preparing date mon september 7th 2009 preparing 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 t

we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.. someone’s feeling, we apologize.[r]

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Preparing 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:

Steps T arrangementWork

Warm – up

Hang man

- Ask pls to find out a word with letters relate to the unit

s o c i a l i s e

(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 What are the people in the picture doing?

2 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

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

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- attract (v) [ə'trækt] thu hút, hấp dẫn, lôi cuốn

- assistance(n) [ə'sistəns] [ə'sistəns] sự giúp

- whistle (v) - clap (v) [klỉp] vơ

- attention (n) [ə'ten∫n] sự chú y

- acceptable (a)

- compliment: (n): (synonym) ['kɔmplimənt]

- appropriate: ( adj) ( translation) [ə'proupriət] ( appropriate to / for something) thích hợp; thích đáng

- kidding (n) ( situation)

- signal (n): ( example) ['signəl] dấu hiệu, tín hiệu

- marvellous: ( adj): ( synonym) ['mɑ:vələs] kỳ lạ, kỳ diệu

* 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): b»ng lêi, h÷u ng«n

- non-verbal (a); kh«ng b»ng lêi, phi ng«n

- attract someone’s attention: thu hut sù chó ý cđa ai

- impolite (a) # polite (a): kh«ng lịch sự

- rude(a) # polite: thô tục, thô bạo

- informality (adv) # formality: thân mật, không nghi thøc

- approach (v): tiÕp cËn

- a slight nod will do: gật đầu nhẹ đủ

Task 2

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

- 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,

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- 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 eitherverbal or non- verbal communication 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 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 the exercise in the exercise book

- prepare the next part: Speaking

3’ Whole class

Preparing date: Sun, September, 20th 2009 Teaching date: Sept, 21st

Unit 3: Ways of socialising

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

III.Procedure:

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Warm – up

Jumpled word: Ask pls to reorder the word

COPMLIENMT => COMPLIMENT ['kɔmplimənt]

- Ask pls to tell what COMPLIMENT isand 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’

(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 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

-Divide the class into small groups of or & 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

(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

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

Complete the sentencess:

1 it / be easy / learn / English we / can / play / football 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’

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the key words

-Guide students the requests of the task - Let students listen twice time

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

- Let them listen on again and correct - Correct

1 T F T F F 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 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 particular waking kindness to avoid adults heart 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 or & 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 the exercise in the exercise book

- Prepare the next part

3’ Whole class

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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

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

III.Procedure:

Warm – up

Hang man

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a p o l o g y

(sự xin lôi)

- Eliciting: - APOLOGY like: I am sorry/ Excuse me/ Pardon me - So what does its mean? > sự xin lôi

- 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 groups, each group does one sentences Hang on the poster and ask pls to find the verbs

- Give pls 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.(tôi phải ®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 - Ask pls to work in pair and T will catch

quickest pairs

- Give them the hand outs

- Catch pairs and summerize be the table - Give out the on poster to correct

- Call to translate the writing

1

P1 P2 P3 P4 P5 Sum

18 ’

Group /class work

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1 C A B E D

A

1 It is difficult to write rules that tell exactly If we have done something to hurt

3 An apology indicates It’s a way of expressing our regret or 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 you apologize? -> I’m sorry I’m late - You make noise and the teacher ask you to stand up

How 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 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

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 sớ động từ có hai âm tiết âm tiết thứ hai nhận trọng âm chính

EX: attract, discuss, suppose …

8’

(11)

- Tuy nhiên sớ động từ có hai âm tiết lại có trọng âm chính rơi vào

vần

EX: ‘Listen, ‘offer, ‘happen, ‘open…

* Đa số danh từ tính từ hai âm tiết cã träng ©m chÝnh ë ©m tiÕt thø nhÊt

- Đa số danh từ tính từ hai âm tiết có trọng âm chính âm tiết thứ nhất

- ‘table, ‘busy, ‘walking, ‘signal, ‘student … - Use a poster: Ask Ss to pick out the odd words

 Practice

- Hang on a flipchart of the stress in two-syllable words on the board and introduce the pronunciation to the Ss

a flipchart of the stress in two-syllable words

a’ttract ‘waving ‘signal po’lite

di’scuss ‘walking ‘instance ‘police

su’ppose ‘pointing ‘student be’tween

- Ask Ss to listen to the tape carefully - Ask Ss to read the words aloud

* Practice reading the sentences

- Play the tape, Ask Ss to read after the tapes - Call some Ss to read and correct mistakes

GRAMMAR:Reported speech: A

Câu phát bi ểu(statements in reported speech)

Ví dụ : (Poster):

1 He said : “ I have lost my pen here this morning.”

 He said that he had lost his pen there that morning.

