Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about green living and recall everyday ways to reduce waste, preparing them for the festival theme of the unit.

Ss work in pairs and list as many green habits as they can in two minutes, for example bringing reusable bags or sorting rubbish. T asks: 'What green habits do you practise at school or at home?' and 'What kinds of waste do festivals usually create?'

A class list of green habits on the board, such as reusing bags and bottles, sorting rubbish, using reusable cups, and reducing disposable packaging. Ss can say at least one waste source at festivals, such as disposable plates or excess food packaging.

Ss understand the function of the everyday exchange, which is to make a prediction and separate it from an actual result, and they use the key expressions correctly.

Ss read and listen to the exchange: A: What do you think will happen if we add a clear return point? B: I expect more cups will be returned, but we need to count them. A: So that is a prediction, not our result yet. B: Exactly. The trial may reveal a different problem. T asks: 'Who are the speakers? What is the function of this exchange? Which words show a prediction?' Ss complete Worksheet 1, Part A, by sorting the sentences into 'prediction' and 'result'.

Function: making a prediction and distinguishing it from a confirmed result. Key expressions: 'What do you think will happen if…?', 'I expect…', 'So that is a prediction, not our result yet.', 'The trial may reveal…'. Sorting result (Worksheet 1, Part A): Prediction: 'I expect more cups will be returned.' / 'The trial may reveal a different problem.' Result: none yet, because the trial has not produced results.

Ss read the CLIL text to identify the main idea, supporting details and conditions, and they learn the meaning and use of the six target vocabulary items.

Ss read the text in the student's book: Festival traditions can be made less wasteful without dismissing their cultural meaning. Consider reusable decorations, suitable transport and avoiding excessive food purchases. A product described as biodegradable may still require specific processing conditions. Compare alternatives within the same use and disposal system; do not assume every natural material is automatically harmless. Ss work in groups of four using a jigsaw format: each member reads one sentence, explains it to the group, and then the group answers Worksheet 1, Part B. Target vocabulary: reuse (tái sử dụng), compost (phân ủ hữu cơ), disposable (dùng một lần), packaging (bao bì), contamination (sự lẫn tạp, nhiễm bẩn), prevention (phòng ngừa).

Main idea: festival traditions can become less wasteful without losing their cultural meaning. Supporting details: reusable decorations, suitable transport, avoiding excessive food purchases. Condition: 'biodegradable' does not mean the product needs no special processing. Key lesson: compare alternatives within the same use and disposal system, and do not assume that natural materials are harmless. Worksheet 1, Part B answers: 1. The main idea is that festivals can be made less wasteful while keeping their cultural meaning. 2. Reusable decorations, suitable transport and avoiding excessive food purchases. 3. It may still need specific processing conditions. 4. Because the safety of a material depends on the whole use and disposal system.

Ss learn the verb–preposition combinations as units, use non-defining relative clauses with 'which' after a comma, and pronounce the diphthongs /ɪə/, /eə/ and /ʊə/.

Grammar: verb–preposition combinations depend on, contribute to, deal with, apply for, protect from. Non-defining relative clause: We reused the boxes, which reduced waste. T explains that 'which' refers to the whole preceding event and the comma is necessary; Ss must not use 'that' after the comma. Pronunciation: near /nɪə/, care /keə/, tour /tʊə/. Ss practise the centring glides in a British-style model, and T notes that American variants such as /nɪr/, /ker/ and /tʊr/ are also acceptable in an American performance.

Verb–preposition units: depend on, contribute to, deal with, apply for, protect from. Relative clause example: We reused the boxes, which reduced waste. (The comma is required; 'that' cannot follow the comma.) Pronunciation: near /nɪə/, care /keə/, tour /tʊə/. Model sentence: We care for the area near the school. Ss can give one more example of a non-defining relative clause that refers to a whole event.

Ss practise identifying the opening sentence, selecting details from the model and writing a three-sentence summary without adding invented results.

Exercise 1 (model review): Ss read Model A and Model B again. Exercise 2: State the purpose and audience of the everyday exchange and support the answer with one detail. Exercise 3: Explain how the opening introduces the topic and identify the opening sentence. Exercise 4: Select two useful details from the model and explain why they are better than saying only that the topic is important. Exercise 5: Write a three-sentence summary using only information in the model, keeping any essential condition or limit.

Exercise 2 key: Audience: the two speakers in the exchange. Purpose: to handle the introduction or everyday response and its stated conditions. Evidence: A: What do you think will happen if we add a clear return point? Further detail: A: So that is a prediction, not our result yet. Exercise 3 key: The substantive opening is 'A: What do you think will happen if we add a clear return point?', which establishes the particular subject before the supporting detail. Exercise 4 key: 1. 'I expect more cups will be returned, but we need to count them.' 2. 'Exactly. The trial may reveal a different problem.' These give distinct information or conditions. Exercise 5 key: A asks what might happen if the group adds a clear cup-return point. B predicts more returns but says they must count them. Both distinguish this prediction from a result that the trial has not yet produced.

Ss analyse one sentence from the middle of the model, read the opening and closing sentences aloud accurately, and write a short concluding paragraph that keeps the stated conditions.

Exercise 6: Choose one sentence from the middle of the model and explain what it contributes. Exercise 7: Read the opening and closing sentences aloud and explain one difference in their jobs. Exercise 8: Write a short final paragraph or spoken conclusion that keeps the model's message and uses only the supplied details.

Exercise 6 key: Sentence: 'A product described as biodegradable may still require specific processing conditions.' It adds concrete information to the opening sentence, 'Festival traditions can be made less wasteful without dismissing their cultural meaning.', rather than repeating the title. Exercise 7 key: Opening sentence: 'Festival traditions can be made less wasteful without dismissing their cultural meaning.' Closing sentence: 'Compare alternatives within the same use and disposal system; do not assume every natural material is automatically harmless.' The opening introduces the specific topic; the closing gives the final evaluative guidance. Exercise 8 key (sample): A product described as biodegradable may still require specific processing conditions, so festivals should compare alternatives within the same use and disposal system, and should not assume that every natural material is automatically harmless.

Ss apply the everyday English functions, the CLIL reasoning and the language structures to write or speak a short explanation about making a local festival less wasteful, clearly labelling any proposals.

Ss imagine they are preparing a short talk for the school community about making a local festival less wasteful. Ss use at least two verb–preposition units, one non-defining relative clause with 'which', and at least one prediction using 'I expect' or 'may'. Any example data or proposal must be labelled as a proposal, for example 'We propose…' or 'As an example, if…'. Ss may complete the task in class or finish it at home.

A short explanation (80 to 120 words) or a two-minute spoken talk covering: a main idea about festivals and green living; at least two supporting details such as reusable decorations or suitable transport; one condition such as the need for specific processing of a biodegradable product; a prediction labelled as a prediction; and at least one non-defining relative clause with a comma. Example: 'We propose reusable decorations for the festival. We expect less waste, but the organisers will need to count the items before they claim any result.'