Giáo án Getting Started

Ss activate prior knowledge about environmental problems at school and get ready for the topic of waste reduction.

T asks Ss to think about the school environment and answer two questions: 'What environmental problems can you see at our school?' and 'What small actions can reduce these problems?' Ss share ideas with a partner first (Think-Pair-Share), then T writes the best ideas on the board.

• A list of at least three problems on the board, for example: plastic bottles left in the schoolyard; rubbish not sorted after break; food waste from the canteen.
• A list of at least three small actions, for example: bring a refillable bottle; sort rubbish into bins; use both sides of the paper.

Ss understand the conversation between Mai and Nam, identify the speakers, the topic and the purpose of the follow-up question, and find words that support an opinion.

Ss read the conversation silently in the textbook. Then they work in pairs to answer these questions:

• Who is speaking? What is the topic?
• Why does Mai ask 'Can you give a reason for your opinion?'
• Which words show that Nam is giving an opinion (for example: 'I suggest', 'We should')?
  Finally, Ss replace the sample experience with their own truthful example, for example: 'At my school, we can put a bin near the canteen.'

• Speakers: Mai and Nam. Topic: reducing waste at school.
• Purpose of the follow-up question: Mai asks Nam to give a reason or supporting detail for his opinion.
• Words that support an opinion: 'I suggest putting clear bins near the canteen', 'checking them each week', 'A good plan protects both people and the environment'.
• Ss' own example: a short, truthful sentence about waste at their school or home.

Ss understand the meaning of six key words and use them in simple sentences about the environment.

Ss learn six words with meanings and examples:

• habitat (môi trường sống): A wetland is a habitat for birds.
• endangered (có nguy cơ tuyệt chủng): Some species are endangered.
• reduce (giảm): We reduce single-use plastic.
• reuse (tái sử dụng): Reuse a bottle when it is safe.
• pollution (ô nhiễm): Pollution harms river life.
• ecosystem (hệ sinh thái): An ecosystem connects living things and their environment.
  Ss then match the words with their meanings on Worksheet 1 in pairs.

• Ss can match each word with its meaning: habitat – môi trường sống; endangered – có nguy cơ tuyệt chủng; reduce – giảm; reuse – tái sử dụng; pollution – ô nhiễm; ecosystem – hệ sinh thái.
• Ss write one sentence with each word in their vocabulary notebook, for example: 'Pollution harms river life.'

Ss understand how to use time clauses (before, after, when, as soon as, until) with the present simple to talk about future actions.

T writes two examples on the board: 'Before we buy a drink, we should check whether we can use a refillable bottle.' and 'We will leave after the rain stops.' T asks Ss to find the time clause in each sentence and to notice the verb tense in the time clause. T then explains the rule: in future meaning, the time clause uses the present simple, not will. If the time clause comes first, we usually put a comma after it.

• Time clauses: before, after, when, as soon as, until.
• Rule: In a future meaning, the time clause uses the present simple (for example: 'after the rain stops'), and the main clause uses will or should.
• If the time clause comes first, use a comma: 'Before we buy a drink, we should check...'

Ss check their understanding of the vocabulary and the reading questions through matching and multiple-choice exercises.

Ss do Exercise 3 (match words with meanings) and Exercise 4 (choose the question that asks for supporting detail) from the textbook.
Exercise 4: Which question asks for supporting detail?
A. What is your opinion?
B. Can you give a specific example?
C. Which topic shall we discuss next?
D. Do you agree with the conclusion?

• Exercise 3 answers: habitat – môi trường sống; endangered – có nguy cơ tuyệt chủng; reduce – giảm; reuse – tái sử dụng.
• Exercise 4 answer: B. A specific example supplies concrete support. The other questions ask for an opinion, a topic or agreement, not supporting detail.

Ss practise the present simple in time clauses and identify the main idea and supporting details of the passage.

Ss do Exercise 7 (We will leave after the rain {{1}} (stop)) and Exercises 1 and 2 (read the passage and identify the main idea and one supporting detail). Ss complete Worksheet 2 in pairs.

• Exercise 7 answer: stops. Explanation: a time clause (after the rain stops) uses the present simple for a future meaning, and the main clause uses will.
• Exercises 1 and 2 answers (sample): Main idea: Our school can reduce waste through small, consistent actions. Supporting detail: putting clear bins near the canteen and checking them each week.
• Worksheet 2 answers: stops / leave / finish / reduce, depending on the sentence; Ss explain their choices.

Ss apply the language of the lesson to propose a realistic plan for reducing waste at their school, with a reason and a possible difficulty.

Ss work in groups of four. Each group prepares a short 'plan pitch' using this model structure: 'Our school can reduce waste through ... . We should ... . I suggest ... . A good plan protects both people and the environment.' Each group also identifies one benefit and one possible difficulty of its plan (Exercise 6 in the textbook), and explains its choice. Ss can use time clauses such as 'Before we buy...' or 'After lunch, we should...'.

• A written plan on poster paper with: one main idea, two actions with time clauses, one benefit and one possible difficulty.
• A 1-minute spoken pitch by each group, using at least one key word from the lesson (habitat, reduce, reuse, pollution or ecosystem).
• Possible sample: 'Before we buy a drink, we should check whether we can use a refillable bottle. Benefit: less plastic. Difficulty: some students may forget their bottles.'