes to create the most meaningful and grammatically correct sentence using ALL 5 keywords. You can add any smaller grammatical words (prepositions, articles, conjunctions) you need, and you can change the verb forms if necessary.
Step 2: Students perform learning tasks
- Students watch the AI-generated video and answer the questions about it.
- Students collaborate in their groups, brainstorming how to connect the words logically.
- They write their final sentence on a mini-whiteboard or a large piece of paper.
- Students use GenAI tools (e.g., ChatGPT, Gemini) on their smartphones to check the grammatical accuracy of their constructed sentences and ask the AI for alternative sentence structures.
- The teacher observes, ensuring students are speaking English and collaborating.
Step 3: Reporting and Discussion
- Teacher calls "Time's up!" and asks groups to hold up or display their sentences.
- Teacher invites 2-3 groups to read their sentences aloud.
- Expected sentences from students:
+ When we burn fossil fuels, we release greenhouse gases into the atmosphere and raise the temperature.
+ Burning fossil fuels releases toxic gases into the atmosphere, which increases the global temperature.
+ The temperature rises because fossil fuels release bad gases into the atmosphere.
Step 4: Evaluation
- Teacher praises the groups for their creativity and correct grammar.
- Lead-in: Teacher selects the best sentence (e.g., Burning fossil fuels releases dangerous gases into the atmosphere, increasing the earth's temperature.) and uses it to lead into the lesson:
+ Teacher reads the sentence aloud, emphasizing the keywords to introduce Pronunciation (Sentence Stress).
+ Teacher points to the keywords to introduce Vocabulary.
+ Teacher points out the verb forms (e.g., increasing) to tease the Grammar (Participle Clauses).
[2.1.NC1a]: Choose simple digital technologies for interaction.
[6.2.NC1a]: Integrating AI tools into existing workflows.
2. PRESENTATION
PRONUNCIATION - SENTENCE STRESS AND RHYTHM
Activity 1: Listen and repeat. Pay attention to the sentence stress and rhythm.
a. Objective: To help Ss recognise and practise sentence stress and rhythm.
b. Content: Students learn the difference between content and grammatical words, listen to Track 34, and repeat sentences with correct stress and rhythm.
c. Product: Students can identify stressed words and pronounce the sentences with natural rhythm.
d. Organization:
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Activity 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the sentences with a natural rhythm.
a. Objective: To help Ss practise sentence stress and rhythm.
b. Content: Students underline stressed words in four new sentences, listen to Track 35 to check, and practice reading them aloud.
c. Product: Correctly underlined stressed words and fluent spoken sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Have Ss quickly look through the sentences and check comprehension. - Put them in pairs. Ask them to underline the stressed words and practise saying the sentences. Step 2: Students perform learning tasks - Ss work in pairs to underline. - Play the recording (Track 35) from hoclieu.vn for Ss to check. (In stronger classes, ask Ss to mark the word stress, e.g. 'village, com'pletely, de'stroyed). Step 3: Reporting and Discussion - Check answers as a class. - Play the recording again, pausing after each sentence for Ss to repeat. - Ask Ss to work in pairs, taking turns to practise saying the sentences. - Students independently speak their sentences into their AI pronunciation apps, utilizing the instant AI feedback to self-correct any mispronounced content words before presenting to the class. Step 4: Evaluation - Call on some Ss to read them out loud. - Extension: In stronger classes, invite some Ss to make new sentences and say them in front of the class. Have the rest of the class say if they are using appropriate sentence stress and rhythm. - Teacher moves on to the next content. | Key + Audio script – Track 35: 1. The village was completely destroyed by floods. 2. Some gases are released into the air through human activities. 3. Has the earth’s temperature increased in the past few years? 4. Some environmental disasters will become more frequent.
| [6.2.NC1a]: Integrating AI tools into existing workflows. |
VOCABULARY - GLOBAL WARMING
Activity 1: Match the words with their meanings.
a. Objective: To introduce words and phrases related to global warming.
b. Content: Students match five vocabulary words/phrases with their correct definitions.
c. Product: Correct matching of vocabulary to definitions.
d. Organization:
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Activity 2: Complete the sentences using the correct forms of the words in 1.
a. Objective: To help Ss practise the words in 1 in meaningful contexts.
b. Content: Students use the vocabulary from Activity 1 to complete five sentences, changing word forms if needed.
c. Product: Sentences completed with correct vocabulary and accurate forms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Tell Ss to read carefully and decide which word in 1 can complete each sentence. Remind them to change forms if necessary. - Tell Ss to use context clues. Step 2: Students perform learning tasks - Ss work individually. (In weaker classes, have Ss look up words in the glossary if necessary). - Put Ss into pairs to compare their answers. Step 3: Reporting and Discussion - Check answers as a class by having Ss call out the missing word first, then read the whole sentence. Step 4: Evaluation - Teacher confirms the final answers. - Extension: Write the 5 words on the board. Have Ss add more topic-related words (at least 10 items). Have Ss study them for half a minute, turn away, erase one item, and have Ss identify the missing word. - Teacher moves on to the next content. | Key: 1. renewable 2. waste 3. released (changed to past participle for passive voice) 4. coal 5. fossil fuels (changed to plural)
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GRAMMAR - PRESENT PARTICIPLE CLAUSES
Activity 1: Find and correct the mistakes in the following sentences.
