Giáo án Communication and Culture / CLIL

Ss activate prior knowledge of wildlife conservation and the vocabulary endangered, poaching, habitat loss, conservation, population trend and threat.

Ss look at a picture of an endangered animal and a picture of a forest being cleared. Ss answer the question: What threats do these animals face? Ss match each threat with the key vocabulary.

A list of threats on the board, for example: poaching (săn trộm), habitat loss (mất sinh cảnh), and the matching target words endangered, conservation, population trend and threat. Ss state the meaning of each word in their own words.

Ss understand the function of expressing concern, agreeing and proposing a change in the everyday exchange, and use the structures in a role-play.

Ss read and listen to the exchange: A: I'm concerned that the poster gives an exact nest location. B: You're right; that could attract disturbance. A: Could we replace it with a general habitat map? B: Yes. We'll share sensitive details only with authorised specialists. Ss identify the function of each turn and the structures used.

Ss identify the key structures: I'm concerned that...; You're right; that could...; Could we replace it with...?; Yes. We'll share ... only with ... . Ss conclude that the speakers express a concern, agree, propose a replacement and set a condition on who receives sensitive details.

Ss learn the meaning and use of six key words and recognise the optional assimilation of /n/ to /m/ before /b/ and /p/.

Ss complete Worksheet 1 by matching each word with its Vietnamese meaning and an example sentence. Then Ss listen to the phrases ten boys /tem bɔɪz/ and green park, and practise reading the sentence: Ten boys visited the green park. T explains that assimilation is optional and context-sensitive, and that careful /n/ is also acceptable.

Worksheet 1 key: endangered – có nguy cơ tuyệt chủng; poaching – săn trộm; habitat loss – mất sinh cảnh; conservation – bảo tồn; population trend – xu hướng quần thể; threat – mối đe doạ. Pronunciation: ten boys is often realised as /tem bɔɪz/ and green park may have an /m/-like place before /p/; Ss know that spelling does not change and that slow, careful speech need not use assimilation.

Ss understand and use conditional clauses (if, unless, provided/providing that, as long as) and comparison clauses (as...as, comparative + than).

T presents the structures with examples: Unless we act means If we do not act. The restored bank is more stable than it was. Ss complete Worksheet 2 with the correct connectors. T reminds Ss that a condition is not a guaranteed outcome, and that comparisons need a comparable baseline.

Worksheet 2 key: 1. as long as / provided that; 2. Unless; 3. more... than; 4. providing that; 5. as... as. Ss conclude: unless already contains negation, so it does not need another not; the condition does not guarantee the result; a comparison must compare two comparable things.

Ss read the CLIL text for specific information and explain the meaning of the IUCN Red List categories and the conditions that limit their interpretation.

Ss read the text: The IUCN Red List assesses extinction risk using evidence and criteria. Categories include Vulnerable, Endangered and Critically Endangered; they are not interchangeable with legal protection lists. Least Concern does not mean no individual or local population ever faces a threat. An assessment has a date and scope, and a global category may differ from a local situation. Ss answer the questions in Worksheet 3.

Ss explain in their own words: the IUCN Red List assesses extinction risk; the categories are not the same as legal protection; Least Concern does not mean that no threat exists; an assessment has a date and scope; a global category may differ from a local situation. Ss do not invent any statistics or results that are not in the text.

Ss identify the main message, the opening, the supporting details and the conditions in the model, and justify their answers with evidence from the text.

Ss complete Worksheet 3, Questions 2 to 4, and read aloud the opening and the closing sentences of the CLIL text (Question 7). Ss must justify each answer with a quotation.
Question 2: State the purpose and audience of the everyday exchange. Support your answer with one detail.
Question 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
Question 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important.

Key answers:

• Q2: Audience: the two speakers (A and B). Purpose: to express a concern about a poster and agree on a replacement. Detail: A: I'm concerned that the poster gives an exact nest location.
• Q3: The actual opening sentence is 'I'm concerned that the poster gives an exact nest location.' It introduces the specific subject, and the next line gives supporting detail: 'Could we replace it with a general habitat map?'
• Q4: Two useful details: 'You're right; that could attract disturbance.' and 'We'll share sensitive details only with authorised specialists.' They give concrete information and conditions, which a general statement that the topic is important would not give.
• Q7: The opening sentence is 'The IUCN Red List assesses extinction risk using evidence and criteria.' The closing sentence is 'An assessment has a date and scope, and a global category may differ from a local situation.' The opening establishes the topic; the closing qualifies the message.

Ss write a short summary and a concluding statement that keep the essential conditions and do not add invented results.

Ss complete Worksheet 3, Questions 5, 6 and 8.
Question 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Question 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
Question 8: Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

Model answers:
Q5: A worries that an exact nest location on the poster could attract disturbance. The speakers agree to replace it with a general habitat map. Sensitive details will be shared only with authorised specialists.
Q6: Sentence: 'Least Concern does not mean no individual or local population ever faces a threat.' It adds concrete information to the opening, rather than repeating the title, and it prevents the reader from overgeneralising the safety of a species.
Q8: Least Concern does not mean no individual or local population ever faces a threat. An assessment has a date and scope, and a global category may differ from a local situation.

Ss produce a short culture or CLIL explanation on wildlife conservation for a specified audience, using the target language, specific details and relevant conditions.

Ss write a short explanation of about 80 to 100 words for a Grade 10 audience at their school about the IUCN Red List and wildlife conservation. Ss must include: the purpose of the IUCN Red List, at least two categories, one condition or limit (for example, Least Concern does not mean no threat), and one example labelled as an illustrative example, not as a real observation. Ss may also present the explanation orally to a partner. This task can be completed at home.

A short explanation that includes: the IUCN Red List assesses extinction risk using evidence and criteria; categories such as Vulnerable, Endangered and Critically Endangered; a limit such as 'An assessment has a date and scope'; and an illustrative example clearly labelled as an example. No invented statistics are presented as facts.