READING 4 VB1 Bài giảng Reading 4 VB1 Thư Viện Tài Liệu Tổng Hợp Com READING 4 VB1

DETAILED LESSON OUTLINE
SUBJECT: READING 4
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 1: Education and Student Life (pp.1-11)
Topic : Education: A Reflection of Society
Skill practiced : Reading
Skill Focus:
- Previewing the topic and vocabulary.
- Identifying the topic and main idea.
- Skimming for the topic and main idea.
- Predicting content of a reading.
 Pre – reading:
1. Previewing the topic: Students look at the photos and answer the questions:
- Where is each scene taking place?
- What might be similar about education in these countries?
- What might be different about education in these countries?
2. Getting Meaning from Context:
- one the one hand / one point of view
- on the other hand / another point of view
- compulsory / required

- rural / country
- egalitarian / equal
- discipline / self-control
- entire / whole
- determine / decide
While reading:
1. Identifying the main ideas: Students are asked to read the passage silently within a
time limit (10 – 15 minutes):
- From paragraph A: The educational system is a mirror that reflects the culture.
- From paragraph F: It is clear that each educational system is reflection of the
larger culture – both positive and negative aspects of its economy, values, and
social structure.
2. Understanding reading structure: Students are required to look back at the reading on
pages 7 – 8 and find out the topic of each paragraph.
- Conclusion: Education as a reflection of society (paragraph F)
- A country that places a lot of importance on education and makes students take
difficult exams. (paragraph C)
- A country that offers education to everyone but also has problems in its schools.
(paragraph E)
- A country where equality and national unity are important (B)
- A country where social class is very important (D)
- Introduction: Education as mirror of a culture. (a)
3. Checking vocabulary: Write words or expressions that fit the definitions
- a paper containing the laws that a country is based on: constitution
- Indians: native / indigenous people
- far away from town or cities: isolated
- a school for job training: vocational
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4. Organizing Information: Using a T-chart: Fill out the positive and negative aspects
of the 4 countries in the reading
Positive Aspects
Negative Aspects
Mexico: Education is free, compulsory,
Difficult to provide in rural areas; not enough
universal; supports national unity; leads to
schools or teachers; some Indians groups do not
improvement of people
send children to school.
Japan: Education is free and egalitarian; 88%
Students needs discipline; must give up hobbies,
finish high school; children with high test scores sports, social life to study for exams.
bring high status to family.
Britain
United States

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Post reading: Students are required to answer these questions about their own country.
Are there both private schools and public schools?
Is public education free, or do students need to pay tuition?
Do most students go to secondary school? Do most students complete high school?
Do many students go to college or university?
What are some advantages of the educational system? Disadvantages?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 1: Education and Student Life (pp.12-21)
Topic : Campus Life is Changing
Skill practiced : Reading
Skill Focus:
- Skimming for the topic and main idea
- Understanding Pronoun Reference
 Pre – reading:
1. Previewing the topic: Explaining the differences between the topic and main idea of
a paragraphs.
While reading:
1. Skimming for the topic and the main idea:
Reading A:
Topic: Changes in the United States College population
Main idea: Traditional college students are being replaced by nontraditional students
who have different needs and expectations of colleges.

Reading B:
Topic: Learning styles of nontraditional students.
Main idea: Nontraditional students prefer the sensing styles of learning, or getting
experience first and the ideas later.
Reading C:
Topic: Learning styles of traditional students
Main idea: Traditional students prefer intuitive style of learning or getting theory
before practice.
Reading D:
Topic: Preference of college professors.
Main idea: Most college professors prefer the intuitive style so nontraditional or
sensing students are at a disadvantage.
Reading E:
Topic: Changes in interests of students.
Main idea: Students went from being politically active to being interested in making
money, but now they are a combination of the two.
Reading F:
Topic: Changes in technology on Campus
Main idea: Advances in technology allow students to performs many tasks online,
for example, send applications, register, take classes, do researches, take exams,
contact professors.

