Tiếng AnhLớp 11Phần 6. Unit 5: Global warming

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- identify the purpose, audience, opening sentence, supporting details and limits of a local-action survey project on global warming
- use the key vocabulary: greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate
- apply sentence stress to contrast and emphasise key content words
- expand present-participle and past-participle clauses to show meaning
- write a short, accurate conclusion that keeps the conditions and limits of the evidence

2. Competences

a) General competences

Self-control and independent learning: Ss check their own drafts against a project checklist and revise unclear claims before presenting.
Communication and collaboration: Ss work in pairs and groups to analyse the model, share evidence and give constructive questions and feedback during presentations.
Problem-solving and creativity: Ss design a realistic local action, choose ethical ways to collect or illustrate evidence, and propose a recommendation that matches the data.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse a model project, write a short conclusion, and give a three-minute oral presentation with source credits and a question period.
Language knowledge (pronunciation, vocabulary, grammar): Ss use sentence stress to highlight contrast, use the target vocabulary accurately, and expand participle clauses to check their meaning.

3. Personal qualities

Honesty: Ss label fictional or planned figures as examples, report only actual data, and never present a demonstration result as a measured reduction.
Responsibility: Ss avoid burning waste or any unsafe demonstration, obtain consent before collecting real responses, and keep private identifiers out of their charts.
Kindness: Ss never use a household's answer to shame it publicly, and they ask respectful questions during peer presentations.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with slides showing the model product, the project checklist and the presentation rubric
Printed copies of the model product (Local-action survey: questionnaire and report) and the answer key
Worksheet 1 and Worksheet 2 (one copy per student)
Timer, markers and the board for the word web
NeoEdu online lesson page with the lesson text, examples and interactive exercises: neoedu.vn/learn/11/english/unit-5-project

2. Students

Student's Book Unit 5 and notebook
Pen, pencil and eraser
A4 paper or poster paper, coloured pens and a ruler for the group project
Printed Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Global warming and our project

a) Aims

Ss activate prior knowledge of the topic and the key words they will use in the project, and understand the aim of today's lesson.

b) Content

T writes GLOBAL WARMING in the centre of the board and asks Ss to brainstorm words related to it in pairs. Ss then listen to T explain the project task: complete a local-action survey product (questionnaire, report, anonymous chart, source notes and a presentation).

c) Expected outcomes

A word web of 5 to 8 words on the board, for example: greenhouse gas, climate, fossil fuel, emission, electricity, transport, and a clear understanding of the five parts of the project product.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes GLOBAL WARMING in the centre of the board and asks: 'What words come to your mind when you hear this topic? Work in pairs and write down 3 to 5 words in one minute.'
Students
Ss read the question and discuss with their partner, writing their words in their notebooks.
Teacher
Step 2: Task performance
T walks around, checks that Ss are on task and gives hints if needed, such as 'Think about gases, fuels and daily activities.'
Students
Ss brainstorm in pairs. Expected words: greenhouse gas, climate, fossil fuel, emission, electricity, transport, car, energy.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their words and writes them on the board around the central phrase. T asks: 'Which of these words do you think will appear in our project?'
Students
Ss share their words. Expected answer: 'Greenhouse gas and fossil fuel are important, because they are the causes of the problem.'
Teacher
Step 4: Conclusion and assessment
T summarises the word web and presents the aim: 'Today we will complete a project. The product must have a title, an audience, a method, evidence notes and a realistic recommendation, and we will present it orally.'
Students
Ss copy the five parts of the product into their notebooks and tick the words they already know.

Activity 2.1: Knowledge formation · 10 minutes

Key vocabulary in context

a) Aims

Ss understand and pronounce the key vocabulary in the context of the model product and use it accurately to complete sentences.

b) Content

Ss read the six key words: greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate. T drills the pronunciation of the key words. Ss complete Part A of Worksheet 2 in pairs by filling the gaps with the words from the box.

c) Expected outcomes

Completed Part A of Worksheet 2. Answers: (1) fossil fuels, greenhouse-gas, black carbon; (2) black carbon; (3) mitigation. Key understanding: black carbon is a component of soot, not another name for carbon dioxide.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the six words with clear stress and asks Ss to repeat in chorus, then individually. T says: 'Complete Part A of Worksheet 2 in pairs. Use the words in the box.'
Students
Ss repeat the words, then read the gap-fill task in Part A of Worksheet 2.
Teacher
Step 2: Task performance
T monitors pairs and checks the meaning of words in context. T asks: 'Is black carbon the same as carbon dioxide?' if Ss seem uncertain.
Students
Ss discuss and fill the gaps. Expected answers: 1) fossil fuels, greenhouse-gas, black carbon; 2) black carbon; 3) mitigation.
Teacher
Step 3: Report and discussion
T asks one pair to read their answers aloud and asks the class: 'Do you agree? Why?' T corrects pronunciation of greenhouse, emission and carbon.
Students
Ss read their answers aloud and give reasons. Expected answer: 'Black carbon is a component of soot, so it is not the same as carbon dioxide.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the key sentence on the board: 'Burning fossil fuels increases greenhouse-gas concentrations, while incomplete combustion can produce black carbon. These are related but not identical problems.'
Students
Ss copy the key sentence and mark the vocabulary in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Reading the model product: purpose, audience and details

a) Aims

Ss identify the genre features of the project product: purpose, audience, opening sentence and useful details, and explain why specific details are better than general statements.

