Tải Giáo án Unit 3 Tiếng Anh 12 - Giáo án Unit 3: Ways of socialising

Play the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question.. [r]

Unit 3: WAYS OF SOCIALISING A: READING

A 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

B TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I 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 Fo

3 Sawy

Answer :  socialising,  of,  ways

- Have Ss guess the phrase of words above ways of socialising

- Lead in: T asks Ss to open the textbook on page 31

- Whole class

- Go to the board and write the correct words

T: Today we are going to learn Unit - Ways of socialising- A: Reading

II Before you read:

- 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? Can you guess what they say to each other? What will you / 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:

- Ask Ss to skim the passage and underline the new words

- Explain the new words 1 Attract (v)

2 Assistance (n) 3 Whistle (v) 4 Clap (v) 5 Attention: (n) 6 Acceptable (a)

- 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

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

III While you read: 1 Task 1

- Write these words on the board: - Verbal (a)

- Non - verbal (a)

- 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

- 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

Present answers: - verbal (a): - non - verbal (a);

- attract someone’s attention: - impolite (a) # polite (a): - rude(a) # polite:

- informality (adv) # formality: - approach (v):

- 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 2 Task 2

- Ask students to read the questions carefully - Ask students to read through the passage again - Devide the class into pairs to

- Call some students to give the answers - Ask others students to correct

- Give the true answers 3 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

- Move around class to give help

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

- Give correct answers. IV After you read:

- Read the passage more carefully and 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

* 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 - Give feedback

V Homework:

- Ask Ss to learn by heart the lesson

- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare the next part: Speaking

5 Because it’s considered rude

- Work in pairs to discuss the meaning of whisling and hand clapping in Vietnamese culture

- Learn by heart the lesson

- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare the next part: Speaking

Unit 3: WAYS OF SOCIALISING B: SPEAKING

A 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

B TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

Guessing word: T: What is it?

- Divide the class into two groups

- Say 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

- Give 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? - Give the correct answer

Answer key: COMPLIMENT II Pre- speaking:

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 Ss Vocabulary:

- Compliment (n)

- Work in groups

- Listen and find out the answers

- Hairstyle (n) - Terrific (a) - Kidding (a)

- Ask Ss to take notes and practise reading vocabulary

- Ask Ss to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation

- Read once Ask Ss to listen

- Hang the table on the board Ask Ss 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 have got to be kidding

- Ask Ss to use the information in the table to suitable information and play the roles in the

- Look at the table on the board

- Listen to the teacher

- Take notes

dialogues to practise the dialogues - Move around to give help

III While- speaking:

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 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

- Work in pairs

- Listen and look at the information in the task

- Some pairs perform Others listen to

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 … - 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 it as well as I

- Thank you, Peter That’s a nice compliment - You must be kidding I think it is acceptable

- Work in pairs

- Share with the other pairs - Present the dialogues

- Take note teacher’s feedback + A nice pair of glasses:

front of the class

- Give comments on their conversations IV Post speaking:

Task 4:

- Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding compliments in Task

- Divide the class into small groups of or and get 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 and take note of their errors T provides corrective feedback after that

V 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

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

- 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

A OBJECTIVES:

By the end of the lesson, students will:

- Develop extensive listening skills

- Use the information they have listened to for other communicative tasks B TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I 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 II 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 Ss to look at the pictures in the textbook

- Pairs work

- Rearrange

- Whole class

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:

- 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

- Correct errors, if any

- Check that Ss know the meaning of these words

III While you listen: 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 times

- Write on board from to and call some students to come and write their answers

- Look at the pictures in the textbook and answer the questions

- Answer the teacher's questions + They are greeting…

+ They are saying goodbye…

- Take notes

- Listen to the tape and read in chorus and individually

- Individual work, pair work and whole class

- 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 Ss can answer the questions in task without listening again Play the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question

