UNIT 3 WAYS OF SOCIALISING
Period 14 A.READING Teaching date… /……/2008
A. Aims: By the end of the lesson Ss will be able to:
-understand and use non – verbal forms of communications appropriately to attract one’s
attention in some social situations.
-use vocabulary related to the topic of the lesson through exercise.
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up : Matching
- Hang a poster.
-Ask Ss to match the verbs in A with its subject
in B .
- Call a student to write on the B.B , correct.
- Explain the meanings of these expressions.
-Today our lesson is about ways of attracting
someone’s attention.
II. Presentation (35min.):
1, Pre – reading :
* Pair work:
-Ask Ss to work in small groups and describe the
pictures.
- Call some Ss to present Ps to present their
answers . Give feedback if necessary.
* Vocabulary :
1. verbal (adj) bằng lời nói, bằng miệng
> < non – verbal
2. nod ( n) * cái gật đầu; sự cúi đầu (chào);
- to give someone a nod gật đầu (cúi đầu) chào
( V ) gật đàu
- He nodded to show that the understood
anh ta gật đàu ra ý hiểu
- to nod to someone gật đầu với ai; gật đầu
chào ai
3. informality (n) /,infɔ:'mæliti/ = ease ; > <
: formality formalness
4. point to hướng sự chú ý vào, lưu ý vào; chỉ
ra, chỉ cho thấy, vạch ra
point at chỉ, trỏ
3. While –reading :
* Task 1: Give the Vietnamese equivalents
- Use a poster and ask Ss to match the words in
Poster
A B
1. attract a. one’s hand
2. raise b. one’s attention
3. clap
4. get
Expected answers:
1. attract one’s attention
2. raise one’s hand
3. clap one’s hand
4. get one’s attention
* Feedback:
1. In the pictures, people are shaking hands
and waving with each other.
2. - 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
catch his eyes and nod to let him know we
want to speak to him.
poster of task 1
A
1. verbal
2. non – verbal
3. attract someone’s attention
4. impolite
5. rude
6. informality
7. approach
A with its definition in B
- Call some Ss to give answers and give
feedback.
Task 2: Passage title
-Ask Ss to read the passage more carefully &
choose the best title for it.
- Let Ss discuss their answers with a friend. - -
Call one student to give answer and encourage
the to explain their choice.
- Further explain & give correct answer.
Task 3: Answer the questions
- Ask Ss to work in pairs and ask and answer
the questions .
- Call some Ss to answer the questions
- Give feedback.
3, Post – reading : Discussing
- Ask Ss to work in group to discuss the
meanings of whistling and hand – clapping in
Vietnamese culture.
- Elicit questions : *When do people whistle or
clap their hands ?
* How do they feel when
whistling or hand – clapping ?
* How do you think about
these gestures ?
- Call some Ss to report the group’s ideas.
- Correct and give comments.
III. Consolidation & Homework ( 5 min.):
- T asks Ss to learn by heart new words and do
the tasks again.
- Guide Ss to prepare for part B.
8. a slight nod will do
B.
a, to come near to
b, concerned with words, oral , not written or
gestures
c, one will give a slight nod to another
d, concerned with gestures
e, antonym of polite
f, showing no respect or consideration
g, make somebody pay attention to
h, friendliness
feedback
1 – b; 1 – d; 3 – g; 4 – e ; 5 – f ; 6 – h ; 7 – a ;
8 – c
Suggestion:
A. ( Attracting Attention: Non- verbal Cues)
because in the passage different forms of non –
verbal communication are mentioned.
feedback:
1. When we want to attract someone’s
attention we can use verbal or non – verbal
communication.
2. They are strong actions that can easily be
seen.
3. We can wait until he passes near us, catch
his eyes, and nod slightly to let him know we
would like him to come to our table. Or we
can raise our hand slightly to show that we
need assistance.
4.You can use a small friendly wave to attract
his /her attention.
5. Because pointing at someone is usually
considerable rude.
