unit 3 way of socialising tiếng anh 12

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: Time Teacher’s activities Ss’ activities 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 Time Teacher’s activities Ss’ activities - 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 Unit 3: Ways of socialising 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: Time Teacher’s activities Ss’ activities 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 Time Teacher’s activities Ss’ activities 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. Unit 3: Ways of socialising 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: Time Teacher’s activities Ss’ activities 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 : Time Teacher’s activities Ss’ activities 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 . Unit 3: Ways of socialising 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: Time Teacher’s activities Ss’ activities 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 Time Teacher’s activities Ss’ activities 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. C 2. E 3. B 4. A 5. D 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 2’ 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. Unit 3: Ways of socializing 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: Time Teacher’s activities Ss’ activites 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 5’ Grammar 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 Time Teacher’s activities Ss’ activites 15’ 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 [...]... 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... _ Teacher can give some suggestion to help students to organize thei ideas, 5 HOMEWORK _ Learn the structures listed by heart and revise all tenses in English _ prepare Unit 4- A Reading for next period _ Review the three units 1-2 -3 for the 45 minute-test ... 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... 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 Ss’ activities 1.Listening... amswers given Teacher’s activities Ss’ activities _ Ask students to do the exercise in pairs _ Ask students to compare the answers with _ listen to the teacher’s explanation then their friends’ take notes of the right answers if _ Ask students to give their answers necessary _ Ask other students to give comments on the 4 Writing amswers given - Work in pair to correct and present _ Corrects the answers . 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. correct Pair work Whole class 3 Summary and Homework - Ask sts to find the different meaning of some gestures nodding, shaking head,……. Whole class Unit 3: Ways of socialising Lesson 2: speaking 1 English singing briefcase/ a new pen/ a nice hat/ -Prepare the next part. Unit 3: Ways of socialising Lesson 3: listening 1. Objectives: By the end of the lesson, students will: Develop extensive listening