Giáo án Skills 2

Ss activate their prior knowledge about school memories and get ready for the topic 'Remembering the past'.

(Period 1) T writes the question on the board: 'What is one thing you remember most clearly from your primary school?' Ss think for 30 seconds, then share their answer with a partner.

Each pair gives at least one memory in a complete sentence, for example: 'I remember playing football with my friends during break time.'

Ss understand, pronounce and use the four key words, and recognise the past continuous and wish + past simple.

Vocabulary: heritage (di sản), preserve (gìn giữ), generation (thế hệ), traditional (truyền thống).
Model sentences:

• Recipes are part of cultural heritage.
• Families preserve recipes by teaching children.
• Each generation adds its memories.
• We cooked a traditional dish.
  Language focus:
• While Grandma was cooking, I arrived.
• I wish I knew the recipe.
  Task: Ss match each word with its meaning in pairs, then complete the example: 'At eight last night, Grandma ___ dinner.' (use the past continuous of cook).

Matching key: heritage – di sản; preserve – gìn giữ; generation – thế hệ; traditional – truyền thống.
Completed example: 'At eight last night, Grandma was cooking dinner.'
Key notes Ss write down:

• Past continuous: was/were + V-ing describes an action in progress at a past time.
• Wish + past simple expresses an unreal present wish, e.g. 'I wish I knew the recipe.'
• With be, use 'were' for all subjects in wishes, e.g. 'I wish I were taller.'

Ss learn to predict the type of information each question needs and to locate specific evidence in a recording.

(Period 1) T explains the strategy: 'Listen first for the situation and purpose, then replay for specific evidence.' Ss read the four questions in Worksheet 1 and predict whether each one needs a reason, an action, a place, a day or a duration. T plays the complete recording from the listening button, then replays it for the specific evidence.

Ss make a prediction for each question, for example:

• Q1 (What does Mr Binh remember most clearly?): an action/memory
• Q2 (When did the pupils clean the school garden?): a day/time
• Q3 (How did the teacher check the exercise books?): a way/method
• Q4 (How many pupils were in Mr Binh's class?): a number
  Ss also note one reminder: 'A number may be a starting time rather than a length of time.'

Ss identify the structure of a coherent paragraph and the use of the target grammar in a model text.

(Period 1) Ss read the model paragraph 'My grandfather studied in a small village school...' and mark its parts: topic sentence, supporting details, reason or example, and closing. Ss also find one sentence with the past continuous and one with wish.

Structure of the model:

• Topic sentence: 'My grandfather studied in a small village school.'
• Supporting details: 'His class shared books, and the teacher wrote most instructions on the board.' / 'On Friday afternoons, the pupils worked in the school garden together.'
• Reason or example: 'He remembers those activities fondly because they taught the class to cooperate.'
• Closing: 'His story makes those differences easier for me to understand.'
  Grammar found: 'While some were watering plants, others were clearing fallen leaves.' (past continuous); 'I wish I could visit the old classroom with him.' (wish + past simple).

Ss answer the listening questions with evidence and use the past continuous and wish accurately in sentences.

(Period 2) Ss complete Worksheet 1 by listening to the complete recording again and choosing the best answer for questions 1–4.
Grammar drill: Ss complete the sentence: 'At eight last night, Grandma ___ dinner.' (cook, past continuous). Then Ss write one sentence with 'I wish' about a school memory.

Answer key for Worksheet 1:

1. B – School friendships
2. A – Friday afternoons
3. B – By hand
4. C – Forty
   Grammar drill: 'At eight last night, Grandma was cooking dinner.'
   Example wish sentence: 'I wish I could visit my old classroom again.'

Ss understand the correct order for revising a paragraph and why meaning comes before surface details.

(Period 2) Ss look at four revision steps on Worksheet 2 and put them in the correct order. Then they discuss why the order matters.

Correct order of revision:

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.
   Reason: revise meaning and organisation before surface details, so that you do not spend time correcting sentences that will be deleted later.

Ss write a coherent 90–110-word paragraph about someone's old school days, using the planning template and the target grammar.

(Period 2) Task: Write a 90–110-word paragraph about someone's old school days. Label the account as fictional if it is imagined, and do not claim that one memory describes every school.
Plan: topic sentence, two supporting details, a reason or example, and a closing sentence (Worksheet 2).
Use the past continuous and wish + past simple where they fit naturally.
Ss exchange paragraphs with a partner and use a checklist to give feedback. Each S revises one unclear sentence after the feedback.

A 90–110-word paragraph with:

• a clear topic sentence about someone's school days
• two supporting details and one reason or example
• a closing sentence
• at least one sentence with the past continuous or wish + past simple
• a label such as 'This is a fictional account.' when the story is imagined
  An improved sentence with a short reason for the change.