Giáo án Skills

Ss activate prior knowledge about waste at school and recall vocabulary related to waste, bins and packaging before reading.

T shows a photo of a school canteen with several bins and asks Ss to brainstorm words about waste.
Guiding questions:

• What kinds of waste do we see near the canteen? (e.g. plastic cups, paper bags, food scraps)
• Why is it important to sort waste at school?
• Have you ever seen a school bin system that was changed? What was different?
  T writes Ss' words on the board and models the key words: waste, canteen, bin, packaging, sharp, permanent.

A class word web on the board with at least 8 words, for example: waste, canteen, bin, plastic cup, paper bag, packaging, recycle, sharp, staff, count.
Ss' expected answers: 'plastic cups', 'paper bags', 'food waste', 'sort the rubbish', 'a new bin system'.

Ss read the review passage for the main event and the supporting evidence, and identify what the team did and did not claim.

Ss read the passage 'A school team compared waste near the canteen before and after a new bin system...' silently for 3 minutes.
Worksheet 1, Part A (gist and evidence) questions:

1. What event or issue does the passage describe? (Answer with a word or short phrase.)
2. When was the second count? (Answer with a word or short phrase.)
3. Who should handle sharp items? (Answer with a word or short phrase.)
4. Did the team claim that one week proved permanent success? (Yes or No, and give the sentence that shows it.)
   Part B: T asks Ss to underline two pieces of evidence that the team collected (e.g. fewer plastic cups, more paper bags).

Answers to Worksheet 1, Part A:

1. Waste near the canteen (after a new bin system).
2. A week later.
3. Staff.
4. No. The passage says: 'The team did not claim that one week proved permanent success.'
   Part B evidence: 'There were fewer plastic cups, but more paper bags.' / 'They counted only safe items from a distance.'
   Key knowledge: A good review of a text states the main issue and gives evidence from the text, without adding what the text does not say.

Ss listen to the separate review notice and catch specific details: day, room, time and things to bring.

T plays the audio of the review notice twice. Ss listen and answer the questions on Worksheet 1, Part B:

1. Which day is the meeting? (Wednesday)
2. Which room? (Room twelve)
3. Does it begin at three thirty? (No – it begins at 2:30 and ends at 3:30.)
4. What should you bring? (A notebook, not food.)
   T pauses after each key detail and asks: 'Is this a fact or an opinion?'

Answers to Worksheet 1, Part B:

1. Wednesday.
2. Room twelve.
3. No. It begins at 2:30 and ends at 3:30.
4. A notebook, not food.
   Key knowledge: In a notice, the time and place are facts, and Ss should listen for the exact words (e.g. 'begins at 2:30', 'not food'), not for the words they expect.

Ss practise the reading and listening question types from the book (Exercises 1–8) and check their understanding of True/False and short-answer questions.

T displays Exercises 1–8 on the board. Ss work in groups of four using a 'mini-board' (sticky notes). Each group answers two questions at a time, then the groups swap and check other groups' answers.
Questions:

• Ex 1: What event or issue does the passage describe?
• Ex 2: Who should handle sharp items?
• Ex 3: The team said one week proved permanent success. (True or False?)
• Ex 4: When was the second count?
• Ex 5: Which day is the meeting?
• Ex 6: Which room?
• Ex 7: Does it begin at three thirty? (True or False?)
• Ex 8: What should you bring?
  T asks Ss to say the full sentence for each answer, for example: 'The team did not say one week proved permanent success. It is False.'

Answers:

1. Waste near the canteen.
2. Staff (Staff should handle them.)
3. False. The passage explicitly rejects that conclusion.
4. A week later.
5. Wednesday.
6. Room twelve.
7. False. It begins at 2:30 and ends at 3:30.
8. A notebook, not food.
   Key knowledge: A short answer should be accurate, and a True/False answer should be supported by a sentence from the text or the notice.

Ss give a one-minute spoken summary with evidence and begin a written response of 80–100 words that separates facts from their own opinions and states a limit of the project.

Task 1 (pair work, 5 minutes): Using the passage, each S gives a one-minute summary of the project to a partner. The summary must include: the main issue, two pieces of evidence and one limit (e.g. the team did not claim permanent success; they recommended continuing the count).
Task 2 (individual, 5 minutes, finish at home): Ss write an 80–100-word response to this question: 'Is this a useful environmental project for our school? Why or why not?' Ss use two columns in their notebooks: 'Facts from the passage' and 'My opinion'.
T's prompt questions:

• What evidence is in the passage?
• What is your opinion, and what reason do you have?
• What limit should you mention?

Spoken summary (model): 'A school team compared waste near the canteen before and after a new bin system. There were fewer plastic cups but more paper bags. The team did not claim one week proved permanent success, so they recommended continuing the count. I think it is a useful project because it combines observation, questions and a safe method. However, one week is not enough to prove long-term change.'
Written response: 80–100 words with two columns of notes (facts and opinion) and one clear limit.
Key knowledge: A good response contains a clear idea, evidence and an appropriate limit.