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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 6. Unit 5: Global warming

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • use sentence stress on content words to show focus and rhythm in spoken sentences, such as 'Burning FOSSIL FUELS releases CARBON DIOXIDE.'
  • identify present-participle clauses (active meaning) and past-participle clauses (passive meaning) in context, such as 'Burning fuel, the engine releases gases' and 'Heated by sunlight, the surface warms'.
  • check that the understood subject of a participle clause matches the main-clause subject, and avoid dangling participles.
  • use the six topic words: greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the self-check on the NeoEdu lesson page and correct their own errors in the exercises.
  • Communication and collaboration: Ss work in pairs and groups to match vocabulary, compare answers, read aloud and give peer feedback on stress and rhythm.
  • Problem-solving and creativity: Ss expand shortened participle clauses to test meaning and create their own sentences about mitigating global warming.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, read them aloud with correct stress, and write short sentences using participle clauses about climate action.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark stressed words and explain focus shifts, use the six topic words correctly, and choose the correct present or past participle form in context.

3. Personal qualities

  • Diligence: Ss practise the stress-and-rhythm drill repeatedly and revise their sentences until they sound natural.
  • Responsibility: Ss complete the pair and group tasks on time and check their partner's answers carefully before reporting.
  • Honesty: Ss assess their own reading-aloud performance honestly against the rubric and report mistakes openly.
  • Kindness: Ss give constructive, encouraging feedback to classmates when they read aloud or present their sentences.
  • Patriotism: Ss propose practical ways their community can reduce emissions and support the national effort to mitigate climate change.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook Tiếng Anh 11 (Global Success), Unit 5 Language
  • Projector or interactive board to display the model sentences, grammar table and answer key
  • Worksheet No. 1 and Worksheet No. 2 (printed, one set per pair)
  • Timer, mini-whiteboards or sticky notes for quick responses
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/11/english/unit-5-language

2. Students

  • Textbook, notebook, pen and pencil
  • Mini-whiteboard and marker (if available)
  • Worksheet No. 1 and Worksheet No. 2 (shared with a partner)
  • Smartphone or tablet with access to the NeoEdu lesson page (for self-check)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming causes of global warming

a) Aims

Warm-up: Ss activate prior knowledge about global warming and become familiar with the unit topic before the new language is presented. This is Period 1 of 2.

b) Content

T shows the question on the board: 'What causes global warming?' Ss brainstorm in pairs and write down three causes they know. T then displays the sentence 'Burning fossil fuels releases carbon dioxide.' and asks Ss to say which words they think are the most important.

c) Expected outcomes

A list of three causes from each pair (for example: burning fossil fuels, factory smoke, car exhaust). Ss notice that the key words in the sentence are 'burning', 'fossil fuels', 'releases' and 'carbon dioxide'. T introduces the lesson aims: vocabulary, sentence stress and participle clauses.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question 'What causes global warming?' on the board and asks Ss to think of three causes in one minute.

    Students

    Ss read the question and think silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share their ideas with a partner and write down three causes. T walks around to check.

    Students

    Ss discuss in pairs and write their list. Possible answers: 'Burning fossil fuels', 'Factories release smoke', 'Too many cars on the road'.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their lists. T displays the sentence 'Burning fossil fuels releases carbon dioxide.' and asks: 'Which words are the most important in this sentence?'

    Students

    Ss report their causes. Possible answer: 'Fossil fuels and carbon dioxide are important because they carry the main meaning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas, links them to the unit topic and states the lesson aims: vocabulary, sentence stress and participle clauses.

    Students

    Ss write the lesson title in their notebooks and listen to the aims.

Activity 2.1: Knowledge formation · 10 minutes

Key vocabulary of the unit

a) Aims

Knowledge formation: Ss learn the six topic words and their Vietnamese meanings, and use them correctly in context.

b) Content

T presents six words: greenhouse gas (khí nhà kính), emission (phát thải), black carbon (cacbon đen), fossil fuel (nhiên liệu hoá thạch), mitigation (giảm nhẹ), climate (khí hậu). Ss work in pairs to complete Worksheet No. 1 by matching each word to its meaning, then say each word aloud and use it in a short sentence about global warming.

c) Expected outcomes

Completed Worksheet No. 1 with these matches: greenhouse gas – khí nhà kính; emission – phát thải; black carbon – cacbon đen; fossil fuel – nhiên liệu hoá thạch; mitigation – giảm nhẹ; climate – khí hậu. Ss can also state one sentence per word, such as 'Fossil fuels release carbon dioxide.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the six words, models pronunciation and distributes Worksheet No. 1. T asks: 'Which of these words do you already know?'

