Tiếng AnhLớp 11Phần 6. Unit 5: Global warming

Giáo án Writing

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the purpose, audience and structure of a persuasive leaflet about reducing black carbon emissions.
- Explain how the opening, supporting details and closing work together in the model.
- Use present-participle and past-participle clauses correctly, and check that the subject of the clause matches the main-clause subject.
- Write a short persuasive leaflet with a coherent message, specific support and an appropriate register.

2. Competences

a) General competences

Self-control and independent learning: Ss work through the model and the worksheet on their own first, then check their answers and correct their own sentences before sharing.
Communication and collaboration: Ss discuss in pairs and groups, give reasons for their answers and give constructive feedback on each other's leaflet drafts.
Problem-solving and creativity: Ss decide how to support a message with safe, realistic and lawful suggestions, and label any example data as a proposal.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the model leaflet, discuss its purpose and audience, and write a short persuasive leaflet for the school community.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the key vocabulary (greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate), apply participle clauses correctly, and use sentence stress to highlight contrast when reading aloud.

3. Personal qualities

Responsibility: Ss only propose safe and lawful actions, such as never burning materials at school and reporting smoke problems through appropriate local channels.
Honesty: Ss do not claim unsupported results or measured climate changes, and they label any proposal or example data clearly in their leaflets.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard, slides with the model leaflet and the language focus
Worksheet 1 and Worksheet 2 (printed or projected)
Marker and board for the word web
NeoEdu lesson page for the Writing lesson (neoedu.vn/learn/11/english/unit-5-writing) to show the model and the interactive exercises

2. Students

Student's book (Unit 5, Writing) and notebook
Pen, pencil and an eraser
A4 paper or a poster sheet for the group leaflet
Coloured markers for the group poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming air pollution and black carbon

a) Aims

Ss activate prior knowledge about air pollution and recall key vocabulary related to greenhouse gases and emissions.

b) Content

T asks Ss to brainstorm causes of smoke and air pollution in their neighbourhood and writes the key words on the board to build a word web. The central word is Black carbon. T guides Ss with the question: What causes black carbon in our area? Key words to elicit: greenhouse gas, emission, black carbon, fossil fuel, climate. T then asks: Who should read a leaflet about this topic?

c) Expected outcomes

A word web on the board with at least six words or phrases, for example: burning household waste, crop residues, car exhaust, cooking stoves, fossil fuel, greenhouse gas. Ss also name the likely readers: families, school staff, students and local residents.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes Black carbon in the centre of the board and asks: What causes black carbon in our area? T explains the task briefly: Work in pairs and think of as many causes as possible in 1 minute.
Students
Ss listen carefully and check that they understand the task and the new words.
Teacher
Step 2: Task performance
T monitors and prompts pairs who are stuck with questions such as: What do people burn at home? What comes out of vehicles?
Students
Pairs brainstorm and write their ideas in their notebooks. Possible answers: Burning rubbish, car exhaust, smoke from cooking stoves, burning crop residues, factories that use fossil fuel.
Teacher
Step 3: Report and discussion
T invites pairs to share their ideas and adds them to the word web. T asks: Who should read a leaflet about this? Why?
Students
Ss report their ideas. Expected answers: Families should read it because they burn waste at home. School staff and students should read it because the school can share information. Local residents should read it because the smoke affects the whole community.
Teacher
Step 4: Conclusion and assessment
T summarises the word web and introduces the lesson title: Reduce Black carbon. T says: Today we will read a persuasive leaflet and write our own, so we need a clear purpose and a clear audience.
Students
Ss copy the new key words into their notebooks and repeat them after T: greenhouse gas, emission, black carbon, fossil fuel, mitigation, climate.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the model leaflet

a) Aims

Ss identify the purpose, audience and structure of the persuasive leaflet and explain how each part supports the message.

b) Content

T shows the model leaflet titled Reduce Black Carbon: Cleaner Air, Lower Warming Pressure. Ss complete Worksheet 1 in pairs. The questions focus on: (1) the purpose and audience; (2) the opening sentence; (3) one specific detail in the middle; (4) the closing sentence. T also shows the interactive exercises on the NeoEdu page after the pairs finish.

c) Expected outcomes

Completed Worksheet 1. Expected key points:

