Giáo án Skills 2

Ss activate prior knowledge about film types and practise talking about their preferences, which prepares them for the listening topic Films.

T shows four pictures (comedy, documentary, frightening film, moving film) and asks: “What kind of film do you like? Why?” Ss work in pairs to name the film type they like best and give one reason. T writes the key words comedy, documentary, frightening, moving and plot on the board and elicits their meanings (phim hài, phim tài liệu, gây sợ hãi, gây xúc động, cốt truyện).

Ss name at least one film type and give a reason, for example: “I like comedy because it makes me laugh.” Ss can explain the meanings of comedy, documentary, frightening, moving and plot in English or Vietnamese.

Ss learn how to predict the topic from the title Films, listen for the main activity and the reason, then listen again for names, times and places.

Ss read the listening question stems in the textbook. T explains the strategy: first predict the topic from Films, not from a written answer; first listen for the activity and the reason; listen again for names, times and places; take short notes; then check which spoken detail supports the choice. Ss complete Worksheet 1 (Listening notes) with the columns: who, what, where, when, why. T plays the audio twice. A check of the NeoEdu lecture on listening strategy can be shown on the projector.

Completed Worksheet 1. Expected notes: who = Nga; what = watched a documentary; where = at the school cinema; when = last Thursday afternoon; why = her class was learning about oceans. Key idea: predict the topic from the title, then listen for specific details and support each answer with a spoken detail.

Ss learn how to use although/though and however to show contrast, avoid joining two clauses with but, and use -ed and -ing adjectives correctly.

T presents the language with the example: “___ the film was slow, the ending was moving.” T elicits the answer: “Although the film was slow, the ending was moving.” T explains: although/though introduce a contrasting subordinate clause; do not add but to the same pair of clauses; however links two contrasting sentences (“The film was long. However, I enjoyed it.”); a comma alone is not enough to join two full clauses with however. T contrasts boring (a boring film) with bored (a viewer feels bored), and moving (a moving scene) with moved (a viewer feels moved). Ss complete Worksheet 2 (Contrast and feelings) and check on the NeoEdu page.

Completed Worksheet 2. Expected answers: 1) Although the film was long, I enjoyed it. / The film was long. However, I enjoyed it. 2) Although the story was sad, the ending was warm. 3) The film was boring, so I felt bored. Key points: no but with although; however needs a full stop or semicolon before it and a comma after it; boring describes the film, bored describes the viewer.

Ss practise listening for main ideas and specific details, and judge whether statements match the talk.

Ss answer the multiple-choice questions 1–5 and then judge the statements a)–c) in exercise 6 (true = Đ, false = S). After each answer, Ss give the supporting detail. T uses the NeoEdu interactive exercise to check the answers.
Questions 1–5: 1. Who is the main person? A. Mai; B. Nga; C. Long; D. Alex. 2. What is the main activity? A. watched a documentary; B. visited a flower festival; C. takes a swimming test; D. repairs a school bus. 3. Where does the activity take place? A. at the school cinema; B. in the classroom; C. at the school library; D. at the community hall. 4. When does it take place? A. last Thursday afternoon; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening. 5. Why does the person do this? A. her class was learning about oceans; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin.
Exercise 6: a) The main person is Nga. b) The activity happens in a nearby town. c) The stated reason is that her class was learning about oceans.

Answers: 1 – B (The opening sentence names Nga.); 2 – A (The text states that Nga watched a documentary.); 3 – A (The location is at the school cinema.); 4 – A (The time expression is last Thursday afternoon.); 5 – A (The reason clause says “her class was learning about oceans”.); 6 – a) Đ (Nga is named in the talk); b) S (The activity takes place at the school cinema, not in a nearby town); c) Đ (The talk gives the reason her class was learning about oceans).

Ss apply the listening details to explain a responsible choice, plan and write a 60–80-word review with contrast, and respond politely to a film recommendation.

Step 1 (pair work, about 8 minutes): Ss listen again and explain one responsible choice made by Nga with a specific detail. Step 2 (individual, about 10 minutes): Ss plan a review of an age-appropriate film on Worksheet 2 using the plan who/what/where/when, a useful detail, a brief non-spoiler plot, an opinion and a contrast with although/though or however. Step 3 (pair work, about 7 minutes): Ss exchange their plans, check for contrast words, non-spoiler plot and word count, and respond politely to each other's recommendation (accept with interest or decline politely with a reason and an alternative). Homework: Ss write the final review.

Responsible choice: “The film lasted fifty minutes. She liked the underwater photographs, although some terms were difficult. Her teacher explained three new words afterwards.” Explanation: the detail shows care for learning and clear thinking, because Nga asked for explanations when she did not understand. Review plan: who, what, where, when, one useful detail, a brief non-spoiler plot, an opinion, and one contrast sentence with although/though or however. Final review (60–80 words, homework) that includes type, a brief non-spoiler plot, an opinion and a contrast.