Tiếng AnhLớp 8Chủ điểm 3. Unit 3: Teenagers

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the structures Can/Could you + base verb…, please? to make polite requests for information or help.
- Respond to requests with Certainly / Of course (accepting) and Sorry, I can't… + a reason (refusing politely).
- Explain why could in a request is polite and not a past tense.
- Adapt a request-and-response exchange to a new real-life situation about teenagers, using the vocabulary: pressure, bully, forum, concentrate, upload, support.

2. Competences

a) General competences

Self-control and independent learning: Ss work on the matching and adaptation tasks alone first, check their own answers against the key, and note their mistakes in their notebooks.
Communication and collaboration: Ss work in pairs to match functions, compare answers, and role-play requests and responses with a partner, taking turns and allowing the partner to finish.
Problem-solving and creativity: Ss change one detail of the original exchange (e.g. the deadline becomes an upload deadline on the class forum) and check whether the response still makes sense.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read a model exchange, make and respond to requests in a role-play, and write a short adapted exchange about teenagers.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly in context, and use Can/Could you…, please? with the base verb after the subject, with correct sentence punctuation and intonation for polite requests.

3. Personal qualities

Diligence: Ss complete all tasks on time and practise the structures in every turn of the exchange.
Kindness: Ss use polite expressions such as please, Certainly and Sorry when they speak to classmates, teachers and visitors.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with slides showing the model exchange and the language box
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-3-communication (lesson presentation, examples and interactive exercises)
Worksheet No. 1 (printed for each pair)
Board markers and a timer

2. Students

Student's book English 8 (Unit 3: Teenagers, Communication)
Notebook, pen, pencil
Worksheet No. 1 (pairs)

III. Procedures

Activity 1: Warm-up · 5 minutes

Teenage Talk

a) Aims

Ss activate prior knowledge about teenagers' life and are introduced to the six target words and the topic of the lesson.

b) Content

Ss work in pairs and brainstorm words or phrases about teenagers' daily life (e.g. school, homework, friends, family, online life).
T then shows six target words on the slide: pressure, bully, forum, concentrate, upload, support. T guides Ss to say the words aloud and asks:

What kind of pressure do teenagers face at school?
Why is it important to give support to a friend who is being bullied?
Where can you share ideas with classmates online?

c) Expected outcomes

A list of 4 to 6 words or short phrases from each pair on the board, for example: homework, exam pressure, friends, stay focused, class forum.
Ss' expected answers:

Exam pressure can make students feel tired.
We should support the friend and tell a teacher.
We can share ideas on the class forum.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the topic 'Teenage Life' on the board and asks Ss to brainstorm words related to it in pairs within two minutes.
Students
Ss listen to the instruction and get ready to brainstorm with their partner.
Teacher
Step 2: Task performance
T monitors and helps pairs who need ideas by giving a clue, for example 'Think about school and friends'.
Students
Pairs write their words in their notebooks and discuss the meaning of any words they do not know.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their words, then introduces the six target words with the Vietnamese meanings: pressure (áp lực), bully (bắt nạt), forum (diễn đàn), concentrate (tập trung), upload (tải lên), support (hỗ trợ). T asks the guiding questions.
Students
Ss read the target words after T, then answer the questions. Expected answers: 'Exam pressure can make students feel tired.' / 'We should support the friend and tell a teacher.'
Teacher
Step 4: Conclusion and assessment
T praises Ss' ideas and says: 'Today we will learn how to make polite requests in situations about teenagers.'
Students
Ss copy the six target words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Making Requests and Responses

a) Aims

Ss recognise and understand the structures used for making requests, accepting them and refusing politely, and know that could is a polite form and not a past tense.

b) Content

T presents the model exchange on the slide:
A: Could you explain the homework deadline, please?
B: Certainly. We need to hand it in by Friday.
T asks Ss to identify the request, the response and the function of each turn.
T then writes the language box on the board:

