Giáo án Communication

Ss activate prior knowledge about school in the past and get ready to listen to and use a short exchange about remembering the past.

Ss look at a photo or slide of an old classroom (with no image inserted, the teacher draws it on the board or describes it) and answer three questions in pairs:

• What did school look like in your grandparents' time?
• What activity do you think people remember most?
• Which polite question would you ask a grandparent to learn about it?

Ss give 2-3 short ideas in English, for example: 'They shared books.' 'Students played games outside.' 'Could you tell me what school was like?' The teacher writes the target question 'Could you tell me what school was like in the past?' on the board.

Ss understand the purpose of each move in an exchange (ask, respond, check, close) and recognise polite responses that help check understanding.

T presents the exchange on the slide:
Hoa: Could you tell me what school was like in the past?
Grandfather: We shared books, but we helped each other.
Hoa: Thank you. What activity do you remember most?
T asks Ss to find:

1. the request (ask)
2. the reply (respond)
3. the follow-up (check or continue)
4. the closing line
   Then T presents the four useful responses: 'Certainly.' 'Let me check.' 'Do you mean ...?' 'Thanks for explaining.' T also explains: 'If you are unsure, ask Could you explain that? instead of pretending to understand.'
   Ss read the exchange aloud in pairs, using correct stress and rising intonation in the questions.

Ss identify the moves in the exchange:

• Ask: 'Could you tell me what school was like in the past?'
• Respond: 'We shared books, but we helped each other.'
• Follow-up: 'What activity do you remember most?'
• Close: 'Thank you.'
  Ss can state the rule: 'A useful exchange has a clear purpose: ask, respond, check and close. Use a polite question rather than an order when you need help.'

Ss form and use the past continuous with was/were + V-ing and the wish + past simple structure to talk about the past and unreal present wishes, and learn the four new words.

Part 1 - Vocabulary: T presents heritage (di sản), preserve (gìn giữ), generation (thế hệ), traditional (truyền thống) with the example sentences:

• Recipes are part of cultural heritage.
• Families preserve recipes by teaching children.
• Each generation adds its memories.
• We cooked a traditional dish.
  Part 2 - Grammar: T writes on the board:
• Past continuous: was/were + V-ing describes an action in progress at a past time. Example: At eight last night, Grandma was cooking dinner.
• Past simple can interrupt it: While Grandma was cooking, I arrived.
• Wish + past simple: I wish I knew the recipe. With be, use were for all subjects: I wish I were there.
  T asks Ss to complete the example: 'At eight last night, Grandma ___ (cook) dinner.'

Ss can write:

• Vocabulary: heritage = di sản; preserve = gìn giữ; generation = thế hệ; traditional = truyền thống.
• Grammar: 'At eight last night, Grandma was cooking dinner.' 'While Grandma was cooking, I arrived.' 'I wish I knew the recipe.'
  Ss state the rule: 'Past continuous: was/were + V-ing for an action in progress. Wish + past simple for an unreal present wish.'

Ss choose helpful responses, match conversational purposes, put an exchange in a natural order, and identify the speaker's purpose in a reply.

Ss complete Worksheet 1 in pairs (exercises 1-4 from the textbook). Then T checks answers with the class.
Exercise 1: Someone says 'Could you explain that again?' Choose a helpful response.
A. Thank you for inviting me.
B. Certainly. Let me give an example.
C. I agree with your conclusion.
D. You are welcome; I enjoyed the trip.
Exercise 2: Match each line with its purpose.
Exercise 3: Put the exchange in a natural order.
Exercise 4: Listen to a reply: 'Let me check ...' What is the speaker doing?

Answer key:

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.

Ss use the polite exchange structure, respond to a partner, check understanding, and give a reasoned opinion in a short conversation about remembering the past.

Ss work in pairs and do a one-minute role-play, switching roles.
Role A (Hoa) asks about a past activity, using a polite question.
Role B (grandparent or another person) gives one answer and checks whether Role A has understood.
Then Ss swap roles, add one follow-up question, and explain one reason for their choice.
Ss use the useful responses: Certainly. Let me check. Do you mean ...? Thanks for explaining.
Final task (homework option): Ss write a short exchange of 5-6 lines about a family recipe or tradition, using past continuous and one wish sentence.

Each pair produces a one-minute conversation with:

• a request (Could you tell me...?)
• a reply with one detail
• a check of understanding (Do you mean...?)
• one follow-up question
• one reason with because
  Example product: Hoa: Could you tell me what games you played at school? Grandfather: We played traditional games in the yard. Hoa: Do you mean games like skipping rope? Grandfather: Yes. Hoa: Thanks for explaining. I wish I could try them.