unit 3 way of socialising tiếng anh 12

GIÁO ÁN TIẾNG ANH 12
Unit 3: Ways of socializing
lesson 1: Reading
1. Objectives:
By the end of the lesson. Sts will be able to guess the meaning in context. understand the
passage about ways of socializing.
2. Structures:
Use verbal and non verbal communication to attract some one's attention.
- waving, nodding, jumping,….
3. Vocabularies:
Verbal, nonverbal, nod, informal, rude,…
4. Teaching aids:
Text book, handouts.
5. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm – up
T comes into classroom, claps his/her hands and ask.
- What have I just done to draw your attention?
- What will you do if you want to draw the teacher's attention?
-> Lead to the lesson.
Whole class
10’ Pre- reading
- Teaching vocab: verbal, non - verbal, nod, informal …
*Pre teaching vocabulary
+ Communicate (v) – Communication (n) ( explanation )
+ Informality (n) (translation )
+ Nod (v) (n)
+ Whistle (v) (n)
+ Point at sth/ smb (v) action
+ Catch one’s eyes
- Checking vocab: (using task 1 - page 32)

- T's correction
Whole class
Individual work
17’ While - reading
* Task 2 . (page 32): Group work
- Ask sts to read the text then decide which of the options is
the best tithe for the passage.
- sts answer
- T gives correction
* Task 3 (page 32): Group work
Group work
Whole class
Time Teacher’s activities Ss’ activities
- Ask Ss to read the text again and write down the answers to
the following questions (Using game: Lucky number)
- T. moves around class to give help.
- Call on some pairs to present their answers in front of the class
- T. feed back and give correction
10’ Post – reading
* Discuss in pairs
- Ask sts to discuss the meaning of the words "whistling, hand
clapping " in Vietnamese culture
- T's suggestion
Ask question: When? When do people/ Whistle? / clap hands?
- T's help and correct
Pair work
Whole class
3’ Summary and Homework
- Ask sts to find the different meaning of some gestures
nodding, shaking head,…….

Whole class
Unit 3: Ways of socialising
Lesson 2: speaking
1. Objectives:
By the end of the lesson, students will:
Practise speaking exactly and appropriately about the ways of socialising, based on the
vocabulary and structures that they have learnt in the lesson.
Make dialogues to practise giving and responding to compliments, based on the given
information.
2. Teaching aids:
Textbook, pictures, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm – up
Describing pictures
-Give a picture about a party
- Call some Ss to look at the picture and talk about the people
- Suggestion: Give remark on their clothes, hair style, the
body …
+ Lead - in: They are giving the compliments to each other.
But what do they reply to the compliments?
- To know more about it, today we study the speaking in
which we practice the compliments and responds.
Whole class
- Answers;
- They are
wearing beautiful
clothes; they are
talking about the
beauty; the hair

style of some one
…….
10’ Pre - speaking:
+ Task 1: Read these dialogues and pay attention to how
people give and respond to the compliments.
- Ask questions:
1- What does Barbara answer?
2- What does Barbara answer?
3- What does Peter remark Cindy's hair style?
4- What about Tony's tennis game?
5- What about Tony's answer?
- Call on some Ss to present their answers in front of the class
- Collect the ideas:
a- Compliments: + You really have a beautiful blouse.
+ I've never seen such a perfect thing on you.
+ You've got a terrible hair style.
+ I thought your tennis game was a lot better today.
b- Responses:
+ Accepting:
- Thank you, that's a nice
+ Rejecting:
- You've got to be kidding! I
- Work in pairs.
1- "You really
have a beautiful
blouse;

2- "Thank you,
that's a nice
compliment"

