Giáo án Reading

Ss activate prior knowledge about national parks and visitor behaviour, and get ready to read for the central question.

T shows a picture of a national park with a stream, a trail and visitors. Ss look at the picture and answer two questions: 1) What living things and natural features can you see? 2) What should visitors do to protect this place?

Ss list at least three natural features (e.g. animals, plants, a stream, a trail) and at least two responsible behaviours (e.g. staying on the trail, not picking plants, not leaving litter). Ss state the unit topic: The ecosystem.

Ss understand and pronounce the six key words and use them correctly to read the passage.

T presents the vocabulary: 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 complete Worksheet 1, Part 1 by matching each word with its meaning and finding one example of it in the passage (e.g. 'food chain' appears in 'a food-chain diagram').

Ss complete Worksheet 1, Part 1: ecosystem - a community of living things and their physical environment; food chain - a sequence showing who eats whom; habitat - the place where an organism lives; native species - a species that naturally belongs to an area; restore - bring something back to a good former condition; nature reserve - a protected area for wildlife and natural features. Ss write the word from the passage: 'food chain' (food-chain diagram), 'restore' (restored suitable bank vegetation).

Ss read the passage once for the central question and then scan for specific details about the stream and the staff's actions.

Ss read the original passage silently once. Then they complete Worksheet 1, Part 2 in groups of four. Questions: 1) What is the central question or main idea of the passage? 2) What caused the stream to become muddy? 3) List the three actions the staff took. 4) Why did students compare a food-chain diagram with observations from a safe path? 5) What were students warned about?

Main idea: A national park protects relationships among organisms and their physical environment while managing the effects of visitors. Details: (1) Heavy foot traffic damaged the stream banks. (2) Staff rerouted part of the trail, limited access to a fragile section and restored suitable bank vegetation with specialist advice. (3) Students compared a food-chain diagram with observations to see the relationships in the park. (4) They were warned that failing to see an animal did not prove it was absent.

Ss distinguish a stated fact, a justified inference and an unsupported claim, and support each judgement with an exact sentence from the passage.

Ss read five statements in Worksheet 1, Part 3 and decide whether each is a stated fact (F), a reasonable inference (I) or an unsupported claim (U), and quote the supporting sentence or explain why there is no support. Statements: a) The stream became muddy after heavy foot traffic damaged its banks. b) The staff's approach was ineffective. c) Students learned that a missed sighting does not prove an animal is absent. d) Responsible visitors help protect fragile areas. e) Every visitor to the park obeyed the rules.

a) F - 'In our original school case, a fictional park's stream became muddy after heavy foot traffic damaged its banks.' b) U - the text says the staff did not add signs alone, but never says the approach was ineffective. c) F - 'They were warned that failing to see an animal did not prove it was absent.' d) I - 'Responsible visitors followed restrictions even when the best view was beyond a closed path,' so it is reasonable to infer that such visitors help protect fragile areas. e) U - the text mentions responsible visitors but does not say that every visitor obeyed the rules.

Ss apply their reading skills to answer multiple-choice questions with evidence from the passage.

Ss work individually to answer Questions 2 to 5 from the student's book. Question 2: What does a park protect beyond individual animals? A. Ecological relationships and physical environment; B. Only souvenir shops; C. Only photographs; D. Only visitor numbers. Question 3: Why did the stream become muddy in the fictional case? A. A proven volcanic eruption; B. A compulsory boat race; C. Too many signs; D. Foot traffic damaged banks. Question 4: What did staff do? A. Fed all animals; B. Removed every plant; C. Rerouted access and restored suitable vegetation; D. Opened every fragile area. Question 5: What cannot a missed sighting prove? A. That the park has staff; B. That the animal is absent; C. That observation has a date; D. That a path is public.

Question 2: A (The opening defines the ecosystem perspective). Question 3: D (The case gives a specific stated pressure: foot traffic damaged the banks). Question 4: C (Management combines access control and restoration). Question 5: B (Detection is imperfect, so a missed sighting does not prove absence).

Ss write a three-sentence summary of the passage using only information from the text, and state its purpose and audience.

In pairs, Ss write a three-sentence summary of the passage that keeps the essential limit or condition, and identify the purpose and audience of the passage. Ss then exchange their summaries with another pair and check them against the passage using a checklist: Does it use only information from the text? Does it keep the condition or limit? Are there three clear sentences?

A model summary: 'A national park is not simply a collection of attractive animals. It protects relationships among organisms and their physical environment, while managing the effects of visitors. The park's value lay partly in maintaining processes that a photograph could not show.' Purpose: to help student visitors connect ecological relationships, access restrictions and the limits of observation. Audience: students reading about the ecosystem.