- Play the tape again for Ss to listen and answer the questions

- Get Ss to check their answers with a partner - Check with the whole class

- Play the tape twice

- Call on some pairs to give the answers - Go over the answers with the class IV After you listen:

- Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,

information they need to look for in each question (question word: what, where, when, how…)

- Listen and answer the questions - Answers

1 T F T F F T

- Individual work, pair work and whole class

- Read through all the questions, identify the information they need to look for in each question

- Check their answers with a partner

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 or and get them to summarise the listening passage

- Go around to check and offer help

- After checking that all the groups have finished - Call on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas

- Listen and take note of their errors T provides corrective feedback after that

V Homework:

- Ask Ss to learn the new words by heart - Review the points that have been covered in the lesson and the exercise in the exercise book

- Prepare the next part

- Answer:

1 agreed waking

2 to avoid heart

3 particular kindness

4 adults to stick

- Individual work, pair work and whole class

- Summarize Ms Linda Cupple’s talk - Learn the new words by heart

- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare the next part

Unit 3: WAYS OF SOCIALISING D: WRITING

A OBJECTIVES:

- Can use the words to build complete sentences in Task

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

B TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I Warm –up: MATCHING

- Give the table on the board and ask Ss 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 admitting one’s wrongdoing

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 Ss listen and

- Ss think what T asks, give their key

- Ss correct

Key: a + 4; b + 3; c + ; d +

- 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 teacher

repeat after the T II Pre-writing:

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 Ss to discuss how to use suggested words in sentences

- Go around the class to help Ss if necessary - Ask Ss to show their key T gives key to check

III While writing:

- Ask Ss to work in pairs or in groups to read and discuss about the reordered paragraphs - Go around giving help

- Ask Ss to compare their answers in pairs and read aloud in front of the class

- Ask Ss to read their answers

- Listen to Ss and collect their mistakes for indirect correction

Checking - Correct with Ss

- Give feedback on Ss’ work

- Ss rewrite some words

- Ss know what they are going to learn

- Ss work in pairs and discuss how to make sentences with required words

- Ss compare their key and show them - Ss correct

Key:

1 There are many ways to tell someone goodbye, and most of them depend on the situation at hand 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 groups to read and discuss about the reordered paragraphs

- Compare their answers in pairs and read aloud in front of the class

- Give comments on the others’ writing Paragraph 1:

- Point out some common mistakes made by Ss - Ask Ss to give comments on the others’ writing

Paragraph 2:

1 C E B A 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.

IV Post-writing: Dicussion:

- Ask Ss to work in pairs to discuss the question:

- In what ways people tell someone goodbye? - Go around giving help

- Ask some Ss to give their answers

- Listen to Ss and collect their mistakes for

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.

- Work in pairs to discuss the questions

indirect correction V Homework:

- Ask Ss to learn by heart the lessson

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

- Prepare for the next part

- Learn by heart the lessson

- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare for the next part

Unit WAYS OF SOCIALISING E: LANGUAGE FOCUS

A AIMS:

By the end of the lesson, students will be able to: - Distinguish the stress in two - syllable words.

- Know how to use: Reported speech and transform direct speech into reported speech following correct rules B AIDS : - Textbook, workbook, pictures, cassette, (colored) chalks, table

C Methods : - Communicative approach & learner- centered approach

Teacher’s activities Students’ activities

1 Presentation Pronunciation: * Listen and repeat:

words on the board and introduce the pronunciation to the Ss - Teacher plays the tape, ask Ss to listen

attract waving signal polite

discuss walking instance police

suppose pointing student between

* Repetition:

- Ask Ss to read the words aloud - Practice reading aloud the sentences

- Ask some Ss to read the aloud the sentences - Correct their mistakes if necessary

 GRAMMAR:

T hangs the table on the board, ask Ss to look at it and listen to the teacher

Reported speech: statement

Present the notes in reported statements:

1 If the reporting verb is the past tense (e.g, said, told), it is usual for the verb in the reported clause to move “ one tense back”

Present => past

Present perfect => past perfect Past => past perfect

“ I’m going” => He said he was going.