3- "You've got a
terrible hair
style"
4- "I thought
your tennis game
was a lot better
today".
5- "You've got to
be kidding! I
thought it was
Time Teacher’s activities Ss’ activities
compliment
- Thanks
thought it was terrible.
terrible".
10’ II/ While -speaking:
- Task 2: Practice conservation with the compliments.
- Set the scene: You are going to give compliments to suit the
following responses given in the text book.
- Go around and give help
- Call on some Ss to present their answers in front of the class.
- Collect the ideas and give the sentences.
+ Task 3: Read the open dialogues response to these
compliments given in the book.
+ Rejecting: 1- You've got to be kidding! I'm an awful dancer.
2- I hate it, I think it makes me look 10 years older.
3- No, I don't. My English is worse than you expected.
- Read the
conservation in
pairs and give

the compliments.
Whole class
Pair work
13’ Post - speaking
Task 4: Topic - speaking: .
- Model: T. Won! I have never seen such a nice cell phone,
Nam!
P: Thank you. I'm glad you like it
T: Could you tell me how much you paid for it?
P: Oh, sorry. I don't know. It was a gift from my sister.
- Go around and give help
- Call on some Ss to present their
conservation in front of the class.
Whole class
Group work
2’ Home work
Work with your friends: Make compliments and responses
about something or performances of your friends in class.
study
speaking English
singing
briefcase/ a new pen/ a nice hat/
-Prepare the next part.
Unit 3: Ways of socialising
Lesson 3: listening
1. Objectives:
By the end of the lesson, students will:
Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks
2. Teaching aids:

Textbook, pictures, cassette, tape, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm - up
* Game : A phone call
- Teacher’s activity
- Students’s activity
- Ask students to work in pairs , study the picture and answer
the questions (on page 34)
1, What are they doing ?
-They are talking on the phone
2, What do you think they would say to greet each other ?
-Various answers
3, What do you think they would talk about ?
4, How long do you think it would take them to finish their call
and why ?
*Lead in :
- Do you often phone your friends ?`
- What do you often talk to them on the phone ?
- How long ?
8’ Prelistening
a. Pre-teaching vocabulary :
-Marvelous (a) = wonderful
-Argument (n) (translation)
-Install (v) (translation)
-Apoplectic (a) (hối lỗi , ân hận )
-Startling (v) (action)
* Checking:
1. We had an ……. With the waiter about the bill .
2. We need some help to ……. the software .

3. “Sorry” : She said , with an … smile .
Give answers : 1. argument 2. install 3.apologetic
b. Our lesson today’s , you will hear Linda , a social worker ,
advise young people own touse to use the telephone in their
family :
Time Teacher’s activities Ss’ activities
Activity 1 : Guessing T/F statements
Ask students to work in pairs to do sentences on the page 35 (6
câu) T/ F
1. The telephone often causes arguments between members of
the family .
2. A reasonable length of time for a call is the main problem .
3 . ………………
20’ While - listening
* Activity 2:
- Teacher : play the cassetle player twice
- Students’ answers
- Call students’ answer
Feedback
1.T 2.F 3.T 4.F 5.F 6.T
* Activity 3 : Listen to part of Ms Linda talk again and write
the missing words .
- Ask students to use the given words to fill in the gap (group
works )
 agreed particular to avoid to stick
waking heart kindness adults
- Ask students to listen to the tape once and fill in the gap
individually .
- Check and correct
- Answer :

10’ Post-Listening
- Arrange students to work in groups of 6
- To summarize Ms Linda Cupple’s talk
Give feedback : Length of time
Time for calling
Calling late at night
Calling at weekend
2’ Home work
Ask students to give some of their own pieces of advice on
how to use the telephone in the family .
Unit 3: Ways of socialising
Lesson 4: writing
1. Objectives:
By the end of the lesson, students will:
- can use the words to build complete sentences in Task 1,
- put the jumbled sentences in their correct order and then rearrange them to write the
complete paragraphs in Task 2.
2. Teaching aids:
Textbook, pictures, handouts and real objects
3. Procedure:
Time Teacher’s activities Ss’ activities
5’ Warm up:
* Cut –up sentences
- Divide the class into 4 groups.
- Prepare 4 cards with a jumbled sentence and give one to each
group.
- Ask ss to rearrange the word cards so that they will make a
meaningful sentence.
- Tell Ss to write the sentences on the board.
- The first group to have correct sentence win the game.

