Giáo án Communication

Ss activate prior knowledge about people and products in the local community and get ready to talk about asking for help politely.

T shows three pictures: an artisan shaping a bowl, a nurse and a bamboo handicraft. T asks: “Who is an artisan?”, “Is a nurse a community helper? Why?”, “What handicraft is made in our area?”
Ss look at the pictures and answer in pairs, then share with the class.

Ss name at least three community helpers or local handicrafts and give one short sentence for each. Example answers:

• An artisan shapes a bowl by hand.
• The nurse is a community helper.
• This handicraft is made from bamboo.
  Ss predict the topic of the lesson: asking for help and talking about the local community.

Ss identify the four stages of a useful exchange (ask, respond, check and close), understand useful responses and learn the four key vocabulary items.

Ss read the dialogue:
Lan: Could you show me how to shape a bowl?
Mr An: Certainly. Keep the clay moist and move slowly.
Lan: Thank you. May I write down the steps?
Ss answer the questions:

1. Which sentence is a polite request for help?
2. Which sentence is the response?
3. Which sentence closes the exchange?
   Ss read the useful responses: “Certainly.” “Let me check.” “Do you mean ...?” “Thanks for explaining.” and the vocabulary: artisan (thợ thủ công), community helper (người giúp ích cộng đồng), handicraft (sản phẩm thủ công), preserve (gìn giữ).

Ss complete the notes:

• Ask: “Could you show me how to shape a bowl?” (a polite question, not an order)
• Respond: “Certainly. Keep the clay moist and move slowly.”
• Check/Close: “Thank you. May I write down the steps?”
  Ss write the meanings of the four words in their notebooks, for example: The artisan shapes a bowl by hand. We preserve old skills by teaching them.

Ss understand the structure question word + to-infinitive after know, learn, ask and decide, and recognise phrasal verbs as a verb plus a particle.

T writes two sentences on the board: “We learned how to shape clay.” and “I do not know how to use this tool.” T asks Ss to find the verb and the question word in each sentence, then compares: “not ‘how we to shape’”.
T introduces three phrasal verbs: find out (discover), look after (care for), pass down (transmit).

Ss write the rule in their notebooks:

• Structure: know / learn / ask / decide + question word + to-infinitive
  Example: We learned how to shape clay.
• Do not add a second subject: NOT “how we to shape”.
• Phrasal verb = verb + particle: find out, look after, pass down. Learn the whole phrase.
  Ss make one example sentence for each phrasal verb.

Ss choose the appropriate response in given situations, identify the communicative purpose of expressions and order a short exchange naturally.

Ss complete Worksheet 1:

1. Someone says “Could you explain that again?” Choose a helpful response.
2. Match each expression with its purpose.
3. Put the short exchange in a natural order.
4. Listen to a reply and identify what the speaker is doing.
   Ss work in pairs and check each other's answers.

Answers for Worksheet 1:

1. B. Certainly. Let me give an example. (A polite request needs a cooperative explanation.)
2. Could you help me? – request help; Do you mean the morning session? – check understanding; Thank you for explaining. – express thanks; Let me check the timetable. – avoid guessing.
3. Could you tell me more about the activity? → Certainly. It starts on Saturday. → Do we need to bring anything? → Just a notebook. Thank you for asking.
4. C. Checking information before answering (“Let me check ...” avoids an unsupported answer).

Ss add a relevant follow-up question to a dialogue and report a partner's idea accurately with a question that develops it.

Task 1: Ss read the dialogue again (Lan: Could you show me how to shape a bowl? Mr An: Certainly. Keep the clay moist and move slowly. Lan: Thank you. May I write down the steps?) and add one follow-up question related to the exchange, such as asking about time, place, method or reason.
Task 2: In pairs, one S talks about a local craft or helper for 30 seconds. The partner reports one idea accurately and asks one question that develops it, using the frame: “You suggested ... because ... . How could we ...?”

Sample follow-up questions (Task 1):

• How long does the bowl need to dry?
• Where can I find the clay?
• Can I come to the workshop next week?
  Scoring guide for Task 1: relevant follow-up (0.5); polite form (0.3); clear pronunciation (0.2).
  Sample report (Task 2): “You suggested that bamboo baskets are important because they are made by local artisans. How could we preserve this skill?”

Ss apply the exchange pattern (request, reply, check) in a one-minute role-play about the local community and express respectful disagreement with a reason linked to the community.

Task 1: In pairs, Ss role-play a one-minute conversation about the local community. The conversation must include a request, a reply and a check of understanding (e.g., “Do you mean ...?”).
Task 2: Ss politely disagree with the claim: “There is only one possible solution or choice.” Ss link their answer to the local community.
Sample: “I see your point, but different people may need different choices. We should compare the benefits and difficulties before deciding.”

Scoring guide for Task 1: three communicative moves (0.6); topic vocabulary (0.2); fluency and listening (0.2).
Sample role-play:
S1: Could you tell me how to make a bamboo basket?
S2: Certainly. First, cut the bamboo into thin strips.
S1: Do you mean we should soak the bamboo first?
S2: Yes, that is right. Thanks for asking.
Ss express respectful disagreement with a topic-specific reason.