Giáo án Looking back

Ss activate prior knowledge of green living and the vocabulary of waste reduction, and get ready to use the unit language.

T shows a picture of a class event where disposable cups are used, then asks: "What problem does this create?" and "What could we use instead?" Ss brainstorm in pairs and then call out words from the topic: reuse, compost, disposable, packaging, contamination, prevention. T writes the words on the board and asks Ss to say which ones they already know.

• A pair list of 3 problems (e.g. "Disposable cups create waste.")
• A pair list of 3 solutions (e.g. "We can reuse cups.")
• Board: six target words, with Ss' ideas about their meanings noted

Ss recognise and use depend on, contribute to, deal with, apply for and protect from as fixed units.

T displays five verb–preposition chunks: depend on, contribute to, deal with, apply for, protect from. T uses a chunk-card game: Ss match each chunk with its meaning and an example sentence. Then Ss complete the sentences: "Success depends ___ regular use." / "The class contributed ___ the discussion." T reminds Ss to learn each chunk as a whole and not to change the preposition.

• Chunk table in notebooks:
  • depend on – phụ thuộc vào – "Success depends on regular use."
  • contribute to – góp phần vào – "The class contributed to the discussion."
  • deal with – giải quyết, xử lí – "We must deal with the waste safely."
  • apply for – nộp đơn xin – "She applied for a volunteer role."
  • protect from – bảo vệ khỏi – "The cover protects paper from rain."
• Rule written in notebook: each verb–preposition pair is learned as one unit.

Ss form and punctuate non-defining relative clauses with which that refer to a whole preceding event.

T writes two sentences on the board: "We reused the boxes, which reduced waste." and "We reused the boxes which reduced waste." T asks: "Which sentence is correct? What does 'which' refer to?" T explains that which can refer to the whole preceding action, that the comma is necessary, and that that cannot be used after the comma.

• Rule written in notebook:
  • Non-defining clause: noun or event + comma + which + verb.
  • Example: "We reused the boxes, which reduced waste." (Which refers to the whole event: reusing the boxes.)
  • Do not use that after the comma.
• Answer to the question: the first sentence is correct; "which" refers to the whole preceding action.

Ss pronounce the centring diphthongs /ɪə/, /eə/ and /ʊə/ in a British-style reading and recognise accepted American variants.

T models the sentence "We care for the area near the school." twice: once in British style (/keə/ in care, /ɪə/ in near, /ʊə/ in tour if used) and once in an American style with rhotic /ker/ and /nɪr/. T explains that British and American speakers may differ, and that both forms can be accepted if they keep the meaning. Ss repeat the sentence in chorus, then individually.

• Ss read the sentence aloud with the British centring glide in care /keə/ and near /nɪə/.
• Ss note that the American variant /ker/ and /nɪr/ is also acceptable in an American performance.
• Notebook note: "Accept variants that keep the meaning."

Ss consolidate verb–preposition chunks, relative clauses with which and the vocabulary of the unit through a quiz.

Ss complete Phiếu học tập số 1 (Worksheet 1) individually in 4 minutes, covering exercises 2 to 9 on verb–preposition combinations and relative clauses. Then Ss check in pairs. Finally, Ss match the vocabulary items in exercise 10. T reviews the answers with the whole class.

• Answers to exercises 2–9:
  • 2. B (depend on)
  • 3. D (contribute to)
  • 4. A (deal with)
  • 5. D (protect from)
  • 6. D (which)
  • 7. B ("We repaired the chairs, which saved money.")
  • 8. B (apply for)
  • 9. A (focus on)
• Answers to exercise 10: 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.

Ss use the target chunks, relative clause with which and vocabulary in a new connected text, and state the limitations of their proposal.

Ss work in groups of four. Each group chooses one topic: reducing disposable cups at a class event, or reducing unnecessary printing at school. Each group writes a short proposal of about 5 sentences with four parts: problem, solution, evaluation, limitations. Groups must use at least two target chunks (e.g. depend on, deal with) and one non-defining clause with which. T gives the model below as a reference.

Model: "Our event relied on disposable cups, which created avoidable waste. We can borrow reusable cups and assign a return point. We should record how many cups are returned and compare with earlier events. However, reusable cups still need cleaning, so the saving is a hypothesis until we collect records."

• A group proposal of about 5 sentences on A4 paper, with the four parts: problem, solution, evaluation, limitation.
• At least two chunks from the unit (depend on, contribute to, deal with, apply for, protect from).
• At least one non-defining clause with which, correctly punctuated.
• A statement that the saving is a proposal or hypothesis, not a proven result.