b) Content

Ss read the model product (Local-action survey, questionnaire and report) in three expert groups using a jigsaw technique. Each group reads one part: the questionnaire, the report and the notes on ethics. Then Ss complete Part A of Worksheet 1 in pairs (Exercises 2 to 4): the audience and purpose, the opening sentence, and two useful details with the reason they are better than a general statement.

c) Expected outcomes

Completed Part A of Worksheet 1. Expected answers: Exercise 2 - Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits. Exercise 3 - Opening sentence: 'Local-action survey — completed illustrative questionnaire and report: Ask consenting adults which actions are practical...' Exercise 4 - Two details: (1) 'Ask about barriers as well as intentions.' (2) 'These eight demonstration responses are not a representative community sample or a measured emissions reduction.' Reason: the details tell the audience exactly what is being done and what must not be overclaimed.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into three expert groups and gives each group one section of the model. T says: 'Read your section carefully. Then answer Part A of Worksheet 1 with your partner.'
Students
Ss form three expert groups and read their assigned section silently for three minutes.
Teacher
Step 2: Task performance
T asks Ss to take notes on the audience, the purpose and one specific detail. T prompts: 'What exactly is being asked? Who is the product for?'
Students
Ss discuss within their group, then pair with a member of another group to complete Part A. Expected answer: 'The audience is classmates and the teacher, because the product is for the class presentation.'
Teacher
Step 3: Report and discussion
T calls on one pair to present the opening sentence and asks the class: 'Why is this detail better than saying the topic is important?'
Students
Ss report their answers. Expected answer: 'The detail tells the audience what the survey is about, so the message is clear and concrete.'
Teacher
Step 4: Conclusion and assessment
T emphasises the key point: 'A good project product gives specific details and limits. It never presents illustrative examples as observed results.' T writes on the board: 'Label examples. Keep limits visible.'
Students
Ss write the key point in their notebooks and check their Part A answers.

Activity 2.3: Knowledge formation · 10 minutes

Sentence stress and participle clauses

a) Aims

Ss use sentence stress to highlight contrast and content words, and expand participle clauses to check their meaning.

b) Content

T models the sentences: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.' Ss complete Part B and Part C of Worksheet 2: mark the stressed words and expand the participle clauses 'Burning fuel, the engine releases gases.' and 'Heated by sunlight, the surface warms.'

c) Expected outcomes

Completed Parts B and C of Worksheet 2. Expected answers: Part B - stressed content words: FOSSIL FUELS, CARBON DIOXIDE; CLEANER ENERGY, NEW SLOGAN. Stress on CLEANER shows contrast with another kind of energy. Part C - expanded clauses: 'While the engine burns fuel, it releases gases.' and 'Because it is heated by sunlight, the surface warms.' Key understanding: the understood subject must match the main-clause subject.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two stress sentences on the board, reads them aloud twice with clear stress, and asks Ss to listen and mark the stressed words. T then writes the two participle clauses and says: 'Expand each clause to show its meaning.'
Students
Ss listen carefully and mark the stressed words in Part B. They then read Part C.
Teacher
Step 2: Task performance
T monitors and models the rhythm by clapping on stressed syllables. T asks: 'Why is the stress on CLEANER in this sentence? What is the contrast?'
Students
Ss work in pairs, repeat the sentences with stress and expand the participle clauses. Expected answer: 'Stress on CLEANER shows contrast with another type of energy.'
Teacher
Step 3: Report and discussion
T calls on pairs to read a sentence with stress and asks the class to check the stressed words. T asks: 'Who is the subject of the main clause in the second example?'
Students
Ss read aloud and answer: 'The surface is the subject, so the clause is about the surface being heated.'
Teacher
Step 4: Conclusion and assessment
T confirms: 'Content words form the beats. A present-participle clause has an active meaning and a past-participle clause has a passive meaning. Always check that the subject matches.'
Students
Ss copy the key rule into their notebooks and mark the stress in one sentence of their own.

