Giáo án Communication

Ss activate prior knowledge about Vietnamese lifestyle and recall how people learned and shared information in the past and today.

T shows the question “How did families learn and share information before tablets?” and the picture prompts of the two lifestyles. Ss quickly think of two or three ideas and share them with a neighbour. Ss are introduced to the lesson’s aim: to communicate clearly and politely in an exchange.

A list of 3 to 4 ideas on the board, for example: reading books together, discussing questions at home, talking with grandparents, using tablets to look up information. Ss understand the lesson focus: take turns, respond politely and check understanding.

Ss understand that a useful exchange has a clear purpose (ask, respond, check and close) and recognise polite responses for requests and checking understanding.

Ss read the exchange on the slide:
An: Could you explain how you learned before tablets?
Mother: We shared books and discussed questions together.
An: Do you think we can combine those methods?
T asks: (1) “What is An’s purpose in the first line?” (2) “Why does An use Could you ... instead of an order?” (3) “What do we say when we are unsure?” Ss then use the Jigsaw technique in groups of four: each member reads one of four useful responses and explains its function. Groups use Worksheet 1, Part A.

Ss identify the four stages of a useful exchange: ask (Could you explain how you learned before tablets?), respond (We shared books and discussed questions together.), check (Do you mean ...?) and close (Thanks for explaining.). Key learning: use a polite question instead of an order; if unsure, say “Could you explain that?” instead of pretending to understand.

Ss recognise which verbs are followed by to-infinitive (decide, hope, want, plan) and which by V-ing (enjoy, avoid, finish, mind), and use them correctly in sentences.

T presents the examples on the slide:

• We decided to interview grandparents.
• They enjoy sharing memories.
  T elicits the rule: “Decide, hope, want and plan are followed by to-infinitive. Enjoy, avoid, finish and mind are followed by V-ing.” T then shows the example: We decided {{1}} our grandparents. (interview) → We decided to interview our grandparents. Ss complete Worksheet 2, Part A (sorting the verbs into two columns).

Ss record the two patterns in their notebooks:

• decide / hope / want / plan + to-infinitive (e.g., decided to interview)
• enjoy / avoid / finish / mind + V-ing (e.g., enjoy sharing)
  Key point: the verb pattern is part of the verb, and the form does not change. Correct answer for the example: “to interview”.

Ss apply the useful responses and verb patterns in exercises, and check their answers against the key.

Ss do Worksheet 2, Part C in pairs (exercises 1 to 4 from the textbook):

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.
2. Match each expression to its purpose: “Could you help me?”, “Do you mean the morning session?”, “Thank you for explaining.”, “Let me check the timetable.”
3. Put this exchange in a natural order: “Just a notebook. Thank you for asking.” / “Could you tell me more about the activity?” / “Certainly. It starts on Saturday.” / “Do we need to bring anything?”
4. Listen to the reply “Let me check the timetable before I answer.” What is the speaker doing? A. Asking the listener to repeat a question B. Making an immediate promise C. Checking information before answering D. Politely declining an invitation
   T plays the audio for Exercise 4 from the NeoEdu interactive page and asks Ss to answer after listening.

Answer key:

1. B – 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 – “Let me check ...” avoids an unsupported answer.
   Ss also write the correct form for Worksheet 2, Part B: decided to interview (to-infinitive), enjoy sharing (V-ing), with all answers checked by the class.

Ss use the communication functions and verb patterns in a realistic one-minute conversation on Vietnamese lifestyle: then and now, and give a respectful opinion.

Ss work in pairs. Role A asks for information about Vietnamese lifestyle, then and now (for example, “Could you explain how families spent their free time before tablets?”). Role B gives one answer and checks understanding (“Do you mean ...?”). Then Ss swap roles, add a follow-up question and explain one reason for their choice. Use the vocabulary: lifestyle, extended family, nuclear family, privacy. Ss must include: a request, a reply and a check of understanding. Each pair then politely disagrees with the claim: “There is only one possible solution or choice,” linking it to lifestyle then and now.

Each pair performs a conversation of about one minute.
Sample model: An: Could you explain how families lived together in the past? Mother: Certainly. In an extended family, grandparents often shared a home with their children. Do you mean in the countryside or in the city? (check) An: Thanks for explaining. I enjoy hearing about family life, but I think we can also value privacy today.
Assessment rubric (suggested):

• Three communicative moves (request, reply, check): 0,6 point
• Topic vocabulary: 0,2 point
• Fluency and listening: 0,2 point
  Polite disagreement: “I see your point, but different people may need different choices.” (0,3 point respectful disagreement; 0,5 point topic-specific reason; 0,2 point clarity)