Bài 3 ways of socialising bài giảng điện tử tiếng anh 12 GV p t khoa

GIÁO ÁN ENGLISH 12
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
I. Warm-up: Jumbled words

Students’ activities

- Write the words whose letters are in a random - Whole class
order on the board.
- Divide the class into two teams. Ss from two
teams go to the board and write the correct words. - Go to the board and write the correct words.
- The team which writes correct words first will
be the winner.
1. Osiacsilgin
2. Fo
3. Sawy
Answer : 1  socialising, 2  of, 3  ways
- Have Ss guess the phrase of words above ways
- The team which writes correct words first will be

of socialising
the winner
- Lead in: T asks Ss to open the textbook on page
31.
T: Today we are going to learn Unit 3 - Ways of
socialising- A: Reading
II. Before you read:
- Ask students to look at the pictures, work in


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pairs to ask and answer the questions
1. What are the people in the picture doing?
2. Can you guess what they say to each other?
3. What will you do / 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.

- 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.

- Call on some Ss to present their answers and
elicits comments from other Ss. Give feedback if
If we need to ask someone a question, but they
necessary
are busy talking to someone else, we can…
* Teaching Vocabulary:
- Ask Ss to skim the passage and underline the
- Skim the passage and underline the new words.
new words.
- Explain the new words.
1. Attract (v)
2. Assistance (n)
3. Whistle (v)
4. Clap (v)
5. Attention: (n)

- Give the Vietnamese equivalent

6. Acceptable (a)
7. Compliment: (n): (synonym)

- Listen and repeat after the teacher.

8. Decent: ( adj) (situation)
9. Appropriate: (adj) (translation)
10. Kidding(n) (situation)
11. Signal (n): (example)
12. Marvellous: (adj): (synonym)

- Copy down

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- Ask Ss to give the Vietnamese equivalent (if
- Give the Vietnamese equivalent to the following
necessary).
words and phrases.
- Read a new word three times. Ss listen and
repeat after the teacher.
III. While you read:
1. Task 1

- Read the passage quickly and stop at the words
to guess their meanings.

- 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

Present answers
- 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
- Work in pairs
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..
2. Task 2
- Ask students to read the questions carefully.

- Read the passage more carefully and choose the
best title for it.


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- Ask students to read through the passage again.
- Devide the class into pairs to do .

Answers

- Call some students to give the answers.

A. (Attracting Attention: Non- verbal Cues)

- Ask others students to correct.

- Work in pairs and ask and answer the questions
in the book basing on the information in the
reading passage.

- Give the true answers..

3. Task 3
Questions and answers

Answers

1. We can use either verbal or non - verbal
- Ask Ss to work in pairs and ask and answer the
communication.
questions in the book basing on the information in
the reading passage.
2. Because they are strong actions that can easily
be seen
- Ask Ss to read the text again and write down the
answers to the following questions.
3. We can wait until he passes near us, catch his
eye, nod slightly to let him know we would like
- Move around class to give help.
him to come to our table. Or we may raise our
- Call on some pairs to present their answers in hand slightly to show that we need assistance.

front of the class
- Give correct answers

4. You can use a small friendly wave to attract his
or her attention.

IV. After you read:

5. Because it’s considered rude.

* Discussion
- Ask Ss to work in pairs to discuss the meaning
of whisling and hand - clapping in Vietnamese
- Work in pairs to discuss the meaning of whisling
culture.
and hand clapping in Vietnamese culture.
- Move around to help Ss.
- Ask some pairs to act out their conversation.

- Learn by heart the lesson

- Give feedback.

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

V. Homework:

- Prepare the next part: Speaking.

- Ask Ss to learn by heart the lesson
- Review the points that have been covered in the


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lesson and do the exercise in the exercise book.
- Prepare the next part: Speaking.


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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
I. Warm-up:

•

Students’ activities
Listen to the teacher.

Guessing word:
T: What is it?

- Work in groups

- 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?

- Listen and find out the answers.


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- 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.

- Work in pairs

Vocabulary:
- Compliment (n)
- Hairstyle (n)
- Terrific (a)
- Kidding (a)
- Ask Ss to take notes and practise reading
vocabulary.

- Look at the table on the board.

- 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.

- Listen to the teacher.

- Hang the table on the board. Ask Ss to look at the

information about compliments in the table.
•

Useful language:
Give compliments

- beautiful
- perfect
- I’ve never seen…
- terrific
- better
I think

Respond to
compliments
-

Thank you /
Thanks
- That’s a nice
compliment
I think

I’m glad you like it.
- What a / an……you have
Thank you. I think /
/ have got!
thought……………
- How + adj /
Thank you. That’s a

adv…………

- Take notes.
- Use the information in the table to suitable
information and play the roles in the dialogues
to practise the dialogues.


