Giáo án Speaking

Ss activate prior knowledge about waste and the environment and get ready to talk about a topic-related viewpoint.

Ss look at the picture of a classroom with paper, plastic cups and litter. In pairs, Ss answer: “What kinds of waste do we see at school? Which one do we produce most?” Then they match the key vocabulary (carbon footprint, reusable, household appliance, reduce, recycle, litter) to the definitions on the NeoEdu page.

Ss name at least three kinds of waste (for example: paper, plastic cups, bottles). Ss match the six words to the meanings: carbon footprint (lượng phát thải khí nhà kính quy đổi), reusable (có thể tái sử dụng), household appliance (thiết bị gia dụng), reduce (giảm), recycle (tái chế), litter (rác vứt bừa bãi).

Ss identify how a good spoken contribution is organised: a clear position, a concrete example, an acknowledged limitation and an invitation to respond.

Ss read the model silently and then listen to T read it aloud. Ss complete Worksheet 1 by finding the position, the example, the limitation and the closing sentence. T asks: “Which sentence gives your opinion? Which sentence gives a concrete example? Which sentence limits the claim?”

Ss complete Worksheet 1 correctly, as follows.

• Position: I recommend preventing waste before buying replacements.
• Concrete example: Bringing a bottle reduces the need for disposable cups, provided there is safe drinking water.
• Limitation: We should compare the same type of waste over equal periods rather than promise a result we have not measured.
• Invitation to respond: The model does not explicitly invite a response, so Ss add a question of their own in the final speech.
  Key takeaway: A strong contribution gives a position, supports it with a specific example, acknowledges a limit and then invites the partner to respond.

Ss pronounce the consonant blends /kl/, /pl/, /gr/ and /pr/ clearly, without adding an extra vowel between the two consonants.

T models the blends with the words clean, plates, green, grass, practical and plan. Ss repeat in chorus and then individually. Ss read the sentence: Our group plans to protect the green playground. T highlights that /k/ releases into /l/ without an extra vowel, and /p/ stays before /l/ and /r/.

Ss pronounce the blends accurately in isolation and in the sentence “Our group plans to protect the green playground.” Ss can explain the rule: /kl/ in clean, /pl/ in plates and plan, /gr/ in green and grass, /pr/ in practical. Ss avoid inserting a vowel such as “ka-lean”.

Ss check their understanding of the model by answering comprehension tasks and explaining why each part matters.

Ss work in pairs and answer Tasks 2, 3, 4 and 6 from the textbook. Ss use the model text to support every answer. T circulates and checks reasoning.

Answers and key points:
Task 2: The purpose is to persuade the audience to prevent waste and reduce replacements. The audience is classmates or the school community. Detail: Bringing a bottle reduces the need for disposable cups.
Task 3: The opening sentence is “I recommend preventing waste before buying replacements.” It sets the subject and the position before the supporting details.
Task 4: Two useful details: “Bringing a bottle reduces the need for disposable cups, provided there is safe drinking water.” and “Reusing paper can save resources, but private information must be removed first.” They are specific and show conditions, which makes them more convincing than saying only that the topic is important.
Task 6: “Reusing paper can save resources, but private information must be removed first.” It develops the opening by giving a particular action and its necessary condition.

Ss practise responding to a partner and use will / be going to and the passive voice in short exchanges.

Ss practise the interaction in pairs: A asks “What should we do with all this spare paper?” and B responds, then A and B switch roles. Next, Ss complete Worksheet 2: they choose will or be going to, and transform active sentences into passive ones.

Worksheet 2 answers:

1. We will recycle the paper on Friday. (decision made now)
2. It is going to rain, so we should bring our bottles inside. (prediction based on present evidence)
3. People collect paper → Paper is collected.
4. The teacher will collect the sheets → The sheets will be collected by the teacher.
5. They will dispose of the old sheets securely. → The old sheets will be disposed of securely.
   Interaction key: B: “You should check whether it is clean on one side.” A: “Some sheets contain names and marks.” B: “Then ask the teacher to dispose of those securely. Use only the other sheets for rough work.”

Ss develop and defend their own viewpoint on “Humans and the environment”, give a concrete example with a condition and respond to a partner's follow-up question.

Ss prepare a 1–2 minute spoken contribution in pairs. The structure: (1) state a position with “I recommend…” or “We should…”, (2) support it with one concrete example and a condition (use provided… or but…), (3) acknowledge one limitation, (4) invite a response. Each partner then asks one real follow-up question. Any proposals or example data must be labelled as proposals or examples, not results.

Each S delivers a 1–2 minute contribution that includes: a clear position; a concrete example with a condition; one acknowledged limitation; and an invitation to respond. Each partner asks one real follow-up question, for example: “How would you check that the bottles are clean?” or “Who would collect the paper?” Ss' final products are recorded in writing as a short paragraph for homework.