unit 3 way of socialising tiếng anh 12

Procedure: 5’ Warm - up * Game : A phone call - Teacher’s activity - Students’s activity - Ask students to work in pairs , study the picture and answer the questions on page 34 1, What a

GIÁO ÁN TIẾNG ANH 12

Unit 3: Ways of socializing

lesson 1: Reading

1 Objectives:

By the end of the lesson Sts will be able to guess the meaning in context understand the passage about ways of socializing

2 Structures:

Use verbal and non verbal communication to attract some one's attention

- waving, nodding, jumping,…

3 Vocabularies:

Verbal, nonverbal, nod, informal, rude,…

4 Teaching aids:

Text book, handouts

5 Procedure:

5’ Warm – up

T comes into classroom, claps his/her hands and ask

- What have I just done to draw your attention?

- What will you do if you want to draw the teacher's attention?

-> Lead to the lesson

Whole class

10’ Pre- reading

- Teaching vocab: verbal, non - verbal, nod, informal …

*Pre teaching vocabulary

+ Communicate (v) – Communication (n) ( explanation )

+ Informality (n) (translation )

+ Nod (v) (n)

+ Whistle (v) (n)

+ Point at sth/ smb (v) action

+ Catch one’s eyes

- Checking vocab: (using task 1 - page 32)

- T's correction

Whole class Individual work

17’ While - reading

* Task 2 (page 32): Group work

- Ask sts to read the text then decide which of the options is

the best tithe for the passage

- sts answer

- T gives correction

* Task 3 (page 32): Group work

Group work Whole class

- Ask Ss to read the text again and write down the answers to

the following questions (Using game: Lucky number)

- T moves around class to give help

- Call on some pairs to present their answers in front of the class

- T feed back and give correction

10’ Post – reading

* Discuss in pairs

- Ask sts to discuss the meaning of the words "whistling, hand

clapping " in Vietnamese culture

- T's suggestion

Ask question: When? When do people/ Whistle? / clap hands?

- T's help and correct

Pair work Whole class

3’ Summary and Homework

- Ask sts to find the different meaning of some gestures

nodding, shaking head,……

Whole class

Lesson 2: speaking

1 Objectives:

By the end of the lesson, students will:

Practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson

Make dialogues to practise giving and responding to compliments, based on the given information

2 Teaching aids:

Textbook, pictures, handouts and real objects

3 Procedure:

5’ Warm – up

Describing pictures

-Give a picture about a party

- Call some Ss to look at the picture and talk about the people

- Suggestion: Give remark on their clothes, hair style, the

body …

+ Lead - in: They are giving the compliments to each other

But what do they reply to the compliments?

- To know more about it, today we study the speaking in

which we practice the compliments and responds.

Whole class

- Answers;

- They are wearing beautiful clothes; they are talking about the beauty; the hair style of some one

……

10’ Pre - speaking:

+ Task 1: Read these dialogues and pay attention to how

people give and respond to the compliments

- Ask questions:

1- What does Barbara answer?

2- What does Barbara answer?

3- What does Peter remark Cindy's hair style?

4- What about Tony's tennis game?

5- What about Tony's answer?

- Call on some Ss to present their answers in front of the class

- Collect the ideas:

a- Compliments: + You really have a beautiful blouse

+ I've never seen such a perfect thing on you.

+ You've got a terrible hair style.

+ I thought your tennis game was a lot better today.

b- Responses:

+ Accepting:

- Thank you, that's a nice

+ Rejecting:

- You've got to be kidding! I

- Work in pairs

1- "You really have a beautiful blouse;

2- "Thank you, that's a nice compliment" 3- "You've got a terrible hair style"

4- "I thought your tennis game was a lot better today"

5- "You've got to

be kidding! I thought it was

compliment

- Thanks thought it was terrible.

terrible".

10’ II/ While -speaking:

- Task 2: Practice conservation with the compliments

- Set the scene: You are going to give compliments to suit the

following responses given in the text book.

- Go around and give help

- Call on some Ss to present their answers in front of the class

- Collect the ideas and give the sentences

+ Task 3: Read the open dialogues response to these

compliments given in the book

+ Rejecting: 1- You've got to be kidding! I'm an awful dancer

2- I hate it, I think it makes me look 10 years older

3- No, I don't My English is worse than you expected

- Read the conservation in pairs and give the compliments

Whole class Pair work

13’ Post - speaking

Task 4: Topic - speaking:

- Model: T Won! I have never seen such a nice cell phone,

Nam!