Purpose: to persuade community readers to reduce unsafe burning and to cut black carbon emissions, without making unsupported climate claims.
Audience: the school and the local community, including households.
Opening: the title and the sentence Avoid burning household waste or crop residues where safer, lawful alternatives are available.
Detail: Incomplete combustion produces soot, which can harm air quality and contribute to warming.
Closing: Cleaner habits are most useful when they are safe, sustained and supported by the community.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and says: Read the model leaflet silently for 2 minutes. Then work in pairs to answer the four questions. Check that every answer is supported by the text.
Students
Ss read the model silently and listen to T's instructions. They ask questions if anything is unclear.
Teacher
Step 2: Task performance
T walks around, checks the pairs and asks: Which sentence tells you the purpose? Is this detail a fact, an example or a suggestion?
Students
Pairs underline key sentences in the model and write their answers in Worksheet 1. Possible answer: The purpose is to persuade people to avoid unsafe burning and to reduce black carbon.
Teacher
Step 3: Report and discussion
T calls on two or three pairs to report and asks the class: Do you agree? Can you find a better detail?
Students
Pairs report their answers. The class discusses and agrees on the key points. Possible discussion: The closing sentence reminds readers that habits must be safe and supported by the community, not just quick fixes.
Teacher
Step 4: Conclusion and assessment
T confirms the key points on the board and explains: A good persuasive leaflet has a clear opening, specific details and a closing that keeps the message realistic. T shows the NeoEdu lesson page to reinforce the structure.
Students
Ss correct their Worksheet 1 and copy the structure into their notebooks: opening, specific support, closing.

Activity 2.2: Knowledge formation · 8 minutes

Participle clauses and sentence stress

a) Aims

Ss recognise present-participle and past-participle clauses, check that the subject matches the main clause, and use sentence stress to show contrast.

b) Content

T presents two examples on the board: Burning fuel, the engine releases gases. (present participle, active) and Heated by sunlight, the surface warms. (past participle, passive). T explains that the understood subject must match the main-clause subject. T shows a dangling example: Burning household waste, the air becomes polluted. T asks Ss to find the mistake and correct it, for example: When people burn household waste, the air becomes polluted. T then models sentence stress: Burning FOSSIL FUELS releases CARBON DIOXIDE. We need CLEANER energy, not just a NEW slogan.

c) Expected outcomes

Ss can explain the rule and the correction. Expected answers:

Burning fuel, the engine releases gases. The subject engine burns the fuel, so the clause matches the main clause.
Heated by sunlight, the surface warms. The surface is heated, so the past participle has a passive meaning.
Dangling error: Burning household waste, the air becomes polluted. Corrected version: When people burn household waste, the air becomes polluted, or Burning household waste pollutes the air. The original sentence wrongly makes the air the doer of the action.
Stress: The content words FOSSIL FUELS, CARBON DIOXIDE, CLEANER and NEW carry the main beats, and the contrast in We need CLEANER energy, not just a NEW slogan shifts the focus.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two examples on the board and asks: Who or what performs the action in each sentence? T then asks Ss to complete Worksheet 2, items 1 and 2.
Students
Ss read the examples and listen to T's explanation. They note the difference between active and passive meaning in their notebooks.
Teacher
Step 2: Task performance
T monitors and helps Ss expand the shortened clauses: Burning fuel, the engine releases gases can be expanded to When the engine burns fuel, it releases gases.
Students
Ss work individually on Worksheet 2, then compare with a partner. They read the stress example aloud, underlining the stressed words.
Teacher
Step 3: Report and discussion
T asks one or two Ss to read the stress sentences aloud and asks the class: Which word is the focus in the second sentence? Why?
Students
Ss read aloud and explain. Expected answer: CLEANER is the focus because the contrast is between cleaner energy and a new slogan, so the stress moves to cleaner.
Teacher
Step 4: Conclusion and assessment
T summarises the rule: a participle clause must have the same subject as the main clause; present participles are usually active and past participles are usually passive. T reminds Ss to check meaning by expanding the clause.
Students
Ss write the rule and one example of their own in their notebooks.

Activity 3: Practice · 7 minutes

Checking the model and correcting sentences

a) Aims

Ss apply their understanding of the model and the language focus by answering exercise questions and correcting a dangling participle.

b) Content

Ss work in pairs to answer exercises 3, 4 and 6 from the book and then correct the sentences in Worksheet 2, item 3. Exercise 3: Identify the actual opening sentence and explain how it introduces the topic. Exercise 4: Select two useful details and explain why they are better than saying only that the topic is important. Exercise 6: Choose one sentence from the middle and explain what it contributes to the message. Worksheet 2, item 3: Correct the dangling participle in: Heated by the sun, people should open the windows. (Corrected: Heated by the sun, the room becomes hot, so people should open the windows.)

c) Expected outcomes

Answer key for the practice exercises:

