Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Speaking: Human activities and global warming

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: GLOBAL WARMING

LESSON 4. SPEAKING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Present ideas clearly in a discussion.
• Talk about human activities and their possible effects on the environment and global warming.

2. Competences

General competences:

• Self-control and independent learning: actively listen, take notes, and formulate personal opinions.
• Communication and collaboration: work effectively in pairs or groups to discuss, debate, and report ideas.

Specific competences:

• Use appropriate structures and linking words to state opinions, introduce arguments, express causes/results, and draw conclusions.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [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. Attributes

• Responsibility: Raise awareness of the environmental impact of human activities.
• Hard work & Proactiveness: Actively participate in class activities and think critically about real-world issues.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Collaborative digital platforms (e.g., Padlet, Google Workspace, or online quizzes).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops connected to the internet.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and smoothly lead into the main topic of human activities and global warming.

b. Content: Teacher organizes a quick "Cause and Effect Web" brainstorming activity based on visual prompts.

c. Product: Students successfully identify global warming and list human activities that contribute to it.

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 projects 2 pictures on the screen: one of an extreme flood and one of a dried, cracked land.

- Teacher asks the whole class: "What serious environmental problem do these pictures represent?" (Expected answer: Global warming / Climate change).

- Teacher draws a mind map on the board with "Global Warming" in the center and asks students to work in pairs for 2 minutes to brainstorm: What human activities cause this?

- Teacher projects a digital collaborative board (e.g., Padlet) via QR code.

Step 2: Students perform learning tasks

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

- Students look at the pictures, discuss in pairs, and quickly write down their ideas.

- Students use their smartphones to access a collaborative digital platform (e.g., Padlet) and simultaneously input ideas to co-create a digital mind map.

- The teacher observes and encourages the students. 

Step 3: Reporting and Discussion

- Teacher reviews the submitted digital ideas on the screen. (Expected answers: driving cars, cutting down trees, burning coal/trash, etc.). 

Step 4: Evaluation

- Teacher praises the students' knowledge and leads into the lesson: You already know many causes. Today, we will learn how to formally and clearly present these ideas in a discussion about human activities and global warming.

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

[2.4.NC1a]: Students use their smartphones to access a collaborative digital platform (e.g., Padlet) and simultaneously input ideas to co-create a digital mind map.

2. PRESENTATION

HUMAN ACTIVITIES AND GLOBAL WARMING

Activity 1: Match the activities (1-3) with their possible effects on the environment (a-f). 

a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.

b. Content: Students read three human activities and match them with their corresponding effects on the environment.

c. Product: Correct matching of activities and effects.

d. Organization:

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Activity 2: Use the sentences in the box to complete the conversation. Then practise it in pairs. 

a. Objective: To provide a model conversation in which speakers discuss which human activity contributes most to global warming, and to introduce ways to present ideas clearly.

b. Content: Students complete the conversation between Mark and Mai using sentences A-D, then study the Tips box.

c. Product: Completed conversation and clear pronunciation during pair practice.

d. Organization:

Activity 3: Work in pairs. Talk about the other human activities that contribute to global warming. Use the ideas in 1, the model and the tips in 2 to help you. 

a. Objective: To give Ss an opportunity to present ideas and opinions about the main causes of global warming.

b. Content: Pair discussion using new expressions to state ideas, agree/disagree, and introduce arguments.

c. Product: Meaningful and well-structured pair discussions.

d. Organization:

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Activity 4: Work in groups. Decide which human activity contributes to global warming the most. Report to the whole class. 

a. Objective: To give Ss an opportunity to take part in a group discussion about global warming, then report their discussion to the class.

b. Content: Group consensus-building and presentation.

c. Product: A clear, structured group report presented to the class.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the students' ability to logically organize arguments, link ideas, and correctly construct sentences about global warming without relying on multiple-choice formats.

b. Content: Students complete one mission consisting of two exercise-based tasks (gap-filling and sentence reordering) suitable for Grade 11.

c. Products: Students' correctly filled paragraph and accurately structured sentences.

d. Organization:

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4. APPLICATION

a. Objective: To give students the opportunity to apply the vocabulary, structures, and speaking tips from the lesson into a creative and persuasive real-life context.

b. Content: Students carry out a home project: "Eco-Campaign Pitch". They will design a campaign poster and prepare a short persuasive speech to present in the next class.

c. Product: A hand-drawn or digital campaign poster and a well-prepared 1-minute speech.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the homework project: "Eco-Campaign Pitch".

- Task requirements:

1. Choose one daily human activity that contributes to global warming (e.g., leaving lights on, wasting food, overuse of plastic cups).

2. Design a simple, eye-catching poster (using a digital tool like Canva or AI image generators) with a strong slogan to stop or reduce this activity.

3. Prepare a 1-minute speech (pitch) to persuade your classmates to join your campaign. You must use at least 3 phrases from the "Tips" box (Activity 2) to clearly structure your arguments.

Step 2: Students perform learning tasks

- Students write down the project requirements.

- At home: Students design their posters, write their speech drafts, and practice speaking aloud to ensure it fits the 1-minute limit and sounds natural.

Step 3: Reporting and Discussion

- Teacher informs the class: In the next lesson, we will have an 'Eco-Campaign Fair'. I will randomly call 3-4 students to stand up, show their posters, and deliver their 1-minute pitch to the class.

- Teacher asks if anyone has questions about the task.

- Example of a student's prepared pitch: Hello everyone. I strongly believe that using single-use plastic cups is a serious problem for our environment. There are two main reasons why we must stop this. First, producing plastic requires burning fossil fuels, which releases greenhouse gases. Second, they end up in landfills and take hundreds of years to decompose. Therefore, I urge you to bring your own reusable bottles starting today!

Step 4: Evaluation

- Teacher confirms everyone understands the homework task.

- Teacher summarizes the lesson's main points and officially ends the class.

[3.1.NC1a]: Students apply ways to create and edit digital content in different formats by using graphic design platforms (e.g., Canva) or AI image generators on their computers/smartphones to design a high-quality environmental campaign poster.

* HOMEWORK

- Complete the "Eco-Campaign Pitch" poster and practice the 1-minute speech at home.

- Review the vocabulary and linking phrases learned today.

- Prepare for the next lesson: Lesson 5 - Listening.