Giáo án Getting Started

Ss activate prior knowledge about the risks of smoke and predict the purpose of the opening exchange.

T shows a picture of a science classroom with a smoky demonstration and asks two questions: 'What could go wrong here?' and 'Why should we be careful with smoke?' Then T reads the four-line opening exchange twice. Ss listen and answer: 'Who are A and B? What does A say first?'

Ss predict that the exchange is a safety warning in a science class. A sample answer: 'Burning plastic makes smoke, and the smoke could be harmful.' Ss identify A's first line as 'Watch out! Do not burn that plastic for a demonstration.'

Ss know the meaning and pronunciation of six topic words and use them in context.

Ss complete Worksheet No. 1 by matching each topic expression with its meaning: greenhouse gas, emission, black carbon, fossil fuel, mitigation and climate. After checking in pairs, Ss repeat each word after T and then use two words in full sentences based on the model: 'Burning fossil fuels increases greenhouse gas concentrations.' and 'Black carbon is a component of soot.'

Answers to Worksheet No. 1: greenhouse gas = khí nhà kính; emission = phát thải; black carbon = cacbon đen; fossil fuel = nhiên liệu hoá thạch; mitigation = giảm nhẹ; climate = khí hậu.
Sample sentence: 'Burning fossil fuels increases greenhouse gas concentrations.' Ss note that black carbon is a component of soot, not another name for carbon dioxide.

Ss identify the intention behind each line of the conversation and connect it with useful language.

Ss work in pairs with the four lines of the conversation. For each line, Ss decide the intention: A1 'Watch out! Do not burn that plastic for a demonstration.', B1 'You're right. The smoke could be harmful.', A2 'Let's use a diagram and a verified source instead.', B2 'I'll put the material away and tell the teacher.' Then Ss answer the follow-up question: 'Does one smoky morning prove a global climate trend?'

Intentions: A1 = warning; B1 = agreeing and giving a reason; A2 = suggesting a safer alternative; B2 = committing to an action.
Follow-up answer: 'No. A brief local event cannot establish a long-term global trend.' Ss state that one event is an illustration, not a proof of a global trend.

Ss recognise present-participle and past-participle clauses, identify their meaning, and avoid dangling participles.

T presents two examples from the lesson: 'Burning fuel, the engine releases gases.' (present participle, active meaning) and 'Heated by sunlight, the surface warms.' (past participle, passive meaning). T elicits the expanded form: 'When the engine burns fuel, it releases gases.' and 'Because the surface is heated by sunlight, it warms.' T then presents the dangling example: 'Walking to school, the bus was late.' Ss decide why it is wrong.

Ss can state the rule: a present-participle clause usually has an active meaning; a past-participle clause often has a passive meaning; the understood subject must match the main-clause subject.
Answer to the dangling check: 'Walking to school, the bus was late' is wrong because the bus was not walking. Ss expand the clause to test meaning and may use time or reason, for example: 'When the engine burns fuel, it releases gases.'

Ss pronounce sentences with contrastive stress on content words and explain how stress changes the focus.

T models the sentences with capital letters for stressed words: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.' T asks Ss to clap the beats and to say the second sentence with stress on 'cleaner', then 'slogan', and to explain the different focus.

Ss mark content words as stressed, for example: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' Ss say 'We need CLEANER energy, not just a new slogan' to focus on the contrast with 'slogan', and explain that the focus moves with the contrast.

Ss choose the correct participle form and identify a sentence without a dangling participle.

Ss complete Worksheet No. 2, Part B: exercise 2 (___ fossil fuels, factories release carbon dioxide. A. Burning B. Burned C. To burned D. Having be burn), exercise 3 (___ by smoke, the room became difficult to use. A. Filling B. Fill C. To filling D. Filled) and exercise 4 (Choose the sentence without a dangling participle: A. Walking to school, the bus was late. B. Walking to school, the weather was hot. C. Walking to school, Lan noticed the smoke. D. Walking to school, the smoke worried Lan.). Ss may check the answers on the NeoEdu page after finishing.

Exercise 2: A (Burning). Factories actively burn fuel.
Exercise 3: D (Filled). The room receives the filling, so the meaning is passive.
Exercise 4: C (Walking to school, Lan noticed the smoke). Lan is both walking and noticing.
Ss write a one-sentence explanation for each answer.

Ss analyse the purpose, audience and key details of the conversation and write a short summary using only information from the model.

Pairs answer questions 6 to 9 about the conversation. Q6: State the purpose and audience of this short everyday conversation on 'Global warming', with one supporting detail. Q7: Explain how the opening introduces the topic and identify the actual opening sentence. Q8: Select two useful details and explain why they are better than a general claim. Q9: Write a three-sentence summary using only the model, keeping any essential condition or limit.

Q6: Audience: the two speakers, A and B. Purpose: to handle a concrete request, response and condition in the exchange. Detail: A: 'Watch out!' with the supporting line 'The smoke could be harmful.'
Q7: The opening is A's line 'Watch out!', followed by 'Do not burn that plastic for a demonstration.' It introduces the particular situation before the later detail.
Q8: Detail 1: 'You're right. The smoke could be harmful.' Detail 2: 'Let's use a diagram and a verified source instead.' Both details state a specific response or action, unlike a general claim that the topic matters.
Q9: Sample summary: 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.
Marking note: accept equivalent wording that keeps the meaning.

Ss apply the language and ideas of the lesson to plan a safe school information stand about one mechanism of global warming and one feasible action.

Groups of four plan a small information stand. Each group chooses one mechanism (for example: burning fossil fuels increases greenhouse gas concentrations) and one feasible action (for example: reducing unnecessary vehicle idling through the school's authorised arrangements). Ss write a short draft that uses at least one participle clause, states how the action could be checked, and notes that a science teacher must check the source notes. Groups must not propose burning waste; a drawing or diagram is used instead. Ss then do a gallery walk to comment on another group's plan.

A group draft poster in English with: one mechanism explained in two sentences, one feasible action, one participle clause (for example: 'Reducing idling, the school can cut unnecessary emissions.' ), a safety note (no burning waste) and the evidence needed to check progress. Each group writes two peer comments on the gallery walk.