Activity 3.1: Practice · 15 minutes

Checking the model's message and ethics

a) Aims

Ss write an accurate three-sentence summary of the model product and identify a sentence that contributes to the message, keeping essential conditions and limits.

b) Content

Ss complete Part B of Worksheet 1 (Exercises 5 and 6): (5) write a three-sentence summary using only information from the model and keep the essential conditions; (6) choose one sentence from the middle of the model and explain its contribution. T asks Ss to check that they do not add results that are not in the model.

c) Expected outcomes

Exercise 5 model answer: 'The model project is a local-action survey in which consenting adults were asked which actions are practical, including barriers. In the illustrative example, five of eight fictional respondents (62.5%) chose electricity saving, compared with three (37.5%) who chose transport changes. The report recommends a teacher-reviewed information sheet, but these eight responses are not a representative sample or a measured emissions reduction.'
Exercise 6 model answer: Sentence 'Final product: anonymous chart, dated method, source-based mechanism and a realistic recommendation.' It contributes a concrete list of the parts that make the product usable and credible.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write a three-sentence summary using only the information in the model. Keep any condition or limit. Then choose one sentence from the middle of the model and explain its role.'
Students
Ss read Exercises 5 and 6 in Part B of Worksheet 1 and note the key information in their notebooks.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'Did you keep the word fictional? Did you add a result that is not in the model?'
Students
Ss write their summaries individually, then compare with a partner and check for invented data or missing limits.
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to read their summaries aloud and asks the class: 'Does this summary keep the limit? Is anything added?'
Students
Ss read their summaries and explain their chosen sentence. Expected answer: 'The final product sentence is useful because it lists the parts that make the product usable.'
Teacher
Step 4: Conclusion and assessment
T confirms the model answers and stresses: 'Keep the limit in every summary. Never change an illustrative example into a claimed observation.'
Students
Ss revise their summaries and write the corrected version in their notebooks.

Activity 3.2: Practice · 10 minutes

Reading aloud and writing a balanced conclusion

a) Aims

Ss read the opening and closing of the model aloud, explain the different jobs of these sentences, and write a short conclusion that keeps the model's message and limits.

b) Content

Ss read aloud the opening sentence and the closing sentence of the model. They then complete Part C of Worksheet 1 (Exercises 7 and 8): explain one difference between the opening and the closing, and write a short final paragraph or spoken conclusion using only details from the model.

c) Expected outcomes

Exercise 7 model answer: The opening introduces the particular situation, a local-action survey with consenting adults. The closing sets a limit: the eight responses are not a representative community sample or a measured emissions reduction.
Exercise 8 model answer: 'In conclusion, electricity saving was the most popular action among these eight fictional respondents, so a teacher-reviewed information sheet is a suitable first step. Before any equipment change, however, we must find out what cost or access barriers a real group faces, and these results are not a measured emissions reduction.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the opening and the closing aloud with good stress and rhythm. Then answer Exercise 7 and write Exercise 8 in your notebooks.'
Students
Ss read the two sentences aloud in pairs and then read Part C of Worksheet 1.
Teacher
Step 2: Task performance
T monitors and checks that Ss do not add new results, percentages or claims that are not in the model.
Students
Ss write their answers individually and then compare with a partner. Expected difference: the opening introduces the situation, while the closing sets a limit on the claims.
Teacher
Step 3: Report and discussion
T invites 2 Ss to read their conclusions aloud and asks the class: 'Is there any invented result? Is the limit clear?'
Students
Ss read their conclusions and give feedback to each other.
Teacher
Step 4: Conclusion and assessment
T emphasises: 'A good conclusion keeps the message and the limit together. It shows what is proposed and what evidence is still needed.'
Students
Ss correct their conclusions and keep the final version for their group project.

Activity 4: Application · 25 minutes

Group project: local-action survey and presentation

a) Aims

Ss produce a complete, usable project product on global warming, including a title, audience, dated method, anonymous chart, source-based mechanism, realistic recommendation and limits, and give a short oral presentation with a question period.

b) Content

Ss work in groups of four. Each group chooses one action from the list: avoiding waste burning, reducing unnecessary journeys, saving electricity or improving equipment maintenance. Groups design a short questionnaire that asks about practical actions and barriers as well as intentions. They may use real responses only if they have consent and no private identifiers. Otherwise they must label all figures as fictional or planned examples. Groups prepare a poster or one-page report and a three-minute presentation with source credits. They must not burn anything to demonstrate a process; a drawing is acceptable.

