Giáo án Speaking

Ss activate prior knowledge about volunteering and get ready to think about what makes a helpful contribution to the community.

T asks Ss: 'Have you ever volunteered? What did you do?' and 'What do you think a volunteer can gain from helping others?' Ss answer in pairs, using the target words volunteer, community, benefit and grateful where possible.

Ss give short answers in pairs, for example: 'I volunteered at a summer camp for children. I learned patience.' or 'Volunteers gain experience and feel grateful when people thank them.' Ss copy the target words into their notebooks.

Ss identify the structure and the function of each part of a complete spoken contribution.

Ss read the model paragraph on the board silently. Using Worksheet 1, Ss find: (1) the opening sentence; (2) the concrete example; (3) the acknowledged limitation; (4) the invitation to respond. T then asks: 'Why does the model say goodwill does not replace training or safeguarding?'

Ss complete Worksheet 1. Expected answers:

• Position: Volunteering can build patience and teamwork when the work meets a genuine need.
• Concrete example: At a reading club, a volunteer learns to adapt an explanation to the reader rather than repeat it more loudly.
• Limitation: However, goodwill does not replace training or safeguarding.
• Invitation to respond: a real follow-up question from the partner, for example, 'What kind of training would you need first?'
  Key takeaway: A strong spoken contribution gives a position, supports it with a concrete example, acknowledges a limitation and invites a response.

Ss pronounce noun–verb pairs with correct stress, choose the correct tense in context, and use -ed and -ing adjectives accurately.

Ss listen to the stress pairs: A RE-cord /ˈrekərd/ – to re-CORD /rɪˈkɔrd/; A PRE-sent /ˈprezənt/ – to pre-SENT /prɪˈzent/. Then Ss read the sentence 'We record each present in a notebook.' Ss complete Worksheet 2 for grammar: 'While we ___ (pack), the organiser ___ (call).' and for adjectives: 'I am ___ (interest) in this project because the activity is very ___ (interest).' Ss also read the dialogue: 'I'm worried that I have never helped at a reading club. / That is understandable. A librarian will show us what to do.'

Ss complete Worksheet 2. Expected answers:

• While we were packing, the organiser called.
• I am interested in this project because the activity is very interesting.
  Stress: A RE-cord (noun), to re-CORD (verb); A PRE-sent (noun), to pre-SENT (verb).
  Key takeaway: Past continuous describes an action in progress; past simple describes a completed event; -ed adjectives describe feelings and -ing adjectives describe the cause.

Ss analyse the model further and apply the structure to produce short, accurate responses to a partner.

Ss work in pairs with exercises 2–6 from the Student's book. Each pair answers:

• Exercise 2: State the purpose and audience of the contribution, and support the answer with one detail.
• Exercise 3: Identify the opening sentence and explain how it introduces the topic.
• Exercise 4: Select two useful details and explain why they are better than saying only that the topic is important.
• Exercise 5: Write a three-sentence summary that keeps the essential condition ('when the work meets a genuine need').
• Exercise 6: Choose one sentence from the middle and explain its contribution.
  Pairs then take turns asking one real follow-up question about their answer.

Ss write short answers in their notebooks. Model answers:

• Exercise 2: The purpose is to persuade the audience that volunteering builds patience and teamwork. The audience is general listeners in the community. Detail: 'At a reading club, a volunteer learns to adapt an explanation to the reader.'
• Exercise 3: The opening is 'Volunteering can build patience and teamwork when the work meets a genuine need.' It introduces the subject before the supporting details.
• Exercise 4: 'At a reading club, a volunteer learns to adapt an explanation' is a real example. 'Goodwill does not replace training or safeguarding' acknowledges a limitation, which makes the speaker more credible.
• Exercise 5: Volunteering can build patience and teamwork when the work meets a genuine need. At a reading club, a volunteer learns to adapt explanations to readers. However, goodwill does not replace training or safeguarding.
• Exercise 6: 'However, goodwill does not replace training or safeguarding' develops the opening by adding a particular limitation.
  Accepted answers may use different wording if the meaning is correct.

Ss develop and defend their own viewpoint on For a better community, and respond to a partner's follow-up question.

Ss prepare a spoken contribution of 1–2 minutes on 'For a better community'. They must include: a clear position, one concrete example from their own life or their community, one acknowledged limitation, and an invitation to respond. Then Ss speak to a partner, who asks one real follow-up question. Peers give feedback using three criteria: clear position, concrete example, and response to the partner's question.

Each S delivers a 1–2 minute spoken contribution and answers one follow-up question. Example of a strong contribution:

• Position: 'I believe volunteering makes our community stronger when people are trained first.'
• Example: 'Last summer, I helped at a reading club for primary pupils. I learned to explain a story with simple pictures.'
• Limitation: 'However, I was not ready at first, so I asked the librarian for advice.'
• Invitation: 'What do you think is the best way for a new volunteer to prepare?'
  Partner's follow-up question: 'How long did you train before you started helping?'