Giáo án Skills

Ss activate prior knowledge of the three topics (Planet Earth, Electronic devices, Career choices) and the key vocabulary, and identify the purpose of today's review.

Ss look at three pictures on the slide (a wetland with birds, a tablet with notifications on screen, a group of students talking to an engineer and a nurse). In pairs, Ss answer: 'What is shown? Which topic does it belong to? What word comes to mind?' Then T introduces the lesson goal: read, explain, compare, listen and write with evidence.

Ss name the three topics and link each picture to one key word, for example: wetland – habitat; tablet – device, portable; engineer and nurse – career path, qualification. Ss state the lesson goal: 'We will read for evidence, explain actions, and write facts and opinions clearly.'

Ss understand and use the six key words (habitat, flora, device, portable, career path, qualification) in sentences related to the three topics.

T presents each word with its meaning and an example: habitat (môi trường sống) – A wetland is a habitat for many birds. flora (hệ thực vật) – The park has rich flora. device (thiết bị) – A tablet is an electronic device. portable (di động) – A portable charger fits in a bag. career path (lộ trình nghề nghiệp) – A career path can change over time. qualification (bằng cấp hoặc năng lực được chứng nhận) – Some jobs require a specific qualification. Ss match each word with a definition, then make one new sentence per word about their own life.

Matching key: habitat – a place where animals live; flora – plants of an area; device – a machine or tool such as a tablet; portable – easy to carry; career path – the route of a person's working life; qualification – a certificate showing skill or ability. Ss write six original sentences in their notebooks, each using one key word correctly.

Ss read three original accounts as evidence, identify the participant, central action and stated reason or limit, and explain the action using evidence.

Ss work in home groups of three (Member A reads account 1, Member B reads account 2, Member C reads account 3). Each Ss takes the task card of their text in Worksheet 1 and answers: (1) Who is the participant? (2) What is the central action? (3) What reason or limit is stated? (4) Write one explanation sentence with 'because'. (5) Which sentence is a fact, and which is an opinion or prediction? Then Ss go to expert groups to compare answers and return to the home group to share. Accounts: (1) The school nature club studied a nearby wetland. (2) Duc used a tablet to organise class notes. (3) Thao attended a career event at school.

Expected answers on Worksheet 1:

• Account 1: Participant – members of the school nature club (pupils). Central action – recorded birds from a public path and noted plants at the water's edge. Stated limit – they did not enter nesting areas and a single visit cannot prove that a population is increasing. Explanation: 'The pupils proposed regular observation because one visit cannot show a long-term trend.' Fact: the birds and plants they recorded. Opinion/recommendation: their proposal for less plastic waste.
• Account 2: Participant – Duc. Central action – used a tablet to organise class notes and compared its capabilities with its limitations. Stated limit – notifications often interrupted his study. Explanation: 'Duc recommended the device only after comparing its limitations, because notifications interrupt study.' Prediction: future devices might have better accessibility tools (labelled as a prediction).
• Account 3: Participant – Thao. Central action – attended a career event and listed the tasks, skills and questions she wanted to explore. Stated limit – she did not choose a career only from her interest in drawing. Explanation: 'Thao made a plan because drawing alone does not decide a career.' Her plan is a starting point, not a promise.

Ss recognise and explain three grammar structures: non-defining relative clause with which, suggest + V-ing, and although + complete clause to express concession.

T shows three examples and asks Ss to find the rule: (1) 'This wetland, ___ shelters birds, needs clean water.' (2) 'I suggest {{check}} the settings.' (3) '___ the work is demanding, she enjoys it.' Then T highlights the same structures in the reading texts: 'Thao enjoyed drawing, although she did not choose a career only from that interest' and 'a teacher advised turning off non-essential alerts'. Ss complete the rule boxes.

Rule 1: A non-defining clause (set off by commas) uses which, not that. Example: This wetland, which shelters birds, needs clean water.
Rule 2: Suggest is followed by V-ing. Example: I suggest checking the settings.
Rule 3: Although introduces a complete clause that expresses concession (contrast). Example: Although the work is demanding, she enjoys it.
Ss note the rule behind each: commas for non-defining clauses; V-ing after suggest; a subject and verb after although (not 'although the work demanding').

Ss apply which, suggest + V-ing and although correctly in gap-fill sentences and check their answers against the rules.

Ss complete the exercises in Worksheet 2 individually, then check in pairs. Items: (1) This wetland, ___ shelters birds, needs clean water. (2) I suggest ___ the settings. (check) (3) ___ the work is demanding, she enjoys it. (4) Find in Text 3 the word that introduces the contrast in 'Although Thao enjoyed drawing, she did not choose a career only from that interest', and say what kind of clause follows it. Ss can also do the same exercises on the NeoEdu page.

Answer key:

1. which
2. checking
3. Although
4. 'Although' introduces a complete clause (Thao enjoyed drawing), which expresses concession; the main clause follows after the comma.
   Rule reminders: non-defining clause uses which and commas; suggest + V-ing; although + complete clause.

Ss listen to two short reports, identify the stated detail, and reject distractors such as wrong starting times, durations and alternatives.

T plays the first short report from the Student's Book (question 3: thirteen minutes, twenty minutes, thirty minutes, forty minutes). Ss listen once for the purpose, then T replays to check the detail. Then T plays the second report (question 7: four hours, six hours, six minutes, sixteen hours) and Ss follow the same steps. Ss circle the stated detail and cross out the distractors.

Question 3 answer: C – thirty minutes (the stated time is thirty minutes). Question 7 answer: B – six hours (the stated time is six hours). Ss note the distractors: thirteen, twenty, forty minutes; four hours, six minutes, sixteen hours. Ss state the technique: 'Listen for the purpose first, then replay to confirm the exact detail, and check which options are rejected.'

Ss write an 80–100-word connected response about one concrete experience related to Planet Earth, Electronic devices or Career choices, distinguish facts from opinions, and give peer feedback.

Ss choose ONE topic and ONE real experience or observation (or label it as fictional if imagined). The response must: (1) describe the experience; (2) explain why it matters; (3) finish with a supported opinion. Ss label facts and opinions clearly. Ss check their draft against the checklist and compare with a model paragraph in the Student's Book, but they use their own ideas. Peer feedback is given in pairs using the checklist. Writing is assessed by a human (teacher) with the rubric: relevant content 0.4; fact/opinion clarity 0.2; organisation 0.2; language 0.2.

A written paragraph of 80–100 words. Checklist: Does my paragraph describe one concrete experience? Do I explain why it matters? Do I finish with a supported opinion? Are facts and opinions/predictions clearly labelled? Do I use at least one key word (habitat, flora, device, portable, career path, qualification) correctly? Do I use a non-defining clause with which, suggest + V-ing or although correctly? Is the word count 80–100?