Giáo án Communication

Ss activate prior knowledge of food and drink and of the question form How much is…? before the lesson.

T shows a picture or a real menu card of a bowl of noodles, a glass of orange juice and a plate of fried rice (written prices can be replaced with 'thirty thousand dong', 'twenty thousand dong', 'fifteen thousand dong'). Ss look at the card and think of a question to ask about one item. Ss work in pairs and say the questions aloud.
Guiding questions:

• What food and drink do you see?
• How much is a bowl of noodles?
• How much are two glasses of orange juice?

Ss produce at least one correct question with How much is…? for one item and one with How much are…? for several items, for example: “How much is a bowl of noodles?” and “How much are two glasses of orange juice?”. Ss state the first key idea of the lesson: the question form depends on the number of items.

Ss understand and use the question forms How much is…? and How much are…?, state a price with currency, and learn the topic vocabulary for food and drink.

T presents the model dialogue:
A: How much is a bowl of vegetable soup?
B: It is thirty thousand dong.
T presents the new vocabulary with pictures or real objects and models pronunciation (ingredient, flour, omelette, broth, tablespoon, serve). Ss repeat in chorus and individually. T explains the rule from the lesson:

• How much is…? for one item.
• How much are…? for several items.
• State the price and currency clearly: “It is thirty thousand dong.”
  Ss then complete a quick gap-fill with the new words:

1. Mix the eggs and ______ (flour) to make a batter.
2. Add salt to the hot ______ (broth) before serving.
3. Add one ______ (tablespoon) of sugar to the soup.
4. We ______ (serve) the omelette with rice.
5. The main ______ (ingredient) of this soup is vegetables.

Ss can read the dialogue with correct stress and intonation, repeat the 6 new words with correct pronunciation, and complete the gap-fill with: 1. flour; 2. broth; 3. tablespoon; 4. serve; 5. ingredient. Ss state the rule: “How much is for one item; How much are for several items; the answer gives the price and the currency (dong).”

Ss learn polite repair expressions and how to check understanding when a price or detail is unclear.

T introduces the repair language from the lesson:

• Could you say that again, please?
• Do you mean…?
• Could you explain one detail, please?
  T models a short exchange with a partner:
  A: How much is a bowl of broth?
  B: It is ten thousand dong.
  A: Do you mean the small bowl?
  B: Yes, the small bowl is ten thousand dong.
  T explains the three steps of repair: pause politely, say which detail is unclear, ask a focused question, then paraphrase the key detail in your own words.
  Pairs then practise the repair with the model dialogue and change one detail (e.g., the item or the price).

Ss can use at least two repair expressions correctly (Could you say that again, please? / Do you mean…?) and paraphrase one key detail, e.g., “So the small bowl is ten thousand dong.” Ss state the key idea: a clarification request should be polite and should name the detail that is unclear.

Ss consolidate the question forms, price statements, and repair expressions through matching, ordering and judging exercises.

Ss work in pairs with Worksheet 1. Pairs complete three exercises:

• Exercise A: Choose the relevant response to “How much is a bowl of vegetable soup?”
• Exercise B: Put the exchange in order.
• Exercise C: Match each communicative action with an expression, and judge whether each statement shows helpful communication.
  After pairs finish, T checks answers with the class and asks: “Why is this answer not relevant?”

Exercise A: D. It is thirty thousand dong. (Other options are not relevant to a price question.)
Exercise B: 1. How much is a bowl of vegetable soup? 2. It is thirty thousand dong. 3. Could you explain one detail, please? 4. Of course. Let me give an example.
Exercise C: ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?
Judgement: a) Đ (True); b) S (False); c) Đ (True). Ss say the key idea: helpful communication depends on relevance and listening, not only grammar.

Ss use the price questions, repair expressions and food vocabulary in a real-life role-play, and design a poster about eating habits in one area or country.

Part 1 (role-play, 5 minutes): Pairs use the canteen menu cards to role-play asking and answering about prices. Each pair must include one follow-up question and one repair move.
Part 2 (poster, 7 minutes): Groups of 3–4 design a poster titled “Eating Habits in Our Area” with four parts: main meals, typical mealtimes, examples of food and drink, and the household or source behind each example (for example: “noodle soup – a family breakfast in the north”). The teacher reminds Ss that habits differ among people.

Part 1: Each pair performs a short role-play with at least two price questions, one accurate price statement (e.g., It is thirty thousand dong.), one follow-up question (e.g., Could you give me an example?) and one repair expression.
Part 2: Each group produces a poster with four labelled sections and at least five examples of food and drink, each with its household or source. Key idea: eating habits differ among households and areas.