Giáo án Speaking

Ss activate prior knowledge of global warming and preview the key vocabulary and the purpose of the lesson.

T shows a picture of smoke from a factory or vehicle exhaust and asks Ss to describe the problem. In pairs, Ss brainstorm words related to global warming and write them on mini-whiteboards. T then asks: 'How can a school respond to this problem?'

A list of 5–6 words on the board, for example: climate, smoke, fossil fuel, greenhouse gas, emission, pollution. Ss can state the lesson goal: to develop and defend a viewpoint and respond to a partner.

Ss understand and pronounce the six key words and identify the structure of a complete speaking model.

T presents the words greenhouse gas (khí nhà kính), emission (phát thải), black carbon (cacbon đen), fossil fuel (nhiên liệu hoá thạch), mitigation (giảm nhẹ) and climate (khí hậu) with pronunciation practice. Ss read the model silently and answer three questions: (1) What is the viewpoint? (2) What concrete example does the speaker give? (3) What is the limitation that the speaker acknowledges? T then presents the follow-up exchange: 'Does one smoky morning prove a global climate trend?' - 'No. A brief local event cannot establish a long-term global trend.'

Ss match each word with its meaning. Ss identify: viewpoint - a school activity cannot solve global warming alone, so an information stand explaining one mechanism and one feasible action is suggested; example - reducing unnecessary vehicle idling through the school's authorised arrangements; limitation - the proposed action is not a measured reduction. Ss conclude that the model follows this structure: position, concrete example, limitation, invitation to respond.

Ss recognise that content words are stressed and that contrast can shift the stressed word to change the focus of a sentence.

T models the sentences: 'Burning FOSSIL FUELS releases CARBON DIOXIDE.' and 'We need CLEANER ENERGY, not just a NEW SLOGAN.' T then models the contrast version of the second sentence with stress on cleaner: 'We need CLEANER energy, not just a NEW slogan.' Ss mark the stressed words and practise the rhythm, keeping unstressed words audible.

Ss mark the stressed content words in each sentence and explain that in the first version the speaker stresses cleaner to contrast with a slogan, while the second version stresses energy and slogan equally. Ss conclude: content words form the beats of a sentence, and contrast can move the emphasis to a different word.

Ss explain the meaning of present-participle and past-participle clauses and check that the understood subject matches the main-clause subject.

T presents the examples: 'Burning fuel, the engine releases gases.' (active meaning) and 'Heated by sunlight, the surface warms.' (passive meaning). Ss expand each clause into a full clause to check the meaning: 'While the engine is burning fuel, it releases gases.' and 'Because it is heated by sunlight, the surface warms.' T then shows a dangling example: 'Burning plastic, the classroom became full of smoke.' and the corrected version: 'When the plastic is burned, the classroom fills with smoke.'

Ss explain that a present participle usually has an active meaning and a past participle usually has a passive meaning. Ss identify the dangling participle because the understood subject (the classroom) does not burn the plastic. Ss conclude that the understood subject must match the main-clause subject.

Ss apply the structure of the model and the grammar rules to analyse the model and answer the practice questions.

Ss work in pairs to complete Worksheet 1 (exercises 2–7 on the model) and Worksheet 2 (participle clauses and stress). Pairs check the answers with the key given by T. T monitors and checks whether pairs apply the rule of matching subjects.

Answers for Worksheet 1: (2) Purpose: to guide classmates through one specific proposal and its limitations. Audience: classmates and the partner who will ask a follow-up question. (3) Opening: 'Burning fossil fuels increases greenhouse-gas concentrations, while incomplete combustion can produce black carbon.' It introduces the situation before the detail about the information stand. (4) Two useful details: 'These are related but not identical problems.' and 'We should also distinguish a proposed action from a measured reduction.' Both are specific and show the limitation. (5) A three-sentence summary keeps the condition that the school activity cannot solve global warming alone. (6) A sentence from the middle, for example 'We would ask a science teacher to check the source notes before displaying them,' shows how the speaker keeps the information verified. (7) The opening introduces the topic; the closing invites checking of progress. (8) A closing sentence restates the viewpoint without inventing results. Answers for Worksheet 2: participle clauses are expanded and the dangling participle is corrected; stressed words are marked.

Ss develop and defend their own viewpoint on global warming, respond to a partner's follow-up question and produce a short spoken contribution.

Ss prepare for 2 minutes in notes: a viewpoint on a feasible school action, one concrete example labelled as a proposal, one limitation, and one invitation to respond. Then each S speaks for about 1 minute to a partner. The partner asks one real follow-up question and the speaker responds. Example opening: 'I suggest that our school set up an information stand explaining one cause of global warming and one feasible action.'

Each S produces a short spoken contribution with: a clear viewpoint, one concrete example labelled as a proposal (not a measured result), one acknowledged limitation, and one follow-up question from the partner with an answer. Example follow-up: 'Does one smoky morning prove a global climate trend?' - 'No. A brief local event cannot establish a long-term global trend.'