PRE-READING - Ask students to look at the pictures, work in pairs to ask and answer the questions 1.. - The team which writes correct words first will be the winner Pairs work Discuss An
Trang 1Period: 14
Date of Teaching: 17.9.2008
A WARM UP
Jumbled words
- Write the words whose letters are in a random order on the
board
- Divide the class into two teams Ss from two teams go to the
board and write the correct words
- The team which writes correct words first will be the winner
1 osiacsilgin
2 fo
3 sawy
Answer : 1 socialising , 2 of , 3 ways
- Have Ss guess the phrase of words above
Ways of socialising
- Lead in: T asks Ss to open the textbook on page 31.
T: In today’s lesson, we are going to learn Unit 3- Ways of
socialising
B PRE-READING
- Ask students to look at the pictures, work in pairs to ask and
answer the questions
1 What are the people in the picture doing?
2 Can you guess what they say to each other?
3 What will you do / say if:
+ you want to get your teacher’s attention in class?
+ you need to ask someone a question, but they are busy
talking to someone else?
- Go around to offer help
- Call on some Ss to present their answers and elicits comments
from other Ss Give feedback if necessary
* Teaching Vocabulary:
- T asks Ss to skim the passage and underline the new words
- T explains the new words
1 attract (v)
2 assistance(n)
3 whistle (v)
4 clap (v)
5 attention (n)
6 acceptable (a)
7.Compliment: (n): (synonym)
8.Decent: ( adj) (situation)
9.Appropriate: ( adj) ( translation)
10.Kidding(n) ( situation)
11.Signal (n): ( example)
12.Marvellous: ( adj): ( synonym)
- Ask Ss to give the Vietnamese equivalent (if necessary)
- Read a new word three times Ss listen and repeat after the
teacher
C WHILE-READING
Task 1
T writes these words on the board:
- verbal (a)
- non-verbal (a)
A WARM UP
Whole class
go to the board and write the correct words
- The team which writes correct words first will be the winner
Pairs work Discuss Answers
1.In the pictures, people are shaking hands and waving with each other.
2.they may be greeting each other
3 - If we want to get our teacher’s attention in class, we can raise our hands slightly.
- If we need to ask someone a question, but they are busy talking to someone else, we can…
skim the passage and underline the new words
give the Vietnamese equivalent listen and repeat after the teacher
Copy down give the Vietnamese equivalent to the following words and phrases
read the passage quickly and stop at the words to guess their meanings
Answers
- verbal (a): bằng lời
- non-verbal (a); không bằng lời, phi ngôn
I OBJECTIVES
By the end of the lesson, students will:
- read for specific information about The ways of socialising.
- be able to talk some back ground information of The ways of socialising.
- Give the Vietnamese equivalents to the following words and phrases
- Decide which of the three options below is the best title for the passage and answer the questions of the lesson
II PREPARATION
Handouts, pictures
III PROCEDURES
Trang 2- attract someone’s attention
- impolite (a) # polite (a)
- rude(a) # polite
- informality (adv) # formality
- approach (v)
- a slight nod will do
- Ask Ss to give the Vietnamese equivalent to the following words
and phrases
- Instruct Ss to read the passage quickly and stop at the words to
guess their meanings
- Guess the meaning of the words based on the context in the
sentences
- Check that Ss understand the word correctly
- Call some students to give the answers
- Ask others students to correct
- Give the true answers
Task 2
- Ask students to read the questions carefully
- Ask students to read through the passage again
- Devide the class into pairs to do
- Call some students to give the answers
- Ask others students to correct
- Give the true answers
Task 3
Questions and answers
Ask Ss to work in pairs and ask and answer the questions in the
book basing on the information in the reading passage
- Ask Ss to read the text again and write down the answers to the
following questions
- T moves around class to give help
- calls on some pairs to present their answers in front of the class
- gives correct answers
D POST-READING
* Discussion
- Ask Ss to work in pairs to discuss the meaning of whisling and
hand- clapping in Vietnamese culture
- Move around to help Ss
- Ask some pairs to act out their conversation
- T gives feedback
E HOMEWORK:
- asks Ss to learnt by heart the lesson
- reviews the points that have been covered in the lesson and do
the exercise in the exercise book
- prepare the next part: Speaking
F COMMENT
- attract someone’s attention: thu hút sự chú ý của ai
- impolite (a) # polite (a): không lịch sự
- rude(a) # polite: thô lỗ
- informality (adv) # formality: thân mật, không nghi thức
- approach (v): tiếp cận
- a slight nod will do: một cái gật đầu nhẹ là đủ
Work in pairs read the passage more carefully & choose the best title for it Answers
A ( Attracting Attention: Non- verbal Cues)
