Giáo án Reading

Ss activate prior knowledge about learning methods and predict the topic of the reading.

T shows three questions on the slide: 1) Do you ever learn with a device? 2) Do you prefer face-to-face lessons or online lessons? Why? 3) What distracts you when you study? Ss discuss the questions in pairs for one minute, then T asks two or three pairs to share their ideas.

Each pair shares at least one advantage and one distraction of online learning, for example: 'Online: I can replay the lesson at home. Distraction: notifications from my phone.' Ss predict that the reading is about combining online and face-to-face learning.

Ss understand and pronounce six key words related to blended learning.

T presents six words in context: blended learning (học kết hợp), face-to-face (trực tiếp), download (tải xuống), distraction (sự xao nhãng), feedback (phản hồi), access (truy cập). Ss match each word with its meaning in Worksheet 1, Part A.

Answer key for Worksheet 1, Part A:

• blended learning: a mix of online learning and face-to-face learning
• face-to-face: in person, in the same room as the teacher
• download: copy a file from the internet to a device
• distraction: something that takes your attention away from your work
• feedback: comments or information about how well you did
• access: the ability to use or reach something, such as a file or a source

Ss identify the central idea of the reading and locate specific details that support it.

Ss read the text once within three minutes to answer the central question: What did Lan's class learn from blended learning? Then Ss scan the text to answer four questions in Worksheet 1, Part B:

1. What did students do before Tuesday's lesson?
2. Why did Lan put her phone out of reach?
3. What did Minh notice after the first week?
4. How did the teacher support students without reliable devices?

Main idea: Blended learning is useful only when each part has a clear purpose; uploading a long worksheet is not automatically an improvement.
Details:

1. Students downloaded a short source sheet and wrote one question before Tuesday's lesson.
2. Notifications interrupted Lan's reading, so she put her phone out of reach.
3. Minh noticed that preparation had left more time for discussion.
4. The teacher offered equivalent materials, such as printed copies from the library, and checked who needed support.

Ss distinguish a stated fact, a reasonable inference and an unsupported claim, and justify their choices with evidence.

Ss read seven statements in Worksheet 2. For each statement, Ss label it F (stated fact), I (reasonable inference) or U (unsupported claim) and underline the evidence in the text, or write 'no evidence' if the text does not support it.

Answer key for Worksheet 2:
a) Students downloaded a short source sheet before the lesson. - F (stated in the text)
b) The teacher checked who needed support. - F (stated in the text)
c) Preparation left more time for discussion, as Minh noticed. - F (stated in the text)
d) Lan probably found it easier to focus when her phone was away. - I (she kept doing it, which suggests it helped)
e) Every student in the class had a personal device. - U (the teacher did not assume this)
f) Online learning is always better than face-to-face lessons. - U (the text says combining methods is useful only with a clear purpose)
g) The school bought tablets for all students. - U (no evidence in the text)

Ss apply reading strategies to answer multiple-choice questions and justify their choices with evidence.

Ss answer four multiple-choice questions from the textbook exercise:
2) What did students prepare? A. A source sheet and one question; B. A final exam; C. A new tablet; D. A recorded speech only
3) How were offline learners supported? A. They missed the topic; B. They bought devices immediately; C. They copied marks; D. Printed copies at the library
4) How did Lan reduce distraction? A. She stopped reading; B. She waited for an exam; C. She put her phone out of reach; D. She opened more notifications
5) What made the blend useful? A. Removing all discussion; B. A clear purpose for each part; C. The length of uploads; D. The price of devices

Answer key:
2) A - Preparation is reading the sheet and writing a question.
3) D - Equivalent printed materials preserve access.
4) C - She changes her study environment.
5) B - The conclusion emphasises purposeful combination.

Ss apply the reading strategy to write a short summary that keeps the essential condition of the text and link it to their own learning.

Ss write a three-sentence summary of the reading using only information in the text, keeping the condition 'only when each part has a clear purpose'. Then Ss write one sentence about a learning method they would like to combine, and state its purpose.

Sample summary:
For a history project, Lan's class tried blended learning. Before Tuesday's lesson, students downloaded a short source sheet and wrote one question, while those without reliable internet collected a printed copy from the library. The class concluded that combining methods is useful only when each part has a clear purpose.
Sample personal sentence: 'I would combine watching a short video at home with group discussion in class, because the video gives me background and the discussion helps me check my understanding.'