2 If the reporting verb is in the present tense ( e.g, says, asks), there is no tense change.

notes

- Read the words aloud

- Read aloud the sentences

- Whole class

- Look at the board, listen to the teacher and take notes

- Give some examples and rewrite the sentences using the above structures

1/ He said : "I want to go to see An tomorrow"

The train will be late.=> He says the train will be late. The one tense back rule also applies to reported thoughts and feelings

I thought she was married, but she isn’t.

Typical pronoun, time, place and modal verb changes 4.1 Pronoun changes

Direct speech Reported speech

I he/ she

we they

mine his/ her

me/ you him/ her

us them

ours theirs

my his/ her

our their

myself himself / herself

4.2 Time and place changes

Direct speech Reported speech Time now

two days ago today

tonight tomorrow last night yesterday

then

two day before that day that night

the next / following day the night before

the day before

2/ An said to me : "I will buy a car"

=> An told me that he would buy a new car 3/ She said : "I have workedhere for one year" => She said (that) she had worked there for one year 4/ His father said to him : "You must study harder" => Hisfather told him that he had to study harder 5/ The doctor said to Nam : "You should stay in bed" => The doctor told Nam that he should stay in bed

- Look at the board, listen to the teacher and take notes

Place

here this place these places

there that place those places 4.3 Modal verb changes

Direct speech Reported speech

can could

will would

may might

Note: Other modal verbs don’t change

Direct speech Reported speech

should should

might might

must must/ had to

5 In formal situations, we can use that after the reporting verb

He told me (that) he would be home late.

6 There are more than one reporting verb We can use many other reporting verbs beside say and tell, for example, think, announce, explain, interrupt, demand, insist, admit, complain, warn.

2 Practice: * Exercise 1:

- Ask Ss to work in pairs to Exercise - Give enough time for Ss to it

- Move around to help if necessary

- Read the sentences aloud

* Feedback:

- Call on some Ss to read the sentences aloud + Key:

2 Thuan said he worked for a big company. 3 Thuan said he was their marketing manager.

4 Thuan said the company had opened an office in Ho Chi Minh City.

5 Thuan said it had been very successful.

6 Thuan said he had benn chosen to run an office in District 5.

7 Thuan asked me how long I had been learning English.

8 Thuan said he didn’t have much time to enjoy himself

* Exercise 2:

- Ask Ss to exercise in pairs - Move around to help if necessary

- Ask Ss to compare their answers together * Feedback:

- Call on some pairs to read their answers aloud + Key:

2 was upset

3 was not interested

4 had promised to go to the cinema

- Do exercise in pairs Answers:

2 Thuan said he worked for a big company. 3 Thuan said he was their marketing manager. 4 Thuan said the company had opened an office in Ho Chi Minh City.

5 Thuan said it had been very successful.

6 Thuan said he had benn chosen to run an office in District 5.

7 Thuan asked me how long I had been learning English.

8 Thuan said he didn’t have much time to enjoy himself

- Compare their answers together

- Read their answers aloud

- Look at the board, listen to the teacher and take notes

- Whole class

5 hadn’t turned up 6 didn’t want to see you.

7 she didn’t believe you had tried. 8 she would talk to you later

9 she had to go to otherwise she would be late for school.

4 Consolidation:

Ask Ss to summarise the main points of the lesson

5 Homework:

- Ask Ss to make five sentences using reported speech

- Prepare the next part: TEST YOURSELF A

Answers: 2 was upset

3 was not interested

4 had promised to go to the cinema 5 hadn’t turned up

6 didn’t want to see you.

7 she didn’t believe you had tried. 8 she would talk to you later

9 she had to go to otherwise she would be late for school.

- Compare their answers together

- Look at the board, listen to the teacher and take notes