work in pairs and ask and answer the questions in the book basing
on the information in the reading passage
Answers
1 We can use either verbal or non- verbal communication.
2 Because they are strong actions that can easily be seen
3 We can wait until he passes near us, catch his eye, nod slightly to let him know we would like him to come to our table Or we may raise our hand slightly to show that we need assistance
4.You can use a small friendly wave to attract his or her attention
5 Because it’s considered rude
work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture
WLE-READING POST-READING EOMEWORK F COMMENTS
Date of Teaching: 19.9.2008
A WARM UP
I 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
II PREPARATION
textbook, pictures, cassette, tape, handouts and real objects
III PROCEDURES
Trang 3T: What is it?
Divide the class into two groups
T says that he has a word in his mind and he going to give some
information about the word Members of each group will listen and
may stop at any information they hear to guess what the word is
Each group has only two chances to gues the word The first
group to tell exactly what the word is wins the game
T gives information about the word
1 It’s a noun.
2 It has got ten letters.
3 It is an expression by word or action, or admiration.
4 It shows one respect, give and respond your feeling about
things which are beautiful, good, or interesting, etc.
What is the word?
T gives the correct answer
Answer key: COMPLIMENT
B PRE-READING
Task 1:
- Introduces the task: You are going to work in your group to
practise reading these dialogues, paying attention to how
people give and respond to compliments in each situation.
Elicit the new words by asking Ps
Vocabulary:
- compliments(n)
- hairstyle(n)
- terrific(a)
- kidding(a)
Ask Ps to take notes and practise reading vocabulary
Ask Ps to work in pairs, practise reading these dialogues, paying
attention to how people give and respond to compliments in each
situation
T reads once Ask Ps to listen
Hang the table on the board Ask Ps to look at the information
about compliments in the table
Useful language:
Give compliments Respond to compliments
- beautiful
- perfect
- I’ve never seen…
- terrific
- better
- I think
- What a/an……you have/ have
got!
- How + adj/adv…………
- You really have………
- Your ……is/are…
- Thank you/ Thanks
- That’s a nice compliment
I think
- I’m glad you like it.
- Thank you I think/
thought………
- Thank you That’s a nice compliment.
- You must be kidding.
- Ask Ss to use the information in the table to suitable information
and play the roles in the dialogues to practise the dialogues
- Move around to give help
C WHILE-READING
Task 2:
- Read the cues once Ask Ss to listen and look at the information
in the task
- Explain the situations of each dialogues
- Guide Ss to use suitable compliments in each dialogues, using
the cues
- Ask Ss to work in pairs, practise giving compliments to suit the
responses
Move around to give help
- Call on some pairs to act out their conversation in front of the
class
- Give comments on their conversations
Task 3
- Read the cues once Ask Ss to listen and look at the information
in the task
- Explain the situations of each dialogues
- Guide Ss to use suitable compliments in each dialogues, using
- Work in groups
- Listen and find out the answers
- Work in pairs
- Look at the table on the board
- Listen to the teacher
- Take notes
use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues
- Work in pairs
listen and look at the information in the task
- Some pairs perform Others listen
David: You really have a beautiful dress It is the most beautiful dress I have seen
Hung: Your motorbike is really terrific Then…
Michel: I thought your badminton was a lot better …
- Work in groups
- Listen to the teacher
- Listen to the teacher
- Act out their conversation in front of the class
- Thank you, Phil I think you can do it as well as I do
- Thank you, Peter That’s a nice compliment
- You must be kidding I think it is acceptable
Trang 4the cues.
Ask Ss to work in pairs, practise responding compliments to suit
the responses
Move around to give help
- Call on some pairs to act out their conversation in front of the
class
- Give comments on their conversations
D POST-READING
Task 4:
- Before getting Ss to discuss, T reminds them of some useful
expressions for giving and responding compliments in Task 1
- Divide the class into small groups of 3 or 4 & gets them to
discuss the task
- Go around to check and offer help
- After checking that all the groups have finished, T calls on the
representative of each group to report their peer’ ideas T check if
other groups would have the same or different ideas
- Listen & take note of their errors T provides corrective feedback
after that
E HOMEWORK
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
F COMMENT
Work in pairs Share with the other pairs
Present the dialogues Take note teacher’s feedback
A nice pair of glasses:
A: Your pair of glasses are really nice I really like them B: Really, Peter I just bought it yesterday
A new and expensive watch;
A: You really have a new and expensive watch, ……… How did you get it?
