Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Reading: The UN Climate Change Conference
Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Reading: The UN Climate Change Conference. 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 3: READING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Activate prior knowledge about the topic of environmental problems and get involved in the lesson.
- Practise reading for the main idea of a text about The UN Climate Change Conference.
- Practise guessing the meanings of words from context.
- Practise reading for specific information.
- Use the language and ideas in the article to talk about and suggest possible solutions to a problem.
2. Competences
General competences:
- Self-control and independent learning: read independently and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Develop reading comprehension skills (skimming and scanning) and vocabulary guessing skills.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [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.
- [3.1.NC1b]: Identify ways to express oneself through the creation of digital content.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Responsibility: Be aware of the negative impacts of human activities on the environment and take action to reduce global warming.
- Hard work: Actively participate in class reading and speaking activities.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital collaboration tools (Padlet/Mentimeter), AI Chatbots (ChatGPT/Gemini), Google Forms, Digital design tools (Canva).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
THE UN CLIMATE CHANGE CONFERENCE
Activity 1: Work in pairs. Look at the pictures and discuss the environmental problems you see.
a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content: Ss work in pairs. Look at the pictures and discuss the environmental problems they see.
c. Product: Ss' answers identifying the environmental problems (deforestation and air pollution from burning coal).
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to work in pairs to discuss the pictures and identify the environmental problems.
- Teacher asks some guiding questions, e.g. What can you see in the pictures? Do you think human activities like farming can cause any negative impact on the environment? How does deforestation contribute to global warming? Have you heard about the global efforts to deal with climate change? Step 2: Students perform learning tasks - Ss work in pairs, look at the pictures and discuss the questions. - The teacher observes, guides, and supports the Ss (if necessary). Step 3: Reporting and Discussion - Teacher invites individual Ss to share their answers with the class. - Other Ss can comment or offer alternative opinions. Step 4: Evaluation - Teacher confirms the correct answers and introduces the topic of the reading text. - Teacher moves on to the next content. | Suggested answers: - Picture a shows trees that have been cut down or deforestation, which is a serious environmental problem. Deforestation causes carbon emissions and can damage natural habitats. - Picture b shows burning coal in an open fire. This can create air pollution and cause health problems if people breathe in the pollutants contained in the smoke.
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Activity 2: Read the article and choose the best title for it.
a. Objective: To help Ss practise reading for the main idea.
b. Content: Ss read the article and choose the best title for it.
c. Product: Ss' correct answer for the best title of the article.
d. Organization:
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Activity 3: Read the article again. Match the highlighted words with their meanings.
a. Objective: To help Ss practise guessing the meanings of words from context.
b. Content: Ss read the article again and match the highlighted words with their meanings.
c. Product: Ss' correct matching of the vocabulary words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the article. Teacher focuses their attention on the context of the highlighted words and has them look for clues offering direct or indirect suggestions about their meanings. - Teacher encourages Ss to use their smartphones to access an online dictionary or an AI Assistant (like ChatGPT/Gemini) to verify their contextual guesses. Step 2: Students perform learning tasks - Ss work individually to look for context clues and match the words (e.g. 1. emissions: CO2 in paragraph 2 suggests that emissions are gases. 2. balance: The preposition 'between' used after 'balance' prompts equal things in a situation. 4. methane: Methane is a gas as in paragraph 5 it is defined 'a greenhouse gas'). - Ss use their devices to search for the definitions or interact with an AI to confirm the meanings of: emissions, balance, methane. Step 3: Reporting and Discussion - Teacher checks answers as a class. - If time allows, teacher asks Ss to make sentences with each of the words to check understanding. Step 4: Evaluation - Teacher gives the correct answers. - Extension: In stronger classes, have Ss play a game. Divide them into several teams. Call out one of the four words and have teams write as many sentences with it as they can. Give a time limit of one minute. Repeat for the other words. Invite each team to read their sentences. The team with the most correct sentences is the winner. - Teacher moves on to the next content. | Key: 1. d 2. c 3. b 4. a
| [1.1.NC1b]: Adjust search strategies to find the most appropriate data, information, and content in a digital environment. |
Activity 4: Read the article again and choose the correct answer A, B or C.
a. Objective: To help Ss practise reading for specific information.
b. Content: Ss read the article again and choose the correct answer A, B, or C.
