Giáo án Communication

Ss activate prior knowledge about asking for help and checking meaning in English, and get ready to focus on the purpose of a short exchange.

T shows the question “Could you explain that again?” and asks Ss to think of what they say when they do not understand a word in English.
Ss work in pairs for one minute and list two situations in which they ask for help in class.

A short list on the board, for example:

• Asking the teacher to repeat an instruction.
• Asking a friend what a new word means.
• Checking the meaning of a phrase in a dictionary.
  Ss realise that asking politely and checking meaning are useful communication skills.

Ss understand the structure of a purposeful exchange (ask, respond, check and close) and recognise useful responses in a dialogue about world Englishes.

Ss listen to and read the dialogue:
Mai: Could you explain what this phrase means here?
Tuan: Let us check the example in a dictionary.
Mai: Good idea. Could it have another meaning in a different context?
T asks Ss to answer three questions:

1. What does Mai ask for?
2. How does Tuan respond?
3. How does Mai check understanding?
   Then Ss study the useful responses: “Certainly.” “Let me check.” “Do you mean ...?” “Thanks for explaining.”

Ss can state the key points:

• A useful exchange has a clear purpose: ask, respond, check and close.
• Use a polite question (“Could you explain ...?”) rather than an order when you need help.
• If you are unsure, ask “Could you explain that?” instead of pretending to understand.
• Useful responses: “Certainly.” “Let me check.” “Do you mean ...?” “Thanks for explaining.”

Ss understand the meanings of four target words and use them correctly in sentences about language learning and world Englishes.

T presents the four words with their meanings and example sentences:

• variety: biến thể — English has many varieties.
• accent: giọng — An accent can reflect a speaker’s background.
• fluency: sự lưu loát — Regular conversation can improve fluency.
• accuracy: độ chính xác — Check accuracy when you revise.
  Ss match the words with their meanings in Worksheet 1.

Worksheet 1 completed correctly:

1. variety – biến thể
2. accent – giọng
3. fluency – sự lưu loát
4. accuracy – độ chính xác
   Ss make one original sentence for each word, related to learning English.

Ss understand the form and use of defining relative clauses, including the choice of who, that and which, and the omission of object relative pronouns.

T presents the language focus:
A defining relative clause gives essential information that identifies a person or thing.
Example: Students who practise regularly often gain confidence.
Rules:

• Do not put commas around a defining relative clause.
• Who/that refer to people; which/that refer to things.
• Only an object relative pronoun can be omitted.
  T asks Ss to complete the example: “Students ___ ask questions can clarify meaning.”

Ss can state the rules:

• Who/that for people; which/that for things.
• No commas around the defining relative clause.
• Only an object relative pronoun can be omitted.
  Example answer: Students who ask questions can clarify meaning. (who: subject of ask; identifies students)

Ss choose polite and helpful responses, match conversational purposes, and arrange an exchange in a natural order.

Ss do Exercises 1–4 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 with its conversational purpose:

• 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. Put this 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.

4. Listen to a reply. 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

Answers:

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. (A question, an answer, a follow-up and an answer make a coherent exchange.)
4. C – Checking information before answering. (“Let me check ...” avoids an unsupported answer.)

Ss take turns, respond politely, check understanding and give reasons in a short exchange about world Englishes.

Ss do Exercises 5–8 with a partner.
5. Add a follow-up question related to this exchange:
Mai: Could you explain what this phrase means here?
Tuan: Let us check the example in a dictionary.
Mai: Good idea. Could it have another meaning in a different context?
6. Role-play a one-minute conversation about world Englishes. Include a request, a reply and a check of understanding.
7. Politely disagree with this claim: “There is only one possible solution or choice.” Link your answer to world Englishes.
8. After your partner speaks, report one idea accurately and ask one question that develops it.

Sample answers and assessment criteria:
5. A relevant follow-up asks for a missing time, place, method or reason, for example: “Which context do you have in mind?” (Human oral assessment /1: relevant follow-up 0.5; polite form 0.3; clear pronunciation 0.2.)
6. A role-play with three communicative moves: request, reply, check. Example check: “Do you mean the variety used in Australia?” (Human oral assessment /1: three communicative moves 0.6; topic vocabulary 0.2; fluency and listening 0.2.)
7. “I see your point, but different people may need different choices. We should compare the benefits and difficulties before deciding.” (Human assessment /1: respectful disagreement 0.3; topic-specific reason 0.5; clarity 0.2.)
8. A model frame: “You suggested ... because ... . How could we ...?” Ss fill in their partner’s actual idea. (Human oral assessment /1: accurate listening 0.5; useful question 0.3; respectful delivery 0.2.)

Ss apply the purposeful exchange, the useful responses and defining relative clauses to a real situation about the varieties of English they know.

Ss work in groups of three. Each group prepares a short exchange of about six lines about a real situation, for example: asking a friend about a new word they heard in a song, a movie or a video.
The exchange must include:

• a polite request (“Could you explain ...?”)
• a useful response (“Certainly.” “Let me check.”)
• a check of understanding (“Do you mean ...?”)
• at least one defining relative clause with who, that or which.

A six-line dialogue written on a small card, read aloud to the class. Example:
A: Could you explain the word that the singer used in the song?
B: Certainly. Let me check it in a dictionary.
A: Do you mean the word which means a way of speaking?
B: Yes, that is an accent. Thanks for explaining.
The dialogue contains the correct structure and at least one defining relative clause without commas.