B: Thank you, ……… My father bought it for me on my birthday
A new cell phone:
A: Your new cell phone looks great I have never seen such a nice one before
B: Thanks I finally found a suitable one for me
WHILE-READING POST-READING EOMEWORK F COMMENTS
Date of Teaching: 21.9.2008
A WARM UP
Jumbled words:
Write the words whose letters are in a random order on the board
- Divide the class into two teams Ss from two teams go to the
board and write the correct words
- The team which writes correct words first will be the winner
aniotuergl regulation
oenetlehp telephone
lacl call
acidev advice
B PRE-READING
T sets the scene: You are going to listen to Linda Cupple, a social
worker, advises young people on how to use the telephone in her
family Listen to her talk and decide whether the statements are
true(T) or false (F).
Ask Ps to look at the pictures in the textbook and answer the
questions
Elicit the new words by asking questions, using the techniques
suggested above
Vocabulary:
- argument (n)
- regulation (n)
- absolute (a)
- maximum (n,a)
- install (v)
- chitchat (n)
- starling (a)
Listen and repeat:
A
Pairs work Rearrange
Whole class Listen to the teacher
look at the pictures in the textbook and answer the questions Answer the teacher's questions
+ They are greeting…
+ They are saying goodbye…
I OBJECTIVES
By the end of the lesson, students will:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
II PREPARATION
III PROCEDURES
Trang 5- Help Ss to pronounce the words in their book correctly
- Play the tape and then ask Ss to repeat after the tape in chorus
and individually
- T corrects errors, if any
- Check that Ss know the meaning of these words
C WHILE-READING
Task 1:
- Get Ss to read through the statements to understand them and
underline the key words
- Guide students the requests of the task
- Let students listen twice time
- Write on board from 1 to 6 and call some students to come and
write their answers
- Let them listen on again and correct
- Correct
Task 2: Gap- fill
T: Now listen to the rest of the listening text again and work in
pairs to write the missing words You will listen to the tape twice.
Check if Ps can answer the questions in task 2 without listening
again Play the tape for them to listen again but before doing this,
T should encourage Ps to read through all the questions, identify
the information they need to look for in each question
Play the tape again for Ps to listen & answer the questions
Get Ps to check their answers with a partner Then T checks with
the whole class
Play the tape twice
Call on some pairs to give the answers
Go over the answers with the class
D POST-READING
- Before getting Ss to summarize Ms Linda Cupple’s talk, T
reminds them of some useful languages Task 1,2
Suggested ideas:
- Length of time for each call
- Time for calling
- Calling late at night
- Calling at weekend
-Divide the class into small groups of 3 or 4 & gets them to
summarise the listening passage
- Go around to check and offer help
- After checking that all the groups have finished, T calls on the
representative of each group to report their peer’ ideas T check if
other groups would have the same or different ideas
- Listen & take note of their errors T provides corrective
feedback after that
E HOMEWORK
- Learn the new words by heart
- Review the points that have been covered in the lesson and do
the exercise in the exercise book
- Prepare the next part
F COMMENT
Take notes
Listen to the tape and read in chorus & individually Individual work, pair work & whole class
read through all the questions, identify the information they need
to look for in each question ( question word: what, where, when, how…)
listen and answer the questions answers
1 T
2 F
3 T
4 F
5 F
6 T Individual work, pair work & whole class
read through all the questions, identify the information they need
to look for in each question
check their answers with a partner give the answers
Answer:
Individual work, pair work & whole class
summarize Ms Linda Cupple’s talk WARM UP
C WHILE-READING POST-READING EOMEWORK F COMMENTS
Date of Teaching: 23.9.2008
Trang 6A WARM UP
MATCHING
- give the table on the board and asks sts to match them in correct
orders
a.pointing at someone
b.being late for class
c.making mistakes
d.being into the farewell
1 saying goodbye 2.admitting one’swrongdoing 3.saying“I’m sorry I’m late ”
4 being rule and impolite
- check mistakes
Pre-teach : Vocabulary
- abruptly
- (to) apologize
- discourtesy
- Gosh
- sorrow
- pleasant and thoughtful
- Ask Ss to give the Vietnamese equivalent (if necessary)
- Read a new word three times Ps listen and repeat after the T
B PRE-READING
Task1 : Use the words to make sentences Change the form of the
verb.( No addition or omission is required)
- introduce 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
C WHILE-READING
- 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
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
D POST-READING
Dicussion:
Ask Ps to work in pair to discuss the question:
- In what ways people tell someone goodbye?
