Giáo án Writing

Ss activate prior knowledge about wildlife organisations and the six key words of the unit, and identify the purpose of a profile.

Ss brainstorm in pairs what a wildlife organisation does and link the key words biodiversity, habitat, endangered, conservation, pollution and restore to an organisation's work. T then asks: What does a profile of an organisation need to tell its readers?

A word web on the board with the six key words and one short English sentence for each, for example: 'Habitat: the place where wildlife lives.' Ss state the purpose of a profile: to introduce an organisation clearly and credibly so that readers understand its work.

Ss identify the three parts of the model paragraph and explain the function of each part in delivering one coherent message.

Ss read the model paragraph silently, then complete Worksheet 1, Part A and Part B. Guiding questions: Which sentence introduces the organisation? Which sentences develop specific details? Which sentence closes the paragraph without unsupported promises? Ss highlight the opening in one colour and the closing in another.

Ss complete Worksheet 1, Parts A and B. Expected answers:

• Opening: WWF is an international conservation organisation.
• Development: Its work concerns nature, biodiversity and the relationship between people and the environment; habitat protection and sustainable resource use are connected; wildlife cannot be protected for long if its habitat disappears.
• Closing: This is a contribution to responsible behaviour, not evidence that a species has already recovered.
  Key idea: the opening establishes the subject, the development gives specific support and the closing states the final implication without overclaiming.

Ss distinguish specific, verified details and conditions from vague or unsupported claims, and identify features of an appropriate register.

Ss compare two versions of a sentence: a vague one (Protecting the environment is very important.) and the model's specific one (wildlife cannot be protected for long if its habitat disappears). Ss then read the model aloud in pairs, stressing content words, for example: We can protect the forest if we work together. Ss complete Worksheet 1, Part C with the features of register.

Ss complete Worksheet 1, Part C. Expected answers:

• Specific support: 'Its work concerns nature, biodiversity...' gives a verifiable scope; 'wildlife cannot be protected for long if its habitat disappears' gives a condition.
• Conditions and limits: 'if its habitat disappears', 'not evidence that a species has already recovered'.
• Register: neutral and informative; modal verbs such as can, should and may; no exaggerated promises; no first person in an official profile unless it is a class project.
• Rhythm: content words (PROTECT, FOREST, WORK, TOGETHER) carry the main beats.

Ss apply the structure and language features learned to answer analytic questions about the model, and check their understanding against answer keys.

Pairs work through the analysis questions (tasks 2, 3, 4, 5, 6, 7 and 8 of the unit). Each pair answers in writing, then checks with the answer key. Ss must give one specific detail from the model for each answer.

Answers for the analysis tasks:

• Task 2: Purpose: to introduce WWF and encourage responsible behaviour towards wildlife. Audience: students and the school community. Supporting detail: 'Students should describe one verified activity rather than assume that every WWF office runs the same project.' This shows the profile must describe a checked activity.
• Task 3: Opening sentence: 'WWF is an international conservation organisation.' It names the subject before the supporting details.
• Task 4: Two useful details: 'Its work concerns nature, biodiversity and the relationship between people and the environment.' and 'wildlife cannot be protected for long if its habitat disappears.' Both are specific and can be evaluated, unlike 'the topic is important'.
• Task 5 (sample summary): WWF is an international conservation organisation. Its work concerns nature, biodiversity and the relationship between people and the environment. Wildlife cannot be protected for long if its habitat disappears, so habitat protection is essential.
• Task 6: 'They can also support conservation by avoiding wildlife products and choosing reliable information.' It gives a practical action that develops the opening.
• Task 7: The opening establishes the subject; the closing states the implication: 'This is a contribution to responsible behaviour, not evidence that a species has already recovered.'
• Task 8 (sample conclusion): Our class can begin with a sourced awareness display and a practical rule against disturbing animals. This is a contribution to responsible behaviour, not evidence that a species has already recovered.

Ss write a complete paragraph profiling a wildlife organisation on Protecting the environment, with a coherent message, specific supporting details, conditions and an appropriate register.

Ss choose a real wildlife organisation they know, or a realistic school conservation project, and complete Worksheet 2 (Paragraph planner). They then write a complete paragraph of about 100 to 130 words for the school audience. Each detail must be verified or labelled as a proposal or example. Ss swap paragraphs and check with the checklist on Worksheet 2.

A complete paragraph with: (1) an opening sentence that names the organisation; (2) two or three specific, verified details with at least one condition; (3) one practical action for responsible behaviour; (4) a closing sentence that states the implication without unsupported promises. Peer feedback is recorded as ticks on the checklist.