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- You really
have……………
- Your ……is / are…

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
dialogues to practise the dialogues.
- Work in pairs.
- Move around to give help

- Listen and look at the information in the task.

III. While- speaking:

Task 2:
- Read the cues once. Ask Ss to listen and look at the - Some pairs perform. Others listen to.
information in the task.

David: You really have a beautiful dress. It is
- Explain the situations of each dialogues.
the most beautiful dress I have seen.
- Guide Ss to use suitable compliments in each Hung: Your motorbike is really terrific. Then…
dialogues, using the cues.
Michel: I Though your
- Ask Ss to work in pairs, practise giving
badminton was a lot better ….
compliments to suit the responses.
- Move around to give help.

- Work in groups.

- Call on some pairs to act out their conversation in - Listen to the teacher.
front of the class.
- Give comments on their conversations.
Task 3

- Listen to the teacher.

- Read the cues once. Ask Ss to listen and look at the
information in the task.
- Explain the situations of each dialogues.

- Act out their conversation in front of the class.

- Thank you, Phil. I think you can do it as well
- Guide Ss to use suitable compliments in each as I do.
dialogues, using the cues.
- Thank you, Peter. That’s a nice compliment.

- Ask Ss to work in pairs, practise responding


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compliments to suit the responses.

- You must be kidding. I think it is acceptable

- Move around to give help.
- Work in pairs
- Call on some pairs to act out their conversation in
- Share with the other pairs.
front of the class.
- Give comments on their conversations.

- Present the dialogues

IV. Post speaking:
Task 4:

- Take note teacher’s feedback
+ A nice pair of glasses:
A: Your pair of glasses are really nice. I
really like them.

- Before getting Ss to discuss, T reminds them of
some useful expressions for giving and responding
compliments in Task 1.

B: Really, Peter. I just bought it yesterday.

- Divide the class into small groups of 3 or 4 and get
+ A new and expensive watch;
them to discuss the task.
A: You really have a new and expensive
watch, ……… How did you get it?

- Go around to check and offer help.

- After checking that all the groups have finished, T
B: Thank you, ……… My father bought it
calls on the representative of each group to report
for me on my birthday.
their peer’ ideas. T check if other groups would have
the same or different ideas.
+ A new cell phone:
- Listen and take note of their errors. T provides
corrective feedback after that.

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

V. Home work:
- Work with your friends: Make compliments and
responses about something or performances of your
friends in class.

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.

-

Study, Speaking English, Singing,
Briefcase / a new pen / a nice hat /
- Prepare the next part.


GIÁO ÁN ENGLISH 12
Unit 3: WAYS OF SOCIALISING
C: LISTENING
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.

- Pairs work

- Rearrange

- 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
and answer the questions.

- Whole class
- Listen to the teacher


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- 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:

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

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

- 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.

- Take notes

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.

- Listen to the tape and read in chorus and
individually

- Let students listen twice times.
- Write on board from 1 to 6 and call some
students to come and write their answers.
- Let them listen on again and correct.
- Correct.

- Individual work, pair work and whole class.
- Read through all the questions, identify the
information they need to look for in each question
(question word: what, where, when, how…)
- Listen and answer the questions
- Answers


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Task 2: Gap- fill

1. T

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.

2. F

- Check if Ss can answer the questions in task
2 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

4. F

3. T

5. F
6. T
- Individual work, pair work and whole class.

- Read through all the questions, identify the
- Play the tape again for Ss to listen and answer information they need to look for in each question
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.

- Check their answers with a partner

IV. After you listen:
- Before getting Ss to summarize Ms Linda
Cupple’s talk, T reminds them of some useful
languages Task 1, 2.
- Give the answers.
Suggested ideas:
- Length of time for each call
- Time for calling
- Calling late at night

- Answer:

- Calling at weekend

1. agreed

5. waking

2. to avoid

6. heart

- Divide the class into small groups of 3 or 4


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and get them to summarise the listening
passage.
- Go around to check and offer help.

3. particular

7. kindness

4. adults

8. to stick

- Individual work, pair work and whole class.

- 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 - Summarize Ms Linda Cupple’s talk
provides corrective feedback after that.
V. Homework:
- Ask Ss to learn the new words by heart.
- Review the points that have been covered in - Learn the new words by heart.
the lesson and do the exercise in the exercise
- Review the points that have been covered in the
book
lesson and do the exercise in the exercise book
- Prepare the next part.

- Prepare the next part


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Unit 3: WAYS OF SOCIALISING
D: WRITING
A. 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.
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
- Ss think what T asks, give their key.
match them in correct orders.
a. Pointing at
someone
b. Being late for
class

1. saying goodbye
2. admitting
wrongdoing

one’s

c. Making mistakes

3. saying“I’m sorry
I’m late ”

d. Being into the
farewell

4. being rule and
impolite

- Check mistakes
Pre-teach :

Vocabulary

- Ss correct .
Key: a + 4; b + 3; c + 2 ; d + 1

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

- Abruptly
- (to) Apologize
- Discourtesy
- Gosh
- Sorrow
- Give the Vietnamese equivalent (if necessary).

