Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about ways of learning outside the classroom and get ready for the topic 'New ways to learn'.

Ss work in pairs and answer the question: 'How do you learn outside class?' Ss list as many ways as they can in one minute, for example: online lessons, class page, video tutorials, group chat, study at school.

Each pair lists at least four ways of learning. Key words are written on the board: blended learning (học kết hợp), face-to-face (trực tiếp), download (tải xuống), access (truy cập).

Ss understand the function of the everyday exchange (giving instructions for using the class page) and identify the stressed content words in the sentences.

Ss listen to the dialogue twice and answer T's questions:

• What does A tell B to do first? (Open the class page and choose Resources.)
• Should B complete the conclusion now? (No.)
• What should B do before writing the conclusion? (Download the reading, note one question and discuss it.)
  T models the stress in: 'We DOWNLOAD the NOTES before CLASS.' Ss mark the stressed words and repeat in chorus and then in pairs. T then contrasts: 'I downloaded the NOTES, not the video.' Ss explain which information is corrected.

Ss can state the function of the exchange: A gives instructions; B asks what to do and checks the order. Ss mark the content words (DOWNLOAD, NOTES, CLASS, READ, DISCUSS, CONCLUSION) as stressed and reduce the function words (the, before, and). In the contrast sentence, the corrected information is 'the video' is replaced by 'the notes'.

Ss explain the difference between defining and non-defining relative clauses and choose the correct relative pronoun.

T presents two examples and asks Ss to identify the type of clause:

• The student who lent me a tablet is absent. (Which student? The clause identifies him, so no commas.)
• Lan, who sits beside me, shared her notes. (The clause adds extra information, so commas are used.)
  T asks: Which pronoun is used for people? For things? For possession? Can 'that' follow a comma?
  Ss complete Phiếu học tập số 1, Part A in pairs, then check the answers in the practice step.

Ss write the rules in their notebooks:

• Defining clause: no commas; it identifies which person or thing.
• Non-defining clause: commas; it adds extra information.
• who for people, which for things, whose for possession.
• that can replace who or which only in defining clauses, not after a comma.

Ss read the CLIL text for specific information and interpret its claims without overgeneralising.

Ss read the CLIL text in Phiếu học tập số 2 and answer questions:

1. What does 'modern' not necessarily mean? (Expensive or entirely online.)
2. What matters more than the number of screens? (Accessibility, teacher guidance and purposeful tasks.)
3. Which learners does the text say should be considered in a school design? (Learners who need printed materials or larger text.)
   Ss also note the vocabulary: access (truy cập), feedback (phản hồi), distraction (sự xao nhãng).

Ss write the answers:

1. Modern does not necessarily mean expensive or entirely online.
2. Accessibility, teacher guidance and purposeful tasks matter more than the number of screens.
3. Learners who need printed materials or larger text.
   Ss state that the text does not say all schools are better with more screens; it only says what matters more.

Ss practise choosing relative pronouns, marking stress and checking their answers against the key.

Ss complete Phiếu học tập số 1 (Part A and Part B). Part A: fill in the relative pronoun. Part B: mark the stressed words in the two sentences. Ss can also complete the interactive exercises on the NeoEdu lesson page (neoedu.vn/learn/10/english/unit-8-communication-and-culture-clil) if time allows. The model exercise from the textbook (Exercise 1) is used as a reading and checking task.

Answer key for Phiếu học tập số 1:
Part A:

1. who (or that) – The classmate who (that) lent me a tablet is absent today.
2. who – Lan, who sits beside me, shared her notes.
3. which – The reading, which I downloaded yesterday, is short.
4. whose – The student whose notes are on the class page is my partner.
5. that (or which) – The video that (which) we watched in class was useful.
   Part B:
   We DOWNLOAD the NOTES before CLASS.
   I downloaded the NOTES, not the video.

Ss use the CLIL reading and relative clauses to explain a school design, using evidence and considering learners who need printed materials or larger text.

In groups of four, Ss write and then say a short explanation (4–5 sentences) comparing a school design (for example, a flexible classroom or a school with many screens) with their own school. Ss must include one piece of evidence from their own observation or from the text and explain how the design would support a learner who needs printed materials or larger text. Ss must use at least two relative clauses. Any example data or proposal must be labelled as 'proposal' or 'example'.

Each group produces a short explanation with:

• one relative clause that identifies (defining) and one that adds information (non-defining, with commas);
• one piece of evidence that is marked as observation or example;
• one sentence about how the design supports a learner who needs printed materials or larger text.
  Sample product: 'Our school has a small library, which is open only in the morning. A flexible room, where students can work in groups, would support a learner who needs printed materials because the materials can be placed on the table. This is a proposal, not a measured result.'