Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Looking back; Project: What we can do every day to help limit global warming

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: GLOBAL WARMING

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Revise sentence stress and rhythm, particularly focusing on phrasal verbs.
• Revise vocabulary words and phrases related to global warming learnt in the unit.
• Revise the use of present participle and past participle clauses.
• Present survey results on daily activities to help limit global warming and assess peers' presentations.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and complete exercises individually.
• Communication and collaboration: work in pairs or groups to present projects and give feedback.

Specific competences:

• Identify stressed words in sentences and pronounce them with natural rhythm.
• Apply vocabulary and participle clauses accurately in exercises.
• Develop public speaking and peer-assessment skills.

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Actively participate in class activities and complete given tasks.
• Responsibility: Raise awareness of environmental protection and take practical actions to limit global warming.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital learning platforms (Quizizz, Wordwall, Google Docs, Padlet, Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Prepared project materials (slides, survey results).
• Smartphones, tablets, or laptops with internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary, review the core concepts of global warming (causes, effects, and solutions), and engage them in a critical thinking task before the main lesson.

b. Content: Teacher organizes a mission called "The Cause-and-Effect Chain". Students work in groups to match halves of sentences to form logical statements about global warming.

c. Product: Students successfully complete the sentences, showing their understanding of the relationship between human activities and climate change.

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 shares a link/QR code to a digital interactive matching game (e.g., Quizizz or Wordwall) consists of shuffled sentence halves.

- Teacher gives the mission instruction: Your mission is to connect the 'Causes/Actions' with the correct 'Effects/Results' to create complete and logical sentences about global warming. You have 2 minutes to complete this chain.

- The sentence halves:

+ Set A (Causes/Actions):

1. If we continue burning fossil fuels, ...

2. As global temperatures rise rapidly, ...

3. When forests are cut down or burned, ...

4. By switching to renewable energy sources, ...

+ Set B (Effects/Results): 

A. ... the Earth loses its natural ability to absorb and store carbon. 

B. ... we can significantly reduce our carbon footprint and protect the environment. 

C. ... ice caps melt, causing sea levels to increase and flooding coastal areas. 

D. ... a massive amount of greenhouse gases is released into the atmosphere.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students work collaboratively in their groups, read the sentence halves carefully, and match them based on logic and grammar.

- The teacher observes, walks around to ensure all students are participating, but does not give the answers.

Step 3: Reporting and Discussion

- When the time is up, teacher shows results and completed sentences on the digital leaderboard.

- Ss check their own matching, and say whether they agree or disagree.

- Expected Answers:1 - D; 2 - C; 3 - A; 4 - B.

Step 4: Evaluation

- Teacher confirms the correct answers and highlights key vocabulary words (e.g., fossil fuels, greenhouse gases, absorb carbon, renewable energy).

- Teacher leads into the lesson: These sentences perfectly summarize what we have discussed in Unit 5. Today, we are going to revise the language used to talk about these issues and listen to your projects on how our daily activities affect global warming.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[2.1.NC1a]: Students use their smartphones or tablets to interact with digital learning platforms (e.g., Quizizz, Wordwall) to complete the matching task collaboratively.

2. PRESENTATION 

PRONUNCIATION

Listen and underline the stressed words. Then practise saying the sentences with a natural rhythm.

a. Objective: To help students revise sentence stress and rhythm.

b. Content: Students listen, underline stressed words, and practice saying sentences with a natural rhythm.

c. Product: Students correctly underline stressed words and read sentences with accurate stress, especially on phrasal verbs.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..

VOCABULARY

Choose the correct word or phrase to complete each sentence.

a. Objective: To help students revise words and phrases they have learnt in the unit.

b. Content: Students choose the correct word or phrase to complete each sentence.

c. Product: Completed sentences with accurate vocabulary.

d. Organization:

GRAMMAR

Rewrite the sentences using present or past participle clauses. 

a. Objective: To help students revise the use of present participle and past participle clauses.

b. Content: Students rewrite sentences using present or past participle clauses.

c. Product: Accurately rewritten sentences using participle clauses.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..

3. PRACTICE

a. Objective: To further consolidate vocabulary related to global warming and the grammatical structure of participle clauses through intensive written exercises.

b. Content: Students complete one mission consisting of two tasks (Word form gap-fill and Sentence combination).

c. Products: Students' correct written answers for the two tasks.

d. Organization:

Mission 1: Advanced Grammar and Vocabulary Challenge

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms). 

- 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, walks around the classroom, and provides hints if students struggle with word forms or identifying the active/passive nature of the clauses.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites 4 students to go to the board to write their answers for Task 1, and another 4 students for Task 2.

- Other students observe, cross-check with their own answers, and give comments or corrections.

Step 4: Evaluation

- Teacher gives feedback and provides the final correct answers:

+ Task 1: 1. emissions | 2. Deforestation | 3. fossil | 4. renewable

+ Task 2:

1. Warned about the upcoming severe storm, the villagers evacuated to a safer place immediately.

2. Conducting research on climate change for 10 years, the scientist discovered alarming data about melting ice caps.

3. Hit by a massive tsunami, the coastal town took years to rebuild completely.

4. Using public transport instead of private cars, we help reduce carbon footprint in our city.

- Teacher explains any common mistakes regarding the passive (past participle) vs. active (present participle) meanings.

[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

PROJECT 

What we can do every day to help limit global warming 

a. Objective: To provide an opportunity for students to develop their communication and collaboration skills, and to practise reporting survey results in an oral presentation.

b. Content: Groups present their survey results, followed by peer and self-assessment.

c. Product: Oral presentations and completed assessment checklists.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..