Giáo án Skills 2

Ss activate prior knowledge about managing time and healthy habits and become familiar with the topic of the lesson.

T asks Ss to look at four pictures or words on the board: a phone, a deadline calendar, a sleeping person and a tired student. Ss discuss in pairs: What makes it hard to manage time as a teenager? Which of the four words (priority, deadline, distraction, well-balanced) matches each picture?

Ss give at least two problems of time management (e.g. 'Phone messages interrupt my homework.' / 'I forget the deadline for my project.') and match each picture with a word: phone = distraction; calendar = deadline; sleeping person = well-balanced day; ticked list = priority.

Ss learn how to prepare for a listening task, predict the type of information required and listen for evidence in a recording.

T presents the listening strategy: (1) listen first for the situation and purpose; (2) before choosing an answer, predict whether the question needs a reason, action, place, day or duration; (3) replay for specific evidence; (4) use the whole sentence. T models with the question 'How long does one study session last before a break?' and explains that a number may be a starting time rather than a length of time, and that a place may be explicitly rejected. Ss complete Phiếu học tập số 1 (Part A: strategy notes) while listening to the first part of the complete recording about Linh.

Ss record the strategy in their notebooks: Predict the question type → listen for the action, contrast or number → use the whole sentence. Ss identify the question types: 'What does Linh do…?' = action; 'When does Linh plan…?' = day; 'Where does Linh write…?' = place; 'How long…?' = duration. Ss understand that the number in a clock time is not a duration.

Ss analyse the structure of a well-organised paragraph and recognise the first conditional with modals used for advice and possibility.

T displays the original writing model about managing time. Ss work in groups of four to find: the topic sentence, two supporting details, a reason or example and the closing sentence. Then T presents the language focus: 'If + present simple, + modal + base verb' (e.g. 'If you feel tired, you should take a break.'). T explains the meanings: can (ability/permission), may (possibility), must (necessity), should (advice). T explains that will is not normally used in the if-clause. Ss complete Phiếu học tập số 2 (Part A).

Ss identify in the model: Topic sentence = 'To manage time effectively, I begin with the tasks that matter most.' Supporting details = 'Each Sunday I write a short weekly plan…' and 'During a study session, I put my phone away…'. Reason or example = 'A useful plan should support my health…'. Closing = 'I review it at the end of the week and change what did not work.' Ss rewrite the example: 'If you feel overwhelmed, you should ask a trusted adult for help.' Key rule recorded: If + present simple, + should/must/can/may + base verb.

Ss apply the listening strategy to answer four multiple-choice questions based on the complete recording.

Ss listen to the complete recording (use the listening button for each question) and choose the best answer for: Q1. What does Linh do if an important task is unfinished? (A. Misses the next school day; B. Studies all night; C. Asks for help; D. Cancels all exercise). Q2. When does Linh plan the coming week? (A. Tuesday; B. Friday; C. Saturday; D. Sunday). Q3. Where does Linh write the main tasks? (A. In a phone calendar; B. On a wall poster; C. In a small notebook; D. In a shared workbook). Q4. How long does one study session last before a break? (A. Fifteen minutes; B. Twenty minutes; C. Twenty-five minutes; D. Thirty-five minutes).

Answers: Q1 – C (Asks for help); Q2 – D (Sunday); Q3 – C (In a small notebook); Q4 – C (Twenty-five minutes). Ss write the evidence phrase for each answer and cross out the distractors. Ss explain why 'Study all night' (B) is not supported by the recording and why 'Friday' or 'Saturday' does not match the plan day.

Ss understand how to organise a coherent paragraph and identify the correct order of revision steps.

Task 5: Ss choose the plan that creates a coherent paragraph about healthy living for teens: A. Unrelated sentences only; B. Topic → supporting details → reason → closing; C. Conclusion without a topic; D. A list of copied titles. Task 6: Ss order the revision process: (a) Check that the paragraph answers the task. (b) Check the sequence and links between ideas. (c) Correct grammar and word choice. (d) Proofread spelling and punctuation. Ss complete Phiếu học tập số 2 (Part B). T asks Ss to explain why meaning and organisation come before surface details.

Task 5 answer: B (Topic → supporting details → reason → closing; the sequence develops one central idea). Task 6 correct order: (a) → (b) → (c) → (d). Ss explain: 'We check meaning first, because a sentence with correct grammar can still answer the wrong task.'

Ss write a coherent 90–110-word paragraph about managing time effectively and revise it after peer feedback.

Task 7: Write a 90–110-word paragraph about managing your time effectively. Include priorities, distractions, rest and a way to revise the plan. Ss use the topic sentence, two supporting details, a reason or example and a closing, and use the first conditional or a modal where it fits naturally. Task 8: After a partner identifies one unclear sentence, Ss submit the original sentence, revised sentence and a reason for the change. Example: 'It is good' becomes 'The shared bus reduces the number of cars near the gate.' Ss use the vocabulary: well-balanced, priority, deadline, distraction.

A complete paragraph of 90–110 words that: (1) states the topic clearly; (2) includes priorities (e.g. 'I begin with the tasks that matter most'), distractions (e.g. 'I put my phone away'), rest (e.g. 'I protect time for sleep and exercise') and a revision method (e.g. 'I review it at the end of the week'); (3) uses at least one first conditional or modal structure correctly; (4) contains no word-by-word translation. Assessment reference: task and relevant details 0.4; organisation 0.2; vocabulary and grammar 0.3; spelling and punctuation 0.1. Task 8 record: original sentence, revised sentence, reason.