Giáo án Useful communication strategies and language for classroom conversations and discussions

Ss recall how a discussion usually begins and identify why an opening invitation matters.

Ss look at two openings on the slide: (a) 'Here is my speech about learning routes.' (b) 'Shall we compare the two learning routes?' Ss answer the question: Which opening invites a partner to join the task, and why?

Ss answer: Opening (b) is better because it names a shared task and invites the other person to participate; opening (a) is a monologue without a listener.

Ss identify the beginning, middle and close of a productive discussion and match each strategy to the correct stage.

Ss read the strategy paragraph in the textbook and complete Worksheet 1: sort the strategies into the three stages (beginning, middle, close). Ss then explain in one sentence why a genuine Wh-question keeps a discussion moving.

Ss complete Worksheet 1 correctly:

• Beginning: name the question; invite a first view.
• Middle: ask a genuine Wh-question; show a brief sign of understanding; request time to think; state a position with evidence; distinguish agreement from understanding; identify the point when disagreeing.
• Close: summarise what is agreed; state what remains uncertain; state the next step.
  Key idea: a genuine Wh-question keeps the discussion moving because the answer adds real information that the group needs.

Ss analyse the model exchange to see how each turn opens a task, asks a real follow-up question, handles uncertainty and closes the discussion.

Ss read the model exchange: A: Shall we compare the two learning routes? B: Yes. I value supervised practice, but I need to check progression. A: Which qualification would each route award? B: I have one source, but the second is unclear. Could we verify that before choosing? A: I agree. We have compared the daily tasks; our next step is to request current qualification details. B: Thank you. Let's meet again after the replies.
Ss answer: (1) Why is 'Which qualification would each route award?' a real follow-up question? (2) What does speaker B do when information is missing? (3) What is the difference between 'I understand your point' and 'I agree with your choice'?

Ss' annotations:

• Opening: 'Shall we compare the two learning routes?' names the comparison and invites B to join.
• Real follow-up: the question asks for information that distinguishes the routes and can affect the choice.
• Uncertainty: B says the second source is unclear and asks to verify it, without inventing the answer.
• Closing: A records what has been compared and the next step; the uncertain qualification is not treated as known.
• Understanding means explaining the other person's reasoning; agreement means accepting their choice.

Ss practise disagreeing with the point rather than the person, handling clarification and writing a closing that preserves uncertainty.

Pairs complete Worksheet 2:
Task A: Write a three-turn exchange in which one learner asks what 'progression' means and the other clarifies it.
Task B: Politely disagree with choosing the route immediately. Give a specific reason and invite a reply.
Task C: Write a closing that summarises agreement, preserves uncertainty and states the next step.
Pairs then read their answers aloud and check them against the key.

Sample answers (key):
Task A: A: When you say progression, do you mean what we can study after this course? B: Yes. I mean the recognised routes to a further qualification, not a guaranteed job. A: Thank you. Let's ask which further courses accept it.
Task B: I see why the practical training appeals to you, but I would not choose yet because the qualification details are unclear. Could we check the current prospectus first? What information have you found?
Task C: We agree that the daily tasks and supervised practice matter. The second qualification is still unclear, so we will request current details before choosing. Thank you; let's compare the replies at our next meeting.

Ss use the strategies in an original discussion comparing two courses, preserving the meaning of the information given and reaching a clear next step.

In pairs, Ss role-play a six-turn discussion comparing two courses. Each pair receives a card with two course descriptions (for example: Course 1 offers supervised practice and a recognised certificate; Course 2 has an unclear second qualification). Ss must:

1. Open with a shared task.
2. Ask one genuine Wh-question.
3. State a view with a reason.
4. Show understanding of the partner's view and say what is still unclear.
5. Close with agreement, uncertainty and next step.
   Teacher note: Ss must not invent qualification details that are not on the card.

Each pair performs a six-turn discussion. A sample:
A: Shall we compare the two courses? B: Yes. I value supervised practice, but I need to check progression. A: Which certificate would each course award? B: Course 1 gives a recognised certificate; Course 2 is unclear. A: I understand your point, but I would like to verify Course 2 before choosing. B: Agreed. We have compared the practice hours; our next step is to request the current details.