Giáo án Skills

Ss activate prior knowledge of natural wonders and tourism and recall the six topic words before reading.

Ss look at the six words on the slide: limestone (đá vôi), landscape (cảnh quan), package tour (du lịch trọn gói), itinerary (lịch trình), variety (biến thể), accent (giọng). In pairs, Ss make one true sentence about a place they have visited for each word, then guess the meaning of any word they do not know. T asks: 'Which natural wonder in Viet Nam would you like to explore, and why?'

Ss can say the meaning of all six words and produce one example sentence each, for example: 'Limestone can form dramatic caves.' 'An itinerary helps travellers plan each day.' 'A package tour may include transport and a guide.'

Ss identify the participant, central action, stated reason and limit in a text, then explain the action with evidence and write a summary without new facts.

Ss work in groups of four using a jigsaw (khăn trải bàn). Each group member reads the Huy passage (Exercise 1 text) and completes Worksheet 1 with the following tasks: (1) identify the central student; (2) find the central action; (3) locate one stated reason or limit; (4) write one explanation sentence joining the action to the evidence; (5) write a summary of two or three sentences; (6) separate a fact from a possible opinion. Each group then compares answers on the khăn trải bàn.

Ss complete Worksheet 1. Key answers:

• Central student: Huy.
• Central action: Huy contacted the visitor centre instead of relying on an old message.
• Stated reason: he wondered whether the easiest path was open after heavy rain.
• Limit: an old message was not a reliable source.
• Explanation sentence: 'Huy contacted the visitor centre because he wondered whether the path was open after heavy rain, so he did not rely on an old message.'
• Summary (no new facts): 'Huy checked the route with the visitor centre before his school trip, then prepared a talk on why preservation matters.'
• Fact: the guide says caves and rock formations developed over a very long time. Opinion: 'A natural wonder is not only a place for photographs.'

Ss form reported yes/no questions with if and use the relative pronoun who to refer to people, and match the topic words with their meanings.

Ss complete Worksheet 2. Part A: change direct questions into reported speech with if. Part B: join sentences with who. Part C: match the six words with their meanings. T models the first item of each part using the examples in the lesson.

Ss complete Worksheet 2. Key answers:
Part A: 'Is the cave open?' She asked if the cave was open.
Part B: The guide who helped us lives here. / Students who ask questions can clarify meaning.
Part C: limestone – a rock that can form dramatic caves; landscape – the scenery of an area; package tour – a trip that includes transport, a guide and other services; itinerary – a plan of places and times for a trip; variety – a different form of a language; accent – the way someone pronounces words, which can reflect their background.

Ss apply a three-step listening strategy: listen for purpose, replay for detail, and pay attention to times, durations and rejected alternatives.

T explains the strategy using the Listen and develop a connected response guidance: listen once for the purpose; replay to check the requested detail; note starting times, durations and rejected alternatives. Ss practise with the question: 'Which detail is stated? A. fourteen minutes; B. thirty minutes; C. forty minutes; D. fifty minutes.'

Ss can list three listening steps and explain why a distractor is wrong, for example: 'Fourteen minutes and fifty minutes are not stated; the correct detail is forty minutes.'

Ss apply reading, listening and summary skills to the exercises in the lesson and check their answers against the key.

Ss complete the following tasks in pairs: Exercise 1 (identify the central student); Exercise 2 (explain the purpose of Huy's activity with evidence); Exercise 3 (listening: stated detail); Exercise 5 (Vy compares two tours: which tour did she choose, and why?); Exercise 7 (listening: stated detail); Exercises 9 and 10 (summarise Mai's display without adding a new fact). Pairs check with the NeoEdu interactive exercises after each task.

Answer key:

• Exercise 1: Huy.
• Exercise 2: Huy prepared a short talk about why preservation matters after the staff confirmed a safe route; his purpose was to check the route and share a message about protecting the landscape.
• Exercise 3: C (forty minutes).
• Exercise 5: Vy chose the second option, a small walking tour led by local residents, because she wanted to learn how the neighbourhood had changed.
• Exercise 7: C (ninety minutes).
• Exercises 9 and 10: a summary should state that English is used as a first language, an additional official language or a foreign language; accuracy matters; and listeners should focus on understanding the message rather than ranking accents.

Ss write an 80–100-word response about one natural wonder or tourism experience, separating fact from opinion and labelling any imagined account as fictional.

Ss choose one topic: a natural wonder they have seen or read about, or a tourism experience. They plan a paragraph with three parts: describe the experience; explain why it matters; end with a supported opinion. Ss mark each sentence as F (fact) or O (opinion). If the account is imagined, Ss write Fictional at the start. Ss use the Exercise 4 model only for ideas and organisation, not for copied details.

A paragraph of 80–100 words with clear structure and a visible fact/opinion marking. Assessment (human): relevant content 0.4; fact/opinion clarity 0.2; organisation 0.2; language 0.2. Model idea: 'A limestone valley can be a magnificent natural wonder. Its cliffs, caves and rivers show how water and rock interact over a long period. I would like to learn about the landscape rather than only take photographs.'