Here is the cut- up sentence:
we/our/
can/slightly/to/that/raise/show/hand/need/we/assistance
Answer:
We can raise our hand slightly to show that we need assistance
Lead in:
Whole class
13’ pre-writing
Task1 : Use the words to make sentences. Change the form of
the verb.( No addition or omission is required)
- T. introduces the aims of tasks in writing lesson.
In task 1,T asks sts to discuss how to use suggested words in
sentences.
- go around the class to help sts if necessary.
- ask sts to show their key.T gives key to check
Whole class
Pair work
Individual work
16’ While writing
- Ask Ps to work in pairs or in group to read and discuss about
the re-ordered paragraphs.
- Go around giving help
- Ask Ss to compare their answers in pairs and read aloud in
front of the class.
- Ask Ps to read their answers.
- Listen to Ps and collect their mistakes for indirect correction.
Group work
Individual work
Time Teacher’s activities Ss’ activities
Checking

- T correct with Ps.
- T gives feedback on Ps’ work.
- T points out some common mistakes made by Ps.
- Ask Ps to give comments on the others’ writing.
Paragraph 2:
1. C 2. E 3. B 4. A 5. D
1. The simplest way to apologize is to say “ I’m sorry”.
2. Let’s take a common situation. Tom is late for class and
enters the classroom.
3. What does he do? The most polite actionis usually to take a
seat as quitely as possible and apologize later.
4. But if the teacher stops and waits for him to say something,
he could apologize simply “ I’m sorry I’m late”, ask
permission to take his seat and sit down.
5. Naturally, more than this is needed, but it is not the time for
it because it has already caused some interruption and doesn’t
need to make it any longer.
9’ post – writing
Matching.
Prepare 30 cards with different sentences on. Two cards will
make a complete sentence.
For example:
Card 1: Men make house,
Card 2: women make home.
Card 3: I couldn’t enter the house last night
Card 4: because I lost my key.
(There is no number on these cards)
Deliver these cards among Ss, ask them to find their partner to
make a complete sentence. The pair complete first is the
winner ( they can get a present)

Whole class
2’ Homework
- Aks Ps to learnt by heart the lessson
- Review the points that have been covered in the lesson and
do the exercise in the exercise book.
- Prepare for the next part.
Unit 3: Ways of socializing
lesson 5: Language focus
1. Objectives:
By the end of the lesson, sts will be able to get some rules of the stress in two -
syllable words and revise reported speech
2. Teaching aids:
- Text book, handouts
- Structures: Reported speech in the past
- Pronunciation: stress in two - syllable words
3. Procedure:
Time Teacher’s activities Ss’ activites
8’ Warm – up
- Odd one out (work in groups) (5 minutes)
- T. gives handouts and asks sts to read the words and
underline the word with a different stress pattern from the
others .
a. England discuss mistake signal
b. forget custom tavern happy
c. polite lucky student locate
d. enjoy attract formal reduce
- T. gives feedback and leads in the new lesson
8’ Pronunciation
1. Listen and repeat
- T. asks sts to listen to the tape and repeat (chorus)

- T. asks sts to read the words individually
- T gives feedback and gives comments
- Most of two - syllable verbs have stress on the second
syllable
- Most of two - syllable nouns and adjs have stress on the first
syllable
2. Practice
- Let sts read the sentences (page 38) (individual word)
- Teacher gives feedback
5’ Grammar
1. Presentation .
- Tasked sts to fill the missing words in the blanks
a. John said "I work for a big company”

John said that he - for a big company
b. Lan said "I am leaving tomorrow morning"

