Giáo án Reading

Ss activate prior knowledge about climate and realise that a claim needs evidence of the right scale and duration, which leads into the lesson aim.

T writes on the board: 'One smoky morning proves that the climate is changing.' T asks: 'Do you agree? What do we need to prove a global trend?' Ss discuss in pairs for two minutes.

Pairs give at least one reason why a single local event is not enough (for example: a local event is short and small in scale; a global trend needs long-term, wide-scale data). The lesson aim is written on the board: 'Read for main ideas, details and justified inference.'

Ss understand the six key words and the main idea and details of the reading text, and separate stated facts, reasonable inferences and unsupported claims.

Step 1: Ss match six vocabulary words with their definitions in pairs: greenhouse gas (khí nhà kính), emission (phát thải), black carbon (cacbon đen), fossil fuel (nhiên liệu hoá thạch), mitigation (giảm nhẹ), climate (khí hậu).
Step 2: Ss skim the text once to answer the central question: 'What is the passage about?'
Step 3: Ss scan for exact sentences and complete Worksheet 1: Evidence Finder.

Vocabulary matches (answers): greenhouse gas = a gas that traps heat in the atmosphere; emission = gas or substance released into the air; black carbon = a component of soot produced by incomplete combustion; fossil fuel = fuel formed from ancient remains of living things, such as coal, oil and gas; mitigation = reducing the severity of climate change by cutting emissions; climate = the long-term pattern of weather in a region.
Main idea: A climate promise needs measured evidence, a clear scale and duration, and fair decisions about responsibility and resources.
Stated fact: 'Black carbon ... is a component of soot produced by incomplete combustion.'
Reasonable inference: Delegates learned that negotiation needs both shared evidence and fair decisions.
Unsupported claim (rejected by the group): 'One smoky morning proved a change in global climate.'

Ss pronounce content words with stress and understand how contrast can shift emphasis in a sentence.

T models three sentences: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' 'We need CLEANER ENERGY, not just a NEW SLOGAN.' Ss identify content words, repeat in chorus and pairs, and explain the change of focus in the second sentence.

Ss identify the content words in capitals (fossil, fuels, releases, carbon, dioxide; cleaner, energy, new, slogan). In the second sentence, the stress on 'cleaner' sets the focus on the real need, and the contrast with 'slogan' emphasises that words alone are not enough. Unstressed words (we, need, not, just, a) are still clear but 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 check meaning.

T presents the rules: a present-participle clause usually has an active meaning (Burning fuel, the engine releases gases). A past-participle clause often has a passive meaning (Heated by sunlight, the surface warms). Ss complete Worksheet 2 and expand each clause to a full clause to check meaning.

Answers to Worksheet 2: 1. Burning fuel, the engine releases gases. (Expanded: Because the engine burns fuel, it releases gases.) 2. Heated by sunlight, the surface warms. (Expanded: Because it is heated by sunlight, the surface warms.) Dangling participle to avoid: 'Burning fuel, the city smells bad.' Correct: 'Burning fuel, the engine releases gases.'

Ss answer detail and inference questions by locating evidence in the text and justifying their choices.

Ss do questions 2–5 of the textbook exercise (multiple choice) individually on the NeoEdu interactive exercise or on paper. Then Ss check in pairs and explain each answer by pointing to the sentence in the text.
Question 2: What did delegates need to distinguish?
Question 3: What was missing from the tree plan?
Question 4: What is black carbon?
Question 5: Why reject the smoky-morning claim?

Answers: 2 – A (a promise from a measured reduction); 3 – D (a care plan for seedlings); 4 – C (a component of soot from incomplete combustion); 5 – B (a brief local event cannot prove a global climate trend). Evidence for each: Q2 'delegates had to distinguish a promise from a measured reduction'; Q3 'One group proposed planting trees but could not explain how seedlings would be cared for'; Q4 'Black carbon, a component of soot produced by incomplete combustion'; Q5 'Scale and duration matter.'

Ss state the purpose and audience of the passage, identify the opening sentence, select useful details and write a three-sentence summary using only information from the text.

Ss answer questions 6–9 in writing (about 40 words each for questions 6–8 and three sentences for question 9). Then Ss compare their answers with a partner and revise.
Question 6: State the purpose and audience of this passage on 'Global warming'. Support your answer with one detail.
Question 7: Explain how the opening introduces the topic. Identify the actual opening sentence.
Question 8: Select two useful details from the model and explain why including them is better than saying only that the topic is important.
Question 9: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Model answers (teacher marks; accept equivalent wording with the same meaning):
Q6: Audience: students reading about global warming. Purpose: to help student delegates distinguish an emissions promise from evidence of a reduction. Detail: 'delegates had to distinguish a promise from a measured reduction.'
Q7: The opening sentence is 'At a fictional school model of a United Nations climate conference, delegates had to distinguish a promise from a measured reduction.' It introduces the particular situation before the later details.
Q8: Detail 1: 'One group proposed planting trees but could not explain how seedlings would be cared for.' Detail 2: 'They learned that international negotiation needs shared evidence, but also fair decisions about responsibility and resources.' These details are specific and show what was missing and what was learned.
Q9 (sample): At a fictional school model of a United Nations climate conference, delegates had to distinguish a promise from a measured reduction. One group proposed planting trees but could not explain how seedlings would be cared for, and another proposed reducing unnecessary fuel use in school transport. The chair asked each group to state a baseline, a time period and a way to check progress.

Ss apply the skills of separating evidence from claims, and drafting a measurable pledge with a baseline, a time period and a way to check progress, in a realistic school context.

Groups of four take the roles of delegates in a mock school climate conference. Each group drafts one pledge to reduce unnecessary fuel use in school transport or another local emission, and includes: a baseline, a time period and a way to check progress. One group member acts as a 'chair' who asks the other groups: 'Is this a promise or a measured reduction? What evidence do you have?'

A group pledge card with three parts: 1. Baseline (for example: the current number of students travelling by car each week). 2. Time period (for example: four weeks). 3. Way to check progress (for example: a weekly count by class monitors). Each group also gives one piece of feedback to another group, identifying one claim that needs more evidence.