c) Expected outcomes

A group poster or one-page report containing: (1) a title; (2) the audience and purpose; (3) a dated method; (4) an anonymous chart with labelled examples; (5) one source-based mechanism; (6) a realistic recommendation that mentions cost or access barriers; (7) a limits statement. Plus a three-minute oral presentation with source credits and answers to at least two peer questions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and hands out the project checklist. T says: 'Choose one action, write your product and rehearse a three-minute presentation. Remember to label fictional data and keep the limits visible.'
Students
Ss form groups, choose an action and read the checklist. They decide who will write, draw the chart, check sources and present.
Teacher
Step 2: Task performance
T circulates, checks that groups do not burn waste or use private data, and asks: 'What is your audience? Where does your mechanism come from? Is this figure real or an example?'
Students
Ss draft the questionnaire, the chart and the recommendation. Expected recommendation: 'We recommend a teacher-reviewed information sheet about reducing unnecessary electricity use, but we must first ask what barriers a real group faces.'
Teacher
Step 3: Report and discussion
T invites two or three groups to present. After each presentation, T asks the class to ask one question. T asks: 'Is there a limit to this claim? What evidence would be needed to check progress?'
Students
Groups present for about three minutes each. Peers ask questions, for example: 'Who did you ask?' or 'Is this figure real or an example?' Groups answer and clarify.
Teacher
Step 4: Conclusion and assessment
T gives feedback on the product and presentation, praising specific details, and reminds Ss: 'A demonstration result is not a measured reduction. Always separate proposed actions from proven results.'
Students
Ss listen to the feedback and note one improvement for their final version to be completed at home.

Worksheets

Worksheet 1: Analysing the model product

Part A. Read the model and answer Exercises 2 to 4.

2. Who is the audience of this project product? What is its purpose?
1. Write the opening sentence of the model.
1. Choose two useful details from the model. Explain why each detail is better than saying only that the topic is important.

Part B. Writing tasks (Exercises 5 and 6).

5. Write a three-sentence summary using only information from the model. Keep any condition or limit that is essential to its meaning.
1. Choose one sentence from the middle of the model and explain what it contributes to the message.

Part C. Reading and writing (Exercises 7 and 8).

7. Read the opening and the closing aloud. Explain one difference between their jobs in the complete product.
1. Write a short final paragraph or spoken conclusion that preserves the model's message, using only details already supplied.

Answer key (for teacher's reference)

2. Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits.
1. Opening: Local-action survey — completed illustrative questionnaire and report: Ask consenting adults which actions are practical: avoiding waste burning, reducing unnecessary journeys, saving electricity or improving equipment maintenance.
1. Details: (1) Ask about barriers as well as intentions. (2) These eight demonstration responses are not a representative community sample or a measured emissions reduction.
1. Sample: The model project is a local-action survey in which consenting adults were asked which actions are practical, including barriers. In the illustrative example, five of eight fictional respondents (62.5%) chose electricity saving, compared with three (37.5%) who chose transport changes. The report recommends a teacher-reviewed information sheet, but these eight responses are not a representative sample or a measured emissions reduction.
1. Sample: 'Final product: anonymous chart, dated method, source-based mechanism and a realistic recommendation.' It contributes a concrete list of the parts that make the product usable and credible.
1. Sample: The opening introduces the particular situation; the closing sets a limit on the claims.
1. Sample: 'In conclusion, electricity saving was the most popular action among these eight fictional respondents, so a teacher-reviewed information sheet is a suitable first step. Before any equipment change, however, we must find out what cost or access barriers a real group faces, and these results are not a measured emissions reduction.'

Worksheet 2: Vocabulary, sentence stress and participle clauses

Part A. Fill in the gaps with the words in the box: greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate.

1. Burning ______ increases ______ concentrations, while incomplete combustion can produce ______.
1. ______ is a component of soot, not another name for carbon dioxide.
1. Reducing unnecessary fuel use is one form of ______.

Part B. Mark the stressed words in these sentences (CAPITALS show stress).

1. Burning FOSSIL FUELS releases CARBON DIOXIDE.
1. We need CLEANER ENERGY, not just a NEW SLOGAN.
Explain why the stress falls on CLEANER in the second sentence.

Part C. Expand each participle clause to show its meaning. Make sure the subject matches.

1. Burning fuel, the engine releases gases.
1. Heated by sunlight, the surface warms.

Answer key (for teacher's reference)

Part A: 1) fossil fuels, greenhouse-gas, black carbon; 2) Black carbon; 3) mitigation.
Part B: content words are stressed. Stress on CLEANER shows contrast with another kind of energy.
Part C: 1) While the engine burns fuel, it releases gases. 2) Because it is heated by sunlight, the surface warms.

Homework

Finish your group product: a title, audience, dated method, anonymous chart with labelled examples, source-based mechanism, realistic recommendation and a limits statement.
Check that every figure is either real (with consent and no private identifiers) or clearly labelled as fictional or planned.
Rehearse your three-minute presentation at home, including source credits and at least two possible questions from classmates with prepared answers.
Write one clear sentence explaining what evidence would be needed to check the progress of your proposed action.
Review the six key words (greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate) and use them in two sentences of your own. You may also look at the lesson page at neoedu.vn/learn/11/english/unit-5-project for extra practice.

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