c. Product: Ss' correct choices based on specific information in the text.
d. Organization:
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Activity 5: Work in groups. Discuss the following question: What should we do to reduce global warming?
a. Objective: To help Ss use the language and ideas in the article to talk about and suggest possible solutions to a problem.
b. Content: Ss work in groups and discuss the question: "What should we do to reduce global warming?"
c. Product: Ss' workable solutions to global warming presented to the class.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to work in groups of three or four. - Teacher tells Ss to brainstorm and suggest some possible solutions to global warming. Have Ss think about things they can do as individuals to help fight global warming. - Teacher suggests that Ss make use of graphic organisers for brainstorming, e.g. spidergrams. - Teacher instructs groups to open an AI Chatbot (e.g., ChatGPT) on their smartphones and input their proposed solutions using a specific prompt: "Act as an environmental expert. Briefly evaluate these solutions to reduce global warming and rank them by practical effectiveness." Step 2: Students perform learning tasks - Ss work in groups, brainstorm, and draw graphic organisers to map out their solutions. - Ss input their list into the AI tool, read the AI's feedback, and use this critical evaluation to refine and select their best solutions to present to the class. - The teacher observes, guides, and supports the Ss. Step 3: Reporting and Discussion - Teacher asks Ss from different groups to share their ideas with the rest of the class. - Teacher encourages them to explain how each action will help limit or stop global warming, e.g. Use less energy at home (less greenhouse gas emissions); Plant trees (more oxygen, less CO2). Step 4: Evaluation - Teacher praises for workable solutions and fluent delivery. - Teacher moves on to the next content. | Suggested answers: - Use less energy at home - Plant trees - Walk, bike, or use public transport - Eat more vegetables and less meat - Choose eco-friendly products - Switch to green power - Follow 4Rs: Reduce, reuse, repair, recycle
| [6.2.NC1a]: Integrate AI tools into existing workflows to explore knowledge and solve problems. |
3. PRACTICE
a. Objective: To consolidate reading comprehension skills and vocabulary learned in the reading text through intensive exercises.
b. Content: Students complete one main mission (a worksheet) containing two different reading tasks: gap-filling and short-answer questions.
c. Products: Students' correct answers on their worksheets.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the vocabulary and ideas learned in the reading text into a creative, real-life context by taking on a leadership role.
b. Content: Students carry out a creative take-home task: "The Green Ambassador's Eco-Challenge".
c. Product: Students' digital or hand-drawn posters detailing a 3-day environmental challenge for their school, including a short persuasive message.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher tells the students to imagine they are chosen as the "Youth Ambassadors" for a local Climate Change Conference.
- Take-home Mission:Design a "3-Day Eco-Challenge" for the students in the school to help reduce the school's carbon footprint.
- Requirements for the product:
+ List 3 specific, realistic actions students must do over 3 days (e.g., Day 1: Zero plastic bottles; Day 2: Turn off fans/lights during break time; Day 3: Plant one small plant in the classroom).
+ Use Generative AI (e.g., ChatGPT) to help brainstorm a catchy name and draft a short, persuasive 3-4 sentence message using target vocabulary (emissions, balance, carbon, global warming). Students must edit the AI's output to make it their own.
+ The product can be designed as a digital poster using tools like Canva.
Step 2: Students perform learning tasks
- Students write down the requirements of the project in their notebooks.
- Students have 2 minutes to quickly brainstorm and share their initial ideas for the challenge's name with a partner.
- Students will complete the design and writing parts individually at home.
- The teacher observes and provides suggestions for their initial ideas.
Step 3: Reporting and Discussion
- Students upload their digital posters to a shared class folder or Padlet (Virtual Gallery Walk).
- Students view their friends' digital posters and vote for the most practical and creative one.
Step 4: Evaluation
- Teacher praises students' creativity, correct use of the target vocabulary, and practical environmental solutions.
- Teacher summarizes the lesson's main points.
[3.1.NC1b]: Adjust content into the most suitable formats and adapt self-expression through creating optimal digital media.
[6.2.NC1a]: Integrate AI tools into existing workflows to generate content.
* HOMEWORK
- Learn the new vocabulary from the reading text by heart.
- Complete the "Eco-Challenge" poster mission.
- Read the text again and translate it into Vietnamese (optional for weaker students).
- Prepare for the next lesson: Lesson 4: Speaking.
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