Giáo án Skills 1

Ss activate prior knowledge about traditional dishes and family cooking, and get ready to read for evidence.

Ss look at the title Remembering the past and answer quick questions: What traditional dish do you know? Who usually cooks it in your family? Why do families keep these recipes? Ss use the new words heritage, generation and preserve when they answer.

A short list of 3 to 4 ideas on the board, for example: bánh chưng, phở, a family recipe passed from grandmother to children. Ss can say: 'Recipes are part of our heritage, and we preserve them by cooking with the younger generation.'

Ss identify the central activity of the text, separate actions from reasons, and use a negative detail to reject an inaccurate option.

Ss read the text about Hoa's visit to a community kitchen in England and complete Worksheet No. 1: (1) identify the central activity; (2) underline actions in one colour and reasons in another; (3) find the negative detail that rejects the option 'one family recipe represents every English household'. Ss can check the NeoEdu lesson page after they finish.

Central activity: Mrs Miller teaches teenagers to make a traditional apple crumble in a community kitchen, and the pupils pass on the skill.
Actions (examples): Hoa measured flour; the group compared handwritten family recipes; they wrote down the reasons for each step; they invited younger pupils to a second workshop.
Reasons (examples): keeping a dish alive means cooking it with a new generation, not merely saving a photograph; sharing practical skills can preserve a tradition while welcoming new learners.
Negative detail: Mrs Miller did not claim that one family recipe represented every English household. This rejects the option that one recipe represents all English families.
Key takeaway: Evidence must come from the text, and a negative detail helps Ss reject a false option.

Ss form and use the past continuous and wish + past simple, and understand how they are used in the reading text.

T presents the grammar with the example: At eight last night, Grandma was cooking dinner. Ss find examples in the text: Hoa measured flour while another pupil prepared apples (past continuous with while). Ss then note the wish structure from the model talk: I wish I knew the recipe.

Past continuous: was/were + V-ing describes an action in progress at a past time. Example: At eight last night, Grandma was cooking dinner.
Past simple can interrupt it: While Grandma was cooking, I arrived.
Wish + past simple expresses an unreal present wish: I wish I knew the recipe.
With be, were is a standard form for all subjects in wishes: I wish I were a better cook.
Key takeaway: was/were + V-ing for actions in progress; wish + past simple for unreal present wishes.

Ss use the past continuous and wish + past simple accurately, and check their understanding of the reading with evidence.

Ss complete exercises based on the lesson: (1) Use the past continuous of the verbs in brackets to complete the sentences from the text. (2) Complete the wish sentences. (3) Answer the evidence questions in Worksheet No. 2 with a short quotation from the text.

Exercise 1 (answers):

• Hoa was measuring flour while another pupil was preparing apples.
• At eight last night, Grandma was cooking dinner.
  Exercise 2 (answers):
• I wish I knew the recipe. (knew)
• I wish I were a better cook. (were)
  Exercise 3 (answers):
• Who invited younger pupils? → The group invited younger pupils to a second workshop.
• Did Mrs Miller say one family recipe represents all English households? → No. She did not claim that (evidence: 'Mrs Miller did not claim that one family recipe represented every English household.').
• Why did the group write down the reasons for each step? → To keep the knowledge for future learners (evidence: 'They wrote down the reasons for each step').

Ss build a short talk about a traditional Vietnamese dish from notes, with an introduction, specific details and a reasoned conclusion.

Ss prepare notes (2 minutes) and give a one-minute talk. The talk must state: the name of the dish; an occasion; two ingredients or steps; one way to pass on the skill. Ss describe a family or local practice, not a rule for all Viet Nam. T uses the original model as a reference: In my family, bánh chưng is part of Tết. We wrap glutinous rice, mung beans and pork in leaves. An experienced adult manages the hot cooking process. Younger family members can learn safe preparation steps and ask why each step matters. Different families may have different methods.

Sample notes:

• Introduction: bánh chưng, Tết
• Detail 1: glutinous rice, mung beans, pork, wrapped in leaves
• Detail 2: an experienced adult manages the hot cooking
• Way to pass on: younger members learn safe steps and ask why
• Conclusion: Different families may have different methods.
  Assessment (from the textbook guidance): fulfils the named topic and required details (0.5); evidence and family-based claims handled honestly (0.2); connected comprehensible English (0.2); clear delivery (0.1).