Giáo án Skills

Ss activate their prior knowledge of the reading topic and start thinking about the difference between dates and opinions.

T shows the names Steve Jobs, Steve Wozniak and Ron Wayne on the board and asks Ss to recall what they know about Apple. Ss work in pairs to put three dates on a blank timeline: 1976, 1984 and 1997. Then T asks: 'Why do you think a life story needs both dates and a wider view of the people who worked with the leader?'

A quick timeline on the board with three dates: 1976 (Apple Computer Company founded by Jobs, Wozniak and Wayne), 1984 (Macintosh presented), 1997 (Jobs returned to Apple after Apple acquired NeXT). Ss' possible answer: 'Because a leader's success depends on a team, and dates alone do not show who contributed.'

Ss identify the chronology in the passage, explain why teams are mentioned and separate verified facts from personal judgement.

Ss read the passage 'Read and discuss' silently for two minutes and then answer the following questions in pairs:

• What happened in 1976, 1985 and 1997?
• Why does the author say that the dates show 'major changes rather than a simple uninterrupted rise'?
• Why does the author mention engineers, designers and many others?
• Which sentence is a personal judgement, not a date or fact? Give a reason.
  Ss complete the timeline in Worksheet 1, Part A. Ss also underline the sentence about the source (Computer History Museum) and say why a reader needs sources.

• 1976: Jobs, Wozniak and Wayne founded Apple Computer Company as a partnership; Wayne soon left.
• 1984: Jobs presented the Macintosh.
• 1985: Jobs left Apple and started NeXT.
• 1997: Jobs returned to Apple after the company acquired NeXT.
• The dates show a career with major changes, not a simple uninterrupted rise.
• Mentioning teams shows that products were made by many people, so one leader did not invent every component.
• The judgement sentence is 'Admiring a leader...' or any sentence expressing admiration, because it is an opinion and not a verified date.
• Key idea: a thoughtful biography gives evidence, chronology and a clear separation between fact and judgement.

Ss learn key vocabulary about composting and listen for specific details such as the order of materials, excluded items and safety rules.

Pre-listening: T introduces the words layer (lớp), compost (phân hữu cơ đã ủ), dairy products (sản phẩm từ sữa), supervision (sự giám sát) and unsafe (không an toàn). Ss look at Exercises 6 to 10 in the student's book. T plays the hidden recording twice. Ss note the key details in their notebooks, focusing on the first layer, the excluded material, the result of the session and the action to take if conditions are unsafe. Ss answer the listening questions in the next practice activity.

Ss' notes from the recording:

• The first layer is dry leaves.
• Dairy products are explicitly excluded.
• The session does not make finished compost today, because composting takes time.
• If unsafe conditions appear, pupils should stop and ask the gardener, because adult supervision governs the process.
  Ss' key vocabulary: layer (lớp), compost (phân hữu cơ đã ủ), dairy products (sản phẩm từ sữa), supervision (sự giám sát).

Ss identify the five parts of a short report and the language used to present proposed measures without claiming unsupported results.

T shows the completed writing model 'Report: Reducing Disposable Cups at a Class Event' on the board. Ss read the model and fill in Worksheet 2, Part A with the main idea of each part: Problem, Proposed solution, Evaluation, Limitations and Recommendation. T highlights the evidence key idea: 'A response must be supported by the supplied stimulus, not an invented detail.' Ss underline two sentences that show caution, such as 'These are proposed measures; no trial result is claimed here.'

Structure of the report:

• Problem: The event plan relied on disposable cups although reusable cups were available, which created avoidable waste.
• Proposed solution: Borrow reusable cups, provide a supervised safe washing station and assign a return point.
• Evaluation: Record how many cups are borrowed, returned and broken, and compare purchases over equivalent events.
• Limitations: Reusable cups still require water, cleaning and repeated use, so replacing one purchase does not prove a lower total footprint.
• Recommendation: Begin with a small supervised event and publish both useful results and difficulties.
  Key language: 'These are proposed measures; no trial result is claimed here.' Ss' note: 'Evidence must come from the text, not from invented details.'

Ss answer multiple-choice questions independently, check their answers and diagnose specific errors using the explanations.