Making a request: Can/Could you + base verb…, please? (to ask for information or help)
Accepting: Certainly. / Of course.
Refusing politely: Sorry, I can't… + reason.
Key questions:
What is the speaker asking for?
Why does the speaker use could instead of can?
Is could here a past tense?

c) Expected outcomes

Ss identify the request (asking for the homework deadline information) and the response (accepting, giving the answer).
Knowledge Ss write in their notebooks:

Could in a request is a polite form of can. It is NOT a past tense in this structure.
Example requests: Can you help me, please? / Could you explain the exercise, please?
Example refusal: Sorry, I can't help you now. I have a test tomorrow.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model exchange and asks Ss to read it silently, then identify the request and the response.
Students
Ss read the exchange silently and note the request and the response in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: 'Why does the speaker use could? Is it past tense?' T walks around and checks understanding.
Students
Pairs discuss and try to answer. Expected answer: 'It is more polite. It is not past tense because the request is about now.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to report and asks the class to repeat the model exchange with correct intonation for the request and the response. T then writes the language box on the board.
Students
Ss report their ideas and repeat the exchange chorally, then individually. Ss copy the language box into their notebooks.
Teacher
Step 4: Conclusion and assessment
T confirms the key points: Can/Could you + base verb…, please? is used to ask for information or help. Certainly/Of course is used to accept, and Sorry, I can't… + a reason is used to refuse politely. Could is polite, not past tense.
Students
Ss note the key points in their notebooks and give one example for each function, for example: 'Of course. I can help you with the homework.'

Activity 2.2: Knowledge formation · 8 minutes

Adapting an Original Exchange

a) Aims

Ss understand that they should practise the purpose of an exchange, not only the words, and can replace one detail to fit a new real situation while keeping the response logical.

b) Content

T asks Ss to find the speaker's purpose in the model exchange (to get information about the deadline).
T then models changing ONE detail: 'homework deadline' becomes 'upload deadline on the class forum'.
T asks Ss to check the new exchange:

Could you explain the upload deadline, please?
Of course. Please upload your project on the class forum by Friday.
T asks Ss to check: Does the response still make sense?

c) Expected outcomes

Ss' adapted exchange, for example:

Could you explain the upload deadline, please? / Of course. Please upload your project to the class forum by Friday.
Could you help me with the homework, please? / Sorry, I can't. I have a music class this afternoon.
Knowledge Ss state: 'When we change one detail, the response must still answer the request.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss: 'What is the purpose of the speaker in the model exchange?' and then shows the example of changing one detail.
Students
Ss think about the purpose and answer: 'The speaker wants information about the deadline.'
Teacher
Step 2: Task performance
T asks Ss to work individually: change one detail (e.g. the deadline, the subject, or the place) and write a new exchange with a response that still makes sense.
Students
Ss write their new exchange in their notebooks and check the response with the question 'Does it answer my request?'
Teacher
Step 3: Report and discussion
T invites 3 Ss to read their new exchanges aloud and asks the class to check if the response fits.
Students
Ss read their exchanges aloud. Classmates say 'Yes, it makes sense' or 'No, the response is not related.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Practise the purpose, not only the words. Replace one detail, then check the response.'
Students
Ss note the principle in their notebooks.

Activity 3: Practice · 12 minutes

Choose and Match

a) Aims

Ss consolidate the functions of the target expressions by choosing the correct response and matching functions with useful expressions.

b) Content

Exercise 1 (whole class): T reads the question 'Could you explain the homework deadline, please?' and asks Ss to choose the correct response from four options:
A. Certainly. We need to hand it in by Friday.
B. I'm sorry to hear that. Is everyone safe?
C. Thank you for the compliment.
D. Would you like some more tea?
Exercise 2 (pairs, using Worksheet No. 1): Ss match four functions with four expressions.

c) Expected outcomes

Exercise 1 answer: A. Certainly. We need to hand it in by Friday. (It answers the request for information with a clear response; B, C and D do not respond to the request.)
Exercise 2 answers:

Request information politely – Could you explain that, please?
Clarify a meaning – By that, I mean…
Express uncertainty – I'm not sure about that.
Congratulate an achievement – Congratulations!

