Giáo án Skills 2

Ss activate prior knowledge about electronic devices and the vocabulary of the unit, and get ready for the lesson topic.

Ss look at the pictures of a tablet, a smartphone and a portable charger, then answer the questions:

• What electronic devices do you use every day?
• Which device is the most useful for your study? Why?
• What is the biggest problem with your device? (battery life, notifications, the touchscreen...)

Ss name at least three electronic devices and give one reason for their choice, for example: 'My tablet is useful because it helps me search for information quickly.' Ss recall the words device, portable, touchscreen and battery life.

Ss learn how to listen for the situation and purpose first, then for specific evidence such as a reason, action, place, day or duration.

T introduces the listening strategy:

• Listen first for the situation and purpose.
• Before choosing an answer, predict whether the question needs a reason, action, place, day or duration.
• A number may be a starting time, not a length of time.
• A place may be explicitly rejected, so use the whole sentence to decide.
  Ss listen to the recording in two rounds: round 1 for the general situation and purpose; round 2 for specific evidence. Ss complete Worksheet 1 with the key words they hear. Sample questions Ss predict before listening: 'Which capability is mentioned? (a future capability)', 'Which day? (a day of the week)', 'How long? (a duration)'.

Ss complete Worksheet 1 with the key evidence they hear, for example: future capability – better support for users with different needs; day – Tuesday; place – on another drive; duration – six hours. Ss state the strategy: predict the type of information first, then listen for evidence.

Ss understand the structures of suggest, recommend and advise and use them correctly in sentences.

T writes the language focus on the board:

• Suggest and recommend can take V-ing or a clause with should: I suggest checking the settings. I recommend that you should back up your work.
• Advise also takes V-ing, a should-clause or object + to-infinitive: I advise you to check.
• Do not use 'suggest you to check'.
  T gives the example: 'I suggest {{1}} the settings. (check)' → 'I suggest checking the settings.' Ss then look at the sentences from the recording and the writing model: 'I recommend turning off unnecessary alerts and keeping a separate backup.'

Ss can state the rule: suggest + V-ing; recommend + V-ing or that-clause with should; advise + V-ing, should-clause or object + to-infinitive. Ss correct the mistake 'I suggest you to check' to 'I suggest checking' or 'I advise you to check'.

Ss identify the parts of a coherent paragraph and separate observed facts from predictions in a model text.

Ss read the writing model silently (about one minute) and answer the questions:

• What is the topic sentence?
• Which sentences are supporting details?
• Which sentence gives a reason or example? Which sentence is the closing?
• Which sentences are facts and which are predictions? (In the future similar devices may offer better tools...; This is a possibility, not a promise...)
  Ss complete Worksheet 2 with the organization of the model. Writing model: 'My tablet is useful because it lets me organize notes and search for a topic quickly. ...'

Ss complete the plan on Worksheet 2:

• Topic sentence: My tablet is useful because it lets me organize notes and search for a topic quickly.
• Supporting details: It is portable, so I can take it to the library. / However, its battery life depends on what I do, and notifications can interrupt my work.
• Reason or recommendation: I recommend turning off unnecessary alerts and keeping a separate backup.
• Closing: I think the best device is one that solves a real problem safely and reliably.
• Prediction: In the future, similar devices may offer better tools for users with different needs.

Ss check their understanding of the recording and practise choosing the correct answer and the correct sequence of a paragraph.

Ss do Exercises 1–6 in the textbook and in Worksheet 1:

1. Listen to the complete recording. Which future capability does Nhi mention as a possibility? A. Unlimited battery power; B. Automatic examination answers; C. Better support for users with different needs; D. A guarantee that files cannot be lost.
2. When did Nhi show the application? A. Monday; B. Tuesday; C. Wednesday; D. Saturday.
3. Where does Nhi keep a separate backup? A. On another drive; B. In the shared notebook; C. Only on the tablet; D. In the privacy menu.
4. How long does the battery usually last in Nhi's normal use? A. Six minutes; B. Four hours; C. Six hours; D. Sixteen hours.
5. Which plan creates a coherent paragraph about electronic devices? A. Unrelated sentences only; B. Topic → supporting details → reason → closing; C. Conclusion without a topic; D. A list of copied titles.
6. Put the revision steps in order: Check that the paragraph answers the task → Check the sequence and links between ideas → Correct grammar and word choice → Proofread spelling and punctuation.

Answers:

1. C – Better support for users with different needs.
2. B – Tuesday.
3. A – On another drive.
4. C – Six hours.
5. B – Topic → supporting details → reason → closing.
6. Revision order: 1) Check that the paragraph answers the task; 2) Check the sequence and links between ideas; 3) Correct grammar and word choice; 4) Proofread spelling and punctuation. Ss explain that meaning and organization are revised before surface details.

Ss write a coherent 90–110-word passage about an electronic device's current uses and possible future capabilities, separating facts from predictions, and improve it after peer feedback.

Ss complete the writing task: 'Write a 90–110-word passage about an electronic device's current uses and possible future capabilities. Clearly separate observed facts from predictions.'
Ss follow the plan from Activity 3: topic sentence, two supporting details, a reason or example and a closing. Ss use at least one structure from the language focus, for example: I recommend turning off unnecessary alerts. / I advise you to keep a backup.
After writing, Ss exchange papers, underline one unclear sentence and write a comment. The writer revises that sentence and writes the original sentence, the revised sentence and a reason for the change.
Homework: Ss complete the final paragraph and check it against the revision checklist.

A 90–110-word paragraph that:

• has a clear topic sentence about one electronic device;
• includes two supporting details, a reason or example and a closing;
• separates current facts (for example: It is portable, so I can take it to the library) from predictions (for example: In the future, similar devices may offer better tools);
• uses at least one correct structure with suggest, recommend or advise.
  A revision record: original sentence, revised sentence and a reason. Example: 'It is good.' → 'The shared bus reduces the number of cars near the gate.' Reason: the revision replaces a vague opinion with a precise reason.