we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.. someone’s feeling, we apologize.[r]
Trang 1Preparing date: Thur, September, 17th 2009
Teaching date: Sept, 18th
Period division: 13th
Unit 3: Ways of socialising / ['sou∫əlaiziη]]
Lesson A - Reading
I Aims.
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 Teaching aids:
poster, chalk, handouts and real objects…
III Procedure:
Warm – up up Hang man
- Ask pls to find out a word with 9 letters relate to the unit
(xã hội hoá, tổ chức theo phương thức xã hội chủ nghĩa)
- Lead in: Ways of socialising (cách hoà nhập xã hội)
5’
Team work
Before you read
- Ask students to look at the pis, work in pairs to ask and answer the qus
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
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…
* Teaching Vocabulary:
- T asks Ss to skim the passage and underline the new words
- T explains the new words
14
’ Individual class
work?
Trang 2- attract (v) [ə'trổkt] thu hút, hṍp dõ̃n, lụi cuụ́n
- assistance(n) [ə'sistəns] [ə'sistəns] sự giúp đỡ
- whistle (v)
- clap (v) [klổp] vụ̃
- attention (n) [ə'ten∫n] sự chú ý
- acceptable (a)
- compliment: (n): (synonym) ['kɔmplimənt]
- appropriate: ( adj) ( translation) [ə'proupriət]
( appropriate to / for something) thích hợp; thích đỏng
- kidding (n) ( situation)
- signal (n): ( example) ['signəl] dṍu hiợ̀u, tín hiợ̀u
- marvellous: ( adj): ( synonym) ['mɑ:vələs] kỳ lạ, kỳ diợ̀u
* Ask Ss to give the Vietnamese equivalent (if necessary).
* Checking technique: Rub out & remember
While you read Task 1
T writes these words on the board:
-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
Present answers
- verbal (a): bằng lời, hữu ngôn
- non-verbal (a); không bằng lời, phi ngôn
- attract someone’s attention: thu hut sự chú ý của ai
- impolite (a) # polite (a): không lịch sự
- rude(a) # polite: thô tục, thô bạo
- informality (adv) # formality: thân mật, không nghi thức
- approach (v): tiếp cận
- a slight nod will do: một cái gật đầu nhẹ là đủ
Task 2
-Ask students to read the questions carefully
- Ask students to read through the passage again
- Divide the class into pairs to do
- Call some students to give the answers
- Ask others students to correct
- Give the true answers
=> A (Attracting Attention: Non- verbal Cues)
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
7’
5,
8, Pair work
Trang 3- Ask Ss to read the text again and write down the answers to the
following questions
- T moves around class to give help
- call on some pairs to present their answers in front of the class
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
After you read
* 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
3’ Individuals
Home work
asks Ss to learnt by heart the lesson
- Review the points that have been covered in the lesson and do the
exercise in the exercise book
- prepare the next part: Speaking
3’ Whole class
Preparing date: Sun, September, 20th 2009 Teaching date: Sept, 21st
Period division: 14th
Lesson B - Speaking
I Aims
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 Teaching aids:
poster, chalk, handouts and real objects…
III Procedure:
Trang 4Warm – up up
Jumpled word: Ask pls to reorder the word
COPMLIENMT => COMPLIMENT ['kɔmplimənt]
- Ask pls to tell what COMPLIMENT is and brainstorm. 7’ Class work
Before you speak 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) [tə'rifik] - kidding(a) /’kidiη/ đùa
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
Phil:
- beautiful - perfect
-I’ve never seen…
I think
Barbara:
- Thank you (thanks)
- That’s a nice compliment
Peter:
terrific
Cindy:
- Thanks - I think
(Thank you I think )
Tom:
- better
Tony:
You must have got to be kidding
! -What a/an……you have/ have got!
-How + adj/adv…………
-You really have………
-Your ……is/are…
=> I’m glad you like it.`
thought………
Thank you That’s a nice compliment
-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
12
’ Individual class
work?
While you speak
Task 2:
-Read the cues once Ask Ss to listen and look at the information in the
task
7’
Pair work
Trang 5-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
=> 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 Though your badminton was a lot better ….
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 the 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 =>
- 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
8’
After you speak
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
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
8’ Individuals
Home work
Work with your friends: Make compliments and responses about
something or performances of your friends in class
3’ Whole class
Trang 6- Study - speaking English
- Singing - briefcase/ a new pen/ a nice hat/
-Prepare the next part
Preparing date: Sun, September, 20th 2009 Teaching date: Sept, 22st
Period division: 15th
Lesson C - Listening
I Aims
By the end of the lesson, students will:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks II Teaching aids:
poster, chalk, handouts and real objects…
III Procedure:
Warm – up up
Complete the sentencess:
1 it / be easy / learn / English
2 we / can / play / football
3 there / be / 25 pupils / class
5’ Individual
work
Before you listen
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) - absolute(a)
- chitchat(n) - regulation(n)
- maximum(n,a) - install(v)
- starling(a)
Listen and repeat:
-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
10
’ Individual/ class work?
