Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about feelings related to helping others and get ready to learn the everyday-English function of expressing worry and reassurance.

Ss look at four pictures on the slide: a student nervous before a first volunteer shift, the same student relieved after a librarian explains the task, a family grateful for a donation, and a reading club in a community centre. Ss decide which feeling each picture shows and give one reason. Then T asks: 'Have you ever felt worried before doing something new? What helped you feel better?'

Ss match the feelings to the pictures: worried (nervous before a new task), relieved (calm after receiving help), grateful (thankful for a donation). Ss state one reason in a full sentence, for example: 'I felt worried before my first class presentation, but my teacher explained the steps and I felt relieved.'

Ss understand and perform the everyday-English exchange, and pronounce noun-verb pairs with the correct stress.

Ss listen to T or the audio model and read the dialogue:
A: I'm worried that I have never helped at a reading club.
B: That is understandable. A librarian will show us what to do.
A: I feel relieved. I can ask if I am unsure.
B: Exactly. Being careful is part of being responsible.
T presents the stress pattern: A RE-cord /ˈrekərd/ (noun) vs to re-CORD /rɪˈkɔrd/ (verb); A PRE-sent /ˈprezənt/ (noun) vs to pre-SENT /prɪˈzent/ (verb). Ss complete Worksheet 1.

Ss complete Worksheet 1 with the following key:

• Expressing worry: 'I'm worried that I have never helped at a reading club.'
• Responding with understanding: 'That is understandable.'
• Expressing relief: 'I feel relieved.'
• Asking for help: 'I can ask if I am unsure.'
• Stress: A RE-cord (noun) / to re-CORD (verb); A PRE-sent (noun) / to pre-SENT (verb).
  Ss know that these noun-verb pairs change stress, and that not every two-syllable word follows this pattern.

Ss read the Culture/CLIL text, understand the key vocabulary, and identify what makes a charity summary trustworthy.

T presents the six key words: volunteer (tình nguyện viên), donation (khoản quyên góp), community (cộng đồng), reliable (đáng tin cậy), benefit (lợi ích), grateful (biết ơn). Ss read the text about Save the Children:
Save the Children is an international organisation concerned with children's rights and well-being. When studying a charity, separate its stated mission from evidence about a particular project. A trustworthy school summary identifies what the project does, who it serves and where the information came from. Never invent a child's personal story or publish identifying details without permission. Source: https://www.savethechildren.net/what-we-do.
Ss complete Worksheet 2 by identifying the three features of a trustworthy summary and the two rules about children's stories.

Ss complete Worksheet 2 with the following key:

• Vocabulary: volunteer (a person who helps without pay); donation (money or goods given to help); community (a group of people living or working together); reliable (can be trusted); benefit (a good result or advantage); grateful (feeling thankful).
• A trustworthy school summary includes: (1) what the project does; (2) who it serves; (3) where the information came from.
• Two rules: never invent a child's personal story; never publish identifying details without permission.
• The mission (what the organisation states it wants to do) must be separated from evidence about one particular project.

Ss explain the use of past continuous and past simple and choose the correct -ed or -ing adjective according to meaning.

T presents the example: 'While we were packing, the organiser called.' T explains: past continuous (was/were + V-ing) describes an action in progress; past simple describes a completed event. Ss note that when does not always require one tense; meaning decides. T then presents the adjectives: interested (feeling) vs interesting (cause); useful (helpful) vs useless (not effective).
In pairs, Ss complete these sentences:

1. While we ___ (pack) the donations, the volunteers ___ (arrive).
2. I felt ___ (interest) because the project was ___ (interest).
3. The new library software is ___ (use) for our club.

Key:

1. While we were packing the donations, the volunteers arrived. (Past continuous for the action in progress; past simple for the completed event.)
2. I felt interested because the project was interesting. (-ed describes the feeling; -ing describes the cause.)
3. The new library software is useful for our club. (Useful = helpful.)
   Ss write one original sentence with a past continuous and past simple pair, and one sentence with an -ed/-ing adjective.

Ss identify the opening sentence of the model and write a three-sentence summary that keeps the essential information.

Ss work in pairs to do two tasks from the textbook exercises:
Task 1 (Exercise 3): Explain how the opening introduces the topic. Identify the actual opening sentence.
Task 2 (Exercise 5): Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
After pair work, Ss compare their summary with a partner and improve it.

Exercise 3 key: The opening sentence is 'A: I'm worried that I have never helped at a reading club.' It establishes the subject of the exchange before the supporting information, so the audience knows what the following details refer to.
Exercise 5 sample key:

• A: I'm worried that I have never helped at a reading club.
• B: That is understandable. A librarian will show us what to do.
• A: I feel relieved. I can ask if I am unsure.
  The summary keeps the condition 'I can ask if I am unsure' and does not add any new result.

Ss apply the criteria of a trustworthy summary to a real community project and present a short, accurate explanation without overgeneralising.

In groups of four, Ss use Worksheet 2 as a checklist. Each group chooses one real community activity from the school or local area, for example a school reading club or a donation drive, and prepares a one-minute spoken explanation for the class. The explanation must state: (1) what the project does; (2) who it serves; (3) where the information came from. Ss must not invent any personal story or any result. If a detail is an example, they must label it as an example. Ss present their posters and explanations to the class. Homework: each student writes a short paragraph (about 60 words) about one benefit of helping the community, using the phrases from Worksheet 1.

Each group produces:

• A poster with the three-part checklist: What it does / Who it serves / Source of information.
• A one-minute spoken explanation that includes all three parts, uses at least three of the six key words (volunteer, donation, community, reliable, benefit, grateful) and does not contain invented results.
  Each student's homework: a short paragraph about one benefit of helping the community, with at least one past continuous and one past simple sentence, and no invented personal details.