Giáo án Speaking

Ss activate prior knowledge about city life and preview the key vocabulary of the lesson.

T shows the question on the board: 'What makes a district livable?' Ss work in pairs and list three ideas. T then checks the meaning of six key words: livable (đáng sống), infrastructure (cơ sở hạ tầng), sensor (cảm biến), privacy (sự riêng tư), pedestrian (người đi bộ) and efficient (hiệu quả). Ss match each word with a short definition or example.

• Each pair lists at least three ideas, for example: shaded paths, reliable buses, clear public information.
• Ss correctly match the six key words with their meanings and example phrases, for example: 'a traffic sensor' = a device that records traffic data; 'pedestrian routes' = paths for people walking.

Ss identify the parts of a complete spoken contribution: position, concrete example, limitation and closing.

Ss read the complete speaking model in the Student's book (silently first, then aloud with the audio). In pairs, Ss complete Worksheet 1: Model analysis, which asks them to find the opening sentence, the position, the concrete example, the limitation, the closing sentence and the follow-up question with its response.
Key questions T asks:

• 'What is the speaker's position?'
• 'Which sentence gives a concrete example?'
• 'Where does the speaker acknowledge a limitation?'
• 'Why keep paper maps?'

Answer key for Worksheet 1:

• Opening sentence: 'Our ideal district has shaded paths, reliable buses and accessible public information.'
• Position: 'My proposal is a small pilot reviewed with residents.'
• Concrete example: 'For example, a large arrival display may help one passenger, while another needs a printed map or a staffed help point.'
• Limitation: 'not a claim that all delays will disappear.'
• Closing sentence: 'A smart district should make public services useful to different people.'
• Follow-up: 'Why keep paper maps?' Response: 'They provide another access route when a device, connection or user interface is unsuitable.'
• Key vocabulary check: a 'staffed help point' is a place where a person can help users.

Ss link a final consonant to the following vowel smoothly, without inserting an extra vowel.

T models the linked pairs: 'turn off' /tɜrn‿ɔf/, 'an office' /ən‿ɔfɪs/, 'clean air' /kliːn‿er/. Ss listen and repeat. Then Ss practise the sentence: 'An efficient city needs clean air and open spaces.' T reminds Ss not to add an /r/ where neither word has one in the American model.

• Ss can pronounce the three linked pairs smoothly: 'turn off', 'an office', 'clean air'.
• Ss mark the linking in the sentence: 'An efficient city needs clean air and open spaces.' with a curved line under each linked pair, for example 'clean‿air' and 'open‿spaces'.
• Key rule: link the final consonant to the next vowel without inserting another vowel.

Ss distinguish stative verbs used with simple forms from verbs that take continuous forms, and use linking verbs with adjectives.

T presents the contrast on the slide:

• 'I know the route.' (state, simple form)
• 'I am thinking about the plan.' (active, considering)
• 'I think it is useful.' (opinion, simple form)
  T then presents linking verbs: 'The square looks attractive; the air feels fresh.' Ss complete Worksheet 2: Language focus, Part A and Part B.

Answer key for Worksheet 2:

• Part A: 1. I know the route. 2. I am thinking about the plan (considering). 3. I think it is useful (opinion).
• Part B: 1. The square looks attractive (not attractively). 2. The air feels fresh (not freshly). 3. The new bus route sounds reliable (not reliably).
• Rule: after a linking verb, use an adjective to describe the subject.

Ss practise giving a position, acknowledging a limitation and responding to a partner's follow-up question, using the interaction model.

Ss work in pairs. Student A reads the first question of the interaction model, Student B answers, then they switch roles. Then Ss answer Exercise 5 on the Student's book: write a three-sentence summary of the model, keeping the limitation.
Interaction model:
A: Will the new system remove every delay?
B: I'm not sure. It may help, but traffic can still change.
A: Are you certain printed maps will remain?
B: Yes. The plan explicitly includes them.

• Each pair completes the dialogue with clear, accurate responses that keep the limitation: 'I'm not sure. It may help, but traffic can still change.' / 'Yes. The plan explicitly includes them.'
• Sample three-sentence summary (Exercise 5): 'Our ideal district has shaded paths, reliable buses and accessible public information. I am certain that people need safe routes to school. My proposal is a small pilot reviewed with residents, not a claim that all delays will disappear.'
• Ss use the model answer only to check, not to read a prepared speech.

Ss develop and defend their own viewpoint on 'Cities of the future' and respond to a partner's follow-up question.

Ss choose one proposal for their district, for example: a bus information board, a safe school route or a sensor-based traffic system. Each S prepares a 1-minute spoken contribution with: an opening sentence, a position, one concrete example labelled as a proposal, one acknowledged limitation and a closing sentence. Partners then ask one real follow-up question and the speaker responds. The full 1–2-minute version is set as homework (Exercise 9 in the Student's book).

Each S delivers a short spoken contribution of about one minute that includes:

• an opening sentence that introduces the district and its features;
• a clear position, for example 'I am certain that...' or 'I am less certain that...';
• one concrete example labelled as a proposal, not a claimed observation;
• one limitation, for example 'not a claim that...';
• a closing sentence that does not invent results;
• a response to the partner's follow-up question, for example 'Why keep paper maps?'