Giáo án Communication

Ss activate prior knowledge of energy sources and recall the topic vocabulary before the lesson.

Ss look at four pictures (solar panels, wind turbines, a coal mine, a school with a 'Save energy' sign) and name each energy source. Then they sort the sources into two groups: renewable and non-renewable. Guiding question: 'Which energy sources are naturally replaced, and which are not?'

A short class list on the board:

• Renewable: solar (năng lượng mặt trời), wind power (điện gió)
• Non-renewable: coal (than đá)
• Action: save energy (tiết kiệm năng lượng)

Ss recognise and use the structure for asking the meaning of a word and getting an example in a conversation.

T presents the model exchange on the slide:

• 'What does renewable energy mean?'
• 'It comes from sources that are naturally replaced, such as sunlight and wind.'
  Ss then answer the questions:

1. Which words in the question ask for a meaning?
2. What kind of information does the answer give?
3. How can you ask for an example?
   T also introduces the idea: after an answer, the listener checks understanding by paraphrasing one key detail in their own words.

Ss' notes in their notebooks:

• Structure: 'What does ... mean?' + answer with a definition or example
• Example request: 'Could you give an example, please?'
• Checking: 'So, ... is energy that can be replaced naturally, right?'
• Key idea: paraphrase the key detail, do not just repeat the unfamiliar term.

Ss learn polite phrases to ask for repetition and to confirm understanding when a communication problem happens.

T presents three clarification expressions on the slide:

• 'Could you say that again, please?' (ask for repetition)
• 'Do you mean...?' (check understanding)
• 'So you mean...?' (paraphrase a detail)
  T then gives a short mini-dialogue with a deliberate misunderstanding: A says 'Coal is renewable.' B says 'Do you mean coal can be replaced naturally?' Ss decide what the problem is and how to repair it.

A completed mini-chart in notebooks:

• Communication problem: a wrong detail is heard
• Polite repair: 'Do you mean coal can be replaced naturally?'
• Correct answer: 'No. Coal is non-renewable because it cannot be replaced naturally.'
• Repair phrases: 'Could you say that again, please?' / 'Do you mean...?'

Ss consolidate the functions of asking for explanations through choosing the right response, ordering an interaction and judging helpful communication.

Ss complete Worksheet No. 1 individually, then check in pairs. Tasks:

1. A partner says: 'What does renewable energy mean?' Choose a relevant response: A. That is my examination number. / B. The question has no meaning in English. / C. It comes from sources that are naturally replaced, such as sunlight and wind. / D. I am returning this lost umbrella.
2. Which phrase politely asks the speaker to repeat? A. Could you give an example, please? / B. Could you say that again, please? / C. Could you explain why, please? / D. Could you tell me when, please?
3. Order the interaction: 'What does renewable energy mean?' / 'It comes from sources that are naturally replaced, such as sunlight and wind.' / 'Could you explain one detail, please?' / 'Of course. Let me give an example.'
4. Mark the statements True (Đ) or False (S): a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure.
5. Match: ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

Answer key:

1. C – It comes from sources that are naturally replaced, such as sunlight and wind. (Ask for a meaning or example, then check understanding by paraphrasing rather than repeating an unfamiliar term.)
2. B – Could you say that again, please? (A clarification request should be polite and identify the communication problem.)
3. What does renewable energy mean? → It comes from sources that are naturally replaced, such as sunlight and wind. → Could you explain one detail, please? → Of course. Let me give an example.
4. a) Đ; b) S; c) Đ. (Communication involves relevance and listening, not only grammar.)
5. ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

Ss practise asking for and giving explanations about energy sources with a partner, using real details and repair phrases.

Pairs role-play a conversation in which A asks about a term (e.g., 'What does non-renewable energy mean?', 'What does wind power mean?') and B answers, then A asks a follow-up ('Could you give me an example?') and B replies. Then they switch roles and use new real details, such as a different energy source. One pair demonstrates a repair: after B's explanation, A says 'Do you mean...?' and B confirms in their own words.

Model exchange (one of the possible versions):

• A: What does non-renewable energy mean?
• B: It comes from sources that cannot be replaced naturally, such as coal.
• A: Could you give me an example?
• B: Yes. Coal is an example. Let me explain why it is non-renewable.
• A: Do you mean we will run out of coal one day?
• B: Yes, that is right. Coal cannot be replaced quickly, so we must save energy.

Ss apply the language of asking for and giving explanations to a real school topic by planning a poster on energy saving.

Ss work in groups of four. Following the teacher's permission, Ss make safe observations at school, such as lights left on in an empty classroom or fans running with no one in the room. They do not touch wiring or equipment. Each group then plans a poster with:

• one feasible tip (e.g., 'Turn off the lights when you leave the room.')
• one reason (e.g., 'It helps reduce the use of coal.')
• one illustration described in words
  Groups prepare two questions that a partner may ask about their poster, such as 'What does save energy mean here?' and answer them.

A poster draft (in English) with:

• Title: 'Save Energy at School!'
• Tip: 'Turn off the lights when you leave the room.'
• Reason: 'Electricity from coal is non-renewable, so we should use less.'
• Illustration: a drawing of a light switch with a cross sign
• Two questions and answers prepared for the class, e.g., 'What does non-renewable mean?' / 'It means it cannot be replaced naturally, like coal.'