Giáo án Looking back

Ss recall the unit topic and activate prior ideas about livable cities before the review.

T asks: What makes a district livable? Ss work in pairs and list as many ideas as possible in 2 minutes. Then T asks: Which of these ideas do you find most important for people who walk, cycle or take the bus?

A pair list of 5–8 ideas, for example: clean air, shaded paths, reliable buses, safe routes to school, accessible public information, open spaces.

Ss understand and use the six topic words in context.

Ss match each word with its Vietnamese meaning: livable, infrastructure, sensor, privacy, pedestrian, efficient. Then Ss read the model proposal and find where each word appears.

Matching key: livable – đáng sống; infrastructure – cơ sở hạ tầng; sensor – cảm biến; privacy – sự riêng tư; pedestrian – người đi bộ; efficient – hiệu quả.
Words in the model: livable (Our ideal district...), sensor (what a traffic sensor records), privacy (records and deletion), pedestrian (is not in the model, T may point out it is a related term), efficient (An efficient city needs clean air...).

Ss explain why some verbs use simple forms for states and others use continuous forms for active or temporary meanings.

T shows two pairs of sentences on the slide:

• I know the route. / I am thinking about the plan.
• I think it is useful. / I am thinking about your suggestion.
  T asks: Which sentence describes a state? Which sentence describes an active or temporary meaning? Ss then open the NeoEdu grammar page to check the examples.

Ss conclude: Stative verbs normally use simple forms for states (know, think in the sense of opinion, like). Some verbs use continuous forms for active or temporary meaning: thinking (considering), looking at (actively using eyes).

Ss use linking verbs with adjectives to describe the subject correctly.

T writes on the board: The square looks attractive. / The air feels fresh. / The soup tastes good. / The residents seem satisfied. T asks: Why do we use an adjective here and not an adverb? T gives two wrong sentences, The square looks attractively and The air feels freshly, and asks Ss to correct them.

Ss conclude: A linking verb connects the subject to a description, so it is followed by an adjective. The square looks attractive (not attractively). The air feels fresh (not freshly).

Ss link a final consonant to the following vowel smoothly in phrases and sentences.

T models: Turn off /tɜrn‿ɔf/; an office /ən‿ɔfɪs/; clean air /kliːn‿er/. T reads the sentence An efficient city needs clean air and open spaces. Ss repeat in chorus, then in pairs, first slowly and then at a natural pace. T points out: do not add an /r/ where neither word has one.

Ss read the phrases and the sentence with linked sounds, without inserting an extra vowel. Ss can state the rule: the final consonant of the first word joins the vowel of the next word.

Ss apply the stative verb, linking verb and simple-form rules to choose the correct answers.

Ss complete exercises 1–8 in the student's book individually (3 minutes), then check in pairs (3 minutes). Key with reasons: 1 C (I think the new bus route is useful – opinion, so a state). 2 B (I am thinking about your suggestion – considering, an ongoing mental activity). 3 A (The new park looks attractive – linking verb + adjective). 4 B (This soup tastes good – linking verb + adjective). 5 C (I know where the station is – state). 6 B (She looks at the garden – active action with an object). 7 A (The residents seem satisfied – linking verb + adjective). 8 D (We like the idea – state).

Answer key: 1 C; 2 B; 3 A; 4 B; 5 C; 6 B; 7 A; 8 D. Ss correct any wrong answers and write the reason in one short phrase.

Ss use the unit language in a connected proposal about a livable, smart district and present it to the class.

Ss work in groups of four. Each group uses Worksheet 2 to write a short proposal (6–8 sentences) for an ideal district. The proposal must include: at least two stative verbs (know, think, like), at least one continuous form with active or temporary meaning (am considering), at least two linking verbs with adjectives (look, feel, seem), and at least one question about how to make the plan work (for example: What happens if the connection fails?). Groups then read their proposal aloud with linked sounds.

A group proposal of 6–8 sentences in which Ss use the target structures correctly, with one accurate, linked reading of the proposal. Example sentence: Our ideal district looks green and feels safe, and I am certain that people need safe routes to school.