Giáo án Speaking

Ss activate prior knowledge about music performances and get interested in giving their own viewpoint on a music show.

T asks Ss to think about music shows and then answers two questions with a partner:

• What music shows or performances do you know?
• Would you like to join a music show? Why or why not?
  S-S talk for one minute, then some pairs share their answers with the class.

Ss name at least three types of music shows or performances and give one reason for joining or not joining a show. Possible answers: a school talent show, a singing contest, a local music festival, a traditional music performance. Possible reason: 'I would like to join because I can learn from musicians.'

Ss identify the parts of a complete speaking model and understand the meaning of six target words.

T pre-teaches the target words: audience (khán giả), performance (buổi biểu diễn), contestant (thí sinh), judge (giám khảo), rehearse (tập dượt), traditional (truyền thống). T models the pronunciation and Ss repeat in chorus.
Then pairs read the model text and complete Worksheet 1 by finding:

• the position (the main viewpoint)
• the concrete example
• the limitation or condition
• whether there is an explicit invitation for response
  The model text: Our proposed show pairs students with local musicians. Each pair introduces one musical choice before performing, so viewers learn rather than only vote. Judges comment on timing, expression and cooperation. Audience comments must be respectful. A short rehearsal clip shows how performers respond to advice. We would allow participants to withdraw a recording before publication.

Worksheet 1 answers:

• Position: Our proposed show pairs students with local musicians.
• Concrete example: Each pair introduces one musical choice before performing, so viewers learn rather than only vote. Also acceptable: A short rehearsal clip shows how performers respond to advice.
• Limitation or condition: We would allow participants to withdraw a recording before publication.
• Explicit invitation: The model does not include a direct invitation. The invitation to respond is shown in the interaction, where a partner replies: That sounds interesting.
• Vocabulary: audience (khán giả), performance (buổi biểu diễn), contestant (thí sinh), judge (giám khảo), rehearse (tập dượt), traditional (truyền thống).

Ss recognise and produce the stressed syllable in two-syllable words and in a short sentence.

T writes the words on the board: TA-lent, SING-er, per-FORM, en-JOY. T explains that the stressed syllable is more prominent, not simply louder. T reads the sentence: The singer will perform tonight. Ss listen and repeat. Then T asks Ss to tap the stressed syllable on the desk while saying each word.

Ss mark the stressed syllables correctly: TA-lent, SING-er, per-FORM, en-JOY. In the sentence The singer will perform tonight, Ss stress SING in singer and FORM in perform. Ss understand that stress in these words is stable and should not be guessed from word length alone.

Ss use coordinating conjunctions to join two independent clauses and recognise three verb patterns from the model.

T presents the grammar in two parts.
Part A: Coordinating conjunctions. and adds, but contrasts, or offers a choice, so introduces a result. Each side needs its own clause.
Part B: Verb patterns.

• want/hope/decide + to-infinitive: We hope to perform.
• let/make + object + bare infinitive: They let us rehearse.
• Passive make: We were made to wait.
  S-S complete Worksheet 2 by matching the conjunction to its meaning and by building two sentences for each verb pattern.

Worksheet 2 answers:

• and: adds information. Example: Judges comment on timing, and performers respond to advice.
• but: contrasts. Example: We want to perform, but we need more rehearsal time.
• or: offers a choice. Example: We can rehearse today, or we can rehearse tomorrow.
• so: introduces a result. Example: We rehearsed well, so we felt confident.
• want/hope/decide + to-infinitive: We decided to invite a local musician.
• let/make + object + bare infinitive: The teacher let us rehearse in the hall.
• Passive make: We were made to wait in the hall.
  Key rule to remember: each side of the conjunction must have its own subject and verb.

Ss understand the purpose, structure and key details of the model and can summarise it accurately.

Ss work in pairs on Exercises 1 to 8 of the textbook. T reads Exercise 1 aloud first, then asks Ss to answer the questions orally and in writing.
Questions:

• State the purpose and audience of the spoken contribution on 'Music'.
• Identify the opening sentence and explain how it introduces the topic.
• Select two useful details and explain why they are better than saying only that the topic is important.
• Write a three-sentence summary using only information in the model.
• Choose one sentence from the middle of the model and explain its contribution.
• Read the opening and closing aloud and explain one difference between their functions.
• Write a short final paragraph that preserves the model's message.

Answers and key points:

• Purpose and audience: The purpose is to propose a music show and explain how it works. The audience is students and teachers who may take part in or watch the show.
• Opening: Our proposed show pairs students with local musicians. It establishes the subject before the supporting details.
• Two useful details: Judges comment on timing, expression and cooperation. A short rehearsal clip shows how performers respond to advice. These are specific, so the audience knows what to expect.
• Three-sentence summary: Our proposed show pairs students with local musicians. Each pair introduces one musical choice before performing, so viewers learn rather than only vote. We would allow participants to withdraw a recording before publication.
• Middle sentence: Audience comments must be respectful. It sets a rule for the show, so the audience knows how to respond.
• Opening and closing: The opening introduces the subject. The closing gives a condition that participants can withdraw a recording before publication.
• Final paragraph: A short rehearsal clip shows how performers respond to advice, and we would allow participants to withdraw a recording before publication.

Ss develop and defend their own topic-related viewpoint on a music show and respond to a partner with a real follow-up question.

Step 1 (about 6 minutes): Ss prepare notes for a spoken contribution of 1–2 minutes on 'Music'. Notes must include: a position, a concrete example (labelled as a proposal if it is not a real result), a limitation or condition, and a closing point.
Step 2 (about 12 minutes): In pairs, each S speaks for 1–2 minutes without reading a prepared speech. The partner responds with a real follow-up question, for example: How do you choose the local musicians? Then they switch roles.
Step 3 (about 2 minutes): T asks two or three pairs to share one follow-up question they found interesting.

Each S delivers a spoken contribution of 1–2 minutes with:

• a clear position about a music show
• one concrete example, labelled as a proposal where needed
• one limitation or condition
• a closing point
• a real follow-up question from the partner and a short answer
  Success criteria: content is specific and does not invent results; the structure is clear; vocabulary includes at least two target words; at least one sentence uses and, but, or, or so; at least one sentence uses want/hope/decide + to-infinitive or let/make + bare infinitive; stress is correct in the target words.