Giáo án Language

Ss recall the three grammar points of the units (relative clauses, suggest/advise, concession and reason) and become aware of the common errors they need to avoid.

Ss work in four teams. T shows five sentences on the board, for example: “The Earth that is our home needs care.”, “I suggest you to check the settings.”, “Although the work is hard, but she enjoys it.”, “He studies hard so he wants to qualify.”, “Despite the job is demanding, she likes it.” Teams find the error in each sentence and say the correct version.

Corrected sentences: “The Earth, which is our home, needs care.” (use commas and which, not that); “I suggest checking the settings.” (suggest + V-ing); “Although the work is hard, she enjoys it.” (do not use but); “He studies hard because he wants to qualify.” (because for reason); “Despite the fact that the job is demanding, she likes it.” or “Despite the demanding job, she likes it.” (despite + noun/V-ing, not a clause).

Ss understand the form and use of non-defining relative clauses with who, which and whose, and know that the clause is set off by commas and can be removed without changing the main identity of the noun.

T presents the sentence from the lesson: “This wetland, which stores floodwater, needs protection.” T asks Ss to find the extra information, the commas and the relative pronoun. Ss then complete Worksheet 1, Part A, by choosing who, which or whose for three sentences about the Earth and a named person. Key questions for T: “Is the information in the clause necessary to identify the wetland?” “Why do we use commas?” “Why can we not use that here?”

Key rules Ss write in their notebooks:

• Use who (for people), which (for things) or whose (for possession) in a non-defining clause.
• Put commas before and after the clause.
• Do not use that and do not omit the relative pronoun.
  Worksheet 1 answers: A1. which (This wetland, which shelters birds, needs clean water.); A2. who (Ms Ha, who works at the centre, gave a talk.); A3. whose (The forest, whose flora is rich, attracts tourists.)

Ss distinguish the three structures suggest, recommend and advise and choose the correct pattern (V-ing, should-clause, object + to-infinitive) in advice about electronic devices.

T presents three example pairs from the lesson: “I suggest checking the settings.” / “I recommend that you should back up your work.” / “I advise you to check.” Ss complete a three-column chart in pairs by classifying the verbs and the patterns. T reminds Ss: “Do not say ‘suggest you to check’.”

Chart completed by Ss:

• Suggest: + V-ing (I suggest checking the settings.) or + clause with should (I suggest that you should check the settings.)
• Recommend: + that-clause with should (I recommend that you should back up your work.) or + V-ing (I recommend backing up your work.)
• Advise: + V-ing (I advise checking the settings.), + should-clause (I advise you should check) or + object + to-infinitive (I advise you to check.)
  Key point: Suggest does not take object + to-infinitive.

Ss use although/even though, because and so correctly in complete-clause constructions, and use despite/in spite of with a noun or V-ing.

T writes three sentences on the board: “Although the work is demanding, she enjoys it.” / “She wants to help people, so she is exploring nursing.” / “Despite the demanding work, she enjoys it.” T asks Ss to sort the sentences into concession, reason and result, then rewrite the second sentence with because. Ss note that although and but should not appear together, and that because and so should not appear in the same two-clause sentence.

Ss' answers:

• Concession: although + subject + verb (Although the work is demanding, she enjoys it.); despite/in spite of + noun or V-ing (Despite the demanding work, she enjoys it.)
• Reason: because + clause (She is exploring nursing because she wants to help people.)
• Result: so + clause (She wants to help people, so she is exploring nursing.)
  Rule for Ss: Do not write “Although … but …” or “Because … so …”. Despite the fact that is needed before a full clause.

Ss identify the stressed words in neutral and emphatic speech, and recognise rising intonation in a statement used as a checking question.

T plays or models three sentences: “BIRDS need CLEAN WAter.” (stress on key nouns and adjectives); “You. Shared. My. Password?” (each word stressed for emphasis or surprise); “You want to be an engineer?” (statement with rising intonation as a genuine question). T asks Ss to mark the stressed words and the intonation arrow. T stresses that in neutral speech only key information is highlighted, and that the rising tone should be curious, not disbelieving.

