Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about mass media and get ready for the everyday exchange and the CLIL focus.

T shows four pictures on the projector: a newspaper, a radio, a smartphone news app and a printed notice on a wall. T asks: 'What kind of media is this?' and 'Do you read, listen or watch news this way?' Ss answer quickly in pairs. T then introduces the six key words with flashcards and asks Ss to match each word with a meaning: mass media (truyền thông đại chúng), headline (tiêu đề tin), source (nguồn tin), verify (xác minh), misleading (gây hiểu lầm), audience (đối tượng tiếp nhận).

Ss name at least three media types (print, broadcast, digital) and match the six key words with their meanings. Example answers: 'a newspaper is print media', 'a radio programme is broadcast media', 'a news app is digital media'. Matching key: mass media = truyền thông đại chúng; headline = tiêu đề tin; source = nguồn tin; verify = xác minh; misleading = gây hiểu lầm; audience = đối tượng tiếp nhận.

Ss understand the function of the everyday exchange and perform it with correct intonation and linking.

Ss listen to the model dialogue twice and read it in pairs. T asks the key questions:

• 'What is the setting of the conversation?' (an exhibition)
• 'Has A seen the media display?' (Not yet)
• 'What does B recommend?' (The comparison of an old notice and a current update)
  T then models the linking /r/ in British speech: far away /fɑːr‿əweɪ/, share information /ʃeər‿ɪnfəmeɪʃən/. T reminds Ss that American speakers already pronounce /r/ and do not need to insert it.
  Ss practise the dialogue in pairs, then swap roles.

Ss can identify the setting (a busy exhibition), A's state (has not yet seen the media display) and B's recommendation (the comparison of an old notice and a current update). Ss perform the dialogue with correct linking in the British pattern, e.g. 'far away' and 'share information', and use the American pattern with clear /r/ sounds.

Ss recognise and use adverbial clauses of manner, as if/as though, and result clauses with so and such.

T writes four example sentences on the board:

1. Follow the procedure as the editor explained.
2. The headline was so misleading that readers misunderstood.
3. It was such a clear report that everyone followed.
4. The notice looks as if it is new, but it is an old update.
   T explains:

• Clauses of manner describe how something is done (as + clause).
• As if / as though introduce an appearance or comparison, not necessarily a fact.
• Result clauses: so + adjective/adverb + that; such + noun phrase + that.
• Result is different from purpose: so that is used for purpose, not result.
  Ss complete a gap-fill task in pairs (Worksheet 1, Part B).

Ss complete the gap-fill with correct structures. Key: 1. as, explained; 2. so, that; 3. such, that; 4. as if. Ss state the rule: 'as if' shows appearance, not a confirmed fact; 'so ... that' and 'such ... that' show result.

Ss interpret the CLIL explanation, classify media forms and understand that categories can overlap and that media-use charts must state the number of sources chosen.

Ss read the CLIL paragraph: 'Mass-media types include print, broadcast and digital forms, but the categories can overlap: a newspaper may publish online and a radio programme may be available as a recording. Classify the form being used, not only the organisation's name. A media-use chart must state whether respondents chose one main source or several; multiple selections do not necessarily sum to 100%.'
T asks: 'Can a newspaper be both print and digital?' 'Why must a chart say whether respondents chose one or several sources?'
Ss complete Worksheet 1, Part A: classify five examples into print, broadcast or digital.

Ss classify examples correctly. Key:

• Print: a printed newspaper, a magazine
• Broadcast: a radio programme, a television news broadcast
• Digital (also possibly online newspaper): an online news website, a news app
• Overlap: a newspaper published online is both print and digital; a radio programme available as a recording is both broadcast and digital.
  Ss state: 'A media-use chart must say whether respondents chose one main source or several, because multiple selections do not necessarily add up to 100%.'

Ss practise identifying the purpose, audience, opening and key details of the model text and summarise it accurately.

Ss complete Worksheet 2 in pairs. T checks answers in whole class. Use the textbook exercises 2, 3, 4 and 5 with the given key details.
Questions:

• State the purpose and audience of the everyday exchange and give one supporting detail.
• Identify the actual opening sentence and explain its role.
• Select two useful details from the model and explain why they are more specific than saying only that the topic is important.
• Write a three-sentence summary that keeps the essential condition.

Key answers:

• Audience: the two speakers in the exchange. Purpose: to handle an everyday introduction or response about the exhibition. Supporting detail: A: Not yet.
• Opening sentence: A: It's a busy morning at the exhibition, isn't it? It establishes the particular subject before the supporting detail.
• Two details: (1) B: It is. Have you had a chance to see the media display? (2) B: The comparison of an old notice and a current update is interesting. These give specific information the audience can use.
• Sample three-sentence summary: The speakers make small talk about a busy exhibition. A has not yet seen the media display and asks for a recommendation. B recommends the comparison between an old notice and a current update.

Ss apply the everyday function and the CLIL explanation to their own media use and produce a short, accurate explanation with details.

Each pair chooses one media source they use every day (for example a news app, a radio programme or a printed newspaper). Pairs write a three-to-four-sentence explanation: classify the media form, state one condition or limit (for example 'many people read it on their phone, but some still read the print edition'), and give a short recommendation to a friend. T reminds Ss: label any example data as an example, do not present it as a real survey result.
For homework, Ss complete Worksheet 2, Part B: write a complete culture or CLIL explanation on 'The world of mass media'.

Each pair produces a short spoken explanation with one classification, one condition and one recommendation. Example: 'My family reads a local newspaper online. It is digital media, but the paper also has a print edition. I recommend the online version because you can check the headline quickly.' Examples are labelled as examples. Homework product: a short paragraph (80–120 words) with classification, a condition for a media-use chart and a concluding sentence.