Giáo án Speaking

Ss activate prior knowledge about learning formats and preview the key vocabulary: blended learning (học kết hợp), face-to-face (trực tiếp), download (tải xuống), access (truy cập), feedback (phản hồi), distraction (sự xao nhãng).

Ss answer the question on the board: 'Do you prefer learning online or face-to-face? Why?' Each S gives one reason within 30 seconds to a partner, then Ss share a reason with the class. T introduces the six key words with quick pictures or examples from the lesson.

A list of 3–4 reasons on the board, for example: 'Online saves travel time', 'Face-to-face makes it easier to ask questions', 'Online lessons may have more distraction at home'. Ss can pronounce the six key words correctly and connect them with the topic.

Ss identify how a complete speaking model is organised, including position, concrete support, limitation and invitation to respond.

Ss read the model: 'Online learning saves travel time and allows review, but it can reduce immediate interaction and depends on access. Face-to-face discussion makes it easier to ask follow-up questions, though some learners need more time to prepare. I prefer a blend: a short source sheet before class and discussion in class, with printed alternatives available.' Working in groups of four, Ss complete Worksheet 1, Part A.

Completed Worksheet 1, Part A: Position: 'I prefer a blend: a short source sheet before class and discussion in class, with printed alternatives available.' Concrete support: 'Face-to-face discussion makes it easier to ask follow-up questions'. Acknowledged limitation: 'but it can reduce immediate interaction and depends on access' and 'though some learners need more time to prepare'. Invitation to respond: not in the model; in class, the speaker adds a question such as 'What is your view?'

Ss recognise stressed content words, use contrastive stress to focus information, and use defining and non-defining relative clauses correctly.

Part 1: T says 'We DOWNLOAD the NOTES before CLASS' and contrasts 'I downloaded the NOTES, not the video'. Ss repeat and mark the stressed words. Part 2: T writes two sentences on the board: 'The student who lent me a tablet is absent.' and 'Lan, who sits beside me, shared her notes.' Ss explain the difference and fill in the rule.

Pronunciation: content words are stressed (DOWNLOAD, NOTES, CLASS); function words such as the and before are weaker. Contrastive stress: in 'I downloaded the NOTES, not the video', the stress shows that the notes are corrected information. Grammar: a defining clause identifies which person or thing and has no commas; a non-defining clause adds extra information and uses commas. Use who for people, which for things, whose for possession; that can replace who or which only in defining clauses.

Ss analyse the model, explain its message and produce accurate short responses using the textbook tasks.

Pairs complete Worksheet 1, Part B (Tasks 2–6). Task 2: state the purpose and audience of the contribution and support your answer with one detail. Task 3: explain how the opening introduces the topic and identify the opening sentence. Task 4: select two useful details and explain why they are better than saying only that the topic is important. Task 5: write a three-sentence summary using only information in the model, keeping the essential limitation. Task 6: choose one middle sentence and explain what it contributes. Then pairs read the opening and closing aloud (Task 7).

Sample answers: Task 2: Purpose: to share and defend a viewpoint on new ways to learn; audience: classmates or the teacher. Detail: 'Face-to-face discussion makes it easier to ask follow-up questions'. Task 3: The opening sentence is 'Online learning saves travel time and allows review, but it can reduce immediate interaction and depends on access.' It introduces both benefits and limits of online learning. Task 4: Two details: 'Face-to-face discussion makes it easier to ask follow-up questions' and 'a short source sheet before class and discussion in class, with printed alternatives available'. They are specific and show how the speaker's idea works in practice. Task 5 (summary): 'Online learning saves travel time and allows review, but it can reduce immediate interaction and depends on access. Face-to-face discussion helps learners ask follow-up questions, though some need more time to prepare. The speaker prefers a blend of a short source sheet before class and discussion in class, with printed alternatives available.' Task 6: 'Face-to-face discussion makes it easier to ask follow-up questions' supplies a particular benefit that supports the position. Task 7: The opening presents the topic; the closing states the speaker's position. Task 8: 'A blend of online sources and class discussion, with printed alternatives, suits learners who need time to prepare.' (no invented results).

Ss develop and defend their own viewpoint on new ways to learn, then respond to a partner's real follow-up question.

Ss prepare a spoken contribution of 1–2 minutes: 'Which learning format should our school use: online, face-to-face or a blend?' The speech must include a position, one concrete example (labelled as personal experience or a proposal), one acknowledged limitation and an invitation to respond. After the speech, the partner asks one real follow-up question and the speaker responds. Ss check their speech with the four-part checklist.

A 1–2 minute spoken contribution with a clear position, one labelled example, one acknowledged limitation and an invitation to respond; one follow-up question and a response from the partner. Checklist ticked: position (yes/no), concrete example (yes/no), limitation (yes/no), invitation (yes/no), stress on content words (yes/no), correct relative pronoun (yes/no). Expected sample position: 'I think our school should use a blend, because students can read the source sheet before class and then discuss it in class.'