Lan said that she was leaving
Time Teacher’s activities Ss’ activites
15’
10’
a. worked b. the next day morning
- Tasks sts to rememher how to change direct sentences into
indirect sentences
- T gives feedback -> changes of adverb
-> changes of pronouns
-> changes of tenses
2. Practice
Ex1: Reporting the past (page 38)
- T divides the class into 5 groups: Each group has 2

sentences
- T goes around and help sts if necessary
- T calls some sts to read their answers and write the sentences
on the board
- T give feedbacks
Expected answers
2. Thuan said he worked for a big company
3. Thuan said he was their marketing manager
4
10
Ex2: Sentence transformation
- Tasks sts to complete the conversation in pairs
- T corrects the dialogue by calling sts to play roles and
present the dialogue again
3. Production
- T divides the class into 2 groups and to make sentences:
group 1: say direct sentences
group 2: change the direct sentences in to indirect sentences
- T lets sts peer - correct, then gives feedback
2’ Summary and Homework
- Summary main contents of the lesson
- Sts do ex 1, 2 into notebook
TEST YOURSELF A
I. Teaching aims:
- To practise students’ listening, speaking, reading, and writing skills.
- To help students to be able prepare for the 45- minute test then do the exercise given.
II. Teaching aids:
- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player
III. Teaching stages:
Teacher’s activities Ss’ activities

1. GREETING AND CHECKING
ATTENDANCE
- Teacher greets the class and checks if anyone
is absent.
2. PREVIOUS LESSON
- Questions and answers about thepassive voice.
3. NEW LESSON
_ Asks students to read the questions carefully
then try to guess the answers and discuss the
answers with their friends.
_ Play the tape and asks students to listen to
the the tape.
_ Asks students to listen to the tape then
answer the questions given.
_ Asks some of them to give the answers
orally.
_ Asks the others to give comments.
_ Gives suggested answers if necessary.
_ Asks students to copy the answers
themselves.
_ Asks students to read the reading then find
the words which mean:
_ Asks them to read the questions provided
carefully.
_ Asks them to read the passage again then
answer the questions.
_ Asks them to compare their answers with
those of their friends’.
_ Asks some of them to give the answers
orally.

_ Asks the others to give comments.
_ Give suggested answers if possible.
_ Ask students to read the open sentences
carefully.
1.Listening
_ read the questions carefully then try to
guess the answers and discuss the
answers with their friends.
_ listen to the tape then answer the
questions given.
_ discuss the answers with their friends
then correct the mistakes themselves.
Suggested anwers
T
F
F
T
T
2. Reading
_ read the reading then find the words in
the reading to do the exercise given.
_ read the questions provided carefully.
_ read the passage again then answer
the questions.
_ compare their answers with those of
their friends’.
_ give the answers orally.
_ others to give comments.
_ take notes of the suggested answers if
possible.

3. Grammar
_ read the open sentences carefully.
_ do the exercise in pairs.
_ compare the answers with their friends’.
_ give their answers, others give
comments on the amswers given.
Teacher’s activities Ss’ activities
_ Ask students to do the exercise in pairs.
_ Ask students to compare the answers with
their friends’.
_ Ask students to give their answers.
_ Ask other students to give comments on the
amswers given.
_ Corrects the answers the give the suggested
answers.
- T. collects and marks some typical writings
and comments
_ listen to the teacher’s explanation then
take notes of the right answers if
necessary.
4. Writing
- Work in pair to correct and present
their writing to correct with the whole
class
4. CONSOLIDATION
_ Students discuss the wring exercise then ask their teacher for help if possible in order to
write the wrting successfully at home.
_ Teacher can give some suggestion to help students to organize thei ideas,
5. HOMEWORK
_ Learn the structures listed by heart and revise all tenses in English.

_ prepare Unit 4- A. Reading for next period.
_ Review the three units 1-2-3 for the 45 minute-test.