Giáo án Writing

Ss activate their ideas about waste at school events and recognise the link between a problem and a green solution.

T shows the sentence 'Our class party used 200 plastic cups. Is there a better way?' Ss discuss in pairs: What is wasteful about disposable items at school events? What reusable or green alternative could we use?

Each pair writes down two problems caused by disposable items (for example: 'a lot of plastic waste', 'cups thrown away after one use') and two green solutions (for example: 'borrow reusable cups', 'sort waste into bins').

Ss identify each stage of the model report and explain how these stages build one clear message.

Ss read the model report 'Reducing Disposable Cups at a Class Event' and complete Worksheet 1 by finding the problem, the proposed solution, the evaluation method, the limitations and the recommendation. Key questions for T: 'What is the main problem?' 'What does the writer propose?' 'How will the writer check the result?' 'What limit does the writer admit?'

Completed Worksheet 1 with these key answers:

• Problem: the event plan used disposable cups although reusable cups were available, which created avoidable waste.
• Proposed solution: borrow reusable cups, provide a supervised safe washing station and assign a return point; a teacher checks hygiene and access before the trial.
• Evaluation: record how many cups are borrowed, returned and broken, and compare purchases over equivalent events.
• Limitations: reusable cups still need water, cleaning and repeated use, so one lower disposable purchase does not prove a lower total footprint.
• Recommendation: begin with a small supervised event and publish both useful results and difficulties.

Ss learn the target verb–preposition combinations as units and use a non-defining relative clause with 'which' correctly.

T presents the combinations depend on, contribute to, deal with, apply for and protect from as fixed units. T then shows the pattern 'We reused the boxes, which reduced waste.' and explains that the comma matters and that 'that' cannot be used after the comma. Ss complete Part A and Part B of Worksheet 2.

Completed Worksheet 2 with these key answers:
Part A:

1. depend on
2. contribute to
3. deal with
4. apply for
5. protect / from
   Part B:
6. We reused the boxes, which reduced waste.
7. Students borrowed cups, which saved money.
8. The washing station was supervised, which made it safe.
   Ss also state the rule: a comma before 'which' refers to the whole preceding idea, and 'that' is not used after the comma.

Ss pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in context and use the six target words accurately.

Target words: 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). Pronunciation: near /nɪə/, care /keə/ and tour /tʊə/ in a British-style performance. Model sentence: 'We care for the area near the school.' T notes that American speakers may pronounce these words with an r sound, and that this variant is also accepted.

Ss can read the model sentence with the three diphthongs and use each target word in one sentence, for example: 'We can reuse cups at school events.' 'Compost bins reduce food waste.' 'Prevention is better than cleaning up.'

Ss identify the purpose, audience, opening sentence, supporting details and closing message of the model report.

Exercises 2 to 5 from the Student's Book:
2. State the purpose and audience of the report and support your answer with one detail.
3. Explain how the opening introduces the topic and identify the opening sentence.
4. Select two useful details from the model and explain why they are better than saying only that the topic is important.
5. Write a three-sentence summary using only information from the model, keeping any essential condition or limit.

Key answers (T checks; accept equivalent wording):
2. Audience: the teacher and eco-club organisers reviewing the proposed event. Purpose: to propose a supervised reusable-cup trial with a method and explicit limits, not invented results. Supporting detail: the supervised safe washing station, or the statement that no trial result is claimed.
3. Opening sentence: 'Our event plan relied on disposable cups even though suitable reusable cups were available.' It establishes the specific situation before the supporting details.
4. Details: 'This created avoidable waste.' and 'Prevention should be judged by actual practice, not by a green label.' Each gives specific information or a condition the audience can use.
5. Sample summary: 'Our event plan relied on disposable cups although reusable cups were available, which created avoidable waste. The proposal is to borrow reusable cups, supervise a washing station and assign a return point, but these are only proposed measures with no trial result yet. Prevention should be judged by actual practice, not by a green label.'

Ss evaluate the middle and closing sentences of the model and write a short conclusion that keeps the message without inventing results.

Exercises 6 to 8 from the Student's Book:
6. Choose one sentence from the middle of the model and explain what it contributes to the message.
7. Read the opening and closing sentences aloud and explain one difference between their jobs in the complete product.
8. Write a short final paragraph or spoken conclusion that preserves the model's message, using only details already supplied.

Key answers (T checks; accept equivalent wording):
6. Sentence: 'Evaluation: record how many cups are borrowed, returned and broken, and compare purchases over equivalent events.' It adds concrete information to the opening sentence about the event plan, rather than repeating the title.
7. The opening introduces the specific topic and situation. The closing, 'Prevention should be judged by actual practice, not by a green label,' gives the final judgement and the criterion for success.
8. Sample conclusion: 'We recommend starting with a small supervised event and publishing both the useful results and the difficulties. Prevention should be judged by actual practice, not by a green label.'

Ss write a complete problem-solving report proposing green solutions for a real problem at school, for the audience of the teacher and eco-club organisers.

Ss choose one green-living problem at school (for example: disposable cups at events, paper waste, food waste in the canteen). Ss write a complete report with: a clear problem; a proposed solution that is safe and supervised; an evaluation method; at least one limitation; and a recommendation. Use at least two target verb–preposition units and one non-defining 'which' clause. Mark any proposed measures or example data clearly as proposals. Checklist for success:

• Content: specific details, no invented results (4 points; 2 if one major idea is missing).
• Organisation and register suitable for the audience (2 points).
• Vocabulary and grammar clear in meaning (2 points).
• Cohesion, spelling and clear linking words (2 points).

A complete draft report of about 150 to 200 words, with clearly labelled proposals, at least two target verb–preposition units, and at least one non-defining 'which' clause with a comma. Ss self-assess with the checklist and mark their score.