P: Thank you I'm glad you like it

T: Could you tell me how much you paid for it?

P: Oh, sorry I don't know It was a gift from my sister.

- Go around and give help

- Call on some Ss to present their

conservation in front of the class

Whole class Group work

2’ Home work

Work with your friends: Make compliments and responses

about something or performances of your friends in class

study

speaking English

singing

briefcase/ a new pen/ a nice hat/

-Prepare the next part

Lesson 3: listening

1 Objectives:

By the end of the lesson, students will:

Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

2 Teaching aids:

Textbook, pictures, cassette, tape, handouts and real objects

3 Procedure:

5’ Warm - up

* Game : A phone call

- Teacher’s activity

- Students’s activity

- Ask students to work in pairs , study the picture and answer

the questions (on page 34)

1, What are they doing ?

-They are talking on the phone

2, What do you think they would say to greet each other ?

-Various answers

3, What do you think they would talk about ?

4, How long do you think it would take them to finish their call

and why ?

*Lead in :

- Do you often phone your friends ?`

- What do you often talk to them on the phone ?

- How long ?

8’ Prelistening

a Pre-teaching vocabulary :

-Marvelous (a) = wonderful -Argument (n) (translation) -Install (v) (translation) -Apoplectic (a) (hối lỗi , ân hận ) -Startling (v) (action)

* Checking:

1 We had an …… With the waiter about the bill

2 We need some help to …… the software

3 “Sorry” : She said , with an … smile

Give answers : 1 argument 2 install 3.apologetic

b Our lesson today’s , you will hear Linda , a social worker ,

advise young people own touse to use the telephone in their

family :

Activity 1 : Guessing T/F statements

Ask students to work in pairs to do sentences on the page 35 (6

câu) T/ F

1 The telephone often causes arguments between members of

the family

2 A reasonable length of time for a call is the main problem

3 ………

20’ While - listening

* Activity 2:

- Teacher : play the cassetle player twice

- Students’ answers

- Call students’ answer

Feedback

1.T 2.F 3.T 4.F 5.F 6.T

* Activity 3 : Listen to part of Ms Linda talk again and write

the missing words

- Ask students to use the given words to fill in the gap (group

works )

 agreed particular to avoid to stick

waking heart kindness adults

- Ask students to listen to the tape once and fill in the gap

individually

- Check and correct

- Answer :

10’ Post-Listening

- Arrange students to work in groups of 6

- To summarize Ms Linda Cupple’s talk

Give feedback : Length of time

Time for calling

Calling late at night

Calling at weekend

2’ Home work

Ask students to give some of their own pieces of advice on

how to use the telephone in the family

Lesson 4: writing

1 Objectives:

By the end of the lesson, students will:

- can use the words to build complete sentences in Task 1,

- put the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task 2

2 Teaching aids:

Textbook, pictures, handouts and real objects

3 Procedure:

5’ Warm up:

* Cut –up sentences

- Divide the class into 4 groups

- Prepare 4 cards with a jumbled sentence and give one to each

group

- Ask ss to rearrange the word cards so that they will make a

meaningful sentence

- Tell Ss to write the sentences on the board

- The first group to have correct sentence win the game

Here is the cut- up sentence:

we/our/

can/slightly/to/that/raise/show/hand/need/we/assistance

Answer:

We can raise our hand slightly to show that we need assistance

Lead in:

Whole class

13’ pre-writing

Task1 : Use the words to make sentences Change the form of

the verb.( No addition or omission is required)

- T introduces the aims of tasks in writing lesson

In task 1,T asks sts to discuss how to use suggested words in

sentences

- go around the class to help sts if necessary

- ask sts to show their key.T gives key to check

Whole class Pair work Individual work

16’ While writing

- Ask Ps to work in pairs or in group to read and discuss about

the re-ordered paragraphs

- Go around giving help

- Ask Ss to compare their answers in pairs and read aloud in

front of the class

- Ask Ps to read their answers

- Listen to Ps and collect their mistakes for indirect correction

Group work Individual work

Checking

- T correct with Ps

- T gives feedback on Ps’ work

- T points out some common mistakes made by Ps

- Ask Ps to give comments on the others’ writing

Paragraph 2:

1 The simplest way to apologize is to say “ I’m sorry”.

2 Let’s take a common situation Tom is late for class and

enters the classroom.

3 What does he do? The most polite actionis usually to take a

seat as quitely as possible and apologize later.

4 But if the teacher stops and waits for him to say something,

he could apologize simply “ I’m sorry I’m late”, ask

permission to take his seat and sit down.

