Giáo án Skills 1

Ss activate prior knowledge about environmental protection and get ready for the topic of the lesson.

Ss look at the NeoEdu picture of students sorting litter and answer the question: 'What are some ways to protect our environment?' Ss work in pairs and list as many ideas as they can in one minute.

A list of ideas from each pair, for example: 'reduce plastic waste', 'reuse bottles', 'put rubbish in the bin', 'keep rivers and streets clean'.

Ss understand the meaning, pronunciation and use of six new words related to environmental protection.

Ss match the six words (habitat, endangered, reduce, reuse, pollution, ecosystem) with their Vietnamese meanings and read the example sentences. Ss repeat the words after T, paying attention to word stress. Ss then make one new sentence with each word about their school or local area.

Ss' vocabulary notes:

• 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 use skimming and scanning to find the main idea and details of the passage, and make inferences by combining at least two details.

Ss first skim the passage for the main idea. Then they scan for names, times and actions, and complete Worksheet No. 1. Ss answer questions about the visitors, the walk, the water and the team's proposals. Finally, Ss make one inference by combining two details.

Answers to Worksheet No. 1:

• Main idea: A protected area is connected to the people and places around it; protecting a habitat means visiting responsibly and reducing waste.
• Visitors walk on marked paths so they do not damage plants or disturb nesting areas.
• The team chose a guided walk rather than an activity that involved feeding wild animals.
• The ranger explained that protecting a habitat also meant reducing waste outside the park.
• Water carried rubbish from nearby streets towards the wetland.
• The team proposed refillable bottles and better bins.
• Inference: Rubbish from outside the park can reach the wetland, so protecting the habitat also means reducing waste outside the park.

Ss state the central message of the passage with two supporting details, and explain one cause-and-effect or contrast relationship.

Ss complete Exercise 5 from the textbook: 'Read this complete passage and state its main message with two supporting details.' Then Ss complete Exercise 6: 'Read and explain one cause-and-effect or contrast relationship.' Ss write one or two complete sentences for each answer.

Answers:
Exercise 5 - Main message: Habitat protection connects responsible visits with waste prevention.

• Detail 1: Marked paths protect nesting areas.
• Detail 2: Rubbish can travel into the wetland from outside the park.
  Exercise 6 - Contrast: The team chose a guided walk rather than an activity that involved feeding wild animals. Cause and effect: Water carried rubbish from nearby streets towards the wetland, so the wetland can be polluted.

Ss state an opinion, give an example from the passage or their experience, and acknowledge a limit in a one-minute speech.

Ss complete Exercise 7: 'Using the passage, speak for one minute and relate it to your experience.' Ss use the frame: opinion, example, limit. Ss then answer one discussion question: 'What can your school do to reduce waste?'

A one-minute speech with three parts, for example: 'In my opinion, schools should reduce single-use plastic. For example, the student team at Green Valley proposed refillable bottles. However, refillable bottles may not be easy for every student to buy.'