Giáo án Speaking

Ss activate prior knowledge about qualities needed in a youth programme and get ready to speak on the topic ASEAN and Viet Nam.

Ss think individually for 30 seconds, then share with a partner (Think-Pair-Share). T asks: 'What qualities does a good participant in a youth programme need? Why?'
T then asks: 'Is speaking confidently the most important skill? Why or why not?'

A short list on the board, for example: clear communication, reliability, curiosity, willingness to learn, respectful listening. Ss state that respectful listening is as important as confident speaking, and that a good participant can develop these skills.

Ss identify the five parts of a complete speaking model: position, concrete example, acknowledged limitation, invitation for response and closing; and understand the role of each part.

Ss work in expert groups of four (Jigsaw). Each group member is assigned one part of the model, reads the model text and finds the sentence(s) for that part:

• Group member 1: Position (opening sentence)
• Group member 2: Concrete example (For example, a host should explain a route... / I would practise giving directions to the library...)
• Group member 3: Limitation (Experience working in a group is useful, but willingness to learn matters too.)
• Group member 4: Invitation for response and closing (What other skill would help a quieter participant contribute? / We should make room for written ideas...)
  Then Ss return to home groups to share findings and complete Worksheet 1.

Completed Worksheet 1 with the following key answers:

• Position: 'A youth-programme participant needs clear communication, reliability and curiosity.'
• Example: 'For example, a host should explain a route and check understanding rather than talk quickly.'
• Limitation: 'Experience working in a group is useful, but willingness to learn matters too.'
• Invitation: 'What other skill would help a quieter participant contribute?'
• Closing: 'We should make room for written ideas as well as spoken discussion.'
  Ss conclude that a good talk gives a position, supports it with an example, acknowledges a limit and invites a response.

Ss pronounce optional vowel elision in words such as different and family, and recognise and use gerunds as subject, object and after a preposition.

Part A – Elision: T reads aloud the sentence 'Different families will join the cultural programme.' twice: first in careful speech (/ˈdɪfərənt/, /ˈfæməli/), then in natural speech (/ˈdɪfrənt/, /ˈfæmli/). Ss repeat in chorus and then individually.
Part B – Gerunds: T asks Ss to find the gerunds in the model and classify them as subject, object or after a preposition. Then Ss complete the sentences in Worksheet 2, Part A.

• Elision: Ss repeat the natural forms /ˈdɪfrənt/ and /ˈfæmli/ and understand that elision is optional and must not remove a stressed vowel.
• Gerunds found in the model: 'Experience working in a group' (after noun, used as modifier), 'learning how to ask for clarification' (subject/object of prepare by), 'finishing my assigned task' (after preposition 'by'), 'respectful listening' (subject of adjective phrase).
• Rule: A gerund is an -ing form used as a noun: subject (Learning another language takes time), object (We enjoy meeting visitors), after a preposition (She is interested in joining).

Ss check their understanding of the model by explaining how the opening introduces the topic and how one middle sentence contributes to the message.

Pairs answer two questions from the exercises:

• Exercise 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
• Exercise 6: Choose one sentence from the middle of the model and explain what it contributes to the message. Sentence: 'When a visitor gives an unfamiliar answer, I should ask respectfully rather than assume that the person represents a whole country.'
  Pairs then check the answers with the answer key in Worksheet 2, Part B.

Exercise 3 key: The opening sentence is 'A youth-programme participant needs clear communication, reliability and curiosity.' It introduces the situation and the three qualities that the rest of the talk develops.
Exercise 6 key: This sentence gives a concrete situation (an unfamiliar answer from a visitor) and a respectful action (ask instead of assume), so it shows respectful listening rather than just stating that it is important. Ss must not treat the example as a real observation.

Ss develop and defend their own topic-related viewpoint on ASEAN and Viet Nam, using the model structure, and respond to a partner's follow-up question.

Each S prepares a 1–2 minute spoken contribution on the prompt: 'A good youth ambassador for ASEAN exchange needs ... ' (Ss complete the sentence with their own position). The talk must include: a position, one example (labelled as an illustration), one limitation and one invitation for response.
After preparation (3 minutes), Ss speak in pairs. The partner listens and asks one real follow-up question, e.g., 'Must every ambassador be an experienced public speaker?' The speaker responds with a clear answer.

Each S produces a short spoken talk with the following elements:

• Position: e.g., 'A good youth ambassador for ASEAN exchange needs respectful listening as much as confident speaking.'
• Example (labelled): 'For example, a host could explain the route to the cultural centre and check understanding.'
• Limitation: 'Experience is useful, but willingness to learn matters too.'
• Invitation: 'What other skill would help a quiet participant contribute?'
• Follow-up answer: 'No. Reliability, preparation and attentive listening are useful skills that a participant can develop.'