Giáo án Looking Back

Ss activate prior knowledge of the four key topic words of the unit and get ready for the lesson.

T writes the four words on the board: variety, accent, fluency, accuracy. T reads a short definition or a context sentence for each word, for example: 'The way a language is spoken in a region is a ___' (variety). Ss, working in pairs, shout or write the word and its Vietnamese meaning (biến thể, giọng, sự lưu loát, độ chính xác). Questions: 'What is an accent?' 'Why is accuracy important when you speak English?'

Ss give the correct words and meanings: variety – biến thể; accent – giọng; fluency – sự lưu loát; accuracy – độ chính xác. Ss state the topic of the lesson: 'English varieties and language review'.

Ss recall the form and use of defining relative clauses: who/that for people, which/that for things, no commas, and omission of an object relative pronoun.

T shows the rule box: 'A defining relative clause gives essential information identifying a person or thing.' T presents the example 'Students who practise regularly often gain confidence.' Ss work in pairs with Worksheet 1 to decide whether each relative pronoun can be omitted and whether commas are needed. Questions: 'Why is there no comma before who?' 'Which pronoun can we use for things?' 'Can we omit the pronoun in The phrase I wrote down is useful?'

Ss write the rule in their own words: 'A defining clause identifies the person or thing, so it has no commas. Use who/that for people, which/that for things. Only an object pronoun can be left out.' Example: 'Students who practise regularly often gain confidence.' (no commas, who refers to people, subject pronoun is kept).

Ss identify the stressed syllable in words ending in -ion and -ity and pronounce them correctly.

T plays the model pronunciation of communication, education, ability and opportunity from the textbook audio (or T reads them aloud). T writes the words on the board with the stress marked. Ss listen to the whole word and identify the stressed syllable. Questions: 'Which syllable is stressed in communication?' 'Is the suffix -ion stressed?' 'Where is the stress in opportunity?'

Ss mark the stress as follows: communi-CA-tion, edu-CA-tion, a-BI-lity, oppor-TU-nity. Rule: for -ion, the stress falls on the syllable before -ion; for -ity, the stress falls on the syllable before -ity. The suffix itself is not stressed.

Ss explain what each of the four key examples communicates before checking the grammar, and start a personal error log.

T writes four examples on the board: 'English has many varieties.' 'An accent can reflect a speaker's background.' 'Regular conversation can improve fluency.' 'Check accuracy when you revise.' Questions: 'What message does the first sentence give?' 'Why is the word accent useful here?' 'What does regular conversation help you do?' T introduces the error log: incorrect form, corrected form, reason.

Ss explain the meaning of each sentence in their own words, for example: 'English has many varieties: there are different ways of speaking English in different countries.' 'An accent can show where a person is from.' 'Practising conversation often can make a speaker more fluent.' 'Checking accuracy means correcting mistakes when you review.' Ss set up their error log with three columns.

Ss apply defining relative clauses to choose, check, combine and correct sentences from the unit.

Ss complete Worksheet 2, Part A (exercises 1, 2, 3, 5, 6, 7) in pairs. Questions: 'Which pronoun fits the blank in Students ___ ask questions can clarify meaning?' 'Is the sentence The word which I looked it up has two meanings correct?' 'How can you combine I use a website. It gives examples in context?'

Answer key: (1) A. who. (2) which (refers to dictionary and is the object of use). (3) B. The words that I learnt were useful. (4) A learner who practises regularly can improve fluency. (5) a) Correct – the object pronoun is omitted. b) Correct – the subject pronoun who is kept. (6) I use a website which/that gives examples in context. (7) The word which I looked up has two meanings. (Remove the repeated object it.)

Ss match key topic words, explain the difference between defining clauses with and without commas, and identify stress in a word.

Ss complete Worksheet 2, Part B: exercises 8 to 10. Questions: 'What is the difference between students who practise and students, who practise, ...?' 'Which of the four words means different ways of speaking English?' 'Which syllable is stressed in communication?'

Answer key: (8) Without commas, the clause identifies a particular group of students (a subset). With commas, the clause adds extra information about students who are already identified, so the meaning can change. (9) variety – biến thể; accent – giọng; fluency – sự lưu loát; accuracy – độ chính xác. (10) D. ca (the main stress is on CA in communication).

Ss use defining relative clauses and the four key words in a short personal paragraph about their English learning, and identify one error they can now repair.

T asks Ss to write a short paragraph of five to six sentences about how they learn English. The paragraph must include at least two defining relative clauses, and at least three of the words variety, accent, fluency, accuracy. Questions to guide Ss: 'What kind of learner do you want to become?' 'Which activity helps you improve fluency most?' 'Which word from the unit describes your pronunciation?' Ss can also do this task at home.

Example paragraph: 'I am a student who practises English every day. Regular conversation with my classmates helps me improve fluency. My accent is still different from native speakers, but it reflects my background. I check accuracy when I revise my homework. The error that I can now repair is the stress in communication.' Each Ss writes the paragraph in the notebook and notes one repaired error in the error log.