- Go around giving help
- Ask some Ps to give their answers
- Listen to Ps and collect their mistakes for indirect correction
A WARM UP
Sts think what T asks , give their key
Sts correct Key: a+4; b+3; c+2 ; d+ 1
Look at the board, listen to the teacher and take notes
give the Vietnamese equivalent (if necessary)
- Read a new word three times, listen and repeat after the T Sts listen, repeat and copy them
Sts rewrite some words
Sts know what they are going to learn
Sts work in pairs and dis cuss how to make senten ces with re -quired words
Sts compare their key and show them
Sts correct
Key:
1.There are many ways to tell someone goodbye, and most of them depend on the situation at hand
2.However, there is one rule that all situations observe: We seldom say goodbye abruptly
3.In English it is necessary to prepare a person for departure 4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”
5.We might also say something relating to the time like“Gosh, I can’t believe how late it is ! I really must be going!”
work in pairs or in group to read and discuss about the re-ordered paragraphs
compare their answers in pairs and read aloud in front of the class give comments on the others’ writing
Paragraph 1:
1 It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.
2 If we have done something to hurt someone’s feeling, we apologize.
3 An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.
4 It’s a way of expressing our regret or sorrow for something.
5 When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.
I 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
II PREPARATION
textbook, pictures, cassette, tape, handouts and real objects
III PROCEDURES
Trang 7E HOMEWORK
- 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
F COMMENT
work in pair to discuss the question give their answers
E-READING POST-READING EOMEWORK F COMMENTS
Date of Teaching: 30.9.2008
WARM UP
T lists out a set of words and ask ss to put these words in correct
column
Discuss-signal-report-instance-between-polite-student-across-language-waiting-famous
I/ Stress in two-syllable words:
General presentation
Principles for putting stress on two-syllable words: Stress may fall
on the first or second syllable
Teachers reads out the first principle and check
- For verbs, adjectives, adverbs or even prepositions that consist
of long vowel or dipthong (except /əu/) in the second syllable,
stress falls on the second syllable
E.g.arrive, attract, correct, perfect, alone, inside…
- But, if the second syllable consists of short vowel or
dipthong /əu/ or ending with a consonant, stress falls on the first
syllable
E.g open, borrow, lovely, sorry, rather
Teacher reads out the second principle and check
- For nouns consisting of short vowel in the second syllable, stress
is put on the first syllable
E.g money, product, larynx…
- But, nouns consisting of long vowel or dipthong in the second
syllable, stress is put on the second syllable
E.g balloon, design, estate…
Teacher reads out the special cases and ask ss to copy
Some special cases
Abstract, conduct, contract, contrast, desert, escort, export,
import, insult, object, perfect, permit, present, produce, protest,
rebel, record, subject
- For verbs, stress is put on the second syllable
- For nouns or adjs, stress is put on the first
Teachers ask ss to look at the textbook as well as to listen
and repeat
+ Practice
1 Linda Cupple is a social worker in my village
2 Shakespeare was a famous English writer
A WARM UP
Look at the list of words and listen to the teacher
Do the given task
C WHILE-READING
Listen and copy then check POST-READING EOME
Listen and copy then check
WORK
Listen and copy then check F
Listen and repeat CO
I OBJECTIVES
By the end of the lesson, students will be able to:
- Put the right stress on the two-syllable words
- Report the speech
II PREPARATION
Handouts, textbooks …
III PROCEDURES
Trang 83 David Warren is Linda’s teacher’s doctor
4 Janet is having a number of problems
5 Michael is sailing across the river
6 Jenny is waiting for Michael to return
Ask ss to make out sentences (with the given words)
Have ss read their sentences out and check
Deliver handout to ss and ask ss to have a quick look at it
Ask ss to work individually-in pair-group
+ Production
1.discuss
2.language
3 between
4 instance
5 report
II/ Reported speech review:
PRESENT:
Handouts
* PRACTISE
Exercise 1:
2 he worked for a big company
3 he was their marketing manager
4 the company had opened an office in HCMC
5 it had been very successful
6 he had been chosen to run an office in dictrict 5
7 how long I had been studying E
8 he didn’t have much time to enjoy himself
9 I would come and visit him in HCMC
10 he would be successful in HCMC
Ask ss to work in pair-group.
Check
Exercise 2:
2 was upset
3 was not interested
4 had promised to go to the cinema
5 had not turned up
6 did not want to see you
7 did not believe you had done
8 would talk to you later
9 had to be going then otherwise she would be late for school
Ask ss to work in a group of two then three
+ Production: Report what your friend(s) said
- Pairwork
- Groupwork
Homework:
- Learn the principles to stress and steps to report speech
- Prepare the next part
Make out the given task Read out
Look at the handout and read Work individually-in pair-group MM
Work in pair-group Listen
ENTS
Work in a group of two then three