Tiếng AnhLớp 11Phần 6. Unit 5: Global warming

Giáo án Listening

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Extract gist and specific information from an original recording, including contrasts and conditions.
Use the six key words of the unit (greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate) to understand the recording.
Explain how sentence stress shifts emphasis in contrasting sentences.
Identify present-participle and past-participle clauses and their active or passive meanings.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the type of information needed from each question before listening, replay the audio on their own when needed, and check their answers only after they have answered.
Communication and collaboration: Ss work in pairs to compare answers, justify their choices with reasons from the recording, and share their findings with the class.
Problem-solving and creativity: Ss separate similar numbers or details that refer to different things, and create a short reminder about reducing black carbon at school using participle clauses.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to an en-US recording for gist and specific details, explain their answers orally, and write short sentences about mitigation.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six key words correctly, produce sentence stress on content words in contrastive sentences, and expand participle clauses to check their meaning.

3. Personal qualities

Diligence: Ss listen to the recording at least twice and record only the information required, without giving up on difficult items.
Responsibility: Ss take responsibility for their own answers by giving reasons from the recording instead of guessing.
Honesty: Ss report their results truthfully, accept the teacher's feedback, and correct their own mistakes openly.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers
En-US audio recording of the Unit 5 Listening exercises (Global Success Grade 11)
Board and markers
NeoEdu lesson page with explanations, examples and interactive exercises: neoedu.vn/learn/11/english/unit-5-listening
Worksheets 1 and 2 (printed for each pair)

2. Students

Textbook Tiếng Anh 11 (Global Success), notebook, pen, pencil
Earphones (optional, for replaying the audio individually)
Small sheets of paper for writing answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Talk: What Do We Know About Global Warming?

a) Aims

Ss activate prior knowledge about global warming and greenhouse gases, and get ready for the listening topic.

b) Content

Ss answer three quick questions:

What causes global warming?
Which gases trap heat in the atmosphere?
What human activities release these gases?
T writes the best answers on the board.

c) Expected outcomes

A short list on the board, for example: burning fossil fuels, releasing greenhouse gases, vehicle emissions, smoke from burning waste. Ss see that greenhouse gas emission is the main cause of climate change.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets the class and asks: 'What causes global warming? Think for 30 seconds, then tell your partner.'
Students
Ss think silently for 30 seconds and prepare one idea.
Teacher
Step 2: Task performance
T walks around, listens to pairs and prompts with questions such as 'Which gas traps heat?' if Ss are stuck.
Students
Ss discuss in pairs. Expected answers: 'Burning fossil fuels causes global warming.' 'Greenhouse gases trap heat.' 'Factories and cars release smoke.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share and writes their answers on the board under the headings Causes and Gases.
Students
Representative pairs report their answers aloud. Other Ss add ideas.
Teacher
Step 4: Conclusion and assessment
T confirms that burning fossil fuels releases greenhouse gases and emissions, and introduces the topic of today's listening: black carbon and mitigation of climate change.
Students
Ss copy the topic into their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Key Vocabulary Matching

a) Aims

Ss recognise and understand the six key words of the listening text.

b) Content

Ss complete Worksheet 1 by matching each word with its Vietnamese meaning:

greenhouse gas
emission
black carbon
fossil fuel
mitigation
climate
T then models the pronunciation of each word and Ss repeat in chorus.

c) Expected outcomes

A completed matching table:

greenhouse gas: khí nhà kính
emission: phát thải
black carbon: cacbon đen
fossil fuel: nhiên liệu hoá thạch
mitigation: giảm nhẹ
climate: khí hậu

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and says: 'Work in pairs. Match each English word with its Vietnamese meaning. You have 3 minutes.'
Students
Ss read the instructions and the list of words.
Teacher
Step 2: Task performance
T monitors and helps pairs who are stuck by giving example sentences such as 'Coal is a fossil fuel.'
Students
Ss match the words in pairs and check their spelling in the textbook glossary.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their matches aloud, then reads the words and Ss repeat after T.
Students
Ss read their answers. Expected answer: 'Black carbon' is matched with 'cacbon đen'. 'Mitigation' is matched with 'giảm nhẹ'.
Teacher
Step 4: Conclusion and assessment
T confirms all matches on the board and highlights the stress pattern of each word, for example MIT-i-GA-tion and CLI-mate.
Students
Ss correct their table and write the six words in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Listening Strategies: Gist, Specific Information and Conditions

a) Aims

Ss understand the three-step listening strategy: predict, listen for gist, then listen for specific information, contrasts and conditions.

b) Content

T presents the strategy on the board:

Step 1: Predict the kind of information needed from the question, not its answer.
Step 2: Listen once for the gist.
Step 3: Listen again for corrections, contrasts, sequence and conditions.
T gives the example: 'A meeting time is not a departure time. Separate them when you take notes.' Ss discuss why numbers can refer to different things.