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2. Understanding Pronoun Reference: Explain the difference between nouns (the name
of a person, place or thing) and pronouns (word that takes the place of a person,
place or thing)

Example: boy = he, girl = she
chair = it
cars = they
we / you.
they (Paragraph A, line 2) = most undergraduate students
they (Paragraph A, line 8) = non-traditional students.
them (Paragraph A, line 15) = non-traditional students.
their (Paragraph D, line 37) = students in the sensing group.
their (Paragraph E, line 41) = students in the 1980s.
them (Paragraph F, line 55) = professors.
Post reading: Students are required to answer these questions about their own country.
Are students today different from students in the past? If so how are they different?
How has technology changed campus life in your country?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 2: City Life
Topic : A City That’s Doing Something Right
Skill practiced : Reading
Skill Focus:
- Previewing the topic and vocabulary.
- Getting meaning from context.
- Identifying the main idea
- Identifying supporting details
 Pre – reading:
1. Previewing the topic:
- Think of 5 adjectives to describe your city?
- What are the five best features of your city?
- What are the five worst problems in your city?
2. Getting Meaning from Context:
- predict: say in advance that something will happen.
- gridlock: traffic that doesn’t move
- commute: go from home to work and back
- affluent: rich
- priorities: list of what was most important
- trash: garbage
- produce: fruit and vegetables (oranges and potatoes)
- recycling plant: factory or place where glass bottles, plastic and cans are made
into new products.
- mass-transit: a system of transportation for many people.
- agricultural operation: farm
- cultivate: grow
- urban dwellers: city people

While reading:
1. As you read, think about the answer to this question: What is the city Curitiba, Brazil
doing right?
2. Identifying the main idea
- Paragraph B: The city of curitiba, Brazil, proves that it’s possible for even a city in
developing country to offer a good life to his residents.
- Paragraph G: Curitiba is truly, as Lewis Mumford once said of cities in general, a
“Symbol of the possible.”
3. Identifying supporting details:
Mai idea
Details
Curitiba created a “Green Exchange”
cleans the streets of trash
to help the city
exchange trash for fresh produce
Recycle two-thirds of garbage
Gives jobs to poor people
Curitiba created an unusual
decreases traffic
mass-transit system to deal
makes commuting more pleasant
with traffic
helps solve problems of air pollution
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Post reading: Students are required to answer these questions about their own country.
What is the population of the major cities in your country? Is overcrowding a problem?

What are some problems in your city?
Are there homeless people in your city? If so, is there a program to help them?
What programs are there to protect the environment in your city?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 2: City Life
Topic : Sick-Building syndrome
Skill practiced : Reading
Skill Focus:
- Identifying topic sentence and main idea.
- Understanding pronoun reference
 Pre – reading:

1. Previewing the topic:
- Making predictions:
Causes of outdoor air pollution
Causes of indoor air pollution
- motorcycles, cars, buses, trucks
- smoking cigarettes, cigars, pipes
trains, ships.
- fire for cooking, heating, stoves
- factories, industrial complexes,
- chemicals in household cleaners.
- plants that produce electricity natural gas,
petroleum, nuclear power.
While reading:
1. Skimming for topic and main idea:
Paragraph A:
Topic: Sick-building syndrome
Main idea: Some buildings create their own indoor air pollution
Paragraph B:
Topic: Indoor air pollution
Main idea: The air inside some buildings is full of pollutants.
Paragraph C:
Topic: Types of indoor air pollution
Main idea: Many products give off chemicals we can’t see but breathe in.
Paragraph D:
Topic: How indoor air becomes polluted
Main idea: Some products release chemicals into the air and lack of ventilation makes
the situation more serious.
Paragraph E:
Topic: Solutions to sick-building syndrome
Main idea: Experts must determine the causes and workers must remove it.

