Giáo án Communication

Activate Ss' prior knowledge about festivals and introduce the topic vocabulary of the lesson.

T asks Ss to brainstorm festivals they know, then asks: 'Which festival do you celebrate every year?' and 'What do people usually wear at a lantern show?' T writes the words parade (cuộc diễu hành), feast (bữa tiệc lớn), costume (trang phục lễ hội), fireworks (pháo hoa), celebrate (kỉ niệm/tổ chức mừng) and annual (hằng năm) on the board and asks Ss to match them with pictures described by T.

Ss list at least four festivals and use at least four of the new words in short sentences, e.g. 'We celebrate the Mid-Autumn Festival every year. People wear costumes and watch the parade.'

Ss understand the function, the form and the reason clause of the target language for expressing disappointment.

T shows the model exchange: A: How was the lantern show? B: It was disappointing because the lights stopped working. T asks: 'How does B feel?' 'What is the reason?' 'Does B insult anyone?' T then drills the pattern with new details: 'How was the parade? It was disappointing because the costumes were too heavy.' Ss practise the pattern in chorus, then individually.

Ss answer: B feels disappointed; the specific reason is that the lights stopped working; B does not insult anyone. Ss state the key pattern: How was + event? → It was disappointing because + specific reason.

Ss learn how to ask for repetition, check understanding and paraphrase a key detail when a misunderstanding happens.

T reads the 'Practise, listen, repair' guidance: plan the information your partner needs, speak clearly, leave time for a reply, ask 'Could you say that again?' or 'Do you mean...?', then paraphrase one key detail. Ss complete Worksheet 1: Repair cards by matching each function to an expression and writing one paraphrase of the reply 'It was disappointing because the lights stopped working.'

Ss complete Worksheet 1 with: ask for repetition – Could you say that again, please?; check understanding – Do you mean the lights were off the whole time?; paraphrase – So the lights stopped working, and that is why you were disappointed.

Ss choose relevant responses, order a helpful interaction, judge helpful communication and match communicative actions to expressions.

Ss do Exercises 1–5 from the book or the NeoEdu page in pairs. Ex 1: A partner says 'How was the lantern show?' Choose a relevant response: A. I am returning this lost umbrella. B. That is my examination number. C. The question has no meaning in English. D. It was disappointing because the lights stopped working. Ex 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? Ex 3: Order a helpful interaction. Ex 4: Judge helpful communication: a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure. Ex 5: Match communicative actions to expressions: ask for repetition, check understanding, invite a view.

Ex 1 – D (It was disappointing because the lights stopped working.). Ex 2 – B (Could you say that again, please?). Ex 3 – 1. How was the lantern show? → 2. It was disappointing because the lights stopped working. → 3. Could you explain one detail, please? → 4. Of course. Let me give an example. Ex 4 – a) True; b) False; c) True. Ex 5 – ask for repetition: Could you say that again?; check understanding: Do you mean this?; invite a view: What do you think?

Ss paraphrase a reply, perform a role-play expressing disappointment and demonstrate a repair of a misunderstanding.

Ex 6: Paraphrase the reply in simpler English without changing its meaning: 'It was disappointing because the lights stopped working.' Ex 7: In pairs, role-play expressing disappointment with a partner, including one follow-up question and an appropriate response. Ex 8: Explain how to repair a misunderstanding during expressing disappointment, then demonstrate the repaired exchange. Scoring: Ex 6 – same meaning 5 points, simpler clear language 3 points, grammatical control 2 points. Ex 7 – appropriate function 3 points, relevant follow-up 3 points, listening and turn-taking 2 points, intelligibility 2 points. Ex 8 – identified misunderstanding 3 points, suitable repair 3 points, accurate topic language 2 points, clear delivery 2 points.

Ex 6 – sample: The show was a disappointment. The lights did not work. (Different wording is accepted if the important information is kept.) Ex 7 – sample: A: How was the lantern show? B: It was disappointing because the lights stopped working. A: Could you give me an example? B: Yes. The lights went out in the middle of the parade. Ex 8 – sample: Pause, then ask 'Do you mean the lights were off all evening?' and confirm: 'So the problem was the lights, and that is why I was disappointed.'

Ss invent a new festival, describe it in English and present it to the class, labelled clearly as their own proposal.

Ss invent a new festival: name it, choose a time and place, describe its purpose and activities, and draw a poster. Ss complete Worksheet 2: Festival proposal plan first. They label the festival as 'Proposal' and do not present it as an existing cultural tradition. After presenting, classmates ask one clarification question each, and the presenter uses 'Could you say that again?' or 'Do you mean...?' when needed.

Each pair produces a poster with the festival name, time, place, purpose, at least three activities and the label 'Proposal – not an existing tradition'. Sample: Rainbow Kite Festival (proposal). Time: early spring. Place: a city park. Purpose: to welcome spring. Activities: kite contest, costume parade, feast.