Giáo án Skills 1

• Activate prior knowledge about homes and ethnic groups.
• Introduce the topic of Unit 4 and the context of the lesson.

Ss look at the title of the unit 'Ethnic groups of Viet Nam' and answer the guiding questions: 'What kinds of houses do you know?' and 'Where do you live? What is your home like?'

A list on the board of at least four types of houses (e.g., stilt house, communal house, house on the ground, apartment) and two or three sentences from Ss about their own homes.

• Pronounce and understand the six key words.
• Use the words in short sentences.

Ss listen to T or the NeoEdu presentation, repeat the six key words and match each word with its meaning and example: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng). Then Ss complete Worksheet No. 1, Part A.

Correct matching in Worksheet No. 1, Part A:

• ethnic group – dân tộc – Viet Nam has many ethnic groups.
• stilt house – nhà sàn – A stilt house is raised above the ground.
• communal house – nhà cộng đồng – People gather in the communal house.
• weave – dệt – Some artisans weave beautiful cloth.
• costume – trang phục – A costume may have a special meaning.
• diverse – đa dạng – Our country has diverse traditions.

• Skim for the main idea and scan for specific details.
• Infer a central message by combining at least two details.

Ss read the passage about a museum display of a stilt house individually. They complete Worksheet No. 1, Part B by skimming for the main idea and scanning for names, time and actions. T asks the key question: 'What is the main idea of the passage?'

Worksheet No. 1, Part B answers:

• Main idea: The passage shows that a house design should be understood in its local setting.
• Who showed the class the model: A local guide.
• What supported the raised floor: Wooden posts.
• What led to the entrance: Steps.
• What was the space below used for: Work or storage, depending on the household.
• What did the class ask about when they compared homes: Room use and daily activities.

• Understand how to build an opinion, an example and a limit in speaking.
• Recognise that a personal view is not a fact.

T explains the speaking strategy from the lesson: state an opinion, use an example and acknowledge a limit. T shows sample sentence frames such as 'In my view...', 'For example...' and 'However, this is only my view.' T gives the example: 'House design relates to setting and daily life, not a ranking of cultures.'

Ss record in notebooks the key speaking structure: opinion + example + limit. Ss also note that a personal view is not a fact merely because it sounds confident.

• Answer comprehension questions with accurate details from the passage.
• Use complete sentences in written answers.

Ss answer exercises 1 to 4 of the textbook exercises on the passage, using complete sentences:

1. Who showed the model? 2. What supported the raised floor? 3. Did every family have to live in the same kind of home? 4. What led to the entrance?

Answers with keys:

1. Who showed the model? – A local guide showed the model stilt house.
2. What supported the raised floor? – Wooden posts supported the raised floor.
3. Did every family have to live in the same kind of home? – No, not every person in an ethnic group lived in the same kind of home.
4. What led to the entrance? – Steps led to the entrance.

• State the main message with two supporting details.
• Explain a contrast relationship in the passage.

Ss complete exercises 5 and 6: (5) Read the complete passage and state its main message with two supporting details. (6) Read and explain one cause-and-effect or contrast relationship. Ss complete Worksheet No. 2 by writing the central message and the relationship.

Worksheet No. 2 answers:

• Central message: House design relates to setting and daily life, not a ranking of cultures.
• Supporting detail 1: The floor was raised on wooden posts.
• Supporting detail 2: Families could choose different materials.
• Contrast relationship: The class asked about room use and daily activities instead of describing one type of home as better than another.

• Speak for one minute about a home and relate it to the passage.
• Ask and answer discussion questions with ideas beyond a single copied word.

Ss use the passage and their own experience to speak for one minute: 'Describe a home you know and compare it with the stilt house in the passage.' Ss then ask two discussion questions not answered by a single copied word, for example: 'Why do some families choose different materials for their houses?' and 'How does a home show the way of life of a community?'

• A one-minute talk with an opinion, an example and a limit.
• Two discussion questions written by each pair and answered by partners in complete sentences.
• Speaking notes on paper or sticky notes.