Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about safety in a classroom demonstration and connect it to the topic 'Global warming'.

T asks Ss to think about this question: 'Why should we be careful when we burn things in a classroom?' Ss discuss with a partner and share one idea with the class. Key question: 'What could the smoke do to people?'

A short list of 2 to 3 ideas on the board, for example: 'The smoke can be harmful to our health.' 'We need a teacher's permission.' 'We should use safer materials for demonstrations.'

Ss identify the function, purpose and audience of the everyday-English exchange and recognise the opening sentence and key details.

Ss read the exchange on the slide:
A: Watch out! Do not burn that plastic for a demonstration.
B: You're right. The smoke could be harmful.
A: Let's use a diagram and a verified source instead.
B: I'll put the material away and tell the teacher.
Key questions:

1. 'Who are the speakers?' (Audience)
2. 'What is the purpose of the exchange?' (Purpose)
3. 'What is the opening sentence? What does it introduce?'
4. 'Which two details are useful, and why are they better than saying only that the topic is important?'

Answers to the key questions:

• Audience: the two speakers, not an unspecified public audience.
• Purpose: to handle a concrete request, response and condition in the exchange.
• Opening sentence: 'Watch out! Do not burn that plastic for a demonstration.' It introduces the particular situation.
• Useful details: 'The smoke could be harmful.' and 'Let's use a diagram and a verified source instead.' They are specific and tell the audience what is being agreed or advised.

Ss recognise that content words carry the stress and rhythm, and they can change the emphasis to show contrast.

T writes two sentences on the board:

1. Burning FOSSIL FUELS releases CARBON DIOXIDE.
2. We need CLEANER ENERGY, not just a NEW SLOGAN.
   T models the stress with clapping. Then T says the second sentence with stress on 'cleaner', and then with stress on 'slogan', and asks Ss to explain the difference in focus.

• Content words (nouns, main verbs, adjectives) form the beats: FOSSIL FUELS, CARBON DIOXIDE, CLEANER ENERGY, NEW SLOGAN.
• Stress on 'cleaner' shows the focus on the type of energy needed.
• Stress on 'slogan' shows the contrast: the speaker wants action, not only a message.
• Unstressed words such as 'of', 'the' and 'and' stay audible but are not given equal stress.

Ss recognise present-participle and past-participle clauses, check that the understood subject matches the main-clause subject, and expand clauses to confirm meaning.

T presents two examples and asks Ss to complete Worksheet 1:

1. Burning fuel, the engine releases gases.
2. Heated by sunlight, the surface warms.
   Questions on Worksheet 1:

• Which clause has an active meaning? Which has a passive meaning?
• What is the understood subject of each clause?
• Expand each clause into a full clause to check the meaning. Is the sentence a dangling participle?

Answers on Worksheet 1:

• Burning fuel, the engine releases gases. (present participle, active meaning; understood subject: the engine; expanded: 'While it burns fuel, the engine releases gases.' Correct, not dangling.)
• Heated by sunlight, the surface warms. (past participle, passive meaning; understood subject: the surface; expanded: 'Because it is heated by sunlight, the surface warms.' Correct, not dangling.)
  Key rule: The understood subject must match the main-clause subject. Avoid dangling participles.

Ss understand the six key words and the main ideas and details of the CLIL text on reducing farming's environmental impact, and separate greenhouse gases from air-pollution particles.

T presents the vocabulary: greenhouse gas (khí nhà kính), emission (phát thải), black carbon (cacbon đen), fossil fuel (nhiên liệu hoá thạch), mitigation (giảm nhẹ), climate (khí hậu).
Ss read the CLIL text:
Reducing farming's environmental impact can involve efficient fertiliser use, suitable water management and avoiding unnecessary residue burning. Measures depend on crop, soil and local advice; no single technique fits every farm. A student should not instruct farmers to change chemicals or burn residues. Separate greenhouse gases from air-pollution particles while explaining that some activities produce both. Source: https://www.unep.org/topics/air/air-pollution-and-climate-change.
Key questions: 'What are the three measures in the first sentence?' 'Why is there no single technique for every farm?' 'What should a student avoid saying?'

• Vocabulary matched correctly with meanings: greenhouse gas – khí nhà kính; emission – phát thải; black carbon – cacbon đen; fossil fuel – nhiên liệu hoá thạch; mitigation – giảm nhẹ; climate – khí hậu.
• Three measures: efficient fertiliser use; suitable water management; avoiding unnecessary residue burning.
• No single technique fits every farm because measures depend on crop, soil and local advice.
• A student should not instruct farmers to change chemicals or burn residues.
• Greenhouse gases and air-pollution particles are different. Some activities produce both.

Ss practise writing a three-sentence summary and a short concluding paragraph using only information in the model, and keep the essential conditions and limits.

Exercise 5: Write a three-sentence summary of the everyday-English exchange using only the information in the model. Keep any condition or limit that is essential.
Exercise 9: Write a short final paragraph or spoken conclusion for the CLIL text. Use details already supplied, not invented results.
Given key details: 'A student should not instruct farmers to change chemicals or burn residues.' and 'Separate greenhouse gases from air-pollution particles while explaining that some activities produce both.'

Exercise 5 (model answer): A warns B not to burn plastic for a demonstration. They agree that the smoke could be harmful and that a diagram and a verified source are safer alternatives. B will put the material away and tell the teacher.
Exercise 9 (model answer): Farming's environmental impact can be reduced with careful measures, but a student should not instruct farmers to change chemicals or burn residues. It is important to separate greenhouse gases from air-pollution particles, because some activities produce both.
Accept equivalent wording that keeps the same meaning.

Ss produce a short spoken or written CLIL explanation about 'Global warming' for a younger audience, using accurate details and clear conditions.

Ss prepare a 60-second spoken explanation or a short paragraph for a Grade 8 class. The explanation must include: (1) an opening sentence that introduces the situation; (2) at least two measures from the CLIL text; (3) one line that separates greenhouse gases from air-pollution particles; (4) a closing sentence. Ss must not give instructions to farmers or invent results. Ss who finish early may use one participle clause correctly.

A short explanation (about 60 seconds or 4–5 sentences) in which Ss:

• open with a specific situation or claim from the text;
• mention efficient fertiliser use, suitable water management or avoiding unnecessary residue burning, with a condition such as 'depends on crop, soil and local advice';
• separate greenhouse gases from air-pollution particles;
• close with a sentence that completes the message.