Giáo án Speaking

Ss activate prior knowledge of the topic 'Social issues' and understand the six target words before they read the model.

Ss match six target words (peer pressure, bullying, boundary, consent, evidence, support) with their English meanings, then answer the question: 'What can a friend do when someone pressures you to do something wrong?'

Ss match the words with these meanings:

• peer pressure: pressure from people of the same age to do something
• bullying: repeated hurtful behaviour toward someone
• boundary: a personal limit about what one is willing to do
• consent: permission given freely
• evidence: facts or objects that show something is true
• support: help and encouragement from others
  Ss also give 2 possible answers to the question, for example 'I can say no' and 'I can ask a trusted adult for help'.

Ss identify the structure of a good spoken viewpoint: position, concrete example, concession or limitation and a closing that protects the affected person.

Ss read the complete speaking model silently, then complete Worksheet 1 by finding the opening sentence, one concrete example, the concession and the closing sentence. Ss also read the follow-up question and response in the model.

Answers in Worksheet 1:

• Opening (position): 'If friends pressure me to share an embarrassing image, I can say, I do not want to post someone's photo without permission.'
• Concrete example: 'I can leave the conversation and seek support if pressure continues.'
• Concession: 'Although I may feel anxious, joining in could harm another person.'
• Closing: 'A good response protects the affected person instead of creating another public audience for the harm.'
• Follow-up question and response: 'Does supporting a friend mean promising total secrecy?' / 'No. Explain that trusted adult help may be needed if someone is unsafe.'
  Key idea: a viewpoint is a position supported by specific actions, not a general statement that the topic is important.

Ss use because, although, however, therefore and despite correctly, including the correct punctuation.

Ss complete the sentences in Worksheet 2 with the correct linking word, then rewrite one 'although' sentence with despite. T highlights the punctuation rule with two examples: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.'

Answers in Worksheet 2:

1. I refuse because it could harm another person. (because / as / since)
2. Although I may feel anxious, joining in could harm another person. (Although / Even though)
3. Despite my anxiety, I can refuse politely. (Despite takes a noun or -ing phrase)
4. I can say no; however, I may still feel pressure from the group. (however marks contrast; semicolon before, comma after)
5. The image was shared widely; as a result, the student felt humiliated. (as a result introduces a consequence)
   Key rule: because/as/since, although/even though, however, therefore/as a result and despite/in spite of are not interchangeable.

Ss pronounce choice questions with rising intonation on non-final alternatives and falling intonation on the final alternative.

T models 'Would you rather speak to a teacher ↗ or a counsellor ↘?' and contrasts it with a yes/no question containing or. Ss repeat the sentences in chorus, then in pairs.

Ss can produce: 'Would you rather speak to a teacher ↗ or a counsellor ↘?' with a rising tone on 'teacher' and a falling tone on 'counsellor'. Ss also recognise that a yes/no question with or can have a different meaning, so the speaker must make the choice clear through intonation.

Ss answer the analysis questions about the model with reference to specific details and explain the function of each part.

Ss work in pairs to answer the analysis questions (Exercises 2–6 of the textbook): identify the audience and purpose; identify the opening sentence and explain what it introduces; select two useful details and explain why they are better than general statements; write a three-sentence summary keeping the essential conditions; and choose one sentence from the middle of the model and explain its contribution.

Answer key (Ss' answers may vary in wording but must match the content):

• Exercise 2: Audience: classmates and the partner who will ask a follow-up question. Purpose: to guide classmates through a specific procedure and its limitations. Supporting detail: 'I can leave the conversation and seek support if pressure continues.'
• Exercise 3: Opening sentence: 'If friends pressure me to share an embarrassing image, I can say, I do not want to post someone's photo without permission.' It introduces the particular situation before the later details.
• Exercise 4: Two details: (1) 'I can leave the conversation and seek support if pressure continues.' (2) 'A good response protects the affected person instead of creating another public audience for the harm.' Each detail names a concrete action or effect, so it is more useful than saying only that the topic is important.
• Exercise 5: Sample summary: 'If friends pressure me to share an embarrassing image, I can refuse and leave the conversation. I should keep relevant evidence safely and report it through an appropriate school or platform route. If there is an immediate threat, safety takes priority over keeping a secret.'
• Exercise 6: Sentence: 'I would not forward the image to prove to more classmates that it exists.' It adds a concrete action that shows what the speaker will not do, so the message is concrete.

Ss respond to a partner with empathy and ask a real follow-up question instead of reading a prepared speech.

Ss practise the interaction in the textbook: 'I'm disappointed that the group shared my photo after I said no.' / 'I'm sorry that happened. You did not deserve it.' / 'I don't know whom to tell.' / 'We can speak to the teacher together if you would like.' Then each pair adapts the first line to their own fictional case and asks one follow-up question, such as 'Would you rather speak to a teacher or a counsellor?'

Each pair produces a 4–6 line exchange with:

• an empathetic response, for example 'I'm sorry that happened. You did not deserve it.'
• a real follow-up question with correct choice intonation: 'Would you rather speak to a teacher ↗ or a counsellor ↘?'
• an offer of help, for example 'We can speak to the teacher together if you would like.'
  Ss do not read a separate prepared speech.

Ss develop and defend a topic-related viewpoint in a short spoken contribution and respond to a partner's follow-up question.

Ss prepare a 1–2 minute spoken contribution on 'Social issues' (Exercise 9 of the textbook), using a fictional case, one concrete example, one limitation and an invitation to respond. Partners listen with a peer feedback checklist and ask one real follow-up question.

Each S produces a spoken contribution that includes:

• a clear position on the issue
• one concrete action or example, for example 'I can leave the conversation and seek support if pressure continues.'
• one acknowledged limitation, for example 'Although I may feel anxious, joining in could harm another person.'
• a closing that protects the affected person
• one real follow-up question from the partner
  Checklist: clear position / concrete example / limitation / follow-up question / correct linking words / clear intonation.