Giáo án Skills 1

Ss activate prior knowledge about package tours and identify what they should check before choosing a tour.

T shows four key words on the board: package tour, itinerary, accommodation, brochure. Ss work in pairs and answer the question: 'What should a traveller check in a tour brochure before booking?' Ss list at least three items.

Each pair produces a list of at least three items to check, for example: whether transport is included, whether accommodation is included, the itinerary, and the free time allowed. Ss can explain the meaning of at least two of the four key words in English or Vietnamese.

Ss identify the central activity of the text and separate actions from reasons, and use a negative detail to reject an inaccurate option.

Ss read the passage about Vy's two tours. Using Worksheet 1, Ss (a) identify the central activity; (b) underline actions in one colour and reasons in another colour; (c) complete the comparison table of the two tours; (d) find one negative detail that rules out the first tour as the best choice.
Key questions from T: 'What is the central activity of the passage?' 'Why did Vy choose the second tour?' 'Which detail shows that a cheaper headline price does not always mean a cheaper trip?'

Central activity: Vy comparing two tours for a weekend visit and choosing the second option.
Actions examples: Vy chose the second option; the group bought snacks from a family business; the group refilled water bottles.
Reasons examples: because she wanted to learn how the neighbourhood had changed; the guide had lived there for many years.
Comparison table (completed in Worksheet 1): First tour includes transport, guide, meals; little free time. Second tour is a small walking tour led by local residents; does not include accommodation.
Negative detail: The first package allowed little free time, and the second did not include accommodation, so the cheaper headline price does not show the whole cost of the trip.

Ss recognise and use relative pronouns who, which and whose in defining clauses, and know when the object relative pronoun can be omitted.

T presents the chart on the slide: who (people), which (things), whose (possession). T explains that in a defining clause 'that' can often replace who or which, and that the pronoun can be omitted only when it is the object. T uses the example from the lesson: 'the guide (who) we met' and 'the guide who helped us'. Ss find relative pronouns in the passage: 'the guide, who had lived there for many years' and 'a family business' (for whose-type possession, Ss rewrite the sentence with whose).
Key question: 'Why can we say the guide (who) we met, but not the guide (who) helped us?'

Ss state the rule: who refers to a person; which refers to a thing; whose shows possession; the object relative pronoun can be omitted (the guide we met), but the subject relative pronoun cannot be omitted (the guide who helped us).
Example rewrite: 'The group bought snacks from a family business. The family business was small.' becomes 'The group bought snacks from a family business whose shop was small' is not in the text; Ss only use whose to show possession, e.g. 'a family whose business sells snacks'.

Ss apply the rules of relative pronouns to complete sentences based on the reading passage.

Ss complete the sentences in Worksheet 2 by writing who, which or whose in the gap. Where the pronoun can be omitted, Ss write 'omit' or put the pronoun in brackets.
Exercise 1 (given example): The guide ___ helped us lives here.

Worksheet 2 answers:

1. The guide who helped us lives here. Answer: who (subject, cannot be omitted).
2. The tour which includes meals was cheaper. Answer: which (thing, subject).
3. Vy met a family whose business sold snacks. Answer: whose (possession).
4. The guide (who) we met on the walk was very kind. Answer: who can be omitted, because who is the object.
5. The brochure which lists the main stops was on the table. Answer: which (thing, subject).

Ss give a one-minute talk about a real or clearly labelled imagined travel experience, explaining the tour choice, two activities or services, and one lesson about responsible tourism.

Ss plan a talk using short notes with three parts: (1) introduction: where and when, and the tour choice; (2) specific details: two activities or services, using at least one relative pronoun; (3) reasoned conclusion: one lesson about responsible tourism. Ss make the talk in pairs, then two or three pairs present to the class.
Model talk (to be read by T): 'In an imagined weekend visit, I would choose a small walking tour led by local residents. I would check whether meals and accommodation were included before comparing prices. During the walk, I would ask before taking photographs. The whole cost and respect for residents matter more than a low headline price.'

Each S has a set of short notes (no more than 8 lines) and a one-minute talk that includes: a clear introduction, two specific details with the correct use of at least one relative pronoun, and a conclusion that gives one lesson about responsible tourism. The talk states clearly whether the trip is real or imagined.