5 Naturally, more than this is needed, but it is not the time for

it because it has already caused some interruption and doesn’t

need to make it any longer.

9’ post – writing

Matching

Prepare 30 cards with different sentences on Two cards will

make a complete sentence

For example:

Card 1: Men make house,

Card 2: women make home

Card 3: I couldn’t enter the house last night

Card 4: because I lost my key

(There is no number on these cards)

Deliver these cards among Ss, ask them to find their partner to

make a complete sentence The pair complete first is the

winner ( they can get a present)

Whole class

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in the lesson and

do the exercise in the exercise book

- Prepare for the next part

lesson 5: Language focus

1 Objectives:

By the end of the lesson, sts will be able to get some rules of the stress in two - syllable words and revise reported speech

2 Teaching aids:

- Text book, handouts

- Structures: Reported speech in the past

- Pronunciation: stress in two - syllable words

3 Procedure:

8’ Warm – up

- Odd one out (work in groups) (5 minutes)

- T gives handouts and asks sts to read the words and

underline the word with a different stress pattern from the

others

a England discuss mistake signal

b forget custom tavern happy

c polite lucky student locate

d enjoy attract formal reduce

- T gives feedback and leads in the new lesson

8’ Pronunciation

1 Listen and repeat

- T asks sts to listen to the tape and repeat (chorus)

- T asks sts to read the words individually

- T gives feedback and gives comments

- Most of two - syllable verbs have stress on the second

syllable

- Most of two - syllable nouns and adjs have stress on the first

syllable

2 Practice

- Let sts read the sentences (page 38) (individual word)

- Teacher gives feedback

1 Presentation

- Tasked sts to fill the missing words in the blanks

a John said "I work for a big company”

 John said that he - for a big company

b Lan said "I am leaving tomorrow morning"

 Lan said that she was leaving

10’

a worked b the next day morning

- Tasks sts to rememher how to change direct sentences into

indirect sentences

- T gives feedback -> changes of adverb

-> changes of pronouns

-> changes of tenses

2 Practice

Ex1: Reporting the past (page 38)

- T divides the class into 5 groups: Each group has 2

sentences

- T goes around and help sts if necessary

- T calls some sts to read their answers and write the sentences

on the board

- T give feedbacks

Expected answers

2 Thuan said he worked for a big company

3 Thuan said he was their marketing manager

4

10

Ex2: Sentence transformation

- Tasks sts to complete the conversation in pairs

- T corrects the dialogue by calling sts to play roles and

present the dialogue again

3 Production

- T divides the class into 2 groups and to make sentences:

group 1: say direct sentences

group 2: change the direct sentences in to indirect sentences

- T lets sts peer - correct, then gives feedback

2’ Summary and Homework

- Summary main contents of the lesson

- Sts do ex 1, 2 into notebook

I Teaching aims:

- To practise students’ listening, speaking, reading, and writing skills

- To help students to be able prepare for the 45- minute test then do the exercise given

II Teaching aids:

- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player

III Teaching stages:

1 GREETING AND CHECKING

ATTENDANCE

- Teacher greets the class and checks if anyone

is absent

2 PREVIOUS LESSON

- Questions and answers about thepassive voice

3 NEW LESSON

_ Asks students to read the questions carefully

then try to guess the answers and discuss the

answers with their friends

_ Play the tape and asks students to listen to

the the tape

_ Asks students to listen to the tape then

answer the questions given

_ Asks some of them to give the answers

orally

_ Asks the others to give comments

_ Gives suggested answers if necessary

_ Asks students to copy the answers

themselves

_ Asks students to read the reading then find

the words which mean:

_ Asks them to read the questions provided

carefully

_ Asks them to read the passage again then

answer the questions

_ Asks them to compare their answers with

those of their friends’

_ Asks some of them to give the answers

orally

_ Asks the others to give comments

_ Give suggested answers if possible

_ Ask students to read the open sentences

carefully

1.Listening _ read the questions carefully then try to guess the answers and discuss the

answers with their friends

_ listen to the tape then answer the questions given

_ discuss the answers with their friends then correct the mistakes themselves Suggested anwers

T F F T T

2 Reading _ read the reading then find the words in the reading to do the exercise given

_ read the questions provided carefully _ read the passage again then answer the questions

_ compare their answers with those of their friends’

_ give the answers orally

_ others to give comments

_ take notes of the suggested answers if possible

3 Grammar _ read the open sentences carefully

_ do the exercise in pairs

_ compare the answers with their friends’ _ give their answers, others give comments on the amswers given