Giáo án Looking back

Ss recall the unit vocabulary and realise that two nouns can combine into one concept with a single meaning.

Ss look at two columns of words on the board: food / chain / nature / reserve / green / house / gas / wildlife / protection. In pairs, Ss join words to make compounds and give the meaning of each one. T asks: 'What do we call a sequence showing who eats whom?' The compounds to elicit include food chain, nature reserve, greenhouse gas and wildlife protection.

Ss produce a list on the board: food chain (chuỗi thức ăn), nature reserve (khu bảo tồn thiên nhiên), greenhouse gas (khí nhà kính), wildlife protection (bảo vệ động vật hoang dã). Ss also answer the warm-up question: 'A food chain.'

Ss systematise the rules for forming, pluralising and stressing compound nouns, and choose a compound according to its meaning.

Ss work in groups of four using Worksheet 1 (Compound Nouns). They complete the rules: the final noun usually determines the plural (nature reserves, food chains); some compounds are one word, some are separate or hyphenated, so check established usage; stress often falls on the first element in noun compounds, though patterns vary; and a compound must be chosen for its meaning, not just by placing two nouns together.

Groups produce a completed Worksheet 1 with these key points:

• Plurals: nature reserves, food chains, greenhouse gases, wildlife habitats.
• Stress: FOOD chain, NATURE reserve, GREENhouse gas (first element often stressed).
• Meaning check: 'wildlife habitat' names a place where animals live; 'habitat wildlife' is not a correct compound.

Ss form question tags correctly and use falling or rising intonation to show whether they expect agreement or want information.

T models two sentences: 'The stream is cleaner, isn't it?' with a falling tone (seeking agreement) and 'You have checked the source, haven't you?' with a rising tone (genuine uncertainty). Ss repeat and then complete Worksheet 2 (Question Tags) by writing the correct tag for each sentence. They also state whether each tag expects agreement or checks information. Example: 'They can help, can't they?' keeps the auxiliary 'can' and the pronoun 'they'.

Ss complete Worksheet 2 with the following answers:

• The stream is cleaner, isn't it? – falling tone, expects agreement.
• You have checked the source, haven't you? – rising tone, genuine check.
• They can help, can't they? – auxiliary and pronoun agreement.
• The plants were removed, weren't they? – rising tone, checking information.
  Ss write the rule: 'Falling tags often expect agreement; rising tags often check information; context matters.'

Ss consolidate compound nouns, plurals and vocabulary from the unit through individual and paired quiz work.

Ss complete Exercises 1 to 8 (multiple choice on compound nouns, plurals and habitat, conservation and chain) and Exercise 9 (matching vocabulary with meanings). Ss do the quiz individually for four minutes on the NeoEdu page or on paper, then compare answers with a partner and explain any differences. Ss must give a reason for each choice, for example 'Food chain names a feeding relationship sequence.'

Answer key:

1. A. food chain (a sequence of feeding relationships)
2. B. nature reserve (land managed to protect nature)
3. A. nature reserves (the head noun 'reserve' is pluralised)
4. D. greenhouse gas (the established term)
5. C. food chains (the plural attaches to 'chains')
6. B. wildlife conservation (conservation means protection; conversation means talk)
7. A. pollution (the head noun; water specifies the kind)
8. D. wildlife habitat (habitat is the place where animals live)
9. ecosystem – hệ sinh thái; food chain – chuỗi thức ăn; habitat – môi trường sống; native species – loài bản địa; restore – phục hồi; nature reserve – khu bảo tồn thiên nhiên.

Ss practise the falling and rising intonation of question tags in a natural reading of the unit passage.

Ss read the practice sentences aloud twice: first slowly, then at a natural pace. The sentences are: 'The stream is cleaner, isn't it?' (falling) and 'You have checked the source, haven't you?' (rising). Partners listen and give feedback using a 10-point rubric: intonation (4 points), pronunciation (3 points), rhythm and fluency (3 points).

Each pair records a score for each partner on a 10-point scale. A strong performance shows the falling tone for agreement, the rising tone for real checks, correct stress on compounds (FOOD chain, NATURE reserve) and natural pauses before the tag.

Ss use the compound nouns, question tags and vocabulary of the unit in a short connected talk about protecting biodiversity in a safe and responsible way.

Groups of four plan a one-minute talk for a school information project. Each talk must include:

• At least three compound nouns from the unit (for example, food chain, wildlife habitat, nature reserve).
• At least two question tags with correct intonation.
• One prediction marked as a prediction, such as 'If people remove bank plants, erosion may increase.'
• One statement of a limit, such as 'Not seeing an animal does not prove that it is absent.'
• A safe action, such as 'We observe from authorised public points and record the date, weather and method used.'
  After the talk, the class discusses the follow-up question: 'Can we release animals to restore the stream?' The answer is 'No. Introducing organisms requires specialist and official decisions.'

Each group delivers a one-minute talk and a short outline on sticky notes. Expected product example: 'A food chain shows how energy moves from plants to consumers. Our stream is cleaner, isn't it? We think so, but we must not claim this without measuring. Shall we ask the specialist before we propose restoration? We will observe from authorised public points and record dates, weather and method.'