Ss' marked sentences:

• BIRDS need CLEAN WAter. (BIRDS and CLEAN WAter carry the important information; the focus can shift for contrast.)
• You. Shared. My. Password? (each word stressed; shows surprise or anger, not neutral speech.)
• You want to be an engineer? (word order of a statement, rising intonation ↗ for confirmation or surprise.)
  Key point: Stress is not equal on every syllable; listen to meaning as well as rhythm.

Ss apply the grammar and vocabulary of the three units in multiple-choice and gap-filling exercises, and explain the reason for each correction.

Ss complete Worksheet 2, Exercises 1–9, in teams. Exercise 1: This wetland, ___ shelters birds, needs clean water. A. which; B. that; C. where it; D. whom. Exercise 2: I suggest {{1}} the settings. (check). Exercise 3: ___ the work is demanding, she enjoys it. A. Although; B. Because of; C. Despite; D. So. Exercise 4: Ms Ha, {{1}} works at the centre, gave a talk. (who/which). Exercise 5: Choose the correct advice. A. I suggest you to rest.; B. I suggest resting.; C. I suggest rest you.; D. I suggest to resting. Exercise 6: He studies hard {{1}} he wants to qualify. (because/although). Exercise 7: Choose the correct non-defining clause. A. The Earth, that is our home, needs care.; B. The Earth, which is our home, needs care.; C. The Earth which is our home needs care always.; D. The Earth, which it is our home, needs care. Exercise 8: She recommends that we {{1}} a backup. (should keep/keeping). Exercise 9: She wants to help people, ___ she is exploring nursing. A. because; B. so; C. although; D. despite.

Answer key:

1. A (which; non-defining clause uses which, not that)
2. checking (suggest + V-ing)
3. A (although + complete clause expresses concession)
4. who (who refers to a named person)
5. B (suggest takes V-ing, not object + to)
6. because (the second clause gives the reason)
7. B (commas, which, and no repeated subject)
8. should keep (recommend + that-clause with should)
9. B (so introduces the result)
   Ss record the reason for each incorrect answer in the box beside the question.

Ss apply the stress and intonation rules in a multiple-choice question and read sentences aloud with correct stress and tone.

Ss answer Exercise 10: A speaker corrects “The fish need clean water” by saying “The BIRDS need clean water.” Why does BIRDS receive the strongest emphasis? A. It contrasts the animal with fish.; B. Every noun must always be equally loud.; C. The sentence has changed to a question.; D. The speaker is contrasting clean with dirty. Then pairs take turns reading three sentences from the lesson with correct stress: “BIRDS need CLEAN WAter.” / “You. Shared. My. Password?” / “You want to be an engineer?” Partners check the stress and tone.

Answer to Exercise 10: A (BIRDS carries the corrective contrast with fish. Focus depends on context; this does not make every word or syllable equally stressed.)
Pairs read the sentences with marked stress and tone. Partners give feedback: “You stressed the key noun and the rising tone was good.”

Ss use the target structures in a short, real-life conversation about career paths, qualifications and device advice, with correct stress and tone.

Ss work in pairs. Partner A is a student who is unsure about a career path. Partner B gives advice and reasons. Ss must use at least one concession sentence (Although/Despite), one reason (because), one result (so), one suggest/recommend/advise structure, and one checking question with rising intonation. Example prompt: “I want to be an engineer, but I need more qualifications.” Ss may use vocabulary: career path, qualification, device, portable, habitat, flora.

A short dialogue of six to eight lines, for example:
A: I want to be an engineer, but I am not sure about my career path.
B: I recommend that you should learn more about the qualification you need. Although the course is long, it is worth it.
A: You want to be an engineer? (rising intonation)
B: Yes, so you should start with a portable device for practice.