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, [...]... money machine mountain message 2 mistake 2 middle minute mission mistake 3 reason 3 reason remove receive review 4 artist 4 artist agree allow attract 5 complete 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... 35 Min.) A Pronunciation ( Exercise ) Choose the word whose stress is different feedback 1 A redhead B preserve 1 B [pri'zә:v] C prison D lecture 2 A [bi'gin] 2 A begin B column 3 D ['pʌbli∫] C pity D village 4 A ['ekstrә] 3 A resound B research 5 D ['foukәs] 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... informal/ casual / communicative ) 3 Attention can be as small as a slight nod, or as big as a high jump.( getters/ signal/ attraction/ catching ) 4 You must not shout at the table when having dinner It’s very .( polite/ rude/ appropriate/ normal) Exercise 2 Change into reported speech 1 Bill said “ I forgot to pay my electric bill” 2 I said “ I’ll carry the box up the stairs” 3 David said to me “ I’m going... he had been 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 Ex2 Complete the conversation 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... Correct and give feedback B Grammar : Exercises 1, 2 Ex 1.Use reported speech - Ask Ss to do exercises 1, 2 individually, 2 Thuan said he worked for a big company then compare the answers with the partner 3 Thuan said he was their marketing manager - Call on some Ss to give answers 4 Thuan said the company had opened an office - Correct and give feedback in Ho Chi Minh City 5 Thuan said it had been very . UNIT 3 WAYS OF SOCIALISING Period 14 A.READING Teaching date… /……/2008 A. Aims:. 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/