Giáo án Skills 1

Ss activate prior knowledge of natural disasters and predict the topic of the lesson.

Ss work in pairs and answer T's questions:

• What natural disasters do you know?
• What should people do when a storm warning comes?
  Pairs write their ideas on sticky notes and stick them on the board.

A class list of at least five natural disasters on the board (for example: storm, flood, landslide, earthquake, drought), and a predicted topic: how people prepare and stay safe during a natural disaster.

Ss recognise the meaning and use of six key words through example sentences.

Ss match each word with its Vietnamese meaning and example sentence:

• warning (cảnh báo): Follow an official flood warning.
• rescue worker (nhân viên cứu hộ): A rescue worker helps people reach safety.
• emergency kit (bộ đồ khẩn cấp): Our emergency kit includes a torch.
• damage (thiệt hại): The storm caused serious damage.
• evacuate (sơ tán): Families evacuated before the flood.
• landslide (sạt lở đất): Heavy rain can increase landslide risk.
  Then Ss repeat each word after T, paying attention to word stress and sounds.

Correct matches:

• warning – Follow an official flood warning.
• rescue worker – A rescue worker helps people reach safety.
• emergency kit – Our emergency kit includes a torch.
• damage – The storm caused serious damage.
• evacuate – Families evacuated before the flood.
• landslide – Heavy rain can increase landslide risk.
  Ss write each word and its example sentence in their notebooks.

Ss apply skimming, scanning and inference to understand the passage about a school and a family preparing for a storm.

Ss complete Worksheet 1 in groups of four:

• Skim the passage for the main idea.
• Scan for names, times and actions.
• Combine at least two details to make one inference.
  T guides with questions:
• What is the main message of the passage?
• Who are the people in the passage?
• When did the storm warning reach the village?
• What did the father do before the family left?
• Why did the family trust the information?

Main idea: Preparation and a clear plan with reliable information can reduce risk, although no plan can remove every danger.
Names: Mai and her father.
Times: when the storm warning reached the village; after the storm.
Actions: the school contacted families; Mai helped put drinking water and a torch into the emergency kit; the father checked official sources; the family evacuated; trained workers inspected buildings.
Inference: The family acted on reliable information, not an unverified message, so they left calmly when instructed.

Ss learn how to build a short spoken response by stating an opinion, giving an example and acknowledging a limit.

T presents the speaking frame:

• In my opinion, ...
• For example, ...
• However, ...
  T explains that a personal view is not a fact merely because it sounds confident. Ss read the model and identify each part.

Model response: In my opinion, a clear plan helps people stay calm during a storm. For example, Mai's family knew what to put in their emergency kit. However, a plan cannot remove every danger.
Ss identify: opinion = 'a clear plan helps people stay calm'; example = 'Mai's family knew what to put in their emergency kit'; limit = 'a plan cannot remove every danger'.

Ss use the passage to answer comprehension questions and write short responses using the key vocabulary and the reading skills.

Ss do the following tasks in pairs:

• Exercise 1–4: answer questions about the passage (main idea, names, times and actions).
• Exercise 6: explain one cause-and-effect or contrast relationship in the passage.
• Exercise 5: state the main message of the complete passage with two supporting details.
  T checks answers on NeoEdu interactive exercises after pairs finish.

Answers:

• Exercise 1–4: Main idea: preparation with a clear plan and reliable information reduces risk. Names: Mai and her father. Times: when the storm warning reached the village; after the storm. Actions: closed books, moved calmly, put water and a torch into the emergency kit, checked official sources, evacuated, inspected buildings.
• Exercise 5: Main message: Preparation and reliable information reduce risk but do not guarantee safety. Supporting details: the school follows the local authority's plan; trained workers inspect damaged buildings before residents return.
• Exercise 6: Cause and effect: Because Mai's father checked official sources, the family received reliable information and left when instructed. Contrast: preparation is not a sign of panic.

Ss use the reading and speaking skills to talk about their own experience of preparing for a natural disaster.

Ss work in groups of four.

• Each S speaks for one minute about the passage and relates it to their own experience (exercise 7).
• Groups discuss two questions not answered by a single word from the passage (exercise 8):
  • What items would you put in your own emergency kit, and why?
  • How can families tell whether a warning is reliable?
    After the discussion, each group chooses one speaker to present to the class.

Each S gives a one-minute talk with an opinion, an example and a limit, using the speaking frame.
Sample talk: In my opinion, every family should have an emergency kit. For example, my family keeps a torch and bottled water at home. However, a kit cannot protect us from every danger, so we must also listen to official warnings.
Groups write two or three key ideas from their discussion on a poster.