Giáo án Reading

Ss get interested in the topic and activate what they already know about threats to wildlife.

T shows three pictures on the board: a turtle on a polluted beach, a hillside cleared for farming and a snare found in a forest. T asks: 'What is happening in each picture?' and 'Why are some animals endangered?' Ss brainstorm threats to wildlife in pairs for one minute, then share with the class.

A list on the board of at least three threats, including poaching, habitat loss and pollution. Ss can say: 'Poaching means hunting animals illegally, and habitat loss means animals lose the places where they live.'

Ss understand and pronounce six key words before reading the text.

Ss match each word with its meaning: endangered, poaching, habitat loss, conservation, population trend, threat. T models the pronunciation of each word, and Ss repeat in chorus and then individually. Ss use the words in a short sentence each: 'Tigers are endangered in many countries.'

Answer key:

• endangered: at risk of dying out
• poaching: hunting or catching animals illegally
• habitat loss: the destruction of places where animals live
• conservation: the protection and careful management of nature
• population trend: the pattern of change in the number of a species over time
• threat: something that may cause harm
  Ss record the words and meanings in their notebooks with one example sentence for each word.

Ss find the central idea of the text and locate evidence for facts, inferences and unsupported claims.

Step 1: Ss read the text once and answer the question 'What is the central question of the three reports?' (Worksheet 1, Part A). Step 2: Ss scan for the exact sentences that support their answer, underline them and write them in Worksheet 1, Part B. Step 3: Ss classify the five statements in Worksheet 1, Part C as a stated fact (F), a reasonable inference (I) or an unsupported claim (U). Ss must give the sentence that proves their answer.

Part A (central idea): Conservation means reducing pressures and checking evidence, not simply getting close to wildlife.
Part B (evidence): 'A reserve team has closed a short trail near a breeding area.' / 'They explain that keeping a wild animal for a lesson can harm it and may be unlawful.' / 'The stories are teaching cases, not claims about an actual reserve or a measured population recovery.'
Part C (answers):

1. The reserve team has closed a short trail near a breeding area. - F (stated fact)
2. The closure probably protects nesting birds from disturbance. - I (reasonable inference)
3. The restored habitat will certainly recover its full population. - U (unsupported claim)
4. Pupils replaced the live-animal display with a sourced conservation exhibition. - F (stated fact)
5. The three reports describe a real reserve. - U (the text says they are fictional teaching cases)

Ss understand unless, only after and comparisons in the text, and produce linked speech with assimilation.

T writes two sentences from the text on the board: 'The project will begin only after an ecological survey.' and 'The restored bank is more stable than it was.' T explains that only after and unless can express a condition: 'The project will not begin unless an ecological survey is done.' T then models assimilation with 'Ten boys visited the green park' and drills /tem bɔɪz/ and /grin pɑːk/, noting that assimilation is optional in slow speech.

Ss rewrite the sentences:

1. The project will begin only after an ecological survey. -> The project will not begin unless an ecological survey is done.
2. Visitors can use the public route as long as the trail is closed. -> Visitors can use the public route unless the trail is open. (Ss may also write: 'Visitors can use the public route, providing that they keep to the alternative route.')
3. The restored bank is more stable than it was. -> Ss write one comparison sentence using 'than'.
   Ss record one pronunciation note: 'Ten boys' may sound like /tem bɔɪz/ in fast speech.

Ss answer detail questions by linking each answer to the text.

Ss answer four multiple-choice questions:
2. Why close the short trail? A. To sell more souvenirs; B. To permit nest collection; C. To hide all public routes; D. To reduce disturbance near breeding.
3. What replaces the live display? A. An unsupervised release; B. A wild-animal sale; C. A sourced exhibition; D. A pet competition.
4. What precedes restoration? A. An ecological survey; B. Immediate release of animals; C. Planting any species; D. A guaranteed recovery claim.
5. What is the status of the reports? A. Verified reserve news; B. An official law; C. Fictional teaching cases; D. A national population census.

Answer key with evidence:
2. D - 'The alternative route preserves access while protecting wildlife.'
3. C - 'Information replaces harmful handling.'
4. A - 'Suitability needs investigation.' (the restoration project begins only after an ecological survey)
5. C - 'The final sentence explicitly defines them.'
Ss check answers with a partner and explain one wrong option for each question.

Ss identify the purpose, the opening sentence and the key details, and write a short summary that keeps the essential limit.

Ss answer four open questions (Worksheet 2):
6. State the purpose and audience of the passage on 'Wildlife conservation'. Support your answer with one detail.
7. Identify the actual opening sentence and explain how it introduces the topic.
8. Select two useful details from the text and explain why they are better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the text. Keep any condition or limit that is essential to its meaning.

Sample answers (Ss may paraphrase):
6. Audience: students reading about wildlife conservation. Purpose: to show how fictional conservation reports reduce disturbance and avoid unsupported recovery claims. Detail: 'They explain that keeping a wild animal for a lesson can harm it and may be unlawful.'
7. Opening sentence: 'Wildlife News - original fictional reports.' It sets the subject as fictional wildlife news before the supporting details.
8. Detail 1: 'A reserve team has closed a short trail near a breeding area.' Detail 2: 'The stories are teaching cases, not claims about an actual reserve or a measured population recovery.' Both give specific information or a limit, while 'the topic is important' gives no usable information.
9. Summary: 'Wildlife News presents three original fictional reports about conservation. A reserve team has closed a short trail near a breeding area, and pupils have replaced a live-animal display with a sourced exhibition. The stories are teaching cases, not claims about an actual reserve or a measured population recovery.'

Ss apply the reading skills to plan a school event that protects wildlife and avoids new disturbance.

Ss work in groups of three. Each group plans a 30-second pitch to the school principal for one conservation event, such as a poster exhibition, a clean-up of a park or a talk on protected species. The pitch must include: (1) one way the event reduces pressure on wildlife, (2) one check of evidence before the event starts, and (3) one sentence with unless, only after or as long as, such as 'The event will not start unless the school checks the area first.'

A group pitch of about 60 to 80 words in English, with three required features: a reduction of pressure, a check of evidence and one correct conditional sentence. Ss present one pitch to the class.