    Students

    Ss listen, repeat chorally and raise their hand for words they already know.

  2. Teacher

    Step 2: Task performance

    T asks pairs to match the words with their meanings in Worksheet No. 1 within four minutes. T monitors and helps weaker pairs.

    Students

    Ss work in pairs, match the words and check with each other. Possible difficulty: Ss confuse 'emission' with 'emissions' in plural form; T reminds them of the singular and plural forms.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their matches aloud and asks one pair to make a sentence with 'mitigation'.

    Students

    Ss read the matches aloud. Possible sentence: 'Planting trees is one way of mitigation.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches on the board and corrects any pronunciation errors. T asks Ss to record the words in their notebooks.

    Students

    Ss copy the correct matches into their notebooks.

Activity 2.2: Knowledge formation · 13 minutes

Sentence stress and rhythm

a) Aims

Knowledge formation: Ss recognise that content words carry stress, that contrast may shift the stress, and that unstressed words must still be audible.

b) Content

T models two sentences: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.' Ss listen, then repeat chorally. T asks Ss to underline the stressed words and mark the unstressed words. Then T models the second sentence with stress on 'cleaner', followed by 'slogan', and asks Ss why the focus changes.

c) Expected outcomes

Ss identify the content words as the stressed words: fossil, fuels, releases, carbon, dioxide; cleaner, energy, new, slogan. Ss explain that content words form the beats of the sentence, and that stress on 'cleaner' or 'slogan' shows contrast with other words in the sentence. Ss also explain that words like 'we', 'need', 'not', 'just' and 'a' are unstressed but still clear, without giving every word equal stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes both sentences on the board with capital letters for stressed words. T asks: 'Which words are stressed, and why?'

    Students

    Ss listen to T's model twice and think about the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat chorally, then to tap the rhythm on the desk for each beat. T guides pairs to compare where they hear the stress.

    Students

    Ss repeat and tap the beats in pairs. Possible answer: 'The stressed words are the nouns and verbs, like fossil fuels and carbon dioxide.'

  3. Teacher

    Step 3: Report and discussion

    T asks one or two pairs to say the second sentence with the stress on 'cleaner', then on 'slogan', and explain what changes in meaning. T may illustrate the focus shift with the example 'We need CLEANER energy' versus 'We need cleaner ENERGY', noting that these are illustrations only.

    Students

    Ss say the sentence and explain. Possible answer: 'When stress is on cleaner, we emphasise the quality of energy, not the amount.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: content words carry stress and form the rhythm; contrast can move the stress; unstressed words must still be heard clearly. T writes the key rule on the board.

    Students

    Ss copy the rule into their notebooks and repeat the sentences once more.

Activity 2.3: Knowledge formation · 17 minutes

Participle clauses: active and passive meaning

a) Aims

Knowledge formation: Ss identify present-participle and past-participle clauses, recognise their active or passive meaning, and check that the understood subject matches the main-clause subject.

b) Content

T presents the two examples: 'Burning fuel, the engine releases gases.' (present participle, active meaning) and 'Heated by sunlight, the surface warms.' (past participle, passive meaning). Ss complete a table on the board: form, meaning, example. T asks Ss to expand each clause into a full sentence, such as 'While the engine burns fuel, it releases gases', to check meaning. T then introduces the rule: the understood subject must be the same as the main-clause subject, and dangling participles should be avoided.

c) Expected outcomes

A completed table: present participle (Burning, Filling, Understanding) – active meaning, the subject does the action; past participle (Heated, Filled, Damaged) – passive meaning, the subject receives the action. Ss state the rule: the understood subject must match the main-clause subject. Ss also note that participle clauses can express reason, time or a related action, and can be checked by expanding them into full clauses.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two examples on the board and asks: 'Who is burning the fuel? Who is heated?' T distributes the table to Ss.

    Students

    Ss read the examples and think about who performs the action.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete the table and expand each example into a full sentence. T monitors and checks the expansions.

    Students

    Ss work in pairs. Possible expansion: 'Heated by sunlight, the surface warms' becomes 'Because it is heated by sunlight, the surface warms.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to share their table and another pair to read their expansion. T asks: 'If we say Heated by the sun, the bridge is damaged, is it correct?' to introduce the dangling participle check.

