Giáo án Skills 1

Ss activate prior knowledge about local specialities and crafts, and get ready to read for evidence.

Ss answer quick questions in pairs:

• What local crafts or specialities do you know in your area?
• Who teaches young people these skills?
• Why do you think some people want to preserve old crafts?
  Ss share two or three ideas with the class. T then tells Ss that today they will read a short text about a pottery workshop and give a short presentation about a local speciality.

Ss name at least two local crafts or specialities (for example: pottery, bamboo weaving, embroidery, a traditional food) and give one reason why a craft should be preserved. Ss understand the lesson aim: read for evidence and give a supported short presentation.

Ss identify the central activity in a short text, separate actions from reasons, and use negative details to reject inaccurate options.

Ss read the text 'On Saturday, Lan visited a pottery workshop...' on the screen (NeoEdu page) or in the textbook. Ss then complete Worksheet 1 in pairs. Key questions T asks:

• What is the central activity in the text?
• Why did Mr An agree to teach?
• Why did the club plan a free demonstration?
• Which negative detail shows what did not happen?
  Ss underline actions in one colour and reasons in another colour.

Answers on Worksheet 1:

• Central activity: Lan visits a pottery workshop and learns how to make clay bowls and cups with Mr An.
• Actions: Lan visited a pottery workshop; Mr An showed the students how to turn local clay into useful bowls; the students shaped small cups at a safe table; the club planned a free demonstration; Lan wrote a report.
• Reasons: Mr An agreed to teach because he wanted to pass his craft down; the club hoped it would help children value local skills rather than simply buy souvenirs; Lan asked him to check the facts before the report was displayed.
• Negative detail: He did not let them use the hot kiln. This helps reject any option saying the students used the kiln.
  Key strategy: identify the central activity first, then separate actions (what happened) from reasons (why it happened).

Ss use how + to-infinitive after know, learn, ask and decide, and understand the target vocabulary and phrasal verbs in context.

T writes sentences on the board:

• We learned how to shape clay.
• Mr An showed the students how to turn local clay into bowls.
• Lan wants to know how to make a bowl.
  T asks: 'What structure follows learned/know/ask/decide?' and 'Is 'how we to shape' correct?'
  Then Ss match the vocabulary with meanings: artisan (thợ thủ công), community helper (người giúp ích cộng đồng), handicraft (sản phẩm thủ công), preserve (gìn giữ).
  T presents phrasal verbs: find out (discover), look after (care for), pass down (transmit).

Rule: know/learn/ask/decide + question word + to-infinitive. Example: 'We learned how to shape clay.' Do not add a second subject: NOT 'how we to shape'.
Vocabulary matching:

• artisan = thợ thủ công; example: The artisan shapes a bowl by hand.
• community helper = người giúp ích cộng đồng; example: The nurse is a community helper.
• handicraft = sản phẩm thủ công; example: This handicraft is made from bamboo.
• preserve = gìn giữ; example: We preserve old skills by teaching them.
  Phrasal verbs: find out (discover), look after (care for), pass down (transmit). Phrasal verbs are learned as whole phrases.

Ss apply reading strategies and the how + to-infinitive structure to answer comprehension items and complete sentences.

Ss work in pairs with the textbook exercises:

• Q1: Which title best fits? (A. Sharing a village craft with younger learners; B…)
• Q2: Give only the first name of the central student.
• Q3: Which action is supported by the text? (Choose the option that matches the text.)
• Q4: Judge the statements (a–d) as True or False.
• Q6: In 'They hoped it would help children', who does 'They' refer to?
• Q7: Give a one-minute oral summary of the text.
  Grammar drill: I do not know how {{1}} this tool. (use)

Answer key:

• Q1: A. Sharing a village craft with younger learners.
• Q2: Lan.
• Q3: They shaped small cups at a safe table (the text says he did not let them use the hot kiln).
• Q4: a) True (The activity focuses on a pottery workshop). Other statements are judged by checking the text.
• Q6: The club (the school community club).
• Q7 model: Last Saturday, Lan and her school community club visited a pottery workshop. Mr An, an artisan, showed them how to shape clay into small cups at a safe table. The purpose was to learn a local craft and share it with younger pupils, so children would value local skills.
• Grammar drill: I do not know how to use this tool.

Ss give a supported one-minute presentation about a local speciality, using short notes, checked information and a reasoned conclusion.

Ss work in groups of four. Each S prepares short notes (introduction, specific details, reasoned conclusion) about a local speciality: name it, describe materials or ingredients, describe one making step, and explain why it matters. T reminds Ss to use checked information or to label a fictional example clearly. Ss use Worksheet 2 (Presentation checklist) to give peer feedback.
Model: One possible talk about a fictional local example: Our village makes clay bowls. An artisan shapes damp clay, lets it dry and then fires it safely. I value the skill because it turns a local material into a useful object. Young learners can watch a demonstration and ask how the craft is passed down.

Each S produces:

• Short notes with three parts: introduction, specific details, reasoned conclusion.
• A one-minute talk with the name of the speciality, one material or ingredient, one making step, and one reason why it matters.
• A completed checklist from a peer: topic and details included (Y/N); evidence or fictional example clearly stated (Y/N); clear English and delivery (Y/N).