2 She said to him: “I will go with youtomorrow.”  She told him that she would go with him the next day.

2 Ghi nhớ: Muốn đổi câu trực tiếpsang câu gián tiếp, ta phải:

- Giữ nguyên động từ giới thiệu said đổi said to thành told có túc từ

- Bỏ dấu hai chấm (: ) ngoặc kép “….” thêm liên từ that

- Thay đổi đại từ nhân xưng, tính từ sở hữu….theo quy tắc sau: Ngôi thứ nhất đổi thành chủ từ mệnh đề chính, thứ hai đổi thành tân ngữ, thứ ba giữ nguyên

I → He /She We → They Me / You → Him /Her

Us → Them Mine → His / Hers Ours → Theirs

My → His / Her Our → Their

Myself → Himself / herself + Thay đổi động từ câu trực tiếp cách cho lùi khứ bậc Cụ thể sau :

- Thay đổi động từ câu trực tiếp cách lùi khứ mội bậc Cụ thể:

Direct speech Reported speech

Direct speech Reported speech

simple present present cont 

simple past



past cont

present per cont simple future 

past per cont



present conditional

16 ’

(12)

present per simple past past cont  past perfect  past perfect 

past pet cont

past per perfect conditional (should/would)  unchanged  unchanged

- Thay đổi số từ thời gian nơi chốn

- now- then - today / tonight



- that day / that night

- tomorrow- the following day / the next day

- yesterday - the previous day / the day before

- next week / month…



- the following week / month… - last week /month…- the week before /the month before…

- the day before yesterday



- two days before

- the day after tomorrow



- in two days’ time - ago- before

- tomorrow morning- the following morning

- last Tuesday - the Tuesday before - right now- at once

- here- there

- this / these- that / those

Tóm tắt Câu gián tiếp (reported speech)

Statements

(Câu phát biểu)

* S + said + (that) + clause * S + told + O + (that) + clause B Câu hỏi (Questions in reported speech)

1 Ví dụ : - She said to me : “Do youlike swimming ?” She asked me if Iliked swimming - Tom said : “Has she finished her home work ?”

 Tom wanted to know if she had finished her homework 2 Ghi nhớ:

- Đổi said thành asked (có khơng có tân ngữ theo), wonder hay

wanted to know (khơng có TN di theo)

- Bỏ dấu hai chấm (:), dấu ngoặc kép (“…”) dấu hỏi (?) giữ lại question word (như what, where, how ) câu hỏi có nội dung (wh-question) thên ì (hay whether) câu hỏi có hay khơng (yes/no question)

Tóm tắt Câu gián tiếp (reported speech)

Wh-questions (câu hỏi có nội

dung)

* S + asked + (O) + wh-… + clause * S + wondered + wh-… + clause * S + wanted to know + wh-… + clause Yes-no questions

(câu hỏi có khơng)

* S + asked + (O) + if / whether + clause * S + wondered + if /whether + clause * S + wanted to know + if / whether + clause

C Câu mệnh lệnh (Commands in reported speech)

1 Ví dụ: The teacher said : “Go to the blackboard, John.” The teacher told John to go to the blackboard.

- He said to them : “Don’t be late tomorrow.” He told them not to be late the next day. 2 Ghi nhớ:

- Đổi said hay said to thành told hay asked buộc phải có TN theo sau - Dùng to dể thay cho dấu (:) ngoặc kép (“ ”) câu mệnh lệnh xác định dung not to câu mệnh lệnh phủ định

(13)

Tóm tắt Câu gián tiếp (reported speech)

Commands

(Câu mệnh lệnh)

* S + told + O + to infinitive

* S + told + O + not + to infinitive PRACTICE

- Ask Ss to exercises 1, individually, then compare the answers with the partner

- Call on some Ss to give answers.- Correct and give feedback

Ex 1.Use reported speech.

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

4 Thuan said the company had opened an office in HCM City Thuan said it had been very successful

Ex2 Complete the conversation.

2 was upset was not interested had promised to go to the cinema hadn’t turned up

15 Whole class

Home work

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

1’

A

3 An apology indicates

4 It’s a way of expressing our regret or When we apologize,

A

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A

4 It’s a way of expressing our regret or

A

(15)

5 When we apologize, When we apologize,

A

B

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

B

(16)

B

(17)

C when you should apologize, but it is not difficult to learn how

B

(18)

B

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