Giáo án Communication

Ss activate prior knowledge about village life and get ready to talk about compliments.

Ss look at the picture of a village garden and a paddy field, then answer the questions T asks: 'What can you see in the picture?' and 'What would you say to a friend who shows you this garden?'

Ss name at least three things in the picture (for example: garden, vegetables, paddy field, buffaloes) and suggest one simple compliment, such as 'Your garden looks wonderful.'

Ss understand the model exchange and how to give a specific compliment and a natural response.

T presents the model exchange on the slide:

• 'Your village garden looks wonderful.' - 'Thank you. That's kind of you.'
  T explains that a compliment should be specific, and that the speaker does not need to deny the praise again and again.
  Ss read the exchange aloud after T, then practise it in pairs with the pattern: 'Your photos of the rice fields are beautiful.' - 'Thank you. That's very kind of you.'
  Vocabulary focus: 'harvest', 'paddy field', 'vast', 'peaceful'. T models the stress on 'wonderful' /ˈwʌndəfl/ and on 'beautiful' /ˈbjuːtɪfl/.

Ss can identify the two parts of a compliment exchange: the compliment (praise) and the response (thanks and acknowledgement). Ss write the key rule in their notebooks: 'Be specific. Thank the speaker warmly. Do not deny the compliment repeatedly.'

Ss learn how to respond politely when they disagree or refuse, and how to use a short reason.

Ss work in groups of four. Each group receives sentence strips (Worksheet 1). Ss read the sample text about life in the countryside:
'My grandparents' village is changing. People now use small machines during the harvest, so they finish some tasks faster than before. Children can borrow books from a new library. I like the quiet lanes and the friendly neighbours. However, there are fewer buses than in my city, and some journeys take longer.'
Ss match each sentence strip with a function: giving praise, thanking, giving a reason, or responding to a different opinion. T reminds Ss: 'Use a friendly tone. Give a reason if refusing or disagreeing. Do not share private contact details in a classroom role-play.'

Each group completes Worksheet 1 with the correct function for each sentence. Expected answers:

• 'I like the quiet lanes and the friendly neighbours.' - giving praise
• 'That's very kind of you.' - thanking
• 'so they finish some tasks faster than before' - giving a reason
• 'However, there are fewer buses than in my city.' - responding to a different opinion politely

Ss choose the correct response to a compliment and arrange the stages of a respectful discussion.

Exercise 1: Respond to this compliment, rather than invite or congratulate: 'Your photos of the rice fields are beautiful.'
A. Would you like to see the village?
B. Congratulations on your prize.
C. Thank you. That's very kind of you.
D. Could you tell me when the bus leaves?
Exercise 6: Arrange the stages of a respectful discussion: 'Introduce the topic', 'State your view and a reason', 'Ask for the other person's view', 'Respond to the idea politely', 'Summarise any agreement'.

Exercise 1 answer: C (Thank you. That's very kind of you.)
Exercise 6 answer: 1. Introduce the topic → 2. State your view and a reason → 3. Ask for the other person's view → 4. Respond to the idea politely → 5. Summarise any agreement.
Ss write the answers in their notebooks and explain in one sentence why option C is the best response to a compliment.

Ss ask politely for a reason or example and use a repair question when they do not understand.

Exercise 3: Politely ask for a reason or an example after the exchange: 'Your village garden looks wonderful.' - 'Thank you. That's kind of you.' Expected sentences: 'Could you explain why?' or 'Could you give an example related to life in the countryside?'
Exercise 8: Reflect on a misunderstanding that could arise in this exchange and show a repair question. A listener may not understand one key word. Repair question: 'What do you mean by that?'

Ss write one follow-up question for Exercise 3, for example: 'Could you explain why?' Ss write one repair question for Exercise 8 and paraphrase the key word, for example: 'What do you mean by peaceful? Do you mean quiet?' Teacher rubric (10 points): task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary/grammar 2; delivery or spelling 2. Accept other well-supported responses.

Ss use the target language in a realistic exchange about life in the countryside.

Ss work in pairs and role-play the situation: one student shows a photo of a village garden or paddy field, and the partner gives a specific compliment. The first student responds with thanks, then asks one follow-up question and listens before responding: 'Can you tell me more?' Ss may describe the harvest, the herd of buffaloes, or the peaceful lanes. T reminds Ss: 'Use a friendly tone. Do not share private contact details such as phone numbers or home addresses.'
Homework option: Ss write a short talk (about 80–100 words) with an opening such as 'Today I would like to talk about life in the countryside' and a closing such as 'Thank you for listening. What do you think?'

Each pair performs a complete two-turn exchange with one follow-up question. Example product: 'Your photos of the rice fields are beautiful.' - 'Thank you. That's very kind of you. Can you tell me more?' - 'Of course. Farmers are busy at harvest time, and the paddy field turns golden.' Teacher rubric (10 points): task achievement and accurate interaction and turn-taking 4; organisation and clear evidence 2; appropriate vocabulary/grammar 2; delivery or spelling 2.