Giáo án Communication and Culture / CLIL

Ss activate their prior knowledge about wildlife and ecosystems and identify the communicative task of the lesson.

T asks Ss to think about watching birds in a park or on a public path, and to name things that can disturb birds. Ss brainstorm ideas in pairs, then share them with the class.

A list of 5–6 ideas on the board, for example: loud noise, too many visitors, people moving close to nests, litter, touching plants. Ss state the aim: to talk about watching birds politely and to explain how an ecosystem is protected.

Ss understand the everyday-English exchange, perform it with correct intonation, and recognise the difference between falling and rising question tags.

Ss listen to the exchange twice, then repeat each line after the audio. Ss complete Worksheet No. 1, Part A, by identifying the function of each line (state a preference, agree, disagree, suggest, add a condition). Then Ss practise the question-tag examples in Worksheet No. 1, Part B, with falling and rising intonation.
The exchange: A: I enjoy watching birds from the public path. B: So do I, but I dislike crowds moving close to nests. A: Me too. A quiet viewing point would help. B: Yes, provided it is placed where a specialist recommends.

Worksheet No. 1 answers, Part A:

• Line 1 (A): states a preference.
• Line 2 (B): agrees ('So do I') and states a dislike.
• Line 3 (A): agrees ('Me too') and suggests a quiet viewing point.
• Line 4 (B): gives a conditional agreement; 'provided' introduces the condition.
  Key knowledge about tags: 'The stream is cleaner, isn't it?' with a falling tone (↘) seeks agreement. 'You have checked the source, haven't you?' with a rising tone (↗) shows genuine uncertainty. Falling tags often expect agreement; rising tags often check information. The auxiliary and pronoun must agree: 'They can help, can't they?'

Ss form compound nouns, make their plurals correctly, and understand the six key words.

Ss complete Worksheet No. 2, Part A (combine words into compound nouns and write their plurals) and Part B (match the six key words with their meanings). T explains that the final noun usually determines the plural and that some compounds are written as one word, some as two words, or with a hyphen, so Ss should check established usage in a dictionary.

Worksheet No. 2 answers, Part A:

• nature reserve → nature reserves
• food chain → food chains
• greenhouse gas → greenhouse gases
• wildlife protection (usually uncountable; no plural is needed)
  Worksheet No. 2, Part B:
• ecosystem: a community of living things and their environment
• food chain: a sequence showing who eats whom in nature
• habitat: the natural home where an animal or plant lives
• native species: a species that naturally occurs in a particular area
• restore: to bring something back to its earlier good condition
• nature reserve: a protected area where wildlife is conserved

Ss read the CLIL text for specific information, identify the main measures of ecosystem protection, and recognise the limits and conditions stated in the text.

Ss read the CLIL text silently for 3 minutes, then answer three questions:

1. Which four measures are included in ecosystem protection around the world?
2. Why are measures described as site-specific?
3. What should students NOT do in a school experiment, and what should they use instead?
   Text: Ecosystem protection around the world includes habitat management, invasive-species control, community stewardship and monitoring. Measures are site-specific. A restored wetland, forest corridor and urban stream have different constraints. Do not release animals or introduce plants as a school experiment. Use authorised public observations and distinguish native species from species merely familiar in gardens.

Answers:

1. Habitat management, invasive-species control, community stewardship and monitoring.
2. Because a restored wetland, a forest corridor and an urban stream have different constraints, so the measures must fit each place.
3. Students should not release animals or introduce plants as a school experiment; they should use authorised public observations and tell native species apart from species that are only familiar in gardens.
   Teacher's note: the text does not give data or results, so Ss must not invent any figures or outcomes.

Ss apply the exchange, identify the opening, and write a short summary that keeps the essential conditions.

Ss work in pairs to answer Exercises 1–5 from the textbook. Exercise 1: perform the exchange. Exercise 2: state the purpose and audience of the exchange and support it with one detail. Exercise 3: identify the opening sentence and explain how it introduces the topic. Exercise 4: select two useful details and explain why they are better than a general claim. Exercise 5: write a three-sentence summary using only the information in the exchange, keeping the essential condition.

Model answers (Ss' wording may differ if the meaning is the same):

• Exercise 2: Audience: the two speakers. Purpose: to handle a concrete request, response and condition. Supporting detail: A: 'Me too.'
• Exercise 3: Opening sentence: 'A: I enjoy watching birds from the public path.' It introduces the particular situation before the later detail.
• Exercise 4: Details: 'So do I, but I dislike crowds moving close to nests.' and 'Me too. A quiet viewing point would help.' Each detail is specific, unlike a general claim that the topic is important.
• Exercise 5: 'Both speakers enjoy birdwatching from the public path but dislike crowds near nests. A proposes a quiet viewing point. B agrees only if a specialist recommends its position.'
  Grading (teacher marks Exercises 2–5 by the rubric): content and accuracy 5 points, specific detail and purpose 3 points, clarity 2 points.

Ss analyse the sentences of the CLIL text in depth and explain the function of the opening and closing sentences.

Ss form expert groups of three. Each group takes one task.
Group A (Exercise 7): choose one sentence from the middle of the text and explain its contribution. Group B (Exercise 8): read the opening and closing sentences aloud and explain one difference between their functions. Group C (Exercise 9): write a short final paragraph or spoken conclusion that keeps the message, using only details from the text.
Then Ss return to their home groups to share their expert answers.

Model answers:

• Group A: Sentence: 'A restored wetland, forest corridor and urban stream have different constraints.' It adds a concrete reason why measures are site-specific, and it should be read with the opening and with 'Use authorised public observations' to keep the qualification.
• Group B: Opening: 'Ecosystem protection around the world includes habitat management, invasive-species control, community stewardship and monitoring.' Closing: 'Use authorised public observations and distinguish native species from species merely familiar in gardens.' The opening introduces the situation and the measures; the closing gives a practical instruction that completes the message.
• Group C: 'Ecosystem protection uses different measures in different places. Students should not release animals or introduce plants as a school experiment, and they should use authorised public observations to tell native species from familiar garden species.' No results or figures are added.

Ss produce a short spoken explanation of ecosystem protection for a specific audience, using the lesson's language and keeping the conditions of the text.

Each group prepares a one-minute spoken explanation for members of a school nature club on 'The ecosystem'. The explanation must include:

• at least three measures from the text;
• one condition or limit (for example, site-specific measures or authorised observations);
• one question tag with correct intonation;
• one compound noun with its plural form.
  If a group wants to give an example, it must be labelled as a proposal, not as a real result.

A one-minute spoken explanation, for example:
'Our school nature club wants to protect local wildlife. Ecosystem protection includes habitat management, invasive-species control, community stewardship and monitoring. Measures are site-specific, so we must consider each place. We should use authorised public observations, shouldn't we? Nature reserves and food chains are important for our local area.'
Rubric (Exercise 10): content and details 4 points (2 points if one major idea is missing); suitable audience and register 2 points; vocabulary and grammar 2 points; cohesion, clarity and delivery 2 points.