Giáo án Speaking

Ss activate prior knowledge about threats to wildlife, meet the six key words, and understand the aim of the lesson.

Ss look at a word cloud with six words: endangered, poaching, habitat loss, conservation, population trend, threat. In pairs, Ss discuss: 'Which words describe a threat to wildlife?' and 'What are the biggest threats to wildlife in Vietnam?' Ss then note one idea about how a school event could help reduce one threat.

A short list of 3–4 threats to wildlife, for example: habitat loss, poaching, illegal hunting, pollution. One idea for a school event, for example: 'Students make original drawings to explain habitat loss.' Ss can also identify that threat and conservation are key words for the lesson.

Ss identify the structure of a short spoken contribution and understand the six key words in context.

Ss read the complete speaking model on the projector (NeoEdu lesson page) and complete Worksheet 1. Questions: (1) Which sentence gives the position? (2) Which sentence gives a concrete example? (3) Which sentence states a limitation or condition? (4) Which sentence invites a response? Ss also match the six key words with their Vietnamese meanings, for example: endangered (có nguy cơ tuyệt chủng), poaching (săn trộm), habitat loss (mất sinh cảnh), conservation (bảo tồn), population trend (xu hướng quần thể), threat (mối đe doạ).

Completed Worksheet 1. Answer key:

• Position: 'For a conservation event, I suggest a threat-and-solution display, a source-checking activity and an expert question session.'
• Concrete example: 'Our display can explain habitat loss and illegal hunting without encouraging visitors to approach wildlife.'
• Limitation or condition: 'We should not use live wildlife or publish sensitive locations.' or 'A risk category describes an assessment, not a live census of every animal.'
• Invitation to respond: 'Would a photograph with a captive animal demonstrate conservation success?' (the follow-up question)
  Vocabulary: endangered (có nguy cơ tuyệt chủng); poaching (săn trộm); habitat loss (mất sinh cảnh); conservation (bảo tồn); population trend (xu hướng quần thể); threat (mối đe doạ).

Ss recognise and use condition clauses (if, unless, provided/providing that, as long as) and comparison clauses (as...as, more...than).

T writes these sentences from the model on the board: 'If a visitor asks for a population number, we must give its date and scope.' 'Unless we act means If we do not act.' 'The restored bank is more stable than it was.' T explains: unless already contains negation, so we do not write 'unless ... not'. Ss complete Worksheet 2 with the correct connector. T asks: 'Does a condition guarantee the result?'

Completed Worksheet 2. Answer key:

1. provided that (The event can go ahead provided that the organisers check every source.)
2. as long as (Visitors can join the talk as long as they do not approach wildlife.)
3. Unless (Unless we check the source, the poster may be wrong.)
4. more ... than (The restored bank is more stable than it was.)
   Key idea: a condition is not a guaranteed outcome. 'If we act, the population will recover' is not guaranteed; the correct form is 'If we act, the population may improve.'

Ss recognise and produce assimilation of /n/ to /m/ before /b/ and /p/ in fast connected speech.

T models the sentence 'Ten boys visited the green park' in relaxed speech, with ten boys pronounced /tem bɔɪz/ and green park with an /m/-like sound before /p/. T then models the careful version with /n/. Ss repeat in chorus, then practise in pairs. T stresses that assimilation is optional and context-sensitive, and that spelling does not change.

Ss can say the sentence in both relaxed and careful speech. Ss can explain: 'Assimilation is optional; in slow, careful speech I use /n/.' Ss can identify where /n/ changes to /m/ before /b/ and /p/.

Ss apply their understanding of purpose, audience, opening, supporting details and closing to the speaking model.

Pairs answer exercises 2–7 from the Practice section of the textbook:

• Exercise 2: State the purpose and audience of the spoken contribution. Support your answer with one detail.
• Exercise 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
• Exercise 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.
• Exercise 5: Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
• Exercise 6: Choose one sentence from the middle of the model and explain what it contributes.
• Exercise 7: Read the opening and closing aloud. Explain one difference between their jobs.

Model answers (T marks by content, not by exact wording):

• Exercise 2: Purpose is to propose a conservation event that protects wildlife and communicates assessed risk responsibly. Audience is classmates and the partner who asks a follow-up question. Detail: 'We should not use live wildlife or publish sensitive locations.'
• Exercise 3: The opening sentence is 'For a conservation event, I suggest a threat-and-solution display, a source-checking activity and an expert question session.' It names the specific event and the three activities.
• Exercise 4: Two details: 'We should not use live wildlife or publish sensitive locations.' and 'Awareness should support responsible action, not promise instant recovery.' They give concrete conditions, not general claims.
• Exercise 5 sample: 'For a conservation event, I suggest a threat-and-solution display, a source-checking activity and an expert question session. We should not use live wildlife or publish sensitive locations, and population numbers must be given with their date and scope. Awareness should support responsible action, not promise instant recovery.'
• Exercise 6 sample: 'Our display can explain habitat loss and illegal hunting without encouraging visitors to approach wildlife' adds a concrete content detail to the opening.
• Exercise 7: The opening introduces the event; the closing states the message about responsible action and avoids promising recovery.

Ss use the interaction language to agree, challenge a point and invite a response from a partner.

T plays the dialogue from the model with a volunteer:
A: I'm concerned that the poster gives an exact nest location.
B: You're right; that could attract disturbance.
A: Could we replace it with a general habitat map?
B: Yes. We'll share sensitive details only with authorised specialists.
Pairs practise the dialogue, then change the concern to a new one, for example: 'I'm concerned that the event uses a live animal.' Ss respond with agreement, a condition and an invitation to respond.

A 4–6 line exchange with a new concern. Example:
A: I'm concerned that the event uses a live animal.
B: You're right; that could encourage visitors to approach wildlife.
A: Could we use original drawings instead?
B: Yes. Drawings are safe as long as they do not show sensitive locations.
Ss can use: I'm concerned that...; You're right; Could we...?; Yes, as long as...

Ss develop and defend a viewpoint on a conservation event for their school, and respond to a partner's follow-up question.

Individually, Ss prepare a 1–2 minute spoken contribution with four parts: (1) position: I suggest a conservation event...; (2) concrete example, labelled as a proposal if it is not verified; (3) a limitation or condition, such as we should not use live wildlife; (4) an invitation to respond. In pairs, Ss speak. The partner asks one real follow-up question. The speaker responds, then they swap roles. Ss self-assess with the checklist: position, example, condition, invitation, pronunciation.

Each S delivers a 1–2 minute talk with a clear position, one concrete example (labelled as a proposal if unverified), one condition or limit, and an answer to one follow-up question. Example product: 'I suggest a poster display about habitat loss. The display should not use live wildlife or publish sensitive locations. Would you add a source-checking activity?' Ss complete the self-assessment checklist (position, example, condition, response, pronunciation: 4 criteria, 1 point each).