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows Exercise 1 on the slide and asks Ss to choose the response that fits the function of the request. T then distributes Worksheet No. 1 and explains the matching task.
Students
Ss read the question and options, then choose their answer individually. Ss read the instruction for Worksheet No. 1.
Teacher
Step 2: Task performance
T asks Ss to check their answer for Exercise 1 with a partner and to complete Worksheet No. 1 in pairs within five minutes. T monitors and reminds Ss to choose by communicative purpose.
Students
Ss compare their answers with a partner and discuss any differences. Pairs match the four functions with the four expressions on Worksheet No. 1.
Teacher
Step 3: Report and discussion
T calls on 2 pairs to give their answers for Exercise 1 and reads the matching items aloud. T asks: 'Why is option A correct and not B?'
Students
Ss report: 'A is correct because it answers the request for information.' Ss give their matching answers, for example: 'Request information politely – Could you explain that, please?'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss that they should choose an expression by its communicative purpose, not by a single word.
Students
Ss check their work and correct any mistakes in their notebooks.

Activity 4: Application · 8 minutes

Role-play in New Situations

a) Aims

Ss use the target structures to make and respond to requests in a new situation, adapting the tone for a teacher or a visitor.

b) Content

Pairs choose one situation:

Situation 1: A student asks a teacher for the homework deadline.
Situation 2: A student asks a visitor for help to find the way to the library.
Each pair role-plays a short exchange (at least four turns). The partner must include one follow-up question, such as 'Could you give an example?' or 'Thank you for explaining.' The partner allows the other to finish the turn.
Homework (optional): Ss write a two-turn exchange about teenagers and a repair line such as 'Sorry, I meant…'.

c) Expected outcomes

Each pair performs a 4-turn dialogue, for example:

Could you explain the homework deadline, please, Mr. Nam? / Certainly. We need to hand it in by Friday.
Thank you for explaining. Could you give an example, please? / Of course. Please upload your work to the class forum.
For the visitor: Could you show me the way to the library, please? / Of course. Go straight and turn left.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the two situations and reminds Ss to use please, a respectful greeting and a clear reason when relevant. T gives Ss two minutes to prepare.
Students
Ss choose a situation and prepare their short dialogue in pairs.
Teacher
Step 2: Task performance
T monitors pairs, helps with word choice and reminds them to take turns and let the partner finish.
Students
Pairs role-play their dialogues. Ss use Can/Could you…, please?, Certainly/Of course and Sorry, I can't… + reason.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform in front of the class and asks the class to check the tone and the response.
Students
Pairs perform. Classmates give feedback: 'The response is polite and it answers the request.'
Teacher
Step 4: Conclusion and assessment
T praises good performances, corrects any mistakes in structure, and sets the homework.
Students
Ss note the corrections and write down the homework tasks.

Worksheets

Worksheet No. 1: Match the Functions

Match each communicative function (1–4) with the correct expression (A–D).

1. Request information politely
1. Clarify a meaning
1. Express uncertainty
1. Congratulate an achievement

Expressions:

A. Congratulations!
B. Could you explain that, please?
C. By that, I mean…
D. I'm not sure about that.

Write your answers: 1 – ___, 2 – ___, 3 – ___, 4 – ___

Homework

Exercise 3: Write a two-turn exchange using making requests about teenagers (for example, about exam pressure or the class forum). Use Can/Could you + base verb…, please? and a response with Certainly, Of course or Sorry, I can't… + reason.
Exercise 7: Compare a direct request (e.g. 'Explain the homework deadline.') and a polite request (e.g. 'Could you explain the homework deadline, please?'). Write when each may fit.
Exercise 8: Write a repair line if the listener misunderstands your message, for example 'Sorry, I meant…', and then restate the key idea in simpler language.
Practise the model exchange with a family member or a friend at home, then review the six target words: pressure, bully, forum, concentrate, upload, support.
Check your work on the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-3-communication (examples and interactive exercises).

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