Giáo án Speaking

Ss activate prior knowledge about life stories and admired people, and get familiar with the key words achievement, biography, admire.

Ss look at a photo of a person they admire (teacher's choice of a Vietnamese national hero or a local figure) and answer: Who do you admire? What is their main achievement? Ss then match the words achievement, biography, admire, career, determination with the meanings thành tựu, tiểu sử, ngưỡng mộ, sự nghiệp, sự quyết tâm.

• Ss name one person they admire and one achievement, in one or two English sentences.
• Ss match the five words with the Vietnamese meanings: achievement (thành tựu), biography (tiểu sử), admire (ngưỡng mộ), career (sự nghiệp), determination (sự quyết tâm).
• Expected answer example: 'I admire Võ Thị Sáu because of her courage.'

Ss pronounce the diphthongs /eɪ/ and /əʊ/ correctly as one glided vowel within one syllable, and use the key vocabulary in a sentence.

T models the words age /eɪdʒ/, brave /breɪv/, wrote /roʊt/, hero /ˈhɪroʊ/ and the sentence 'The brave hero wrote a page about hope.' Ss repeat in chorus and then individually. T reminds Ss that the glide is within one syllable and that both /əʊ/ and /oʊ/ are accepted. Ss then read the sentence and identify the diphthongs.

• Ss pronounce the four words with a single glided vowel: age /eɪdʒ/, brave /breɪv/, wrote /roʊt/, hero /ˈhɪroʊ/.
• Ss identify the diphthongs in the sentence: /eɪ/ in 'brave', /oʊ/ in 'wrote' and 'hero'.
• Ss make one sentence using the word 'achievement' and one using 'admire'.

Ss identify the structure of a viewpoint speech (position, concrete example, limitation, invitation) and explain the difference between the past simple and the past continuous in a life story.

Ss read the complete speaking model about General Võ Nguyên Giáp and Võ Thị Sáu, then complete Worksheet 1 by identifying the four parts of the speech and by choosing the correct tense in the grammar examples. T explains: 'While the team was testing the design, the director called.' T stresses that when and while do not decide the tense automatically; the meaning decides.

Answers to Worksheet 1:

• Position: 'I would like to compare General Võ Nguyên Giáp and Võ Thị Sáu using the verified historical notes.'
• Concrete example: 'Giáp was born in Quảng Bình in 1911 and died in Hà Nội in 2013.'
• Acknowledged limitation: 'A responsible comparison should explain each person's contribution without assuming that every detail of a dramatic retelling is documented.'
• Invitation to respond: 'How would you make the presentation vivid without inventing dialogue?' (follow-up question).
• Tense choice: past simple for completed events (Giáp was born; Võ Thị Sáu died at Côn Đảo in 1952); past continuous for background (While the team was testing the design, the director called – two background actions in progress).
• Knowledge rule: 'Keep historical dates sourced and distinguish achievement from personal evaluation.'

Ss apply the structure of the model to identify the opening sentence, select two useful details and write a three-sentence summary that keeps the essential limit.

Ss work in pairs to complete Worksheet 2 with three tasks from the textbook exercises: (1) identify the actual opening sentence and explain what it introduces; (2) select two useful details from the model and explain why they are more useful than saying only that the topic is important; (3) write a three-sentence summary using only information in the model, keeping the limit 'without assuming that every detail of a dramatic retelling is documented'.

Answers to Worksheet 2 (teacher marks with the criteria: accept equivalent meaning):

• Task 1 – Opening sentence: 'I would like to compare General Võ Nguyên Giáp and Võ Thị Sáu using the verified historical notes, rather than invent conversations between them.' It introduces the particular subject and the source of the information before the speech develops.
• Task 2 – Two details: (a) 'Giáp was born in Quảng Bình in 1911 and died in Hà Nội in 2013.' (b) 'Võ Thị Sáu was born in 1933 in Bà Rịa Province and died at Côn Đảo in 1952.' They are concrete and sourced, so the listener can check them; saying only 'the topic is important' gives no information.
• Task 3 – Three-sentence summary (model answer): 'Võ Nguyên Giáp and Võ Thị Sáu lived very different lives in length and role. Both are remembered in the history of resistance to French colonial rule. A responsible comparison uses verified events and does not assume that every detail of a dramatic retelling is documented.'
• Note: Accept any equivalent answer that keeps the facts and the limit.

Ss develop and defend their own viewpoint about a person they admire, using a sourced example, acknowledging a limitation, and responding to a partner's follow-up question.

Ss choose a person they admire (a historical figure or a person in their community) and prepare a 1-minute spoken contribution with four parts: position, concrete example with verified facts, an acknowledged limitation and an invitation to respond. Ss work in pairs: Speaker A talks; Speaker B asks one real follow-up question; then they switch roles. T reminds Ss that any proposed or example data must be labelled as such. Homework: write a 80–100 word paragraph based on the talk.

• Each S gives a 1-minute talk with the four parts in a clear order.
• Each S answers one follow-up question from the partner, for example: 'How do you know this date is correct?' – 'I checked it in the source notes.'
• Peer feedback checklist (completed by the listener): clear position (yes/no); one concrete, sourced example (yes/no); acknowledged limitation (yes/no); real follow-up question (yes/no).
• Homework product: a written paragraph of 80–100 words in English with the same structure.