While you listen
Task 1:
-Get Ss to read through the statements to understand them and underline 18’
Individual/Pair
Trang 7the 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
1 T 2 F 3 T 4 F 5 F 6 T
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
Answer:
1 agreed 3 particular 5 waking 7 kindness
2 to avoid 4 adults 6 heart 8 to stick
work
After you listen
-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
8’ Individuals
Home work
- 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
3’ Whole class
Trang 8
Tapescript The Telephone – Potential Family Battleground
Hello everyone In today’s talk I’m going to give you some pieces of advice on how to use the telephone in the most decent way so as avoid unnecessary disagreements between you and members of your family
The telephone, as you know, is a marvelous instruments, but it may cause arguments between you and your parents - arguments that could be easily avoided if you would sit down, talk
it over, and agree to a few simple regulations
The most obvious problem, of course, is what everyone considers a reasonable length of time for a call The exact duration must be worked out with your parents, but ten minutes should
be an absolute maximum That’s certainly long enough to say almost anything in five different ways, and yet it isn’t so long that other members of the family will become apoplectic Even when your parents are out, the length of your call should be limited, because they, or someone else may
be trying to reach your home for a very important reason
Calling hours should be agreed upon If your parents object to your leaving the dinner table
to take calls, tell your friends to avoid calling at that hour; if someone does phone, ask him to call back, or offer to call him when dinner’s over
A serious calling problem is calling very late at night, or very early on weekend mornings This particular mistake is made mostly by young people who consider 10 or 11 pm, when a lot of tired adults are happily sleeping, the shank of the evening So please tell me your friends not to call after ten o’clock The shock of walking out of a sound sleep and the fright of that instant thought-“There’s an accident”-are enough to give your parents can sleep late
If your mother and father , out of kindness, have installed a separate phone for you, remember that you’re still a member of the family So try to stick to your family’s regulations
That’s all for my talk today That you for listening
Preparing date: Sun, September, 22nd 2009
Teaching date: Sept, 23rd
Period division: 16th
Lesson D - Writing
I Aims
By the end of the lesson, students will be able to:
- 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 Teaching aids:
poster, chalk, handouts and real objects…
III Procedure:
Warm – up up Hang man
- Ask pls to find out a word with 7 letters that relates to the lesson 5’ Individual
Trang 9a p o l o g y
(sự xin lỗi)
- Eliciting: - APOLOGY like: I am sorry/ Excuse me/ Pardon me
- So what does its mean? > sự xin lỗi
- Lead in: Today we are goimg to write something about APOLOGY
work
Before you write
Vob/Structures (review)
- apology [ə'pɔlədʒi] (n) -> apologize [ə'pɔlədʒaiz] (v)
- observe [ə'bzə:v] (v) tuân theo, theo dõi
- discourtesy [dis'kə:təsi] (n) sự bất lịch sự, khiếm nhã
- sorrow ['sɔrouə] (n) sự buồn phiền
- There are 30 pupils in our class -> There are/is + N(s)
- It is difficult to apologize -> It + be + adj + to-V
Checking technique: Translation.
10
’ Individual/ class work?
While you write Task 1: Building sentences
- T asks pls to use the words to make sentences Change the form of the
verb.( No addition or omission is required) (what are you going to do?)
- T devides the class into 5 groups, each group does one sentences Hang
on the poster and ask pls to find the verbs
- Give pls 5 roles of paper to write, check the leader and secretary
- Go around and control (take note something)
- call all group to stick on board
Checking technique: Class correction - Marking
1 There are many ways to tell someone goodbye, and most of them
depend on the situations 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 a 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, (kú thËt)
T can’t believe how late it is! I really must be going”.(t«i ph¶i ®i ®©y)
Task 1: Matching.
- Ask pls to tell the require of the in text book Now change this in to
Matching.
- Ask pls to match the sentences by using the information in task 2
- Ask pls to work in pair and T will catch 5
quickest pairs
- Give them the hand outs
- Catch 5 pairs and summerize be the table
- Give out the on poster to correct
- Call to translate the writing
P1 P2 P3 P4 P5 Sum
18
’ Group /class work
Pair work
Trang 101 C 2 A 3 B 4 E 5 D
A
1 It is difficult to write rules that tell exactly
2 If we have done something to hurt
3 An apology indicates 4 It’s a way of expressing our regret or
5 When we apologize,
B
A someone’s feeling, we apologize
B that we realize we’ve made a mistake, and we’re sorry for it
C when you should apologize, but it is not difficult to learn how
D we admit our wrongdoing or discourtesy, usually a reason for it,
and express regret E sorrow for something
After you write
Ask pls how to apologize for the following situations:
- You are late for class and the teacher stops you
How do you apologize? -> I’m sorry I’m late
- You make noise and the teacher ask you to stand up
How do you apologize? -> I’m sorry I won’t make noise later
8’ Individuals
Home work
- Review the points that have been covered in the lesson and do the
exercise in the exercise book - Prepare for the next part
3’ Whole class
Preparing date: Sept, 27th 2009
Teaching date: Sept, 28th 2009
Period division: 17th
Unit 2: Ways of socialising
Lesson E – Language Focus
I Aims:
By the end of the lesson, Ss will be able to:
- Pronounce correctly the stress in two – syllable words
- Use kinds of reported speech perfectly
II Teaching aids:
Handouts, textbooks
III Procedure:
Warm – up up Brainstorming: Ask pls to give out the words having two syllables. 4’ Class work
PRONUNCIATION Stress on two - syllable words
Träng ©m ë tõ cã hai ©m tiÕt.
- Đa số các động từ có hai âm tiết thì âm tiết thứ hai nhận trọng âm chính
EX: attract, discuss, suppose …
8’
Individual/ class work?