c) Expected outcomes

Ss complete a T-chart in their notebooks:

Gist: the overall idea of the recording
Specific information: only the details the question asks for
Ss write one sentence explaining why the meeting time and departure time must be separated.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three steps on the board and asks: 'Why should you read the question before you listen?'
Students
Ss think for 20 seconds and share ideas. Expected answer: 'Because the question tells me what information to listen for.'
Teacher
Step 2: Task performance
T asks Ss to read the example about meeting time and departure time, then to discuss in pairs: 'Why is it confusing if you write only one number?'
Students
Ss discuss in pairs and complete the T-chart. Expected answer: 'One number can mean a meeting time or a departure time. I must write both separately.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to present their T-charts and checks the difference between gist and specific information.
Students
Pairs present. Expected answer: 'Gist is the main idea. Specific information is a detail such as a time, a number or a reason.'
Teacher
Step 4: Conclusion and assessment
T summarises: predict, listen for gist, then listen for details. Do not read the answer key until you have answered. Record only the information required. Ask for confirmation if time or permission is unclear in real communication.
Students
Ss copy the three-step strategy into their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Sentence Stress and Participle Clauses

a) Aims

Ss recognise how sentence stress shifts emphasis and how participle clauses express meaning.

b) Content

Pronunciation: T models 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.' T explains that content words carry the beats and that contrast can shift the stress.
Grammar: T writes two examples on the board:

Burning fuel, the engine releases gases. (active meaning)
Heated by sunlight, the surface warms. (passive meaning)
T asks Ss to expand each clause, for example 'While the engine burns fuel, it releases gases.'

c) Expected outcomes

Ss can say the sentence 'We need CLEANER ENERGY, not just a NEW SLOGAN' with stress on cleaner, energy, slogan.
Ss write expanded versions:

Burning fuel, the engine releases gases. = While the engine burns fuel, it releases gases.
Heated by sunlight, the surface warms. = When the surface is heated by sunlight, it warms.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to my stress. Then repeat after me and mark the stressed words in CAPITALS.'
Students
Ss listen to T and get ready to repeat.
Teacher
Step 2: Task performance
T asks pairs to read the two example clauses and expand them. T asks: 'Is the engine doing the burning? Is the surface being heated?'
Students
Ss work in pairs, read aloud and expand the clauses. Expected answers: 'Yes, the engine is burning fuel.' 'No, the surface is being heated by the sun.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their expansions and listens for the stress pattern and the meaning.
Students
Pairs read aloud and explain the difference between active and passive meaning.
Teacher
Step 4: Conclusion and assessment
T confirms: present participle clauses usually have an active meaning, and past participle clauses often have a passive meaning. The understood subject must match the main-clause subject. Avoid dangling participles.
Students
Ss copy the two rules and the example expansions into their notebooks.

Activity 3.1: Practice · 6 minutes

Listen and Choose the Correct Answer

a) Aims

Ss extract specific information from the recording and choose the correct answer for questions 2 to 5.

b) Content

Ss listen to the recording for questions 2 to 5 and choose A, B, C or D:

2. How is black carbon formed? A. Incomplete combustion; B. Complete freezing; C. Photosynthesis; D. Ocean tides
1. What can deposition on snow reduce? A. Gravity; B. Day length; C. Altitude; D. Reflectivity
1. When are source notes due? A. Monday morning; B. Friday; C. Tuesday afternoon; D. Wednesday night
1. What should pupils avoid? A. Explaining mechanisms; B. Burning waste to test smoke; C. Using drawings; D. Checking sources
  Ss answer first, then check the answer key.

c) Expected outcomes

Answer key:

2: A (Incomplete burning produces soot.)
3: D (Darker snow reflects less sunlight.)
4: C (Checking precedes the Wednesday stand.)
5: B (No combustion experiment is required or safe here.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read questions 2 to 5 quickly. Predict the kind of information you need. Then listen and choose. Do not look at the answer key yet.'
Students
Ss read the questions and predict the information needed: a process, a material, a time and a behaviour.
Teacher
Step 2: Task performance
T plays the recording. T replays the audio if needed. Ss work individually and then compare in pairs.
Students
Ss listen and choose their answers. Ss compare with their partners and explain the key information they heard.
Teacher
Step 3: Report and discussion
T asks: 'Which answer did you choose for question 4? What did you hear?' T invites different pairs to answer.
Students
Ss report answers. Expected answer: 'Tuesday afternoon. The recording says checking comes before the Wednesday stand.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key and asks Ss to correct any mistakes in their notebooks. T reminds Ss that numbers and times can refer to different things.
Students
Ss correct their answers and note any mistakes.

