Giáo án Skills 2

Ss activate prior knowledge about community helpers and get ready for the topic of the lesson.

Ss think of community helpers in their neighbourhood, such as nurse, artisan, teacher and police officer. In pairs, they name one helper and say what he or she does.
T asks: Who is a community helper in your neighbourhood? What does he or she do?

A short list of 3–4 community helpers with one job each, for example: 'A nurse gives first aid to people who are hurt.'

Ss understand and pronounce four key words and learn how to predict the type of answer before listening.

Key words: artisan (thợ thủ công), community helper (người giúp ích cộng đồng), handicraft (sản phẩm thủ công), preserve (gìn giữ).
Example sentences: The artisan shapes a bowl by hand. The nurse is a community helper. This handicraft is made from bamboo. We preserve old skills by teaching them.
Listening strategy: before choosing an answer, decide whether the question needs a reason, action, place, day or duration.

Ss copy four words, their meanings and examples into their notebooks.
Key strategy: 'Predict the type of answer before listening. A number may be a starting time, not a length of time.'

Ss use question word + to-infinitive after know, learn, ask and decide, and recognise three phrasal verbs.

Model sentence: We learned how to shape clay.
Wrong form on the board: We learned how we to shape clay.
Phrasal verbs: find out (discover), look after (care for), pass down (transmit).
Task: complete the sentence I do not know ___ this tool. (use)

Ss write the rule: question word + to-infinitive after know, learn, ask and decide, with no second subject.
Correct sentences: 'I do not know how to use this tool.' 'We learned how to shape clay.' 'Grandparents pass down traditional skills to children.'

Ss analyse the structure of a coherent paragraph and plan one using a topic sentence, supporting details, a reason and a closing.

Ss read the writing model about Ms Hoa, a community nurse in the neighbourhood. They identify the topic sentence, two supporting details, a reason or example and a closing. In pairs, they complete Worksheet 2.
T asks: Which sentence gives the topic? Which sentence gives a reason? How does the writer end the paragraph?

Completed Worksheet 2:

• Topic sentence: Ms Hoa is a community nurse in my neighbourhood.
• Supporting detail 1: She helps children understand basic first aid.
• Supporting detail 2: Every Tuesday she visits our school and explains each step patiently.
• Reason: I admire her because she makes useful knowledge easy to understand.
• Closing: I would like to volunteer responsibly and learn how to explain the steps clearly.
  Safe way pupils can help: making a poster and asking her to check it before sharing.

Ss listen to the complete recording and choose the correct answers by catching specific details.

Ss use Worksheet 1 and listen to the complete recording through the listening button.
Question 1: What does Ms Hoa teach at school? A. Road safety B. First aid C. Pottery D. Cooking
Question 2: When does she usually visit the school? A. Every Monday B. Every Tuesday C. Every Friday D. Every Saturday
Question 3: What colour is her bag? A. Green B. Red C. Blue D. Black
Question 4: When do her lessons begin? A. At eight B. At eight thirty C. At nine D. At nine thirty

Answer key:

• 1. B (First aid)
• 2. B (Every Tuesday)
• 3. C (Blue)
• 4. C (At nine)
     Key point: 'At nine' is a starting time, so it answers When, not How long.

Ss choose a coherent paragraph plan, order the revision process and improve one vague sentence.

Exercise 5: Which plan creates a coherent paragraph about local community? A. Unrelated sentences only B. Topic → supporting details → reason → closing C. Conclusion without a topic D. A list of copied titles
Exercise 6: Order the revision process: check that the paragraph answers the task; check the sequence and links between ideas; correct grammar and word choice; proofread spelling and punctuation.
Exercise 8 (guided): revise the vague sentence 'It is good' into a precise sentence with a reason.

Exercise 5: B (Topic → supporting details → reason → closing).
Exercise 6 order: 1. Check that the paragraph answers the task. 2. Check the sequence and links between ideas. 3. Correct grammar and word choice. 4. Proofread spelling and punctuation.
Exercise 8 example: 'It is good' → 'The shared bus reduces the number of cars near the gate.' (The revision replaces a vague opinion with a precise reason.)

Ss write a coherent 90–110-word paragraph about a community helper, including two tasks, a reason and one safe way pupils can help.

Task: Write a 90–110-word paragraph about a community helper. Include two tasks, a reason you value the work and one safe way pupils can help.
Ss use Worksheet 2 to plan, draft individually, then swap with a partner. Each partner identifies one unclear sentence, revises it and gives a reason for the change. Ss use how + to-infinitive where it fits naturally.

A 90–110-word paragraph with a topic sentence, two tasks, a reason, one safe way pupils can help and a closing.
Peer revision sheet: original sentence, revised sentence, reason for the change.
Teacher assessment guide (/1): task and relevant details 0.4; organisation 0.2; vocabulary and grammar 0.3; spelling and punctuation 0.1.