Giáo án Getting Started

Ss activate prior knowledge about cities of the future and predict the topic of the unit from the opening exchange.

T shows the two-line exchange on the board:
A: Will the new system remove every delay?
B: I'm not sure. It may help, but traffic can still change.
T asks Ss: 1) What is the topic of this conversation? 2) Is speaker B certain or uncertain? Which words show this? 3) What kind of city do you think 'cities of the future' will be?

Ss predict that the conversation is about transport and smart city systems in the future. Ss notice that speaker B is uncertain, shown by 'I'm not sure', 'may help' and 'can still change'. Ss list two features of a future city, for example: fewer traffic jams, clean air, shared bikes, digital bus timetables.

Ss understand the meaning and pronunciation of six topic words and recognise them in the topic preview paragraph.

T presents the words: livable (đáng sống), infrastructure (cơ sở hạ tầng), sensor (cảm biến), privacy (sự riêng tư), pedestrian (người đi bộ), efficient (hiệu quả).
T asks Ss to find each word in the topic preview: 'Our ideal district has shaded paths, reliable buses and accessible public information...' and 'We also need to know what a traffic sensor records...'
Exercise 1 (Worksheet No. 1, Part A): Match each word with its meaning.

Ss match the words correctly:

• livable – đáng sống
• infrastructure – cơ sở hạ tầng
• sensor – cảm biến
• privacy – sự riêng tư
• pedestrian – người đi bộ
• efficient – hiệu quả
  Ss find 'sensor' and 'privacy' in the preview text and say what each word refers to in the context of a smart district.

Ss pronounce linked final consonants and initial vowels smoothly and naturally.

T models linked phrases: turn off /tɜrn‿ɔf/, an office /ən‿ɔfɪs/, clean air /kliːn‿er/.
T explains: the final consonant of the first word joins the vowel of the next word without inserting an extra vowel. T says: 'Do not add an /r/ where neither word has one in the American model.'
T asks Ss to read the sentence: 'An efficient city needs clean air and open spaces.'

Ss read the phrases with smooth linking: turn‿off, an‿office, clean‿air, efficient‿city, needs‿clean, open‿spaces. Ss explain in one sentence that linking means the consonant sound moves to the beginning of the next word.

Ss distinguish simple and continuous forms of stative verbs and use adjectives after linking verbs correctly.

T writes examples on the board:

• I know the route. (state, simple)
• I am thinking about the plan. (active, considering, continuous)
• I think it is useful. (opinion, simple)
• The square looks attractive. / The air feels fresh. (linking verb + adjective)
  T asks: 1) Which verb is in the continuous form? Why? 2) Why do we say 'looks attractive' and not 'looks attractively'? 3) Open the NeoEdu lesson page to read the grammar examples and check.

Ss conclude:

• Stative verbs (know, think as opinion, believe, want) normally use simple forms for states.
• Continuous forms are used for active or temporary meanings, such as 'am thinking' = considering.
• After linking verbs (look, feel, sound, seem), use an adjective to describe the subject, e.g., 'The air feels fresh', not 'feels freshly'.

Ss choose the correct verb form and adjective in context, applying the grammar rules from the explore stage.

Worksheet No. 1, Part B (Exercises 2, 3 and 4). Ss choose the correct answer.
2. I ___ the new bus route is useful. (opinion) A. think B. am thinking C. thinking D. thought to
3. Please wait; I ___ about your suggestion. (considering) A. think to B. thinks C. have think D. am thinking
4. The new park looks ___. A. attract B. attraction C. attractive D. attractively

Answer key:
2. A – think (opinion is a state, so simple form)
3. D – am thinking (considering is an active, temporary process)
4. C – attractive (adjective after the linking verb 'looks')
Ss write one correction in their notebooks if they chose a wrong answer and explain the rule in one sentence.

Ss identify the purpose, the audience and the key details of the opening exchange and write a short summary using only information from the model.

Worksheet No. 1, Part C (Exercises 5 to 9). Ss read the conversation:
A: Will the new system remove every delay?
B: I'm not sure. It may help, but traffic can still change.
A: Are you certain printed maps will remain?
B: Yes. The plan explicitly includes them.
Tasks: 6) State the purpose and audience of this conversation and support your answer with one detail. 7) Identify the opening sentence and explain how it introduces the topic. 8) Select two useful details and explain why they are better than saying only that the topic is important. 9) Write a three-sentence summary using only information in the model, keeping the essential condition or limit.

Model answers:
6. Audience: the two speakers. Purpose: to handle a concrete request, response and condition about the new system. Detail: 'Are you certain printed maps will remain?'
7. Opening sentence: 'Will the new system remove every delay?' It introduces the specific situation before the later detail about printed maps.
8. Detail 1: 'I'm not sure. It may help, but traffic can still change.' Detail 2: 'The plan explicitly includes them.' Both are specific, so they show what is being agreed or limited, unlike a general claim that the topic matters.
9. Summary (sample): A asks whether the new system will remove every delay. B is not sure, because traffic can still change. B is certain that printed maps will remain, because the plan explicitly includes them.

Ss use the target language (certainty and uncertainty, stative verbs, linking verbs with adjectives) to describe and evaluate a feature of their own city.

T asks Ss to write a short paragraph of three to four sentences about one feature they would like in a future city (for example, shaded paths, reliable buses, digital information boards, or clean air). Each paragraph must include:

• one sentence with 'I am certain that...' or 'I am not sure that...'
• one sentence with a linking verb and an adjective (e.g., 'The park will look attractive.')
• one limit or condition, using 'It may help, but...' or a similar structure.
  Ss with more time can read their paragraph aloud to a partner, using linking phrases correctly.

Each S writes a 3 to 4 sentence paragraph. Sample: 'I am certain that people need safe routes to school. I am not sure that a new app alone will improve travel. A shaded path will look attractive and feel comfortable. It may help, but the city still needs staffed help points.' Ss read the paragraph to a partner and check the linking and the adjective forms.