Giáo án Communication

Ss recall the rooms and furniture they already know and identify the problem in the situation: the desk is dark in the evening.

T asks Ss to name rooms in a house (e.g., living room, kitchen, hall) and furniture they know. T then presents a short situation: 'The desk is dark in the evening. What can we do?' Ss brainstorm possible solutions in Vietnamese or simple English.

• A list of rooms: living room, kitchen, hall, bedroom
• A list of furniture: desk, chair, lamp, shelf, bed, wardrobe
• Answer to the problem: We can move the lamp to the desk. / We can put the lamp on the desk.
• Lead-in to the lesson: Ss realise that a better place for an object can solve the problem, which leads to the target function of giving suggestions.

Ss pronounce and understand the eight new words about rooms and furniture in the house.

T presents the words: apartment (căn hộ), living room (phòng khách), kitchen (nhà bếp), wardrobe (tủ quần áo), cupboard (tủ đựng đồ), shelf (kệ), pillow (gối), hall (hành lang). T models pronunciation, Ss repeat in chorus and then individually. Ss play a matching game: T shows the word, Ss say where it is in the house (e.g., 'The pillow is in the bedroom.').

• Ss' vocabulary list:
• apartment (căn hộ)
• living room (phòng khách)
• kitchen (nhà bếp)
• wardrobe (tủ quần áo)
• cupboard (tủ đựng đồ)
• shelf (kệ)
• pillow (gối)
• hall (hành lang)
• Ss can pronounce each word correctly and use one word in a simple sentence, for example: 'The shelf is in the living room.'

Ss form and use suggestions with 'How about + V-ing?' and 'Let's + verb', and give appropriate replies.

T writes the model sentences on the board: 'How about moving the chair?' 'Let's put it near the window.' 'How about putting the lamp on the desk?' T asks: 'What do we say to suggest a new place?' and 'How do we answer if we like the idea?' T explains that the structure How about + V-ing is used to suggest, and Let's + verb is used to suggest together. Ss practise with prepositions of place (on, near, above, under).

• Key structures:
• How about + V-ing? (How about moving the chair?)
• Let's + verb (Let's put it near the window.)
• Reply: That's a good idea. / Good idea.
• Prepositions of place: on the desk, near the window, above the bed, under the bed
• Ss correctly complete: 'How about _____ the lamp on the desk?' (putting)

Ss identify the question and matching answer in a model dialogue, and practise changing one detail in the conversation.

Ss read the model dialogue: Nhi: The desk is dark in the evening. / Tam: How about putting the lamp on it? / Nhi: Good idea. I can read there. / Tam: Let's move it after we clear the books. Ss identify which line is a suggestion and which line is the reply. Then Ss change one detail (e.g., replace 'the desk' with 'the shelf' or 'the lamp' with 'the picture'), and practise role-play by swapping roles. If a partner's line is unclear, Ss ask for repetition with 'Could you say the last part again, please?'

• Pairs of questions and answers:
• Statement: 'The desk is dark in the evening.' - Suggestion: 'How about putting the lamp on it?'
• Suggestion: 'How about putting the lamp on it?' - Reply: 'Good idea. I can read there.'
• Reply: 'Good idea. I can read there.' - Next suggestion: 'Let's move it after we clear the books.'
• Ss can change one detail (name, object or place) and perform the new version with correct intonation.

Ss consolidate the target structures, choose the right reply, match lines to their purposes and put a conversation in order.

Ss complete Worksheet No. 1 individually for 4 minutes, then compare answers with a partner. The worksheet includes exercises 1, 2, 3, 4 and 5 from the lesson. T checks answers with the whole class.

• Exercise 1 answer: A. How about putting the lamp on the desk?
• Exercise 2 answer: A. Good idea. I can read there. (It responds to the suggestion directly; B and C answer other questions.)
• Exercise 3 answers: 'How about putting the lamp on the desk?' - Giving suggestions; 'Good idea. I can read there.' - Responding to that specific opening; 'Could you repeat the last part, please?' - Asking for repetition.
• Exercise 4 answer: Nhi: The desk is dark in the evening. / Tam: How about putting the lamp on it? / Nhi: Good idea. I can read there. / Tam: Let's move it after we clear the books.
• Exercise 5 answer: A. Could we put it above the desk instead?

Ss create and perform a new four-turn conversation to suggest a better place for an object, applying the target language in a real-life situation.

Situation: The lamp is in the wrong place in your room and the desk is dark. Pairs write a new four-turn conversation using How about + V-ing and Let's + verb, changing at least one name or detail (exercise 6). Then pairs perform the conversation (exercise 7), and one Ss asks for repetition if needed. As a final challenge, Ss respond to a partner who does not understand the first sentence by repeating it politely (exercise 8).

• A new four-turn conversation, for example: A: The shelf is too high in the kitchen. / B: How about putting it near the window? / A: That's a good idea. / B: Let's move it after we clean the table.
• Speaking assessment (exercise 7): purpose 0.75 points; correct reply 0.5 points; understandable pronunciation 0.5 points; polite tone 0.25 points. Teacher assesses speaking directly, not automatically.
• Repair response (exercise 8): 'Could you say the last part again, please?' - 'Of course. Let's move it after we clear the books.' - 'Thank you. I understand now.' Scoring: clear and shorter repetition 1 point; supportive attitude with meaningful sentence 1 point.