Giáo án Skills

Ss activate prior knowledge of the two units For a better community and Inventions and get ready for the skills tasks of the lesson.

Ss work in pairs and answer three questions:

• What is one way people in your neighbourhood help each other?
• Which invention do you use every day at school, and what is it for?
• Why do people sometimes say that a good idea must meet a real need?
  T writes the key words on the board: volunteer, community, invention, demonstration, need.

Each pair writes two or three answers in their notebooks, for example: 'Volunteers clean the park on Sunday.' 'We use a projector to show slides; it helps the whole class see the same picture.' 'A good idea must solve a real problem, not just look interesting.'

Ss understand the main idea and key details of the reading text and learn how to use evidence from the text to support an answer.

Step 1: Vocabulary (pre-reading). Ss match the words to their meaning: volunteer (tình nguyện viên), librarian (thủ thư), damaged (bị hư hỏng), repair (sửa chữa), accessible (dễ tiếp cận), patience (sự kiên nhẫn), attendance (sự có mặt).
Step 2: Skimming. Ss read the first paragraph quickly and answer: What problem did the reading club have at first?
Step 3: Scanning and discussion. Ss read the whole text and answer in pairs:

• Why did some younger readers not use the books?
• What did Huy suggest, and what did the team do next?
• Why did the team keep damaged books away from children?
• What did Huy discover about helping readers?
  Step 4: Concept. T explains the key concept: Evidence means that an answer must be supported by the text, not an invented detail.

Vocabulary matching: volunteer – a person who works without pay; librarian – a person who manages books in a library; damaged – broken or harmed; repair – fix; accessible – easy to reach or use; patience – calm waiting without anger; attendance – being present.
Key answers:

• At first, the books were not sorted, and several younger readers could not use the difficult novels.
• Huy suggested asking the librarian what was needed; the team then sorted books by reading level and repaired covers with adult help.
• They kept damaged books away from children until repairs were checked, so children were safe.
• Listening patiently mattered more than giving a long speech.
  Main idea (written in notebooks): Volunteering works best when it starts with the users' needs.

Ss analyse the structure of a model paragraph about a document camera and identify linkers and supporting points they can use in their own writing.

Ss read the completed writing model about a document camera. Then they answer in groups of four:

• What is the topic sentence?
• Which linkers introduce the supporting points? (First, Second, Students can also..., The camera is useful..., However, therefore)
• What is the concession, and what is the conclusion?
• Which sentence explains why the device is useful with a clear reason?
  Groups then fill Phiếu học tập số 2 with the paragraph parts.

Paragraph structure:

• Topic sentence: A document camera can make classroom explanations easier to follow.
• Supporting point 1 (linker First): it projects a real page or small object, so students can see a demonstration.
• Supporting point 2 (linker Second): a teacher can show each stage of a worked example.
• Additional support: students can compare two methods; the camera is useful for recording instructions.
• Concession (linker However): it should not display private marks or personal information.
• Linker therefore: a simple privacy check is part of using the invention responsibly.
• Conclusion: The device does not replace a good explanation; it helps more people see the evidence behind one.
  Key idea: Each supporting point needs a clear reason or example.

Ss practise answering reading comprehension questions and choose the correct option using evidence from the text.

Ss complete Exercise 1 (gap fill with the reading text) and Exercises 2–5 (multiple choice). Ss work individually for five minutes, then check in pairs. T then reveals the answer key.
Exercise 1 is based on the sentence: 'Their report described a…' Ss complete the sentence with a phrase from the text.
Exercises 2–5 questions:
2. Why were some donated books unsuitable?
3. Whose advice changed the collection?
4. What was kept private?
5. What principle guided improvement?

Exercise 1: Their report described a better organised service, not a miracle.
Exercise 2: A. They were too difficult for younger readers. (The novels did not match some readers' levels.)
Exercise 3: D. The librarian's. (Huy suggested asking the librarian.)
Exercise 4: C. Children's names. (Attendance was recorded without publishing names.)
Exercise 5: B. Start with users' needs. (The closing sentence states the central principle.)

Ss listen for specific information about a document camera and select the correct answers, using the recording as evidence.

Ss read the questions first. T plays the hidden recording (replay allowed). Ss answer Exercises 7–10. Ss may check their answers only after they have answered (Exercise 6 instruction: do not open the explanation until you have answered).
Questions:
7. What is the first step?
8. Which button saves an image?
9. What must be covered?
10. Does the camera upload automatically?
Ss may take brief notes of key facts for the writing task later.

Exercise 7: A. Place the page flat. (Positioning comes before lighting and focusing.)
Exercise 8: D. The blue capture button. (The two buttons have different purposes.)
Exercise 9: C. Personal information. (Names, addresses and marks should not be shared.)
Exercise 10: B. No; the teacher selects what to share. (Uploading is not automatic.)

Ss produce a short paragraph about a community activity or an invention they know, using the model structure, linkers and evidence from their own experience or notes.

Ss write a paragraph of 80–100 words on one topic: (a) a community activity that helps people, or (b) an invention they use in school. Ss use the structure from Explore 2 (topic sentence, two supporting points with First and Second, one concession with However, a conclusion with therefore or a final summary). Ss also use Phiếu học tập số 2 as a checklist and their notes from the listening task. Ss work in pairs to exchange paragraphs and give feedback.
Peer-feedback questions:

• Is there a clear topic sentence?
• Does each supporting point give a reason or example?
• Are the linkers used correctly?

A complete paragraph of 80–100 words in each student's notebook, for example: 'A reading club can help children enjoy books. First, volunteers choose books that match each reader's level. Second, they listen patiently to children. However, the club must protect children's private information. Therefore, it records attendance without publishing names. In conclusion, the club becomes useful when it starts with the readers' needs.'
Checklist: topic sentence (yes/no), two supporting points (yes/no), one concession with However (yes/no), conclusion (yes/no), correct spelling of topic words (yes/no).