Giáo án Speaking

Ss activate prior knowledge about mass media and get ready to talk about the topic 'The world of mass media' in English.

Ss work in pairs and answer three questions on the board:

• Which mass media do you use every day? (TV, newspapers, social networks, news websites…)
• Which source do you trust most? Why?
• Have you ever shared a piece of news and later found it was wrong?
  Each pair talks for about 1 minute, then shares one interesting answer with the class.

Each pair produces at least two sentences in English about a media source they use and one reason for trusting or doubting it. Example: 'I read the news on my phone every morning, but I don't always check the source.'

Ss understand and pronounce the six key words in context and recognise linking /r/ in British speech and the absence of extra sounds in American speech.

Ss complete a word-meaning matching task and a pronunciation drill:

• 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
  Pronunciation: linking /r/ between two vowels in non-rhotic British speech, for example 'far away' /fɑːr‿əweɪ/ and 'share information' /ʃeər‿ɪnfəmeɪʃən/. In American speech /r/ is already pronounced, so no special sound is inserted. Ss do not need to drop /r/ before a consonant or insert /r/ in words without it.

Ss complete the matching with these answers:

1. mass media – truyền thông đại chúng
2. headline – tiêu đề tin
3. source – nguồn tin
4. verify – xác minh
5. misleading – gây hiểu lầm
6. audience – đối tượng tiếp nhận
   Ss repeat the two linking examples and make one sentence with each word, for example: 'Always verify a source before you share a headline.'

Ss identify the parts of a complete speaking model: position, concrete example, limitation and invitation to respond.

Ss work in groups of four using a jigsaw. Each pair reads one part of the model speaking about media:

• Group A: the opening sentences (position and topic)
• Group B: the example of the fictional library case
• Group C: the limitation and the sentence about checking the claim
• Group D: the closing sentences and the follow-up question
  Groups answer the questions in Phiếu học tập số 1 (Part B):

1. Which sentence gives the position?
2. What concrete example supports it?
3. Which sentence acknowledges a limitation?
4. How does the speaker invite a response?

Ss complete Phiếu học tập số 1 (Part B) with these answers:

• Position: 'Digital media offer fast updates and searchable sources, while print provides a fixed edition and may support focused reading.'
• Example: 'In our fictional library case, an old notice about a one-day repair is mistaken for news of permanent closure.'
• Limitation: 'Both can mislead if evidence is weak.' / 'I would compare a report's attribution and correction policy rather than assume that one format is always reliable.'
• Invitation to respond: 'The useful question is which source, form and level of detail serve this reader's purpose.'
  Ss conclude: a good spoken contribution gives a position, supports it with a concrete example, acknowledges a limitation and invites a response.

Ss practise answering the exercises on the model and responding to a partner with a real follow-up question.

Part 1 – Check-up: Ss answer exercises 2 to 6 from the textbook in pairs (purpose and audience, opening sentence, two useful details, summary, middle sentence).
Part 2 – Interaction: Ss practise the dialogue 'It's a busy morning at the exhibition, isn't it?' and replace the last line with their own viewpoint. Their partner asks a real follow-up question such as 'Is a professional-looking layout enough?' and the speaker answers: 'No. Check date, source, supporting evidence and any correction, regardless of the medium.'

Answers to the check-up (accepted if the meaning is equivalent):

• Exercise 2: Purpose is to compare media by purpose and evidence, using the fictional old-notice example. Audience is classmates and the partner who asks a follow-up question. Detail: the fictional library notice.
• Exercise 3: Opening sentence is 'Digital media offer fast updates and searchable sources, while print provides a fixed edition and may support focused reading.' It introduces the comparison of digital and print media.
• Exercise 4: 'Both can mislead if evidence is weak.' and 'Speed and depth can work together, provided we keep context and check important claims.' These give specific conditions rather than only saying the topic is important.
• Exercise 5: Summary example: 'Digital and print media both have strengths. Both can mislead if the evidence is weak. Speed and depth work together only if we keep the context and check important claims.'
• Exercise 6: 'Sharing the image without its date changes what readers understand even if the original notice was accurate.' It shows how context can change the meaning of a true notice.
  Part 2 product: each pair completes two exchanges with a real follow-up question and a response that includes a source, date or evidence.

Ss develop and defend their own viewpoint on 'The world of mass media' in a 1–2 minute spoken contribution and respond to a partner's follow-up question.

Ss complete Phiếu học tập số 2 (speaking planner) with four parts: position, a concrete example (real or clearly labelled as an illustration), one limitation and one invitation to respond. In pairs, each S speaks for 1–2 minutes to a partner, who then asks one real follow-up question. Partners swap roles.

Each S produces a 1–2 minute spoken contribution with:

• a clear position on which media source is most reliable for a particular purpose,
• one concrete example labelled as an example, not as a proven result,
• one acknowledged limitation,
• one invitation to the partner, for example 'What do you think?'
  Each partner asks one real follow-up question and the speaker responds with at least one specific detail, for example the date, the source or the correction.