a. Objective: To help Ss recognise and practise present participle clauses.
b. Content: Students analyze sentences and correct mistakes related to present participle clauses.
c. Product: Grammatically corrected sentences using verb-ing.
d. Organization:
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PAST PARTICIPLE CLAUSES
Activity 2: Rewrite these sentences using past participle clauses.
a. Objective: To help Ss recognise and practise past participle clauses.
b. Content: Students rewrite three sentences using past participle clauses (-ed) with passive meanings.
c. Product: Rewritten sentences with accurate past participle structure.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to read the explanation and examples in the Remember! box carefully. - Tell them to pay attention to the form (ending in -ed) and the two main uses (giving reason & expressing a condition). Step 2: Students perform learning tasks - Have Ss study the examples before doing the activity individually. - Students use GenAI tools (e.g., ChatGPT, Gemini) on their smartphones to input their rewritten sentences to verify their grammatical accuracy, and prompt the AI to explain any errors related to past participle structures. - Walk round the class and offer help. - Put Ss into pairs to compare their sentences. Step 3: Reporting and Discussion - Check answers as a class. (In weaker classes, have Ss write sentences on the board and explain the paraphrases). Step 4: Evaluation - Teacher gives final correct answers. - Extension: In stronger classes, one student writes a sentence with a past participle clause, and the other paraphrases it using different types of clauses. Encourage them to swap roles and read aloud. - Teacher moves on to the next content. | Past participle clauses: The past participle is a verb form usually ending in -ed, which normally has a passive meaning. Similar to present participles, past participles can form past participle clauses, but with a passive meaning. They are used to: - give the reason for an action. - express a condition. Key: 1. Not kept cool in hot weather, farm animals can suffer from heat stress. 2. Worried about the consequences of deforestation, some farmers stopped burning trees to create farmland. 3. Produced in huge amounts, carbon dioxide causes air pollution and climate change.
| [6.2.NC1a]: Integrating AI tools into existing workflows. |
Activity 3: Work in pairs. Make sentences using present participle and past participle clauses.
a. Objective: To help Ss practise present participle and past participle clauses in a speaking activity.
b. Content: Students use prompts to brainstorm verbs and verbally create sentences using participle clauses.
c. Product: Appropriate spoken statements and responses using the target grammar.
d. Organization:
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3. PRACTICE
a. Objective: To deeply consolidate the vocabulary and grammar (participle clauses) learned in the lesson through focused, written exercises.
b. Content: A single written mission consisting of two diverse tasks (Word Formation and Sentence Transformation).
c. Product: Students' completed worksheets demonstrating accurate spelling, word forms, and grammatical structures.
d. Organization:
Step 1: Teacher assigns learning tasks.
- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).
- Teacher sets a strict time limit of 10 minutes.
| Task 1: Fill in the blanks with the correct form of the words provided in brackets. |
1. Wind and solar power are excellent sources of (RENEW) __________ energy for the future. 2. Large amounts of toxic gases are continuously being (RELEASE) __________ into the atmosphere by heavy industry. 3. The heavy reliance on fossil (FUEL) __________ accelerates the dangerous impacts of climate change. 4. To protect our oceans, governments must strictly manage how factories dispose of their solid (WASTEFUL) __________. |
| Task 2: Combine or rewrite the following pairs of sentences into a single sentence, using a Present Participle (-ing) or Past Participle (-ed) clause. |
1. The activists were marching through the city center. They handed out leaflets about global warming. à ______________________________________________________________ . 2. The coastal town was severely damaged by the typhoon. The town took five years to fully recover. à _______________________________________________________________ . 3. We realized the severe danger of plastic pollution. We decided to switch entirely to reusable bags. à _______________________________________________________________ . |
Step 2: Students perform learning tasks.
- Students work individually on their devices to select and type the basic answers into the interactive worksheet.
Step 3: Reporting and Discussion.
- The platform automatically grades the basic exercises.
- Teacher calls 4 students to the board to write their answers for Task 1, and 3 students to write their transformed sentences for Task 2.
Step 4: Evaluation.
- Teacher checks the answers on the board with the whole class, explaining the structural rules behind the transformations, and corrects any mistakes.
- Expected Answers:
Task 1: 1. renewable, 2. released, 3. fuels, 4. waste.
Task 2:
1. Marching through the city center, the activists handed out leaflets...
2. Severely damaged by the typhoon, the coastal town took...
3. Realizing the severe danger of plastic pollution, we decided...
[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 vocabulary, grammar (participle clauses), and pronunciation rules (sentence stress and rhythm) learned in the lesson into a creative, technology-integrated speaking task at home.
b. Content: Students carry out a creative home mission: "The Green Voice" Mini-Podcast.
c. Product: A short written script with marked stress and an audio recording (voice memo) on the students' phones.
d. Organization:
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