Giáo án NLS Tiếng Anh 11 Global Success Unit 5 Writing: A leaflet about ways to reduce black carbon emissions

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: GLOBAL WARMING

LESSON 6: WRITING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Build up ideas about sources and dangers of black carbon emissions.
• Familiarise themselves with the structure and language of a persuasive leaflet.
• Write a leaflet of about 130-150 words about ways to reduce black carbon emissions. 

2. Competences 

General competences:

• Self-control and independent learning: quietly plan and write a leaflet.
• Communication and collaboration: work in pairs to discuss ideas, peer-review writing, and work in teams for memory tasks. 

Specific competences:

• Synthesise information (matching ways and reasons) to form logical paragraphs.
• Identify structural components of a leaflet (heading, subheadings, slogans, call for action). 

Digital competences:

• [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.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Environmental awareness: Understand the dangers of black carbon emissions and advocate for cleaner alternatives like renewable energy.
• Responsibility: Take actionable steps to help save the planet and persuade others to do the same.

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, Google Jamboard) and AI Chatbots (ChatGPT, Gemini).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones, tablets, or laptops with internet access.
• Design apps (Canva, MS Publisher).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about black carbon to lead into the writing topic and create an engaging atmosphere.

b. Content: Teacher organizes a "Word Web" activity about the dangers and sources of black carbon.

c. Product: Students' generated vocabulary and ideas related to black carbon on the board.

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 writes "BLACK CARBON" in the center of the board.

- Teacher asks students to work in small groups of 3-4.

- Teacher gives students 2 minutes to brainstorm and write down as many words/phrases as they can remember from previous lessons regarding the sources and negative effects of black carbon.

- Teacher opens an AI chatbot (e.g., ChatGPT or Gemini) on the screen. Teacher asks groups to prompt the AI to generate a word web about "the dangers and sources of black carbon" and compare it with their own answers.

Step 2: Students perform learning tasks

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

- Students brainstorm and discuss in their groups.

- Students formulate prompts and input them into the AI tool via their smartphones/laptops.

- The teacher observes, guides, and supports the students. 

Step 3: Reporting and Discussion

- Teacher calls 1-2 representatives from different groups to come to the board and complete the word web.

- Students evaluate the AI-generated words (e.g., soot, open fires, coal, respiratory problems), filter the relevant vocabulary, and display the final digital word web on the screen.

- Expected vocabulary: soot, open fires, coal, wood, respiratory problems, trapping heat, warming effect, etc. 

Step 4: Evaluation

- Teacher confirms correct information, praises the groups, and leads into the new lesson: We know black carbon is a dangerous pollutant. Today, we will learn how to persuade others to stop producing it by writing a leaflet.

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

[6.2.NC1a]: Integrate AI tools into existing workflows. Students use AI chatbots to accelerate brainstorming, generating vocabulary about black carbon while critically evaluating the AI's output for relevance.

2. PRESENTATION

A LEAFLET ABOUT WAYS TO REDUCE BLACK CARBON EMISSIONS

Activity 1: Work in pairs. Match the ways to reduce black carbon emissions (1-3) with the reasons (a-i) for doing so. 

a. Objective: To help Ss build up ideas that they can later use for their writing.

b. Content: Students match three ways to reduce emissions with their corresponding reasons and play a memory extension game.

c. Product: Students' correct matching answers and active participation in the extension game.

d. Organization:

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Activity 2: Work in pairs. Label the parts of the leaflet with the words/phrases in the box. Use the tips on page 59 to help you. 

a. Objective: To familiarise Ss with the structure and language of a leaflet.

b. Content: Students study the five-part structure of the sample leaflet, read the writing tips, and label the leaflet parts.

c. Product: Correctly labeled parts of the leaflet.

d. Organization:

Activity 3: You are organising your school's Green Fair. Write about 120-150 words to complete the leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. 

a. Objective: To help Ss practise writing a leaflet about ways to reduce black carbon emissions.

b. Content: Students draft, write, and peer-review a 130-150 word leaflet.

c. Product: Students' completed paragraphs/leaflets.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate sentence structures, grammar, and paragraph cohesion related to the topic of global warming and writing a persuasive text.

b. Content: Students complete a non-multiple-choice mission consisting of 2 tasks (Sentence Combination and Paragraph Reordering). 

c. Products: Students' correct sentences and a logically ordered paragraph.

d. Organization:

Mission 1: WRITING BOOSTER 

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 8 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 and provides hints if students struggle with connectors. 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls 3 students to write their answers for Task 1 on the board.

- Teacher asks another student to read aloud the correct order for Task 2. 

Step 4: Evaluation

- Teacher corrects the answers on the board and explains the logic of paragraph cohesion.

Task 1:

1. The burning of organic waste produces black carbon, which is very bad for the environment.

2. When solid fuels like coal are used for heating, they release toxic pollutants into the air.

3. Renewable energy is clean and free of greenhouse gases; therefore, it does not pollute the environment. 

Task 2: C -> A -> D -> B

[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 their writing skills and environmental knowledge into a practical, real-life communication task.

b. Content: Students undertake the "Green Ambassador Challenge" at home.

c. Product: A short reflection report or a short video clip of their presentation.

d. Organization:

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