Giáo án Skills

Ss activate their prior knowledge about household chores and the vocabulary of Family life, and get ready to read the text about Linh's family.

Ss look at the question on the board: Who does which jobs at home on Saturdays? Ss think for 1 minute, then talk in pairs about the jobs they do at home and the jobs their family members do. T writes three or four useful words on the board: routine, chores, responsibility, share.

Each pair gives at least two examples in complete sentences, for example: 'I usually wash the dishes after lunch.' 'My father cooks on Saturday evening.' Ss understand the topic of the reading text: sharing household work fairly.

Ss read the text 'Read and discuss' to find key information and supporting evidence, understand the vocabulary in context and use linking words to give an opinion.

Step 1: Ss read the text silently for 4 minutes and underline the change in Linh's routine. Step 2: Ss complete Worksheet No. 1 by finding one sentence from the text as evidence for each statement. Step 3: Ss read the opinion paragraph and find the linking words (because, for example, however). Step 4: Concept of evidence: T explains that an answer must be supported by the text, not by an invented detail.
Questions for Worksheet No. 1:

• What did Linh do before she joined the science class?
• What did the family decide to do instead of giving the dishes to their mother?
• Who still handled hot pans and heavy shopping?
• How did the family feel about the new arrangement after two weeks?
• Why does the writer think teenagers should share suitable housework?

Worksheet No. 1 completed with evidence from the text, for example:

• Before the change: Linh had washed the dishes after lunch while her younger brother played.
• Family decision: 'Their father suggested a short family meeting instead of simply giving the dishes to their mother.'
• Adults' work: 'Their parents still handled hot pans and heavy shopping.'
• Result: 'everyone knew whom to ask for help.'
• Opinion reason: 'because it teaches responsibility.'
  Vocabulary: routine (thói quen), previously (trước đây), relieved (nhẹ nhõm), supervision (sự giám sát), contribution (sự đóng góp).

Ss predict content, listen to the recording from the exercise sequence and take notes of key facts before answering questions.

Ss predict what the recording is about from the title of the exercise: a community music event. T plays the recording from Exercises 6–10. Ss take notes of key facts on Worksheet No. 2: time of the first act, the opening act, the performance Minh liked most and his plan for next year. T replays the recording if necessary.
Note: Ss keep notes of key facts before drafting, and do not open the explanations until they have answered.

Worksheet No. 2 completed with key facts:

• Time of the first act: arrival at two, and rain delayed the act until three.
• Opening act: a youth choir.
• Favourite performance: the bamboo flute (after the expectation of a guitar or drums).
• Plan for next year: join the choir after practising.
  Ss can explain each fact with a short note in their own words.

Ss identify the structure of the writing model (opening, details, reflection, closing) and the past simple tense used to describe a past event.

Ss read the completed writing model 'Last Sunday, I went to a small music event...' silently. Then they label each part of the paragraph: opening, description, details of performances, reflection and closing. T asks Ss to find three sentences in the past simple.

Structure of the model:

• Opening: 'Last Sunday, I went to a small music event at our community hall.'
• Description: 'The afternoon felt friendly and relaxed.'
• Details: 'The youth choir opened with a bright song...'
• Reflection: 'I left with a new respect for the people behind a performance.'
• Closing: 'Next time, I want to help as well as listen.'
  Past simple examples: 'I went', 'The youth choir opened', 'She explained'.

Ss answer multiple-choice questions about the reading text independently, check their answers with the evidence and diagnose any errors.

Ss do Exercises 2–5 in the Student's Book without looking at the answer key. Then they check answers with a partner, using the evidence from the text.
Questions:
2. Why did the family change its routine?
A. Linh started a weekend class. B. Her mother stopped cooking. C. Her brother moved away. D. Their kitchen was rebuilt.
3. Who still dealt with hot pans?
A. Linh alone B. The younger brother C. A neighbour D. The parents
4. What does the imperfect kitchen show?
A. The children were paid too much. B. No one did any jobs. C. Clarity and cooperation mattered more than perfection. D. The plan was abandoned.
5. Which title best fits?
A. Why children need wages B. A fairer Saturday C. How to win a science prize D. A new kitchen for sale

Answers with explanations:
2. A – The opening connects the change to the science class.
3. D – Safety-sensitive work remained with the parents.
4. C – The contrast says the kitchen was imperfect but responsibilities were clear.
5. B – The account centres on redistribution of household work.
Ss write one sentence of evidence from the text for each answer they got wrong, for example: 'My answer for Q3 was A, but the text says: Their parents still handled hot pans.'

Ss answer listening questions about the recording independently, using their notes, and diagnose any error with the explanations.

Ss do Exercises 7–10. T plays the recording once more if needed. Ss answer each question, then check their answers with their notes and the explanations.
Questions:
7. When did the first act begin? A. 3 p.m. B. 2 p.m. C. 1 p.m. D. 4 p.m.
8. Who opened the event? A. A drum group B. A flute soloist C. The interviewers D. A youth choir
9. Which performance impressed Minh most? A. Guitar B. Violin C. Bamboo flute D. Drums
10. What does Minh hope to do next year? A. Cancel the event B. Join the choir C. Lead the sound team D. Judge a contest

Answers with explanations:
7. A – Arrival was at two; rain delayed the act until three.
8. D – Minh names the choir as the opening act.
9. C – His expectation differs from his actual favourite.
10. B – His closing intention is to join after practising.
Ss write a short correction note for any wrong answer, for example: 'I chose B for Q7 because I wrote the arrival time; the first act started at three.'

Ss write a short descriptive paragraph about a community event or a shared family task, using the structure of the writing model, the past simple tense and their notes or evidence from the reading text.

Ss choose one of two topics: (1) A community event they attended, similar to Minh's event; or (2) A household task that they shared with family members, similar to Linh's family. Ss write 100–120 words, with an opening sentence, at least two details, one reflection sentence and one closing sentence. Ss use at least one linking word (because, for example or however). Ss exchange paragraphs with a partner and check the structure using the list of parts from the explore activity. Ss finish the paragraph at home if time is not enough.

A paragraph of 100–120 words with the five parts of the structure: opening, description, details, reflection and closing. Each paragraph uses past simple verbs correctly and at least one linking word. Ss check their partner's paragraph and give one positive comment and one suggestion, for example: 'Your details are clear. Can you add a reason with because?'