Giáo án Skills 1

Ss activate prior knowledge about family skills and predict the topic of the passage.

Ss look at the picture of a grandmother mending a shirt and answer two questions: What is she doing? Does your family have a skill like this? Ss think for 30 seconds, then share with a partner.

Ss predict the topic: a family skill passed from one generation to the next. Each pair names at least one skill in their own family, such as cooking, sewing or greeting guests.

Ss understand the meaning and use of six target words.

T shows six flashcards: greet, habit, independent, punctual, lifestyle, interaction. T models pronunciation, and Ss repeat in chorus and individually. Then Ss match each word with its meaning and example sentence in Worksheet 1.

Ss match the words correctly:

• greet (chào hỏi): People greet guests in different ways.
• habit (thói quen): A regular bedtime is a useful habit.
• independent (tự lập): Teenagers gradually become independent.
• punctual (đúng giờ): Please be punctual for the meeting.
• lifestyle (lối sống): A lifestyle includes daily choices.
• interaction (sự tương tác): Face-to-face interaction can build trust.

Ss apply skimming, scanning and inference to the original reading passage.

Ss read the passage in the student's book within 2 minutes. Part A: Ss skim for the main idea. Part B: Ss scan for names, times and actions and mark them with a highlighter. Part C: Ss combine two details to make one inference. Ss complete Worksheet 2, Parts A and B.

Main idea: Two families keep traditional skills while using modern support, such as videos.
Names: Bao, Hana, Hana's grandmother, Bao's father.
Times and situations: at a school exchange; after a small tear; with permission.
Actions: repaired, watched, practised, recorded, taught, prepared.
Inference: Hana respects safety and rules, because she practised with a safe needle under adult supervision and recorded her grandmother's instructions with permission.
Warning: The report describes only these two families, so it does not claim that every person in either country cooks or repairs clothes in the same way.

Ss learn to state an opinion, support it with an example and acknowledge a limit.

T models the structure with a sample: 'Traditional skills can continue with modern support.' (opinion) 'Hana learned repair work directly, and a permitted recording helped her review it.' (example) 'The report did not generalise from two families.' (limit). Ss label each part in Worksheet 2, Part C.

Ss label the parts correctly:

• Opinion: Traditional skills can continue with modern support.
• Example: Hana learned repair work directly, and a permitted recording helped her review it.
• Limit: The report did not generalise from two families.
  Ss also note that a personal view is not a fact merely because it sounds confident.

Ss use details from the passage to support a central message and to explain a cause-effect or contrast relationship.

Exercise 5: Ss state the main message of the passage with two supporting details. Exercise 6: Ss explain one cause-effect or contrast relationship, such as 'instead of throwing them away' (contrast) or 'after a small tear' (cause). Pairs check each other's answers using the model answers.

Exercise 5 model answer: Traditional skills can continue with modern support. Hana learned repair work directly, and a permitted recording helped her review it.
Exercise 6 model answer (contrast): Instead of throwing clothes away after a small tear, Hana's grandmother repaired them.
Exercise 6 model answer (cause-effect): Because a small tear appeared, the grandmother repaired the clothes, so the family kept them and the skill.

Ss speak for one minute about a family skill, connect it to their own experience, and use the opinion, example and limit structure.

Exercise 7: Ss prepare a one-minute talk about a family skill they want to keep, using an opinion, an example from their own life and a limit. Exercise 8: Ss ask and answer two discussion questions that cannot be answered by a single copied word, such as 'Why do families keep old skills?' and 'How can video and direct practice work together for a young learner?' Ss record their answers in Worksheet 2, Part D.

Each talk includes an opinion statement, one example from the speaker's life and one limit, such as 'This is my view about my family only.'
Expected answer for Exercise 8: Families keep skills because they feel connected to their past; a video helps a young learner remember the steps, but direct practice develops the skill.
Teacher's feedback focuses on the correct use of the target words (greet, habit, independent, punctual, lifestyle, interaction).