Giáo án Language

Ss recall the active and passive causative structures and the idea of arranging a service, in order to activate prior knowledge before the lesson.

Ss look at three pictures on the slide (a technician with a robot, a student with a broken phone, a TV studio with a damaged camera). T asks: 'Who did the job? Did the person do it himself/herself or arrange for someone else to do it?' Ss answer in pairs, then write one sentence each about the picture using had or got.

Ss produce at least three correct sentences, for example:

• We had the technician check the robot. (active causative)
• She got her phone repaired at the shop. (passive causative)
• The studio had the camera fixed last week. (passive causative)
  Ss state the idea in their own words: the person who arranges the action does not need to do it.

Ss understand the difference between active causative (have/get + person + infinitive) and passive causative (have/get + object + past participle) and use them correctly.

T presents the two patterns with the example sentences:

• Active: We had the technician check the robot. / We got the technician to check it.
• Passive: We had the robot checked. / She got the software updated by a specialist.
  Ss work in groups of four with a Knowledge-formation card (Worksheet 1). Each group rewrites the sentences in Worksheet 1, Part A, and identifies the subject, the person who does the action and the object that receives it.

Ss complete the summary chart on Worksheet 1 with the following key points:

• have + person + bare infinitive: We had the technician check the sensor.
• get + person + to-infinitive: We got the technician to check the sensor.
• have/get + object + past participle: We had the robot repaired. / She got the software updated.
  Key idea: The person who arranges the action need not do it.

Ss understand and use adverbial clauses of manner, result, condition and comparison in context, and distinguish result from purpose.

T presents four groups of structures with examples:

• Manner: Follow the procedure as the editor explained. / He speaks as if he knew every detail.
• Result: The headline was so misleading that readers misunderstood. / It was such a clear report that everyone followed.
• Condition: Unless we act = If we do not act. / Visitors may enter provided that they follow the guide.
• Comparison: The restored bank is more stable than it was.
  Ss work in pairs with Worksheet 2, Part A: match each sentence beginning with the correct ending and identify the structure. Ss then discuss the difference between so...that (result) and so that (purpose).

Ss complete the summary in Worksheet 2 with the following points:

• Manner: as / as if / as though. As if and as though introduce an appearance or comparison, not necessarily a fact.
• Result: so + adjective/adverb + that; such + noun phrase + that.
• Condition: if, unless (= if not), provided/providing that, as long as. Unless already contains negation, so do not write 'unless not'. A condition is not a guaranteed outcome.
• Comparison: as...as or than + comparative. The comparison needs a comparable baseline.
• Result is not purpose: so that expresses purpose, so...that expresses result.

Ss pronounce the homophone pairs correctly, recognise linking /r/ in non-rhotic British speech and optional assimilation (ten boys, green park) in connected speech.

T models the words and the sentences:

• Homophones: pair /per/ and pear /per/; right /raɪt/ and write /raɪt/; know /noʊ/ and no /noʊ/.
• Reading sentences: Write the right instruction. / Check the pair of labels.
• Linking: far away /fɑːr‿əweɪ/; share information /ʃeər‿ɪnfəmeɪʃən/ (non-rhotic British).
• Assimilation (optional): Ten boys visited the green park /tem bɔɪz/.
  T states the accent model used in class and says that the homophones depend on meaning from context.

Ss can:

• Pronounce pair/pear, right/write, know/no with the same sound and identify the correct meaning from context.
• Read the sentences 'Write the right instruction' and 'Check the pair of labels' with correct sound.
• Link final /r/ before a vowel in non-rhotic British speech (far away, share information).
• Recognise that /n/ may become /m/ before /b/ or /p/ in connected speech and that careful /n/ is also acceptable.

Ss apply the causative, manner, result, condition and comparison structures to choose the correct answer, and diagnose the reason for each error.

Ss complete the ten multiple-choice items from the book (items 1–10). Ss write their answer on a mini-whiteboard or paper. T then checks the answers on the NeoEdu page (neoedu.vn/learn/12/english/review-3-language) and reviews the explanation for each item. Ss record each mistake in their error log.
Items:

1. We had the technician ___ the sensor. A. to check B. check C. checked D. checking
2. We got the technician ___ the sensor. A. checked B. checks C. to check D. check
3. We had the robot ___. A. repaired B. repairs C. to repair D. repair
4. She got the software ___ by a specialist. A. updated B. updates C. update D. to update
5. Check the source ___ the teacher showed you. A. as B. so C. because of D. such
6. The headline was ___ misleading that readers were confused. A. such B. so C. as D. too to
7. It was ___ a clear report that everyone understood. A. such B. as C. so D. too
8. He speaks as if he ___ every detail, but he has not checked. A. know to B. knowing C. has know D. knew
9. ___ we protect habitat, the risk may grow. (if we do not) A. Because B. Unless C. Although D. If
10. Visitors may enter ___ they follow the guide. A. unless not B. provided that C. despite D. because of

Answer key:

1. B (bare infinitive after have + person)
2. C (to-infinitive after get + person)
3. A (past participle: the robot receives the repair)
4. A (object + past participle)
5. A (as introduces manner)
6. B (so modifies an adjective before that)
7. A (such modifies a noun phrase)
8. D (as if + past form)
9. B (unless = if not)
10. B (provided that states the required condition)
    Ss write the reason for each wrong answer in their error log, for example: 'I chose D for item 2; the correct answer is C because get + person takes a to-infinitive.'

Ss use the causative, manner, result, condition and comparison structures to write and present a short group text about a topic from the three units (artificial intelligence, the world of mass media, wildlife conservation).

Each group of four chooses one topic: artificial intelligence, the world of mass media, or wildlife conservation. Using Worksheet 2, Part B, each group writes a short text of five to seven sentences. The text must include at least one causative, one manner clause, one result clause, one condition clause (with unless or provided that) and one comparison. Groups present their text in one minute. Homework: Ss write a paragraph of 80–100 words on the same topic using at least three of the structures.

Each group produces a text of five to seven sentences, for example:

• The school had the robot checked before the open day.
• The club worked as if the project depended on every member.
• The programme was so interesting that many students joined.
• Visitors may take photos provided that they do not disturb the animals.
• The new app is more useful than the old one.
  Each group presents the text and identifies the target structures underlined in the text.