Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about reusing and recycling paper and get ready to talk about the everyday topic Humans and the environment.

T shows a few real sheets of used paper. Ss look at them and answer in pairs: 'What should we do with all this spare paper?' Ss then list at least three ideas on the board. T introduces the vocabulary items reduce, recycle and litter (rác vứt bừa bãi) with quick examples.

A list on the board, for example: 'Write on both sides', 'Use the back of the sheet for rough work', 'Recycle it in the paper bin', 'Don't throw paper on the ground (litter)'. Ss can explain the difference between reduce and recycle in one sentence each.

Ss understand and perform the everyday-English exchange, recognise how advice is given and responded to, and use the dialogue structures naturally.

Ss listen to the dialogue and identify the function. Then they read the dialogue in pairs and act it out.
A: What should we do with all this spare paper?
B: You should check whether it is clean on one side.
A: Some sheets contain names and marks.
B: Then ask the teacher to dispose of those securely. Use only the other sheets for rough work.
T's questions: 'What is A asking for?' 'What structure does B use to give advice?' 'Why should the sheets with names be disposed of securely?'

1. The function: asking for and giving advice (suggestions) about a practical problem.
2. Key structures: What should we do...? / You should + base verb / Then ask + someone + to + base verb / Use only + ...
3. Ss can explain: sheets with names and marks should be disposed of securely because they contain personal information.

Ss read the CLIL text, understand the meaning of carbon footprint and its boundaries, and interpret the text without overgeneralising.

Ss read the text and complete Worksheet 1 (Phiếu học tập số 1) to find the specific information.
Text: Carbon footprint is an estimate of greenhouse-gas emissions associated with an activity, expressed as carbon-dioxide equivalent. It is broader than visible litter. A reusable object still has production impacts, so repeated use and avoiding unnecessary purchases matter. Comparing footprints requires a stated boundary, time period and method; counting cups alone is not a complete footprint calculation.
T's questions: 'What is a carbon footprint?' 'Why is it broader than visible litter?' 'Does a reusable object have no impact at all?' 'What must a comparison state?'

Answers in Worksheet 1:

• A carbon footprint is an estimate of greenhouse-gas emissions associated with an activity, expressed as carbon-dioxide equivalent.
• It is broader than visible litter because it includes emissions that cannot be seen as rubbish on the ground.
• No. A reusable object still has production impacts, so repeated use matters.
• A comparison must state a boundary, a time period and a method.
• Counting cups alone is not a complete footprint calculation.

Ss pronounce consonant blends /kl/, /pl/, /gr/, /pr/ accurately, distinguish will and be going to, and form simple passive sentences.

Pronunciation: clean plates, green grass, a practical plan. Model sentence: Our group plans to protect the green playground. Release /k/ into /l/ without an extra vowel; keep /p/ before /l/ and /r/.
Grammar: will + base verb expresses a decision made now or a prediction; be going to + base verb expresses a prior intention or a prediction based on present evidence.
Passive: People collect paper → Paper is collected. will collect → will be collected. The agent with by is optional when it is unimportant.

1. Pronunciation: Ss read the blend words and the model sentence correctly, with /k/ released into /l/ and /p/ kept before /l/ and /r/.
2. Grammar: 'We will recycle this paper now' (decision made now); 'We are going to collect the paper on Monday' (prior intention).
3. Passive: 'People will collect paper' → 'Paper will be collected.' 'People collect paper' → 'Paper is collected.'

Ss interpret the purpose, audience and key details of the model exchange and explain how the opening introduces the topic.

Pairs answer exercises 2, 3 and 4 from the textbook:
2. State the purpose and audience of this everyday exchange on 'Humans and the environment'. Support your answer with one detail.
3. Explain how the opening introduces the topic. Identify the actual opening sentence.
4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.

Key ideas (teacher marks by criteria; accept equivalent wording):

• Exercise 2: The exchange gives the audience a concrete way to understand the topic. Detail: 'You should check whether it is clean on one side.'
• Exercise 3: The opening sentence is 'What should we do with all this spare paper?' It sets the subject before the supporting information.
• Exercise 4: Two details: 'You should check whether it is clean on one side.' and 'Some sheets contain names and marks.' These are specific statements that can be used, unlike a general claim that the topic is important.

Ss write a three-sentence summary from the model and identify the conditions and limits in the text without adding invented results.

Pairs complete exercises 5 and 6 from the textbook:
5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
6. Choose one sentence from the middle of the model and explain what it contributes to the message.
T also gives Worksheet 2 (Phiếu học tập số 2) with the guiding questions.

Sample summary for exercise 5 (accept equivalent wording):
A: What should we do with all this spare paper?
B: You should check whether it is clean on one side.
Use only the other sheets for rough work.

Sample answer for exercise 6: 'A reusable object still has production impacts, so repeated use and avoiding unnecessary purchases matter.' It develops the topic by adding a particular detail, and it must be read with the condition that the impacts still exist.

Ss use the everyday-English function and the culture knowledge in a real situation at school, and write a short, accurate paragraph.

Groups of four make a short plan for reducing spare paper at school. Each group presents its plan as a short role-play: one student asks 'What should we do with all this spare paper?' and the others give advice using You should... and Use only... Then each student writes a short paragraph (about 60 words) about the plan. Any suggested data must be labelled as a proposal, for example: 'Proposal: we collect used paper in one box each week.'

Each group produces:

• A role-play of about 4 lines using the function (asking and advising).
• A poster or card with three labelled proposals, for example: 'Proposal: print on both sides', 'Proposal: use the back of the sheet for rough work', 'Proposal: put clean paper in a separate box'.
• An individual paragraph of 3 to 4 sentences that uses at least one passive sentence, for example: 'Used paper is collected in one box.'