Giáo án Getting Started

Ss activate prior knowledge about wetlands and predict the purpose and speakers of a short exchange.

T writes the exchange on the board:
Pupil: Could you explain why this wetland matters?
Ranger: It provides habitat and stores water after rain.
Pupil: How can our class help without disturbing wildlife?
T asks: Who are the two speakers? Where do you think the conversation takes place? What does the first speaker want?

Ss predict that the speakers are a pupil and a ranger at a wetland. The pupil politely asks for information and then asks for advice on how the class can help. Ss write one prediction in their notebooks, for example: The pupil wants to know why the wetland is important.

Ss understand the meanings of eight topic words and use them naturally in context.

T presents the words: habitat (môi trường sống), flora (hệ thực vật), fauna (hệ động vật), biodiversity (đa dạng sinh học), endangered (có nguy cơ tuyệt chủng), conservation (sự bảo tồn), wetland (vùng đất ngập nước), ecosystem (hệ sinh thái).
Ss match each word with its meaning and read the example sentences:

• A wetland is a habitat for many birds.
• The park has rich flora.
• Its fauna includes many small mammals.
• Biodiversity supports healthy ecosystems.
• An endangered species needs protection.
• Conservation requires long-term work.
• The wetland stores water after rain.
• An ecosystem includes living things and their environment.
  T asks: Which words describe plants? Which words describe animals?

Ss copy the eight words with their meanings into their notebooks and write one example sentence for each word. Expected answers to the question: flora describes plants; fauna describes animals.

Ss read a short text about a school nature club, identify the main activities and findings, and separate the pupils' observations from the worker's explanation.

Ss read the text 'A school nature club studied a nearby wetland...' once for the setting, then complete Worksheet 1 (questions below) in pairs.
Questions on Worksheet 1:

1. What did the nature club members record from a public path?
2. What did they notice about the plants?
3. What did the wetland provide after heavy rain?
4. What did the local conservation worker explain?
5. What did the pupils NOT do, and why?
6. What did their report propose?
   T asks: Which information is the pupils' own observation, and which is the worker's explanation?

Expected answers on Worksheet 1:

1. Birds.
2. The plants growing at the water's edge.
3. Food, shelter and space for water.
4. Litter removal alone would not protect every species; water quality and connected habitats also matter.
5. They did not enter nesting areas or claim that a single visit proved a population was increasing.
6. Regular observation and less plastic waste at the nearby market.
   Observation (pupils): birds recorded, plants noted, report proposals. Explanation (worker): litter removal not enough, water quality and habitats matter.

Ss understand the form and the use of non-defining relative clauses and explain why commas and which (not that) are needed.

T writes on the board: This wetland, which stores floodwater, needs protection.
T asks: What extra information does the clause which stores floodwater give? Can we remove the clause and still understand the sentence? Why are there commas? Why do we use which, not that?
T presents the rule: A non-defining relative clause adds extra information about an already identified noun and is set off by commas. Use who, which or whose, not that. Do not omit the relative pronoun.
T gives the example: This wetland, ___ shelters birds, needs clean water. A. which B. that C. where it D. whom.

Ss write the rule in their notebooks:

• The clause gives extra information about a noun that is already identified.
• The clause is set off by commas and can be removed without changing the identity of the subject.
• Use who, which or whose; never use that in a non-defining clause.
• Do not omit the relative pronoun.
  Answer to the example: A (which).

Ss consolidate the topic vocabulary and the non-defining relative clause through guided exercises.

Ss complete Worksheet 2 individually, then check with a partner. Tasks:

1. Pupil: Could you explain why this wetland matters? Ranger: It provides habitat and stores water after rain. Pupil: How can our class help without disturbing wildlife? What does the first speaker do?
   A. Makes a polite request or asks for information
   B. Offers help before anyone asks
   C. Checks whether an apology is accepted
   D. Thanks someone for a completed activity
2. Match the words to their meanings: habitat, flora, fauna, biodiversity.
3. Complete the word for 'môi trường sống': ______ (habitat).
4. This wetland, ___ shelters birds, needs clean water.
   A. which B. that C. where it D. whom

Answers (Worksheet 2):

1. A (The opening question seeks help or information politely.)
2. habitat – môi trường sống; flora – hệ thực vật; fauna – hệ động vật; biodiversity – đa dạng sinh học.
3. habitat
4. A (which). Non-defining clause uses which, not that.

Ss use the topic vocabulary and the non-defining relative clause to write a reply in a real-life exchange, and apply the idea of protecting local wildlife.

Ss continue the exchange on the board with one useful reply and a polite closing:
Pupil: How can our class help without disturbing wildlife?
Ranger: ______
Then Ss write three sentences about a local place they know (a park, a river or a pond) with one non-defining relative clause and at least two topic words (habitat, flora, fauna, biodiversity, endangered, conservation, wetland, ecosystem). T gives the model: The river, which flows through our village, is a habitat for many fish.

Sample reply: Observe from the public path and take your litter home without approaching nests. Thank you for helping responsibly.
Sample writing: The pond, which lies behind our school, is a habitat for many frogs. Its flora includes water lilies that protect small fauna. Conservation here needs regular care from everyone.