Giáo án Skills 2

Ss recall what they know about English around the world and get ready to learn the topic World Englishes.

T shows a map with several English-speaking countries and asks two questions: Where is English spoken? Do all English speakers sound exactly the same?
Ss discuss the questions in pairs for one minute, then share their ideas with the class.

Ss' ideas: English is spoken in many countries; speakers may have different accents and use some different words; all varieties can communicate well.
Ss write the title World Englishes and the lesson aim in their notebooks.

Ss understand the meaning of four key words and use them in context.

T presents four words with example sentences: variety (English has many varieties.), accent (An accent can reflect a speaker's background.), fluency (Regular conversation can improve fluency.), accuracy (Check accuracy when you revise.).
In pairs, Ss match each word with its Vietnamese meaning in Worksheet 1, Part A, then read the example sentences aloud.

Answers for Worksheet 1, Part A:

• variety: biến thể
• accent: giọng
• fluency: sự lưu loát
• accuracy: độ chính xác
  Ss record the four words and their meanings with one example sentence each in their notebooks.

Ss identify defining relative clauses and explain their rules.

T writes the example sentence on the board: Students who practise regularly often gain confidence.
T asks: Which words are the relative clauses? Is there a comma before who? Can we remove the clause and keep the meaning?
T presents the rules: a defining relative clause gives essential information; do not put commas around it; who/that refer to people and which/that refer to things; only an object relative pronoun can be omitted.
Ss complete Worksheet 1, Part B: Students ___ ask questions can clarify meaning. (Answer: who)

Rules Ss record:

• A defining relative clause gives essential information identifying a person or thing.
• No commas around it.
• who/that for people; which/that for things.
• Only an object relative pronoun can be omitted.
  Answer to Worksheet 1, Part B: who. Who is the subject of ask and identifies students.

Ss identify the parts of a coherent paragraph in the writing model.

Ss read the writing model silently for one minute. Then they answer in pairs: What is the topic sentence? Which sentences give supporting details? Which sentence gives an example? Which sentence is the closing?
Model: To improve my English vocabulary, I learn phrases in meaningful situations. When I find a useful expression, I write it in a notebook with an example and a short meaning. I review a few items regularly instead of copying a long list once. My study partner and I choose five expressions each week and use them in a conversation. If a word has several meanings, we check the context and a dictionary. I also listen to different clear speakers. My goal is to communicate accurately and respectfully, not to judge people by their accent.

Structure Ss identify:

• Topic sentence: To improve my English vocabulary, I learn phrases in meaningful situations.
• Supporting detail 1: When I find a useful expression, I write it in a notebook with an example and a short meaning.
• Supporting detail 2: I review a few items regularly instead of copying a long list once.
• Example: My study partner and I choose five expressions each week and use them in a conversation.
• Closing: My goal is to communicate accurately and respectfully, not to judge people by their accent.

Ss listen to the complete recording and choose the correct answers to specific questions.

Ss complete Exercises 1–4 using the listening button for the complete recording.

1. How do Tuan and his partner practise expressions? A. Copy a long list without examples; B. Translate every dictionary entry; C. Use them in conversation; D. Repeat only one accent.
2. When do they meet? A. Tuesday; B. Thursday; C. Friday; D. Sunday.
3. What do they keep in the notebook? A. Only single-word translations; B. Useful phrases; C. Examination marks; D. Passwords.
4. How long does practice last? A. Ten minutes; B. Twelve minutes; C. Twenty minutes; D. Thirty minutes.

Answers:

1. C – Use them in conversation.
2. B – Thursday.
3. B – Useful phrases.
4. C – Twenty minutes.
   Strategy Ss note: Before choosing, predict whether the question needs a reason, action, place, day or duration. A number may be a starting time rather than a length of time. Use the whole sentence to decide.

Ss identify the right paragraph plan and order the revision steps.

Ss complete Exercises 5 and 6.
5. Which plan creates a coherent paragraph about World Englishes? A. Unrelated sentences only; B. Topic → supporting details → reason → closing; C. Conclusion without a topic; D. A list of copied titles.
6. Order a revision process: check that the paragraph answers the task; check the sequence and links between ideas; correct grammar and word choice; proofread spelling and punctuation.

Answers:
5. B – Topic → supporting details → reason → closing. The sequence develops one central idea.
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.
     Reason: Revise meaning and organisation before surface details.

Ss plan, draft and revise a 90–110-word paragraph explaining ways to improve one area of English learning.

Ss complete Worksheet 2 to plan a paragraph on one area of English learning, such as vocabulary, listening or speaking. The plan includes a topic sentence, two supporting details, a reason or example and a closing.
Ss write a first draft of 90–110 words in class and exchange with a partner. The partner checks task completion, sequence, grammar and spelling using the revision order from Exercise 6.
Ss finish the paragraph at home and submit it for Exercise 7. Ss may use at least one defining relative clause with who, that or which.

A 90–110-word paragraph with:

• a clear topic sentence about one area of English learning;
• two practical steps (supporting details) with a reason for each;
• one example or reason;
• a closing sentence;
• at least one correct defining relative clause, with no commas around it.
  Ss also record the partner's comments and one improvement they make.