    Students

    Ss report their table and expansions. Possible answer: 'The bridge cannot be the one doing the heating; the subject is not clear, so we should rephrase it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule: present participle = active, past participle = passive; subjects must match; expand to check meaning. T highlights the rule in the Grammar box of the NeoEdu lesson page.

    Students

    Ss copy the summary table and rule into their notebooks.

Activity 3.1: Practice · 17 minutes

Choosing the correct participle and meaning

a) Aims

Practice: Ss apply the rules of participle clauses to choose the correct form and meaning in context, and identify dangling participles.

b) Content

Ss do Exercises 1 to 8 in Worksheet No. 2 in pairs. Each pair discusses the answer, explains the reason and then checks with another pair. T uses a quick-fire quiz to check the answers.

c) Expected outcomes

Answer key for Worksheet No. 2:

  1. A – Burning. Factories actively burn fuel.
  2. D – Filled. The room receives the filling: passive meaning.
  3. C – Walking to school, Lan noticed the smoke. Lan is both walking and noticing.
  4. B – Understanding. The team actively understands.
  5. A – Seen. The field is seen, not doing the seeing.
  6. D – Hoping. Students are the people hoping.
  7. C – Damaged. The bridge receives damage.
  8. Working together, we can act faster = B. If we work together, we can act faster. The same we performs both actions; the clause expresses a condition.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 2 and explains the task: choose the correct answer and give a reason for each choice. T sets a time limit of eight minutes.

    Students

    Ss read the instructions and the eight items.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and asks guiding questions, such as 'Who is doing the action?' or 'Does the subject match the participle?'

    Students

    Ss discuss each item in pairs. Possible answers: Item 1: 'Burning' because the factories are the ones burning fuel.; Item 2: 'Filled' because the room receives the action.

  3. Teacher

    Step 3: Report and discussion

    T reads out each item and asks different pairs to give their answer and reason. T corrects the mistakes on the board.

    Students

    Ss report their answers and reasons. Ss check their own answers against the key and mark the correct ones.

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises the main errors: confusing active and passive forms, and the dangling participle in Item 3. T reminds Ss to expand the clause when in doubt.

    Students

    Ss correct their worksheets and note the mistakes they made.

Activity 3.2: Practice · 10 minutes

Reading aloud with stress and rhythm

a) Aims

Practice: Ss read a short practice text aloud with correct sentence stress and rhythm, and assess their own and their partner's performance.

b) Content

Ss read the practice text aloud twice: first slowly, then at a natural pace. The text is: 'Burning FOSSIL FUELS releases CARBON DIOXIDE. We need CLEANER ENERGY, not just a NEW SLOGAN. Content words form beats; contrast may shift emphasis. Say the second sentence with stress on cleaner, then slogan, and explain the different focus. Keep unstressed words audible without giving every word equal stress.' In pairs, one student reads and the other assesses using the rubric.

c) Expected outcomes

Rubric (total 10 points, assessed by the teacher; peer feedback is a supporting step):

  • Shows the stress focus of 'Sentence stress and rhythm' correctly and consistently: 4 points (2 points if inconsistent).
  • Pronounces the sounds and syllables clearly, and the meaning is clear: 3 points (1–2 points if some parts are hard to hear).
  • Uses natural rhythm and intonation suited to the sentence: 2 points (1 point if the reading sounds mechanical).
  • Self-corrects mistakes during reading: 1 point.
    Ss can explain the difference in focus when stress moves from 'cleaner' to 'slogan'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the rubric and displays it on the board. T models the first sentence slowly, then at a natural pace.

    Students

    Ss listen to T's model and read the rubric.

  2. Teacher

    Step 2: Task performance

    T asks each pair to read the text twice, one student reading and the other listening and marking the rubric. T walks around and gives individual feedback.

    Students

    Ss take turns reading and assessing. Possible self-correction: 'I read a new slogan with equal stress, so I will focus on NEW SLOGAN this time.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read the text in front of the class. T asks the class to comment on the stress and rhythm.

    Students

    Ss read aloud and listen to classmates. Possible comment: 'The stress on CLEANER sounds clear; the rhythm is good.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives overall feedback, highlights the main points of stress and rhythm, and encourages Ss to keep practising at home.

    Students

    Ss note the feedback and repeat the text one more time.

