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Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Listening: Black carbon and global temperature

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Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Listening: Black carbon and global temperature. 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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Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Listening: Black carbon and global temperature

Xem toàn bộ: Giáo án Tiếng Anh 11 Global Success cả năm

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 5: GLOBAL WARMING

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Set the context of the listening task and introduce topic-related vocabulary.
Practise listening for the main idea and specific information about black carbon.
Personalise the ideas and language in the listening to talk about sources of black carbon in their city or neighbourhood.

2. Competences

General competences:

Self-control and independent learning: listen and complete tasks independently.
Communication and collaboration: work in pairs or groups to discuss learning tasks and share personal opinions.

Specific competences:

Develop listening comprehension skills through main idea identification and detail extraction.
Apply topic vocabulary and related grammar structures to real-life environmental issues.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
[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.
[4.2.NC1a]: Apply different methods to protect personal data and privacy in digital environments.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Responsibility: Raise awareness about air pollution, global warming, and environmental protection.
Hard work: Actively participate in listening tasks and class discussions.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers. Audio tracks (Tracks 36 + 37).
Smart classroom hub and collaborative digital platforms (e.g., Padlet, Quizizz).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about air pollution and create an engaging atmosphere to introduce the main topic.

b. Content: Teacher organizes a quick visual activity called "The Invisible Culprit".

c. Product: Students can list common air pollutants and deduce the hidden topic of the lesson.

d. Organization:

…………………………………………..

2. PRESENTATION

BLACK CARBON AND GLOBAL TEMPERATURE

Activity 1: Work in pairs. Match the words with their meanings.

a. Objective: To introduce more topic-related vocabulary and set the context of the listening task.

b. Content: Students match words (soot, melt, crop, soil) with their meanings and write sentences using them.

c. Product: Students' correct matching of vocabulary and meaningful sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to come up with some sources of air pollution, e.g. cars, buses, planes, factories, wood-burning fireplaces, volcanoes, wildfires.

- Ask Ss what pollutants open fires release to elicit the target language, e.g. Open fires release carbon dioxide, methane and black carbon or soot.

- Write the phrase 'black carbon' on the board. Ask Ss if they know its meaning. Tell them it is also known as 'soot'.

- Ask Ss to do the activity by matching the words with their meanings.

- Teacher instructs students to utilize a Generative AI tool (e.g., ChatGPT or an AI-integrated dictionary) to verify the contexts of these words related to global warming.

Step 2: Students perform learning tasks

- Students work individually to match the words with their meanings.

- Students use their smart devices to prompt the GenAI tool to generate two practical example sentences for each new word.

- Walk round the class and provide help if necessary.

Step 3: Reporting and Discussion

- Check answers as a class.

- Make sure Ss understand the words by asking Ss to make sentences with them.

- Extension: In stronger classes, have Ss play a game individually or in pairs. Each student/pair writes a short meaningful text using all four words within three minutes. Read out texts and give a mark out of 10.

Step 4: Evaluation

- Teacher confirms the correct answers, corrects pronunciation, and declares the winner of the extension activity if applied.

- Teacher moves on to the next content.

- Answers to Teacher's questions:

+ Sources of pollution: cars, factories, wildfires, etc.

+ Pollutants: carbon dioxide, methane, black carbon.

- Students' answers:

1. c

2. a

3. d

4. b

[6.2.NC1a]: Students use a GenAI chatbot on their smart devices to deduce vocabulary meanings in context and generate varied sentence examples, integrating AI effectively into their learning workflow.

Activity 2: Listen to a talk and choose the main idea.

a. Objective: To help Ss practise listening for the main idea.

b. Content: Students listen to the recording and select the main idea of the talk from three options (A, B, C).

c. Product: The correct main idea chosen by students.

d. Organization:

…………………………………………..

Activity 3: Listen to the talk again. Choose the correct answer A, B, or C.

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen again and answer 4 multiple-choice questions.

c. Product: Correct answers for the specific information questions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Give Ss some time to read through the questions and underline keywords. Check if they understand all the vocabulary.

- In weaker classes, pre-teach difficult vocabulary (consist of, previously thought, increase, speed of melting).

- Ask stronger classes if they can answer without listening again.

Step 2: Students perform learning tasks

- Play the recording from hoclieu.vn once in stronger classes and twice in weaker classes.

- If time allows, ask Ss to discuss their answers in pairs.

Step 3: Reporting and Discussion

- Check answers as a class. Play the recording, pausing at the places where Ss can find the answers (e.g., choice B is the answer to question 1: these huge fires are the world's biggest source of soot).

- Extension: Ask additional questions to check comprehension: What does black carbon consist of? Why do farmers burn crop waste? Why is burning crop waste bad for the soil?

- Answers to extension questions.

Step 4: Evaluation

- Teacher confirms the keys and praises students for their correct listening strategies.

- Teacher moves on to the next content.

- Students' answers:

1. B

2. B

3. C

4. A

Activity 4: Work in groups and answer the questions: Is black carbon found in your city or neighborhood? If so, where does it come from?

a. Objective: To give Ss an opportunity to personalise the ideas and language in the listening to talk about sources of black carbon in their city or neighbourhood.

b. Content: Students work in groups to answer if black carbon is found in their area and where it comes from.

c. Product: A summary of group discussions presented to the class.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate students' command of general environmental vocabulary and to develop their linguistic accuracy through independent structural exercises.

b. Content: Students complete two written tasks: Word Formation and Error Identification & Correction based on the broader topic of Global Warming.

c. Products: Students' correct written responses 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: Fill in the blanks with the correct form of the word in brackets.
1. The rapid ________ of the world's population contributes heavily to global warming. (GROW) 2. Deforestation severely ________ the habitats of millions of animals and plant species. (THREAT) 3. Many environmentalists warn us about the ________ effects of burning fossil fuels. (HARM) 4. We need to find practical ways to reduce greenhouse gas ________ immediately. (EMIT) 5. Black carbon is considered a highly dangerous ________ that affects human respiratory health. (POLLUTE)
Task 2: Identify the ONE grammatical or vocabulary error in each sentence, underline it, and write the correct word on the line provided.
1. The pollute from these industrial factories directly affects the local climate.
2. Because of black carbon traps sunlight, it rapidly warms the earth's surface.
3. If we will continue to burn fossil fuels, the earth's temperature will rise.
4. Black carbon is one of the most dangerous pollutant in the atmosphere today.
5. The rapid melting of sea ice and glaciers are a serious global problem.

- Teacher sets a time limit of 10 minutes.

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, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to write their answers on the board and explicitly explain why they chose a specific word form or how they corrected the syntax errors.

Step 4: Evaluation

- Teacher gives feedback, emphasizes the rules of word formation and grammatical structures, and provides the final keys.

- Expected answers:

Task 1: 1. growth / 2. threatens / 3. harmful / 4. emissions / 5. pollutant

Task 2:

1. pollute -> pollution (Needs a noun after "The")

2. Because of -> Because (Followed by a clause, not a noun phrase)

3. will continue -> continue (First conditional structure requires present simple in the 'if' clause)

4. pollutant -> pollutants ("One of the" must be followed by a plural noun)

5. are -> is (The subject "The rapid melting" is singular)

[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.