Giáo án Skills 2

Ss activate prior knowledge about traffic and recall key vocabulary of the unit.

Ss look at the projected pictures and answer the questions: 'What can you see on the road?' and 'What do people use when they travel to school?' Ss name items from the vocabulary list: pavement (vỉa hè), helmet (mũ bảo hiểm), pedestrian (người đi bộ), crossing (chỗ sang đường), passenger (hành khách), road sign (biển báo giao thông).

Ss name at least four vocabulary items correctly and say one traffic situation they see near their home or school, for example: 'There are many motorbikes in front of my school in the morning.'

Ss learn and apply the listening strategy: predict the topic, listen for the main idea first, then listen again for details.

T presents the strategy in four steps: (1) predict the topic from the word Traffic; (2) first listen for the activity and the reason; (3) listen again for names, times and places; (4) take short notes and check which spoken detail supports the answer. T models the strategy with a short example: 'The talk is about traffic. I will listen for who, what, where and when.' Ss then predict what the talk may include: a person, an activity, a place, a time and a reason.

Ss can state the four steps of the strategy in their own words. Ss write a prediction in their notebook, for example: 'The talk is probably about a student who reports a traffic problem at school.' Ss also understand the key listening words: activity, reason, location, time.

Ss use the distance question pattern and should / should not to ask questions and give sensible advice.

T presents the pattern 'How far is it from here to the station?' with it as an empty subject (not a particular object). T gives the example: 'How far is ___ from here to the station?' – 'How far is it from here to the station?' Then T presents should/should not + base verb: 'You should wear a helmet.' 'Pupils should not step into moving traffic.' and the question form 'Should we stop here?' T reminds Ss to use should for sensible advice, not for a certain prediction, and to state only safe rules.

Ss can complete the patterns correctly, for example:

• How far is it from your home to school? – It is about two kilometres.
• You should wear a helmet when you ride a motorbike.
• We should not step into moving traffic to get around a parked car.
• Should we stop here? – Yes, we should wait at the crossing.

Ss identify the main person, activity, place, time and reason in the talk, and judge true or false statements.

Ss do Exercises 1–6 on Worksheet 1 (multiple-choice and true/false questions). In Exercise 7, Ss listen once more and explain one careful choice made by Hung, using a specific detail. Ss compare their answers in pairs before T checks as a class.

Answer key for Worksheet 1:

• Exercise 1: C (Hung)
• Exercise 2: B (reports traffic problems)
• Exercise 3: A (at the school travel club)
• Exercise 4: A (on Saturday morning)
• Exercise 5: A (he wants safer journeys in his town)
• Exercise 6: a) T (The main person is Hung.); b) F (The activity happens at an airport, not at the school travel club.) Note: the recording places the activity at the school travel club, so the statement is false; c) T (The stated reason is that he wants safer journeys in his town.)
• Exercise 7 (sample): 'Hung says the school should discuss a safer drop-off point with adults and local officials, because many cars arrive at the same time near the school.'

Ss practise the distance question and should structures in a short pair activity.

Ss complete Worksheet 2, Part A (distance questions) and Part B (should advice about a traffic situation). Then Ss ask and answer the distance question with a partner about the distance from home to school.

Answer key for Worksheet 2:

• Part A: 1. How far is it from here to the station? 2. How far is it from your home to school? 3. How far is it from the bus stop to the library?
• Part B: 1. You should wear a helmet. 2. Pupils should use the marked crossing. 3. We should not step into moving traffic. 4. Should we stop here? (Yes, we should.)

Ss write a 60–80-word paragraph describing one traffic problem near school or in a town, its effect and sensible adult-supported improvements.

Ss use the planning questions on Worksheet 2, Part C (who, what, where, when, a useful detail; the problem; the effect; the improvement). Ss write a paragraph of 60–80 words. T models the paragraph below for Ss to analyse before they write. Ss then exchange their paragraph with a partner and check the word count, the structure and the use of should.
Model paragraph: 'The road near our school becomes crowded before lessons. Several cars stop at the gate, and some block the pavement. This makes walking difficult and can reduce the space where people see traffic. The school should discuss a safer drop-off point with adults and local officials. Pupils should use the agreed walking route and marked crossing. We should not step into moving traffic to get around a parked car.'
Homework: Ss revise their paragraph and write a final version with a title.

Each S produces a paragraph of 60–80 words with one clear traffic problem, one effect and at least two improvements using should or should not. Assessment rubric (10 points): task and content 4; organisation 2; grammar and vocabulary 3; spelling and punctuation 1. The model is one possible answer, not the only key.