Expected answers:
- In Vietnam people often whistle when they
are in good spirit if they want to attract
someone’s attention. When they are in at a
performance, they usually whistle to give their
compliments on the performance of someone.
But in some case this cause impoliteness or
rudeness
Hand – clapping is often used to give
compliments or express our agreement with
someone’s ideas or opinions. Sometimes
teachers or parents clap their hands to draw
attention of their students or children.
Goodbye!
Period 15 B.SPEAKING Teaching date… /……/2008
A. Aims: By the end of the lesson Ss will be able to:
- practise giving and responding to compliment in different situations.
- improve their speaking skill.
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up ( 5min.) A crossword
- Give information about the word.
*It’s a noun.
*It has got ten letters.
*It is an expression by word or action, or
admiration.
*It shows one respect, give and respond your
feeling about things which are beautiful,
good, or interesting, etc.
- Ask Ss to guess the letters in the crossword.
( 2 letters0. If necessary , T can give the first
letter.
II. Presentation (35min.)
1, Pre- speaking:
* Vocabulary
- terrific(a) / tә’rifik/ = excellent
- kidding(a) / ‘kidiŋ / jockey
Task 1 : Practise reading these dialogues
- Ask Ss to read and pay attention to how
people give and respond compliments in each
situation .
- Call on some Ss to read theirs notes .
- Give feedback
2, While- speaking:
Task 2: Practise giving compliments to….
- 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.
- Work in group.
- Take note compliments and responding.
feedback
* Compliments :
- You really have a beautiful blouse.
- I have never seen such a perfect thing on you.
- Your hairstyle is terrific, Cindy!
- Your game was a lot better today.
* Responding :
Accepting:
- Thank you. That’s a nice compliment.
- Thanks.
Rejecting:
- You ‘ve got to be kidding. I thought it was
terrible.
Feedback: The answers may vary
1.+ The dress looks nice on you.
+ I have never seen such a beautiful dress. It
perfectly suits you.
+ Your dress looks great! I really like it.
2. + Your bike is terrific!
C O M P L I M E N T
Task 3: Practise responding compliments
to….
-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.
3, Post speaking: Role – pay :
Task 4:Make dialogues to give and
respond to compliments.
- Ask Ss to work in pairs.
Models the 1st situation with a good student
T: The pair of glasses you are wearing are
so nic, Phuong.
S :Thank you, Mrs. Nguyen .My friends gave
them on my birthday.
- Move around to give help.
- Call on some pairs to act out their
conversation in front of the class.
- Give comments on their conversations
III. Consolidation & Homework ( 5 min.):
- Make a dialogue for the following situation:
A has been invited to B' home for dinner. It's
the first time A has been there, and B is
showing A around the house.
+ I love your bike! It's really wonderful.
+ Congratulation! You have a beautiful
motorbike.
3. + Congratulation! You played a great game.
+ That’s fun! You played a great game.
+ I thought your badminton game was a lot
better today.
+ You played a fantastic game of badminton
today.
+ I didn’t know you could play badminton
was so well.
Feedback : The answers may vary
Accepting:
1. You are too kind .
2. Thank you for saying so.
3. Thank you. I’m glad you like it/ you think so/
you enjoyed it.
…
Rejecting
1. You’ve got to be kidding! I’m an awful
dancer.
2. You’ve got to be kidding! I thought it was
terrible.
3. No, I don’t. I look as awful as I feel.
Sample dialogue :
2) Lan: What a new and expensive watch you
have, Tam.
Tam: I'm glad you like it. I bought it
yesterday.
(3) Hoa: I like your new cell phone, July.
July: Thanks, Hoa. My father gave it to me.
(4 ) Tom: Your pair of shoes look modern,
Jerry. I like them.
Jerry: Thank you, Tom. That's a nice
compliment.
( 5) Nam: Your jacket is fashionable, Bruce.
Bruce: You must be kidding. It was 1990
fashion.
