Giáo án Skills 1

Ss activate prior knowledge about flora and fauna near water and get ready for the reading task.

T asks Ss to brainstorm: 'What living things can you see near a lake or a pond? What can threaten them?' T then writes the words habitat, flora and fauna on the board and asks Ss to match them with examples from their own answers.

A short list on the board, for example: birds, frogs, fish (fauna); reeds, water lilies, grass (flora); plastic waste, dirty water (threats). Ss understand the topic: 'Read for evidence and give a supported short presentation.'

Ss identify the central activity of the passage and separate actions from explanations, and tell the club's observations from the conservation worker's explanation.

Ss read the passage 'A school nature club studied a nearby wetland...' silently for two minutes. Then they answer T's questions in pairs: (1) What is the central activity? (2) Underline actions in one colour (e.g. recorded birds from a public path; noted the plants growing at the water's edge; prepared a summary; proposed regular observation). (3) Underline the worker's explanation in the other colour (litter removal alone would not protect every species; water quality and connected habitats mattered too). (4) Which sentence shows what the pupils did NOT do?

Central activity: the nature club studied a nearby wetland and prepared a summary and report.
Actions: recorded birds from a public path; noted plants at the water's edge; prepared a summary; proposed regular observation and less plastic waste at the nearby market.
Worker's explanation: litter removal alone would not protect every species; water quality and connected habitats mattered too.
Negative detail: They did not enter nesting areas or claim that a single visit proved a population was increasing.
Key idea: Protecting an ecosystem required both careful evidence and practical cooperation.

Ss use the four key words correctly and explain the form and use of non-defining relative clauses set off by commas.

T presents the words habitat (môi trường sống), flora (hệ thực vật), fauna (hệ động vật), biodiversity (đa dạng sinh học), with the examples: 'A wetland is a habitat for many birds.' 'The park has rich flora.' 'Its fauna includes many small mammals.' 'Biodiversity supports healthy ecosystems.' T then presents the grammar: 'This wetland, which stores floodwater, needs protection.' T asks: 'Can we remove the clause and keep the sentence clear? Why do we use commas? Can we use that?'

Vocabulary: habitat = where an organism lives; flora = plants; fauna = animals; biodiversity = variety of living things.
Grammar rule: A non-defining relative clause adds extra information about an already identified noun and is set off by commas. Use who (people), which (things) or whose (possession). Do not use that and do not omit the relative pronoun. The sentence still identifies its subject if the clause is removed.

Ss decide whether statements about the passage are true or false using evidence, and complete sentences with who, which or whose.

Ss complete Worksheet 1 (true/false statements about the passage) and Worksheet 2 (fill in the relative pronoun). Ss check their answers with a partner and point to the line of evidence in the passage for each answer.

Worksheet 1 answers: 1 - False (They did not enter nesting areas). 2 - True (The wetland provided food, shelter and space for water after heavy rain). 3 - False (They did not claim that a single visit proved a population was increasing). 4 - True (The report proposed regular observation and less plastic waste at the nearby market). 5 - False (Litter removal alone would not protect every species).
Worksheet 2 answers: 1 - which (This wetland, which shelters birds, needs clean water). 2 - who (The conservation worker, who explained the threats, gave useful advice). 3 - whose (The pupils, whose summary separated facts from opinion, presented their report).

Ss give a one-minute talk on threats to flora and fauna and safe ways to protect them, supported by evidence from the passage.

Ss build a short talk from notes with three parts: introduction, specific details and reasoned conclusion. Task: connect two threats with suitable actions (e.g. plastic waste → reduce plastic at the market; poor water quality → protect water; avoid claiming one visit proves population change). Ss may use the original model as a guide and use at least one non-defining relative clause. Ss present in pairs, then two volunteers present to the class.

Short notes example:
Introduction: Wetlands are habitats for flora and fauna.
Threat 1: Plastic waste and litter. Action: reduce plastic waste at the nearby market.
Threat 2: Poor water quality. Action: protect water and connected habitats.
Safe action: observe from public paths and avoid nests.
Conclusion: Regular observation gives better evidence than a single dramatic claim.
Model talk: 'Wetlands, which provide food and shelter, face threats such as plastic waste and poor water quality. We can reduce waste at the market and protect water. Visitors should observe from public paths and avoid nests. Regular observations give better evidence than a single visit.'