- Pleasant and thoughtful
- Ask Ss to give the Vietnamese equivalent (if
- Read a new word three times, listen and repeat after
necessary).
the
- Read a new word three times. Ss listen and


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repeat after the T.

teacher.

II. Pre-writing:
- Ss listen, repeat and copy them.
Task1 : Use the words to make sentences.
Change the form of the verb. (No addition or
omission is required)
- Ss rewrite some words.
- Introduce the aims of tasks in writing lesson.
In task 1, T asks Ss to discuss how to use
suggested words in sentences.
- Ss know what they are going to learn.
- Go around the class to help Ss if necessary.
- Ask Ss to show their key. T gives key to
check

- 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.

III. While writing:
- Ask Ss to work in pairs or in groups to read 2. However, there is one rule that all situations
observe: We seldom say goodbye abruptly.
and discuss about the reordered paragraphs.
- Go around giving help

3. In English it is necessary to prepare a person for
departure.

- Ask Ss to compare their answers in pairs and
4. We lead into the farewell by saying something
read aloud in front of the class.
pleasant and thoughtful like “I’ve really enjoyed
- Ask Ss to read their answers.
talking to you”
- Listen to Ss and collect their mistakes for 5. We might also say something relating to the time
indirect correction.
like“Gosh, I can’t believe how late it is ! I really
must be going!”
Checking
- Correct with Ss.
- Give feedback on Ss’ work.
- Point out some common mistakes made by Ss.
- Ask Ss to give comments on the others’
writing.

- 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:


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Paragraph 2:
1. C

2. E

1. C
3. B

4. A

2. E

3. A

4. B

5. D

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.

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.

IV. Post-writing:

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

- Work in pairs to discuss the questions

- 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
indirect correction.
V. Homework:
- Ask Ss to learn by heart the lessson
- Review the points that have been covered in
the lesson and do the exercise in the exercise

- Give their answers.


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book.
- Prepare for the next part.

- Learn 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.


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Unit 3 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:
- Hang on a flipchart of the stress in two - sylable - Look at the board, listen to the teacher and take
words on the board and introduce the pronunciation to notes
the Ss. - Teacher plays the tape, ask Ss to listen.

attract

waving

signal

polite

discuss

walking

instance

police

suppose

pointing

student

between

- Read the words aloud

* 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.

- Read aloud the sentences.


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• GRAMMAR:

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

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 “ - Look at the board, listen to the teacher and take
one tense back”
notes
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.
The train will be late.=> He says the train will be late.

- Give some examples and rewrite the sentences
using the above structures.
1/ He said : "I want to go to see An tomorrow"
=> he said that he wanted to go to see An the next
day

3. The one tense back rule also applies to reported
thoughts and feelings.

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

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

3/ She said : "I have worked here for one year"

Typical pronoun, time, place and modal verb changes

=> She said (that) she had worked there for one year

4.1 Pronoun changes

4/ His father said to him : "You must study harder"
=> Hisfather told him that he had to study harder

Direct speech

Reported speech

I

he/ she

we

they

mine

his/ her

me/ you

him/ her

us

them

ours

theirs

my

his/ her

=> An told me that he would buy a new car

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


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our

their

myself

himself / herself

4.2 Time and place changes
Direct speech
Time

Place

Reported speech

now

then

two days ago

two day before

today

that day

tonight

that night

tomorrow

the next / following day

last night

the night before

yesterday

the day before

here

there

this place

that place

these places

those places

- Work in pairs to do Exercise 1.

- Read the sentences aloud.

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

- Take notes


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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 do Exercise 1.
- Give enough time for Ss to do it.
- Move around to help if necessary.
* Feedback:
- Call on some Ss to read the sentences aloud.

- Do exercise 1 in pairs.

+ Key:

Answers:

2. Thuan said he worked for a big company.

2. Thuan said he worked for a big company.

3. Thuan said he was their marketing manager.

3. Thuan said he was their marketing manager.

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

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

5. Thuan said it had been very successful.

5. Thuan said it had been very successful.

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

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.

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

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

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

* Exercise 2:
- Ask Ss to do exercise 2 in pairs.

- Compare their answers together.


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- Move around to help if necessary.

- Read their answers aloud.

- 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
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

- Look at the board, listen to the teacher and take
notes
- Whole class
- Do exercise 2 in pairs.
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

lesson.

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

5. Homework:

- Compare their answers together

- Ask Ss to make five sentences using reported

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

- Prepare the next part: TEST YOURSELF A

- Summarise the main points of the lesson.

speech.

- Make five sentences using reported speech.
- Prepare the next part: TEST YOURSELF A