Period 16 C.LISTENING Teaching date… /……/2008
A. Aims: By the end of the lesson Ss will be able to:
- use the telephone in their family
- improve their listening skill : listening for main ideas and specific information
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up (5 min.) : Network
- Ask Ss to find out as many as possible things
that are necessary in our daily life.
- Call Ss to write on the board.
- Correct and give comments.
II Presentation ( 35 min.):
1,Pre-listening:
* Pair work :
- Aks Ssto work in pairs and answer the
questions given in the books.
- Call some Ss to act out in front of the class.
- Correct and give comments.
* Vocabulary - Listen and repeat:
- Play the tape and then ask Ss to repeat after
the tape in chorus and individually.
- Correct errors, if necessary
- Check that Ps know the meaning of these
words
1. Absolute (a) hoàn toàn, tuyệt đối
2.Starling (n) làm giật mình
3. Chitchat (n) chuyện phiếm, tán gẫu
4. duration (n) khoảng thời gian
5. stick (v) chịu đụng ,chấp nhận
2,While-listening:
Task 1: T / F statement
- Ask Ss to read through all the statements to
find out what they might hear, underline key
words.
- Asks Ss to guess the answers in pairs.
- Ask Ss to do individually then compare the
answer with a partner.
- Play the tape again, have students listen and
check the answers
- Call some Ss to give the answers
- Suggested words:
- lights
- food
- water
- electricity
- TV
- telephone,
- bicycles
- motorcycles
Work in pairs.
Feedback:
1. They are taking on phone.
2. Hello, how are you?
3. They talk about friends, family…
4. About 15 or 20 minutes …
- Pay attention & listen and repeat.
- Read individually.
Read the statements and decide what they
might hear underlining the key words in each
statement.
-In pairs, guess the answers.
-Listen carefully and then work in pairs to
compare answers.
- Listen again and decide the right answers.
feedback
1.T
2.F ( A serious calling problem is calling very
necessary furniture
for in our daily life
- Checks and gives feedback.
Task 2: Fill in the blank.
- Ask Ss to read through the form to identify
what the missing information for each gap is .
- Asks Ss to try to fill in the blanks without
listening again.
- Plays the tape
- Ask Ss to work in pairs comparing the
answer.
- Plays the tape again for the students to check
their answer .
-Call on Ss to give their answer, confirm the
correct one . If there’s any gap Ss can’t fill in
play the part of the tape that has the
information for the Ss to get their right answer.
Correct and give feedback.
3,Post-listening:Summarize Linda
Cupple’s talk.
- Ask S to work in group to summarize Linda
Cupple’s talk.
- Call one or two Ss to report the result of the
group.
Gives comments or correction if necessary.
III. Consolidation & Homework ( 5min.):
1.write down some pieces of advice on how to
use the telephone in the family.
2.Prepare “writing “ in advance.
late at night or very early in the morning.)
3.T
4.F (If someone phones at dinner time , ask him
to call back ,or offer to call him when dinner’s
over.)
5.F ( mostly young people call at 10 or 11 p.m)
6.T
- Read through the form to identify what the
missing information for each gap is.
-Guess the words to fill in.
- Listen and fill in the missing information.
- Work in pairs.
- Listen and check the answers.
feedback.:
1.agreed 5.waking
2.to avoid 6.heart
3.particular 7.kindness
4.adults 8.to stick
- Work in group.
Sample summary :
In this talk, Ms Linda Cupple gives us some
pieces advice on how to do use the family
telephone. The first thing we have to do is to
work out a reasonable length of time for a call.
Next, we shouldn’t make a phone call or talk on
the phone during meals. We should also avoid
calling too early in the morning or too late at
night. It’s best if we try to stick to the family’s
regulation even if you are allowed to used a
separate phone.
Goodbye!
Period 17 D.WRITING Teaching date… /……/2008
A. Aims: By the end of the lesson Ss will be able to:
- write a meaningful sentence based on given words.
-re – order given sentences to make a complete paragraph.
B. Teaching aids: Pictures, poster, handouts and real objects
C. Teaching method: Communicative approach
D. Procedure:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up ( 5 min.) Making words
- Ask Ss to make as many words as possible
beginning with APO
- Call Ss to read aloud the words.