Activity 4: Application · 18 minutes

Our class mitigation campaign

a) Aims

Application: Ss use the topic vocabulary, sentence stress and participle clauses to create and present short sentences about actions that reduce emissions in their school or community.

b) Content

Groups of four create a poster titled 'Our Mitigation Campaign'. Each group writes five sentences using participle clauses, for example: 'Using bicycles to school, students reduce emissions.' Each group includes at least two topic words (greenhouse gas, emission, mitigation, climate, fossil fuel, black carbon). Groups then present one sentence each, with correct stress. After the presentation, Ss use the NeoEdu lesson page to check their participle clauses.

c) Expected outcomes

A poster with five sentences using participle clauses correctly (present participle for active meaning, past participle for passive meaning), with subjects that match the main clause. Each sentence is presented with correct sentence stress. Ss complete the NeoEdu interactive exercises and report their score to the teacher.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and the criteria: five sentences, at least two topic words, correct participle clauses and clear stress. T gives an example on the board: 'Recycling old bottles, we reduce waste.' T shows the NeoEdu lesson page as a self-check resource.

    Students

    Ss listen to the task and ask questions about the criteria.

  2. Teacher

    Step 2: Task performance

    T asks groups to write their sentences on a poster and to check the subject match in each sentence. T monitors and helps groups with difficult structures.

    Students

    Ss write and check their sentences in groups. Ss use the NeoEdu page to check their grammar. Possible sentence: 'Planted by the students, the trees absorb carbon dioxide.'

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present one sentence aloud. The class listens and checks the stress and the participle clause.

    Students

    Ss present their sentences and answer questions from classmates. Possible answer: 'Our sentence uses a past participle because the trees are planted; they receive the action.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key ideas: present participle is active, past participle is passive, the subject must match, and content words carry stress. T gives the homework assignment.

    Students

    Ss record the summary and the homework in their notebooks.

Worksheets

Worksheet No. 1: Key vocabulary

Match each word or phrase in the left column with its meaning in the right column.

    1. greenhouse gas
    1. emission
    1. black carbon
    1. fossil fuel
    1. mitigation
    1. climate

Meanings (in mixed order):

  • A. giảm nhẹ
  • B. phát thải
  • C. khí hậu
  • D. nhiên liệu hoá thạch
  • E. cacbon đen
  • F. khí nhà kính

Task: Write the letter next to each number. Then make one sentence with the word 'mitigation'.

Answer key: 1 – F; 2 – B; 3 – E; 4 – D; 5 – A; 6 – C.

Worksheet No. 2: Participle clauses

Choose the correct answer (A, B, C or D) to complete each sentence. Give a short reason for your choice.

    1. ___ fossil fuels, factories release carbon dioxide.
      A. Burning; B. Burned; C. To burned; D. Having be burn
    1. ___ by smoke, the room became difficult to use.
      A. Filling; B. Fill; C. To filling; D. Filled
    1. Choose the sentence without a dangling participle.
      A. Walking to school, the bus was late.
      B. Walking to school, the weather was hot.
      C. Walking to school, Lan noticed the smoke.
      D. Walking to school, the smoke worried Lan.
    1. ___ the risks, the team changed its plan.
      A. To understood; B. Understanding; C. Understood; D. Understand
    1. ___ from the road, the field looks dry.
      A. Seen; B. Seeing; C. See; D. To seeing
    1. ___ to reduce waste, students reused the boxes.
      A. Hoped; B. Hope; C. To hoped; D. Hoping
    1. ___ by the storm, the bridge was closed.
      A. Damage; B. To damaging; C. Damaged; D. Damaging
    1. Choose the full meaning of 'Working together, we can act faster.'
      A. We have already solved everything.
      B. If we work together, we can act faster.
      C. Someone else works while we act.
      D. We are worked together.

Answer key: 1 – A; 2 – D; 3 – C; 4 – B; 5 – A; 6 – D; 7 – C; 8 – B.

Homework

  • Write five sentences about actions that reduce global warming. Use at least two present-participle clauses and two past-participle clauses. Check that the understood subject matches the main-clause subject in each sentence.
  • Expand each of your five sentences into a full sentence to check its meaning, as you did in class.
  • Record yourself reading the two sample sentences from the Pronunciation section ('Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.'). Listen to your recording and check whether the content words are stressed clearly and the unstressed words are still audible.
  • Review the six topic words and make one sentence for each. Practise the exercises on the NeoEdu lesson page at neoedu.vn/learn/11/english/unit-5-language.

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