Ss answer Exercises 2 to 5 (reading) and Exercises 7 to 10 (listening) without looking at the answer key. For the listening part, Ss replay the hidden recording only if they need to. After 8 minutes, Ss swap notebooks with a partner and check the answers. They use the explanations to identify one specific error and write it in a one-line error note.
Exercise 2: Who founded the partnership in 1976? A. Jobs and Walt Disney; B. Jobs, Wozniak and Wayne; C. Only Wozniak; D. Jobs alone.
Exercise 3: What happened in 1985? A. The Macintosh first appeared; B. The partnership began; C. Apple acquired NeXT; D. Jobs left Apple and started NeXT.
Exercise 4: Why mention team members? A. To change the dates; B. To deny that leaders contribute; C. To avoid attributing every invention to one person; D. To advertise a course.
Exercise 5: What makes the biography thoughtful? A. Only praise; B. Evidence, chronology and a distinction between fact and judgement; C. Invented private conversations; D. Only a list of products.
Exercise 7: What is the first layer? A. Plastic film; B. Pet waste; C. Meat; D. Dry leaves.
Exercise 8: Which material is excluded? A. Dairy products; B. Approved garden material; C. Dry leaves; D. Suitable plant scraps.
Exercise 9: Does the session make finished compost today? A. Only if pupils smell it; B. No; composting takes time; C. Yes, immediately; D. Only with packaging.
Exercise 10: What should happen if unsafe conditions appear? A. Stop and ask the gardener; B. Handle it bare-handed; C. Hide the problem; D. Add chemicals.

Answer key:

• Exercise 2: B (The passage names all three partners.)
• Exercise 3: D (The dated sequence separates these events.)
• Exercise 4: C (The wider view credits collaboration.)
• Exercise 5: B (The final discussion explains responsible biography.)
• Exercise 7: D (The demonstration begins with dry leaves.)
• Exercise 8: A (The recording explicitly prohibits dairy.)
• Exercise 9: B (The recording rejects instant results.)
• Exercise 10: A (Adult supervision governs the process.)
  Ss' error note example: 'I chose C in Exercise 9 because I thought compost was ready at once; the recording says composting takes time.'

Ss use the report structure and linking words to write a short evidence-based report on the cup problem, using only the facts provided.

Ss use Worksheet 2, Part B to write one sentence for each part of the report about reducing disposable cups at a class event. Ss must use at least one linking word from the list: while, then, after, because, so. T reminds Ss: 'Each sentence must be supported by the model. Do not invent new facts or results.' Ss exchange their writing with a partner and check the evidence and the cautious language.

A five-sentence report, for example:

• Problem: Our class event used disposable cups even though reusable cups were available, so it created avoidable waste.
• Proposed solution: We could borrow reusable cups, provide a supervised washing station and assign a return point.
• Evaluation: We should record how many cups are borrowed, returned and broken.
• Limitations: Reusable cups still need water and cleaning, so this does not prove a lower total footprint.
• Recommendation: We should begin with a small supervised event and report both results and difficulties.
  Peer-check criterion: each sentence is supported by the model, and no trial result is claimed.

Ss apply the report structure to a realistic school problem, propose a supervised solution and explain how it should be evaluated and what its limitations are.

Ss work in groups of four. Each group chooses one school problem related to waste, such as single-use plastic bottles at a sports day. Ss discuss and fill in a plan with five headings: Problem, Proposed solution, Evaluation, Limitations and Recommendation. Each group must include one evidence point from their own observations and one limitation. Each group then presents its plan in two minutes. Ss may finish the written report at home and submit it in the next lesson, around 120 to 150 words.

A group plan with five headings and a two-minute presentation. Example:

• Problem: Single-use plastic bottles were used at our sports day, so the school created waste.
• Proposed solution: Borrow reusable bottles, provide a supervised washing station and assign one return point.
• Evaluation: Record how many bottles are borrowed, returned and broken.
• Limitations: Reusable bottles still need water and cleaning, so the solution must be judged by actual practice.
• Recommendation: Begin with a small supervised trial and publish both results and difficulties.
  Peer-feedback criteria: Is the proposal supported by evidence? Are the limitations stated? Does the group avoid claiming results that do not exist?