- Write on the board.
- Lead in the new lesson: Today we'll learn
how to write an apology.
II. Presentation ( 35 min.)
1. Pre- writing:
*Vocabulary :
- Introduce some words/ phrases relating to
the writing.
1at hand : near, close by
2 farewell : goodbye
3. departure : leaving
* Task 1:
- Give some clues in using tenses of verbs :
the simple present or present perfect.
- Ask Ss to make sentences with words given
- Move around to give help
- Check Ss' answers.
- Correct mistakes if necessary.
2, While – writing :
* Task 2.
- Ask Ss to work individually.
- Move around to give help with new words .
-Ask Ss to exchange their answers in pairs to
correct mistakes.
- Call some Ss to read out their orders then
ask the whole class to give comment
Expected words :
- apology
- apologize
- apologist
- apoplectic
- apologetic
Pair work:
-Ss work in pairs then open books to read the
given words
- Listen and take notes some new words
- Take notice of the use of verb tenses.
- Make sentences then give answers
Suggested answers:
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 situation
observe: We seldom say goodbye abruptly.
3. in English it is necessary to prepare a person
for our 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 "
Individual work:
- Listen to T's requirement
- Order sentences into paragraphs
Then exchange answers in pairs to correct
mistakes .
- Read out passages finished
- The whole class give comment
Suggested answers:
Paragraph1: 1.C , 2.E , 3.A , 4.B , 5.D
It’s difficult to write rules that tell exactly when
3. Post-writing
Discussion:
Ask Ps to work in pair to discuss the
question:
- In what ways people say goodbye to
someone ?
Go around giving help.
- Ask some Ss to give their answers.
- Listen to Ss and collect their mistakes for
indirect correction.
III. Consolidation & Homework :
Write tasks pages 25,26 on Ss' workbooks
you should apologize but it is not difficult to
learn how .If we have done something to hurt
someone’s feelings, we apologize. An apology
indicates that we realize we have made a
mistake, and we are sorry for it. It’s a way of
expressing our regret or sorrow for something.
When we apologize ,we admit our wrong doing
or discourtesy, usually offer a reason for it, and
express regret.
Paragraph2: 1.C , 2.E , 3.B , 4.A , 5.D
The simplest way to apologize is to say “ I am
sorry”. Let’s take a common situation. Tom is
late for class and enters the classroom. What
does he do? The most polite action is usually to
take a seat as quietly as possible and apologize
later. But if the teacher stops and waits for him
to say something, he could apologize simply “
I’m sorry. I’m late.”, ask a permission to take
his seat and sit down. 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 longer.
- Take note of homework
Goodbye!.
Period 18 E.LANGUAGE FOCUS Teaching date… /……/2008
A. 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
B. Methods : - Communicative approach & learner centered approach
C. Teaching aids: - Handouts, textbooks
D. Procedures:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up ( 5 min.) :Picking out odd
words
- Use a poster: Ask Ss to pick out the odd
words.
- Ask Ss to read aloud these words and give
remarks.
- Write the task of Ss on the B.B
Lead – in: our lesson is stress of two syllable
words.
II. Presentation ( 35 min.)
A. Pronunciation:
* Listen and repeat
- Hang on a flipchart of the stress in two-
syllable words on the board and introduce the
pronunciation to the Ss.
-Ask Ss to give the general rules of the stress
in two-syllable words .
- Ask Ss to listen to the tape carefully.
* 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.
* Practice reading the sentences
- Play the tape, Ask Ss to read after the tapes.
- Call some Ss to read and correct mistakes.
B. Grammar :Reported speech
B1. Basic forms of Reported speech
1, Reported speech: statement
- Hang on a poster.
- Ask Ss to pay attention to the examples and
give remarks the indirect speech .
-Give notes : Special cases:
We don’t change the tenses of the verbs in
indirect speech in the following cases:
1. An action happened at exact time .
“ I was born in 1998 “ -> He said he was born
in 1998.
