Giáo án Writing

Ss activate prior knowledge of blended learning and the vocabulary blended learning, face-to-face, download, access and feedback, and understand the writing task.

T shows the picture-based question 'What is the difference between learning face-to-face and blended learning?' and asks Ss to brainstorm one benefit and one difficulty of blended learning. Ss write their ideas in English or Vietnamese, then share them with the class. T introduces the lesson objective: write a paragraph about benefits of blended learning with a clear message, specific support and an appropriate register.

A list of 3–4 ideas on the board, for example: 'learn at my own pace', 'download the lesson before class', 'need a stable internet connection', 'teacher gives feedback in class'. Ss can state the lesson aim: 'We will write a paragraph about the benefits of blended learning.'

Ss identify the opening sentence, the supporting details and the closing sentence of the model paragraph, and explain how each part contributes to the message.

Ss work in pairs with Phiếu học tập số 1. They read the model paragraph Blended learning can help students prepare more effectively for class. A short reading or video allows learners to pause, review and note questions at their own pace... The benefit comes from connecting the two stages thoughtfully, not from adding technology to every activity. Ss answer three questions: (1) Which sentence is the opening? (2) Which two sentences give specific details? (3) Which sentence is the closing, and what final message does it give? Ss also explain why the sentence 'A short reading or video allows learners to pause, review and note questions at their own pace.' is more useful than saying only that blended learning is important.

Answers to Phiếu học tập số 1:

• Opening: Blended learning can help students prepare more effectively for class.
• Specific details: A short reading or video allows learners to pause, review and note questions at their own pace. / Classroom time can then be used for discussion, practice and feedback instead of repeating every fact.
• Closing: The benefit comes from connecting the two stages thoughtfully, not from adding technology to every activity.
• Key idea: a paragraph needs a clear opening, specific details that the audience can evaluate, and a closing that leaves a final message without unsupported promises.

Ss explain the difference between defining and non-defining relative clauses and use who, which, whose and that correctly in sentences about blended learning.

T presents the language resource with the examples: The student who lent me a tablet is absent. (defining, no commas) and Lan, who sits beside me, shared her notes. (non-defining, with commas). T explains: use who for people, which for things, whose for possession; that can replace who or which in defining clauses only. T shows the incorrect sentence 'not the app which it helps me' and asks Ss to correct it. Ss then find one relative clause in the model paragraph and decide whether it is defining or non-defining.

Key knowledge:

• Defining clause (no commas): The student who lent me a tablet is absent.
• Non-defining clause (with commas): Lan, who sits beside me, shared her notes.
• Correction: 'not the app which it helps me' becomes 'not the app which helps me' (do not repeat the subject).
• Example from the model: 'Printed copies and downloaded files can reduce dependence on a live connection' has no relative clause, so Ss may find 'classroom time can then be used...' as a passive structure. The main point is that defining clauses are not separated by commas.

Ss practise identifying the opening, closing and supporting details, use relative clauses and write short sentences that keep the meaning and the conditions of the model.

Ss answer tasks 2–8 from the unit exercises in pairs or individually:
2. State the purpose and audience of the paragraph on 'New ways to learn'. Support your answer with one detail.
3. Explain how the opening introduces the topic. Identify the actual opening sentence.
4. Select two useful details from the model and explain why they are better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any condition that is essential to its meaning.
6. Choose one sentence from the middle of the model and explain what it contributes to the message.
7. Read the opening and closing aloud. Explain one difference between their jobs.
8. Write a short final paragraph or spoken conclusion that preserves the model's message, using only details supplied in the model.

Answer key (accept equivalent wording that keeps the meaning):

• Task 2: The purpose is to inform readers about the benefits of blended learning. The audience is students and teachers. Detail: 'A short reading or video allows learners to pause, review and note questions at their own pace.'
• Task 3: The opening is 'Blended learning can help students prepare more effectively for class.' It names the subject before the supporting information.
• Task 4: Two details: 'A short reading or video allows learners to pause, review and note questions at their own pace.' and 'Classroom time can then be used for discussion, practice and feedback instead of repeating every fact.' They are specific and can be evaluated, unlike 'it is important'.
• Task 5 (sample): Blended learning can help students prepare more effectively for class. A short reading or video allows learners to pause, review and note questions at their own pace. The benefit comes from connecting the two stages thoughtfully, not from adding technology to every activity.
• Task 6 (sample): 'However, it works only if everyone can access the preparation.' It adds a necessary condition, showing that access matters.
• Task 7: The opening introduces the situation; the closing gives the final implication. The opening sets the topic; the closing frames the whole paragraph.
• Task 8 (sample): Blended learning helps students prepare at their own pace, and classroom time can then be used for discussion and feedback. The benefit depends on connecting the two stages thoughtfully.

Ss write a complete paragraph about benefits of blended learning for a stated audience, using a clear message, specific supporting details, relative clauses and an appropriate register.

T gives the writing task (task 9): 'Write a complete paragraph about benefits of blended learning on New ways to learn for your classmates. Include an opening sentence, at least two specific details, a relevant condition and a closing sentence. Label any example data as an example.' Ss use the checklist: (1) Is the topic clear in the opening? (2) Does each detail support the message? (3) Did I use who, which or whose correctly and commas for non-defining clauses? (4) Did I avoid invented results? Ss who finish early exchange paragraphs and give one piece of feedback.

A complete paragraph in the notebook that includes:

• an opening sentence that states the topic (for example, 'Blended learning can help students prepare for class.');
• at least two specific details from the model or of Ss' own, with any example clearly labelled;
• one relevant condition (for example, access to the preparation);
• a closing sentence that gives a final message without unsupported promises;
• correct use of relative clauses and punctuation.