Activity 3.2: Practice · 6 minutes

Explain Why the Answer Fits the Recording

a) Aims

Ss justify their answers to questions 2 to 5 by giving the key information and a clear explanation from the recording.

b) Content

Ss listen again and complete Worksheet 2. For each question, Ss write (a) the key information and (b) a short explanation in their own words. Do not merely repeat a single word.
Question 2: How is black carbon formed?
Question 3: What can deposition on snow reduce?
Question 4: When are source notes due?
Question 5: What should pupils avoid?

c) Expected outcomes

Model answers accepted by T:

2: Incomplete combustion. Incomplete burning produces soot.
3: Reflectivity. Darker snow reflects less sunlight.
4: Tuesday afternoon. Checking precedes the Wednesday stand.
5: Burning waste to test smoke. No combustion experiment is required or safe here.
T marks the answers. Equivalent expressions that keep the meaning are accepted.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and says: 'For each question, write the key information and a one-sentence explanation. Use your own words.'
Students
Ss read the instructions and the questions on the worksheet.
Teacher
Step 2: Task performance
T plays the recording again. T walks around and checks whether Ss explain the reason, not just copy a word.
Students
Ss listen again, write the key information and the explanation for each question, then discuss with a partner.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read their answer to question 3 or 5 and asks the class to comment on whether the explanation is clear.
Students
Ss read their answers. Expected answer for question 3: 'Reflectivity. Darker snow reflects less sunlight, so it absorbs more heat.'
Teacher
Step 4: Conclusion and assessment
T shows the model answers and gives feedback on clarity. T reminds Ss that an illustrative example is not a claimed observation.
Students
Ss compare their answers with the model answers and revise where needed.

Activity 4: Application · 8 minutes

Our School Reminder: Mitigating Climate Change

a) Aims

Ss apply the listening strategy and the participle clauses to write and say a short reminder about reducing emissions at school.

b) Content

In groups of 4, Ss write a 3-sentence reminder poster for the school about mitigation of climate change. Each group must use:

at least one present-participle clause (active meaning), for example 'Burning waste, students release black carbon.'
at least one past-participle clause (passive meaning), for example 'Heated by sunlight, the surface warms.'
the words mitigation, greenhouse gas or emission.
Groups read the reminder aloud with correct sentence stress.

c) Expected outcomes

A group reminder with 3 sentences and correct participle clauses. Example:

Avoiding burning waste, we help reduce black carbon.
Using less fossil fuel, our school can cut greenhouse gas emissions.
Supported by everyone, mitigation of climate change starts today.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and writes the three requirements on the board. T says: 'You have 4 minutes to write. Then you will read your reminder aloud.'
Students
Ss read the requirements and choose a group leader and a writer.
Teacher
Step 2: Task performance
T monitors groups and checks that the participle clauses match the main-clause subject. T prompts groups who write dangling participles, for example 'Burning waste, the school...' is wrong because the subject does not match.
Students
Ss write and check their sentences. Expected output: 'Using less fossil fuel, we reduce emissions.'
Teacher
Step 3: Report and discussion
T invites 2 groups to read their reminders aloud and asks the class to stress the key words.
Students
Groups read aloud with stress on content words, for example 'Using less FOSSIL FUEL, we reduce EMISSIONS.'
Teacher
Step 4: Conclusion and assessment
T praises the best sentence and summarises the lesson: listen for gist and specific information, check conditions and contrasts, and use participle clauses correctly.
Students
Ss write the main points of the lesson in their notebooks.

Worksheets

Phiếu học tập số 1

Vocabulary matching (Activity: Key Vocabulary Matching)
Match each English word with its Vietnamese meaning.

greenhouse gas: ____
emission: ____
black carbon: ____
fossil fuel: ____
mitigation: ____
climate: ____
Vietnamese meanings to match (in random order): giảm nhẹ; nhiên liệu hoá thạch; khí hậu; phát thải; cacbon đen; khí nhà kính.
Task: Work in pairs. Write the matches in the blanks. You have 3 minutes.

Phiếu học tập số 2

Listening record (Activity: Explain Why the Answer Fits the Recording)
Listen to the recording again. For each question, complete the table.

Question 2: How is black carbon formed? Key information: ____ Explanation (one sentence in your own words): ____
Question 3: What can deposition on snow reduce? Key information: ____ Explanation: ____
Question 4: When are source notes due? Key information: ____ Explanation: ____
Question 5: What should pupils avoid? Key information: ____ Explanation: ____
Rules: Do not merely repeat a single word. Use your own words. Give a reason from the recording.

Homework

Replay the Unit 5 Listening recording on the NeoEdu page (neoedu.vn/learn/11/english/unit-5-listening). Do the interactive exercises and check your answers only after you finish.
Write four sentences about mitigation of climate change at home or in your town. Use two present-participle clauses with active meaning and two past-participle clauses with passive meaning. Example: 'Heated by the sun, dark roofs become hot.'
Read your four sentences aloud. Mark the stressed content words in CAPITALS and bring the paragraph to the next lesson.

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