Exercise 3: The opening sentence is Reduce Black Carbon: Cleaner Air, Lower Warming Pressure Avoid burning household waste or crop residues where safer, lawful alternatives are available. It introduces the specific situation before the supporting details.
Exercise 4: Two useful details are Incomplete combustion produces soot, which can harm air quality and contribute to warming, and Cleaner habits are most useful when they are safe, sustained and supported by the community. The first tells readers why burning is a problem; the second adds a condition that must not be lost.
Exercise 6: Support well-maintained transport and cleaner cooking systems suited to local conditions. It gives a concrete action that readers can take, and it keeps the advice realistic for local conditions.
Worksheet 2, item 3: Heated by the sun, the room becomes hot, so people should open the windows. (The subject room matches the participle clause.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes exercises 3, 4 and 6 on the board and gives Worksheet 2, item 3. T says: Work in pairs for 4 minutes. Each pair answers one exercise and then checks the dangling sentence together.
Students
Ss read the exercises and check the model leaflet again. They decide which pair member will write the answers.
Teacher
Step 2: Task performance
T monitors the pairs and asks guiding questions: Which sentence comes first in the model? Is the detail a fact or an advice?
Students
Pairs find the sentences in the model and write brief answers. They correct the dangling sentence by changing the subject or the clause.
Teacher
Step 3: Report and discussion
T invites one pair to read their answer for exercise 4 and asks another pair to correct the dangling sentence. T asks: Do you agree? Why?
Students
Pairs report. Other pairs comment and suggest improvements. Expected correction: Heated by the sun, the room becomes hot, so people should open the windows.
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and stresses that all ideas must come from the model, not invented results. T reminds Ss that details should be specific and realistic.
Students
Ss correct their answers in their notebooks and mark the key points.

Activity 4: Application · 15 minutes

Writing our own persuasive leaflet

a) Aims

Ss write a short persuasive leaflet about reducing black carbon emissions with a coherent message, specific support and an appropriate register for the school community.

b) Content

Ss work in groups of four to write a persuasive leaflet of about 120 to 150 words for the school community. Each leaflet should have: (1) a title and an opening sentence that introduces the situation; (2) two or three specific supporting details, including at least one participle clause; (3) a closing sentence that keeps the message safe and realistic. Any proposal or example data must be labelled as a proposal or example. Groups use the sentence frames: Avoid..., Support..., Report..., We recommend... Groups then peer-check the leaflet with a checklist: purpose, audience, specific details, conditions, grammar and register.

c) Expected outcomes

A group leaflet on A4 or poster paper. Example of a strong leaflet opening: Reduce Black Carbon: Cleaner Air at Our School. Avoid burning rubbish or leaves at home where safer, lawful alternatives are available. Burning rubbish releases soot, which can harm air quality. Example proposal (labelled): We propose a school campaign to collect waste for safe recycling. Closing: Cleaner air is most useful when our actions are safe, sustained and supported by everyone in the community.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and gives each group a sheet of paper. T explains the task and the checklist: purpose, audience, specific details, conditions, grammar, register. T shows the example opening on the board.
Students
Ss form groups, choose a leader and a writer, and read the checklist. They ask questions if they need clarification.
Teacher
Step 2: Task performance
T monitors groups and prompts them with questions such as: Who is your reader? What is the specific detail? Is your proposal labelled? T also checks the use of participle clauses.
Students
Groups brainstorm ideas, write the first draft and check each other's sentences. Expected student ideas: Report smoke problems to local staff, reduce unnecessary car idling at school, share verified information on posters.
Teacher
Step 3: Report and discussion
T asks two groups to read their leaflets aloud. T asks the class: Is the message clear? Is any claim unsupported? Does the register suit the school community?
Students
Groups read their leaflets aloud. Other groups give feedback, for example: Your proposal is clear, but please label it as a proposal. Good use of the participle clause.
Teacher
Step 4: Conclusion and assessment
T praises the best features of the leaflets and reminds Ss of the checklist. T emphasises that a persuasive leaflet must be safe, realistic and supported by specific details, not by exaggerated claims.
Students
Ss revise their leaflets using the feedback and hand in the final draft to T.

Worksheets

Worksheet 1: Analysing the model leaflet

Read the model leaflet 'Reduce Black Carbon: Cleaner Air, Lower Warming Pressure' and answer the questions below with a partner.

1. What is the purpose of the leaflet?
1. Who is the intended audience?
1. Write the opening sentence that introduces the situation.
1. Write one specific detail that supports the message and explain its function.
1. Write the closing sentence and explain what it adds to the message.
1. Does the leaflet make any unsupported climate claims? Give a reason.

Worksheet 2: Participle clauses and sentence stress

Identify the type of participle clause (present or past) and the meaning (active or passive):

a) Burning fuel, the engine releases gases.
b) Heated by sunlight, the surface warms.

Expand each clause into a full sentence with a subject and a verb:

a) Burning fuel, the engine releases gases.
b) Heated by sunlight, the surface warms.

Find and correct the dangling participle:

Heated by the sun, people should open the windows.

Read aloud and underline the stressed words:

Burning FOSSIL FUELS releases CARBON DIOXIDE.
We need CLEANER energy, not just a NEW slogan.

Homework

Finish the persuasive leaflet from the group work and write a final version of about 120 to 150 words, following the checklist: purpose, audience, specific details, conditions, grammar and register.
Label any proposal or example data clearly in your leaflet, and do not claim any measured results.
Write two sentences with participle clauses from your own experience, for example: Burning rubbish at home, the family releases soot. Check the subject of each clause.
Revisit the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-5-writing) to practise the interactive exercises before the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.