Giáo án Communication

Ss activate prior knowledge of career talk and notice how a short exchange has a clear purpose.

T shows the three-line exchange on the slide: Thao asks what skills an engineer needs; Long answers that mathematics, teamwork and communication all matter; Thao replies that she still studies new methods and finds it interesting. Ss read in silence, then answer the questions: (1) What does Thao want to know? (2) What is Long's answer? (3) What does Thao's last line show she is doing?

Ss answer: (1) Thao wants to know the skills an engineer needs. (2) Long says mathematics matters, but teamwork and communication matter too. (3) Thao is showing interest and checking that she has understood Long's point, not just ending the conversation.

Ss learn the four stages of a useful exchange (ask, respond, check, close) and the polite responses used in each stage.

T explains that a useful exchange has four stages: ask, respond, check and close. T shows the useful responses: 'Certainly.' 'Let me check.' 'Do you mean ...?' 'Thanks for explaining.' T also points out that a polite question is better than an order when asking for help, and that 'Could you explain that?' is the right way to say you are unsure. Ss work in groups of four using the Ask/Respond/Check/Close cards: each person takes one card, reads the example sentence on it and places the card in the right order. Then each group practises the exchange with its partner, using the 'Practise with a partner' task: Role A asks for information about career choices, Role B gives one answer and checks it, then they swap roles and add one follow-up question.

Ss arrange the cards in the order Ask - Respond - Check - Close. Ss write in notebook: Ask: 'Could you tell me what skills an engineer needs?'; Respond: 'Certainly. Let me check.'; Check: 'Do you mean the skills for teamwork?'; Close: 'Thanks for explaining.' Ss state that 'Could you explain that?' is used when they are unsure, instead of pretending to understand.

Ss understand the meaning and use of four key words in the topic of career choices.

T presents four words with their meanings and examples: career path (lộ trình nghề nghiệp) - 'A career path can change over time.'; qualification (bằng cấp hoặc năng lực được chứng nhận) - 'Some jobs require a specific qualification.'; responsibility (trách nhiệm) - 'A nurse has important responsibilities.'; practical skill (kĩ năng thực hành) - 'An electrician needs practical skills.' Ss complete the word map on Phiếu học tập số 1: each word goes in the centre, and Ss add one related example sentence of their own.

Ss complete the word map. Expected answers for example sentences: 'A teacher's career path may include training courses.' 'A pilot needs a special qualification.' 'A manager has responsibility for the team.' 'A chef needs practical skills in the kitchen.'

Ss understand and form clauses of concession, reason and result, and avoid common errors in pairing connectors.

T presents the language focus on the slide. Concession: although/even though + subject + verb (complete clause). Reason: because + clause. Result: so + clause. Concession with a noun or V-ing: despite/in spite of + noun or V-ing; despite the fact that + clause. Rules: do not pair although with but; do not pair because with so in the same two-clause sentence. T gives the example: 'Although the work is demanding, she enjoys it.' Ss complete the gap-fill exercise in Phiếu học tập số 1 (Part B).

Ss write the rules in notebook: although/even though + S + V; because + clause; so + clause; despite/in spite of + noun or V-ing; despite the fact that + clause. Gap-fill answers: 1. Although / Even though; 2. because; 3. so; 4. despite / in spite of; 5. despite the fact that. Ss identify and correct the error: 'Although the job is hard, but she likes it' should become 'Although the job is hard, she likes it.'

Ss practise choosing helpful responses, matching purposes, ordering an exchange and identifying the purpose of a reply.

Ss do exercises 1 to 4 in the textbook. Ex 1: Someone says 'Could you explain that again?' Choose a helpful response. Ex 2: Match the expressions with their purposes (Could you help me? / Do you mean the morning session? / Thank you for explaining. / Let me check the timetable.). Ex 3: Put the exchange in a natural order (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.). Ex 4: T reads aloud the reply 'Let me check the timetable for you.' Ss say what the speaker is doing: A, B, C or D.

Ex 1: B (Certainly. Let me give an example.) - A polite request needs a cooperative explanation. Ex 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. Ex 3: 1. Could you tell me more about the activity? 2. Certainly. It starts on Saturday. 3. Do we need to bring anything? 4. Just a notebook. Thank you for asking. Ex 4: C (Checking information before answering).

Ss practise adding a relevant follow-up question, role-playing a one-minute conversation, disagreeing politely and reporting a partner's idea accurately.

Ss do exercises 5 to 8 in pairs. Ex 5: Read the exchange (Thao: Could you tell me what skills an engineer needs? Long: Mathematics matters, but teamwork and communication matter too. Thao: You still study new methods? That is interesting.) and add a follow-up question related to the exchange. Ex 6: Role-play a one-minute conversation about career choices with a request, a reply and a check. Ex 7: Politely disagree with the claim 'There is only one possible solution or choice.' Ex 8: After your partner speaks, report one idea accurately and ask one question that develops it. Use the model frame: 'You suggested ... because ... . How could we ...?'

Ex 5 sample: 'Which teamwork skills do engineers use most at work?' (asks for a missing detail; a relevant follow-up). Ex 6: a one-minute role-play with three moves: request (Could you tell me...?), reply (Certainly. Let me check.), check (Do you mean ...?). Ex 7 sample: 'I see your point, but different people may need different choices. We should compare the benefits and difficulties before deciding.' Ex 8 sample: 'You suggested that communication matters because teamwork needs it. How could we practise it at school?' Assessment for ex 5-8 is by teacher and peers (Human assessment, 1 point each).

Ss apply the exchange purposes, polite responses and concession structures in a realistic conversation about a career they are interested in.

Ss work in groups of three. Each group chooses one job (e.g., nurse, electrician, engineer, teacher) and prepares a one-minute mini-interview: Student A asks about the career path, qualification or skills needed; Student B answers and checks the question with 'Do you mean ...?'; Student C gives one reason and one concession sentence (e.g., 'Although the work is demanding, I would enjoy it because I like helping people.'). Each group then closes with 'Thanks for explaining.'

Each group performs a one-minute conversation that includes: one request (Could you tell me ...?), one response (Certainly. Let me check.), one check (Do you mean ...?), one concession clause (although/despite), one reason (because) and one closing expression (Thanks for explaining.). Expected sample: 'A nurse has important responsibilities, so patients trust her.' Assessment: communicative moves (0.6), topic vocabulary (0.2), fluency and listening (0.2).