2. Conditional sentences ( types 2, 3 ).
- “ If I were you, I wouldn’t do that.”-> He
said if he were me, he would not do that.
3. Past subjunctives ( wish- clause; as if )
-“ I wish I were a boy, “Mary said > Mary
said she wished she were a boy.
4, could , would , should, might, used to,
ought to, would rather, had better,
- “ You had better not contact her,” he said to
me.
-> He said to me I had better not contact to
Poster
1. office, problem, river, company, open
2. later, worker, writer, July, sailing
3. calling, parents, prepare, mother, listen
-> 1. company: three syllable
2. July : Stress on the second syllable.
3. prepare: Stress on the second syllable
a flipchart of the stress in two-syllable words
attract waving signal polite
discuss walking instance police
suppose pointing student between
Look at the board, listen to the teacher and take
notes.
-> Most two-syllable nouns and adjectives have
stress on the first syllable : brother, artist ,
friendly, common, ugly
-> Most two-syllable verbs have stress on the
second syllable: repeat, require, complete
->Noun compound have stress on the first
syllable: redhead, bookshelf ,
-> Stress on the second syllable :If the first
syllable is one of these prefixes :a-, im-, ob-,
alive, impolite, obscure( tối nghĩa) , abroad
* Exceptions to this rule : cancel, copy,
answer, enter , listen, happen, open( Stress on the
first syllable)
* There is not always a change of stress in
words that are both nouns and verbs: answer,
picture, promise, reply , travel, visit
* Some words are both nouns and verbs :
Noun : stress on the first syllable, Verb : stress on
the second syllable: record, contrast, export,
object, import,
Read the words aloud
reading aloud the sentences.
- Listen and repeat.
- Read
Poster:
1. He says “I like coffee” -> She says( that) she
likes coffee.
2.The farmer says “ I hope it rain tomorrow”
-> The farmer says he hopes it rain tomorrow.
3. “ I’m very tired” she said.
-> She said she was very tired.
4. “ I will come to see her next week, “ he said.
-> He said he would come to see her the week
after.
Remarks:
1 . If the reporting verb is the present tense,
the tenses of verb in the reported clause doesn’t
change. We only change personal
pronouns,possessiveadj.;possessivepronouns
2. If the reporting verb is the past tense ( e.g, said,
Period 19 E. LANGUAGE FOCUS Teaching date… /……/2008
A. 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
B. Methods : - Communicative approach & learner centered approach
C. Teaching aids: - Handouts, textbooks
D. Procedures:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Warm – up ( 5 Min.) : Odd one out
- Hang on a poster with the words.
- Tell the Ss to read the words and underline
the word with a different stress pattern from
the others.
1. money machine mountain message
2. middle minute mission mistake
3. reason remove receive review
4. artist agree allow attract
5. common careful crazy compete
- Call on Ss to give their answers.
- Correct and give feedback
-> Many two – syllable words come from a
one – syllable word.
II. Presentation( 35 Min.)
A. Pronunciation ( Exercise )
Choose the word whose stress is
different
1. A. redhead B. preserve
C. prison D. lecture
2. A. begin B. column
C. pity D. village
3. A. resound B. research
C. retire D. publish
4. A. extra B. except
C. expect D. exhaust
5. A. abroad B. advise
C. prepare D. focus
Ask Ss to do exercises individually, then
compare the answers with the partner.
- Call on some Ss to give answers, focus on
the stress.
- Correct and give feedback.
B. Grammar : Exercises 1, 2
- Ask Ss to do exercises 1, 2 individually,
then compare the answers with the partner.
- Call on some Ss to give answers.
- Correct and give feedback.
feedback
1. machine
2. mistake
3. reason
4. artist
5. complete
feedback
1 B [pri'zә:v]
2. A. [bi'gin]
3. D ['pʌbli∫]
4. A ['ekstrә]
5. D ['foukәs]
Ex 1.Use reported speech.
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 been chosen to run an office
in District 5.
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