Giáo án Language

Ss activate prior knowledge of linking words and compound nouns and identify the focus of the lesson.

Ss look at five short incomplete sentences on the board, for example: '___ the water was polluted, the fish died.' and 'The park was closed ___ the storm.' Ss think of the missing word or phrase quickly and write it down. Then Ss brainstorm in pairs as many compound nouns about nature and environment as they can in one minute.

Ss write the missing words in their notebooks (e.g., Because / Since / As; because of / due to) and list at least five compound nouns such as nature reserve, food chain, greenhouse gas, wildlife protection, recycling bin. Ss state the lesson focus: linking words, compound nouns and intonation in questions and tags.

Ss review how to link ideas by meaning (reason, concession, contrast, consequence) and the grammar pattern each linker requires.

T presents the four meaning groups on the slide:

• Reason: because, as, since (+ clause)
• Concession: although, even though (+ clause); despite, in spite of (+ noun or -ing phrase)
• Contrast between sentences: however (with punctuation: 'He was nervous; however, he spoke.')
• Consequence: therefore, as a result
  T contrasts the two examples: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.' Ss work in pairs using Worksheet 1 to sort the linkers into the four groups and to mark the grammar pattern that follows each one.

Worksheet 1 completed correctly:

• Reason: because, as, since – followed by a full clause
• Concession: although, even though – followed by a full clause; despite, in spite of – followed by a noun or -ing phrase
• Contrast: however – used between two sentences, with a semicolon before and a comma after
• Consequence: therefore, as a result – introduce the result of the previous idea
  Key understanding: 'Despite' is never followed directly by a full clause; 'however' needs punctuation.

Ss recognise established compound nouns, choose the correct form and form the plural by pluralising the head noun.

T shows four compound nouns on the slide: nature reserve, food chain, greenhouse gas, wildlife protection. T asks Ss to say the meaning of each in Vietnamese and to make the plural of nature reserve and food chain. T explains: the final noun usually determines the plural (nature reserves, food chains); some compounds are one word, others are two words or hyphenated, so Ss should check established usage. Ss then complete Worksheet 2 in groups of four: match each compound with its meaning and choose the correct word form.

Worksheet 2 completed correctly:

• nature reserve = land managed to protect nature
• food chain = a sequence showing who eats whom
• greenhouse gas = a gas such as carbon dioxide that traps heat
• wildlife protection = the action of protecting wild animals and plants
  Plurals: nature reserves; food chains; greenhouse gases.
  Key understanding: choose a compound for its meaning, not just any two nouns placed together.

Ss recognise how rising and falling intonation changes the meaning of choice questions and question tags, and imitate the patterns.

T models two examples from the textbook:

• 'Would you rather speak to a teacher ↗ or a counsellor ↘?' (non-final alternatives rise, the final one falls)
• 'The stream is cleaner, isn't it? ↘' (seeking agreement) and 'You have checked the source, haven't you? ↗' (genuine uncertainty)
  T explains: falling tags often expect agreement; rising tags often check information; context matters. T models each sentence twice: first slowly, then at natural pace. Ss repeat chorally and then individually.

Ss can state the rules in their own words:

• In a choice question, the non-final alternative rises and the final one falls.
• A falling tag expects agreement; a rising tag checks information.
• The auxiliary and pronoun in the tag must agree with the statement (e.g., They can help, can't they?).
  Ss produce each example with the correct intonation.

Ss apply the linking words, compound nouns and intonation rules to exercises and check their answers with explanations.

Ss complete Exercises 1–8 from the textbook in pairs, choosing the best answer and giving a reason. Then Ss read aloud Exercise 9 and Exercise 10 twice (slowly, then at natural pace), using the rubric. Ss check answers with the NeoEdu page after finishing. T uses Worksheet 2 as a quick check for compound nouns.

Answer key for Exercises 1–8:

1. A (Although + full clause; concession)
2. D (Because introduces a reason clause)
3. C (Therefore introduces the result of the previous action)
4. B (Despite + -ing phrase)
5. A (food chain)
6. D (nature reserve)
7. C (nature reserves – the head noun is pluralised)
8. B (greenhouse gas)
   Exercises 9–10: Ss read aloud. Self-assessment rubric (10 points): intonation of choice questions or tag questions (4 points; 2 points if still inconsistent); clear pronunciation of sounds and syllables and clarity of meaning (3 points; 1–2 points if some parts are hard to understand); rhythm and sentence-level intonation (2 points); remaining 1 point given by the teacher for overall naturalness.

Ss use the integrated language in a short real-life situation and support their ideas with evidence from the stimulus.

Ss work in pairs. Partner A reads a short situation: 'The local river is polluted, and many fish have died.' Partner B asks one choice question with rising and falling intonation (e.g., 'Should we report it to the authorities ↗ or contact a local organisation ↘?') and one question tag. Partner A answers using at least two linking words (because, although, therefore) and one compound noun (e.g., wildlife protection). Evidence rule: each answer must be supported by the situation given, not by invented details.

Each pair produces a short dialogue of 4–6 lines that uses:

• at least two linking words with correct grammar and punctuation
• at least one established compound noun in the correct form
• one choice question and one question tag with appropriate intonation
  Answers are supported by the given situation.