Giáo án Language

Ss activate prior knowledge of the three units (Local community, City life, Healthy living for teens) and recall the sentence patterns they have studied.

T writes four unfinished sentences on the board:

• We learned ___ shape clay. (how to / how we to)
• The more people use buses, ___ the roads become. (the less crowded / more crowded)
• If you feel tired, you ___ take a break. (should / shoulds)
• Congestion ___ the morning bus. (delays / delay)
  Ss work in teams of four and decide the correct answer and the topic each sentence belongs to.

Ss identify the correct options (how to; the less crowded; should; delays) and link each sentence to a unit: Local community (how to shape clay), City life (double comparative, congestion), Healthy living for teens (first conditional with should).

Ss recall the meaning, form and use of the six key words and six phrasal verbs from the three units.

Expert groups work on Worksheet 1, Part A.
Group 1 (Local community): artisan (thợ thủ công), community helper (người giúp ích cộng đồng), find out (discover), look after (care for), pass down (transmit).
Group 2 (City life): congestion (tình trạng ùn tắc), public transport (giao thông công cộng), get around (travel), carry out (conduct), cut down on (reduce).
Group 3 (Healthy living for teens): well-balanced (cân bằng), priority (việc ưu tiên).
Each group writes one example sentence for each word and checks whether the object can separate the phrasal verb (for example, 'pass the skills down' is possible; 'look the children after' is also possible with a pronoun only if the object is a pronoun: 'look after them').

Ss write the following list in their notebooks, each with an example sentence:

• artisan: The artisan shapes a bowl by hand.
• congestion: Congestion delays the morning bus.
• public transport: Public transport can reduce traffic.
• well-balanced: A well-balanced day includes rest.
• priority: Sleep is a priority before a busy day.
• find out, look after, pass down, get around, carry out, cut down on: each with one correct example sentence and the note that a phrasal verb is verb + particle.

Ss explain the form of question word + to-infinitive and of double comparatives, and identify common errors.

T shows the rules on the slide:

• Question word + to-infinitive after know, learn, ask, decide: We learned how to shape clay. Do not add a second subject: not 'how we to shape'.
• Double comparatives: the + comparative clause, the + comparative clause: The more people use buses, the less crowded the roads become. Do not use more with an -er form: not 'more safer'.
  Ss do Worksheet 1, Part B: they complete the sentences with the correct form and explain each error in one line.
  Questions for Ss: 'Is there a subject after how to?' 'Which form is correct: quieter or more quiet?'

Ss write the following correct forms and rules:

• We learned how to shape clay (not 'how we to shape'). Rule: question word + to-infinitive, no second subject.
• The earlier we leave, the quieter the roads are (not 'the more quiet'). Rule: use the -er comparative in double comparatives.
• The more people walk, the fewer cars we need (fewer is used with countable plural cars).
• Rule: do not use more with an -er form ('more safer' is incorrect; write 'safer').

Ss form first conditional sentences and use can, may, must and should to express ability, possibility, necessity and advice.

T presents the rule: In a first conditional, use if + present simple, then a modal + base verb: If you feel tired, you should take a break. Do not normally put will in the if-clause.
T presents the meanings of the modals: can (ability/permission), may (possibility), must (necessity), should (advice).
Ss complete the sentences in Worksheet 1, Part C with the correct modal and base verb, for example: 'If you feel overwhelmed, you ___ ask a trusted adult for help.'

Ss write the following sentences and the meaning of each modal:

• If you feel overwhelmed, you should ask a trusted adult for help. (advice)
• If you finish early, you can take a short break. (permission)
• If Nam exercises regularly, he may feel more energetic. (possibility)
• If you miss the bus, you must walk to school. (necessity)
  Rule: should, can, may, must are followed by the base verb; will is not normally used in the if-clause.

Ss recognise and produce the target vowels and consonants and understand that accent variation is not an error.

T plays the audio (en-US) and models the words:

• Vowels: cat /æ/, father /ɑː/, bed /e/. Open the jaw for cat, use a more back open vowel for father, and keep bed less open.
• Diphthongs: town /aʊ/, road /oʊ/ (en-US), square /er/ (en-US, with audible r). Keep town and road as one syllable.
• Consonants: healthy /h/ (breathy, no vowel before it) and routine /r/ (voiced, the tongue does not tap the roof of the mouth).
  Ss repeat in chorus and then individually. T notes that the book's symbols are British-style and that consistent standard accents are accepted.

Ss can say each word with the correct vowel or consonant sound:

• cat /æ/, father /ɑː/, bed /e/
• town /aʊ/, road /oʊ/, square /er/ (American reference)
• healthy: no vowel added before /h/
• routine: voiced /r/
  Ss write the rule in their notebooks: 'Accent variation is not an error; keep the contrast consistent.'

Ss apply the grammar, vocabulary and pronunciation rules to choose and correct answers, and record the reason for every correction.

Ss complete Worksheet 2 individually (10 items). They answer before checking the explanation and write the reason for any correction in their notebooks. Questions to check:

1. I do not know how ___ this tool. (use)
2. The more people walk, ___ cars we need. A. the fewer; B. the less; C. fewer the; D. the few
3. If you feel overwhelmed, you ___ ask a trusted adult for help. A. should; B. should to; C. are should; D. shoulds
4. We asked the artisan ___ to buy local clay. A. where; B. who; C. which person; D. whose
5. The earlier we leave, the ___ the roads are. (quiet)
6. If Nam ___ regularly, he may feel more energetic. (exercise)
7. Grandparents pass ___ their skills to children. (pass down)
8. We should ___ car journeys. A. look after; B. cut down on; C. pass down; D. turn on
9. If you finish early, you ___ take a short break. A. can; B. cans; C. can to; D. are can
10. Which word has the British-style /e/ symbol? A. bed; B. cat; C. father; D. car

Answer key:

1. to use (How + to-infinitive follows know.)
2. A. the fewer (Cars is countable plural, so fewer.)
3. A. should (Should is followed by base verb ask.)
4. A. where (Where asks about a place; we asked the artisan where to buy local clay.)
5. quieter (Use the comparative quieter in a double comparative.)
6. exercises (Present simple in the if-clause; Nam takes -s.)
7. down (Pass down means transmit to a later generation.)
8. B. cut down on (Cut down on means reduce.)
9. A. can (Can + base verb.)
10. A. bed (Bed contains /e/; cat /æ/, father and car commonly /ɑː/ in the reference accent.)
    Ss write one reason for each wrong answer in their notebooks.

Ss personalise the three structures by writing about their own community, city life and healthy habits.

Ss write five sentences about themselves, using:

• question word + to-infinitive (for example: I want to learn how to make pottery.)
• double comparative (for example: The more I exercise, the more energetic I feel.)
• first conditional with a modal (for example: If I feel tired, I should take a short break.)
  Ss also use one phrasal verb from the lesson and one key word.
  They write their sentences on the back of Worksheet 2, and T collects some for feedback.

Sample product:

• I want to learn how to shape clay at the local craft village.
• The more people use public transport, the less congestion we have in the city.
• If I feel overwhelmed, I should ask my parents for help.
• If I finish my homework early, I can go out to look after the garden.
• My priority this week is a well-balanced diet.
  Ss use correct forms and no will in the if-clause.