Giáo án Skills 1

Ss activate prior knowledge about how people learned in the past and now, and preview the key vocabulary: lifestyle (lối sống), extended family (gia đình nhiều thế hệ), nuclear family (gia đình hạt nhân), privacy (sự riêng tư).

T asks Ss questions about learning and daily life.

• How did your grandparents learn at school?
• Which devices do you use to study now?
• Do you live in an extended family or a nuclear family? Do you need privacy at home?
  T introduces the four vocabulary items with one example sentence each: Our lifestyle has changed. An extended family may share a home. A nuclear family includes parents and children. Everyone needs some privacy.

Ss give two short answers about past and present learning, and can say the meaning of the four vocabulary items in their own words or in Vietnamese.
Ss' key idea: Learning methods have changed, and the change is linked to lifestyle.

Ss find the central activity in the text and separate actions (what happened) from reasons (why it happened). Ss understand that a negative detail can help reject an inaccurate option.

Ss read the passage in the Read for evidence section and complete Worksheet 1.
Key task: Find the central activity. Then underline actions and reasons in two different colours.
Sample questions for T:

1. What did Her mother remember about learning at school?
2. What did An and her mother agree about devices?
3. What did the class decide to do for their project?
4. What did the class avoid saying?
   T models the first sentence: An interviewed her mother about learning at school. (action: interviewed; the reason is given later in the text).

Central activity: For a class project, An combined the two approaches. Pupils examine a source online, then explain it to a partner without reading the screen.
Actions (what happened): An interviewed her mother; her mother remembered copying notes; An often uses a tablet; they agreed that a device does not automatically make learning independent; the class decided to combine the two approaches.
Reasons (why): They wanted a useful comparison based on purpose; An wants to find materials quickly on a tablet, but she still needs to compare sources.
Negative detail: The class avoided saying that every older method was poor or every new method was better. This detail helps Ss reject the option that new methods are always better.
Key idea: A device does not automatically make learning independent.

Ss recognise and use the verb patterns decide, hope, want, plan + to-infinitive and enjoy, avoid, finish, mind + V-ing as part of the verb.

T writes two groups of verbs on the board.
Group 1: decide, hope, want, plan + to-infinitive.
Group 2: enjoy, avoid, finish, mind + V-ing.
T asks Ss to find examples in the reading passage: decided to combine; enjoys watching; avoided saying; wanted a useful comparison.
T gives the example: We decided to interview our grandparents. They enjoy sharing memories.

Rule: Verb + to-infinitive: decide, hope, want, plan.
Verb + V-ing: enjoy, avoid, finish, mind.
Examples from the text: An decided to combine the two approaches (decide + to-infinitive). An enjoys watching short explanations (enjoy + V-ing). The class avoided saying that every older method was poor (avoid + V-ing).
Key idea: The verb pattern is part of the verb and must not change.

Ss use the text as evidence to answer questions and apply the verb patterns in a controlled task.

Ss complete Worksheet 1, Part B.
Part A: Answer the questions with evidence from the passage (see Activity 2).
Part B: Choose the correct form of the verb in brackets.

1. We decided ___ our grandparents. (interview)
2. They enjoy ___ memories. (share)
3. The class avoided ___ that every older method was poor. (say)

Part A answers:

1. Her mother remembered copying notes from the board and sharing reference books with friends.
2. A device does not automatically make learning independent.
3. An enjoys watching short explanations, while her mother prefers discussing a problem face to face.
   Part B answers:
4. to interview (decide + to-infinitive)
5. sharing (enjoy + V-ing)
6. saying (avoid + V-ing)

Ss give a one-minute talk comparing one past learning method with a current one, explaining one benefit and one limitation, and avoid claiming that every new method is better.

Ss build a short talk from notes: introduction, specific details, and reasoned conclusion.
Note structure:

• Introduction: I want to talk about how my learning style has changed.
• Past method: What did you use in the past? (copying notes, borrowing books)
• Current method: What do you use now? (online source, a partner discussion)
• Benefit and limitation: What is one benefit? What is one limitation?
• Conclusion: Which method helps you most, and why?
  Sample model: I used to copy notes before trying to explain an idea. Now I also check an online source and discuss the idea with a partner. Digital materials are convenient, but I still need to compare sources. Face-to-face explanation helps me notice what I do not understand.

Each S prepares a one-minute talk with 4 short notes on paper cards.
A good talk includes: one past method, one current method, one benefit, one limitation, and a balanced conclusion.
A sample conclusion: Neither method is perfect for every purpose, so I combine both to learn better.
Key idea: Each detail must answer the task, and the speaker must not claim that every new method is better.