Paragraph F:
Topic: Plants as a solution
Main idea: Some plants remove pollutants from the air.
Paragraph G:
Topic: More research is necessary
Main idea: Plants may offer an important pollution control system for 21st century.
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2. Understanding Pronoun Reference
- they (paragraph A, line 4): teachers and students
- they (paragraph C, line 26): people
- them (paragraph C, line 31): chemicals
- these (paragraph D, line 37): sources
- these (paragraph E, line 50): solutions
- they (paragraph E, line 53): workers
- they (paragraph G, line 73): plants

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Post reading: Students are required to answer these questions about their own country.
Is there a problem with smog in your city? When is it the worst? What are the causes?
Have you ever experienced sick-building syndrome? If so, what were your symptoms?
How many possible pollutants can you find in your home and classroom?
In your home country, do people usually houseplants? Why or why not?
In your opinion, why wasn’t sick-building syndrome a problem in the past?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 3: Business and Money
Topic : Banking on Poor Women
Skill practiced : Reading
Skill Focus:
- Getting meaning from context
- Using parts of speech to understand vocabulary
 Pre – reading:
1. Previewing the topic:
- Think about these questions
- What might people be doing in the photo of the bank?
- What is necessary in order to get a business loan (to borrow money) from a bank?
- What are the problems of very poor people?
- What are the possible solutions for them?
2. Getting meaning from context:

- entrepreneurs: people who own and run their own small businesses.
- peer pressure: group members make sure that each person pays back his / her loan.
- social ills: violence and lack of education.
3. Using parts of speech to understanding vocabulary:
- lift (v): bring / carry
- eradication (n): elimination / removal
- subsidiary (adj): side, minor.
- fund (n): account, group, money
- grant (n): not loans, money given.
- plow (v): put, return.
While reading:
1. Think about the answer to the question: How can banks help poor women to change
their lives?
Post reading:
1. Organizing ideas using a Venn diagram
Grameen
Bank

Common goals

How does it work?
- lend money
- borrowing groups
- 98% repayment rate

character
capacity
helps women

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Global Fund
for women
How does it work?
gives grants
solutions to social ills
no payment necessary


DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 3: Business and Money
Topic : Consumerism and the Human brain
Skill practiced : Reading
Skill Focus:
- Identifying the topic and main idea
- Understanding pronoun reference

 Pre – reading:
1. Previewing the topic:
- Think about these questions
- Who are consumers? What do they do?
- What are some reasons that people choose one brand of a product instead of a
similar brand of the same product?
- How does advertising influence people?
While reading:
1. Identifying the topic and main idea:
Paragraph A:
Topic: Consumerism
Main idea: We buy products based on marketer’s successful use of psychology
Paragraph B:
Topic: Human fears
Main idea: Our fears of offending people is greater than logic
Paragraph C:
Topic: Need for good self image
Main idea: Our need for a good self-image leads us to irrational decisions about products.
Paragraph D:
Topic: Identical products
Main idea: Even though products are the same, people choose one based on sensory
information.
Paragraph E:
Topic: Self-fulfilling prophecy
Main idea: When we buy products, we believe what advertising say about them, and it
comes true.
Paragraph F:
Topic: Making choices
Main idea: We may not make choices independently, marketers may make them for us.

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Post reading:
1. Understanding Pronoun Reference
- their (paragraph A, line 10): advertisers and marketers
- they (paragraph B, line 18): dentists
- they (paragraph C, line 28): men
- it (paragraph D, line 58): a product
- he (paragraph D, line 64): Dr. Alan Hirsch
- their (paragraph E, line 74): consumers
2. Talk about your own buying habits.
- Do you always buy the same brand of each product?
- If so, can you give a reason for your choice?
- Does advertising influence your choice of products?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 4: Jobs and professions
Topic : Changing Career Trends
Skill practiced : Reading
Skill Focus:
- Getting meaning from context
- Finding the main idea
- Recognizing Cause and Effect
 Pre – reading:
1. Previewing the topic:
- What are the advantages of working from home? What are the disadvantages?
- Can you think of some ways in which work has changed in the past 20 to 50 years?
2. Getting meaning from context:
Read the sentences (p.73), use both clues in those sentences and your own logic to
determine the meanings of the underlined words or expressions.
- livelihood: work / job / profession
- posts : positions / jobs.
- secure: permanent / safe
- self-confidence: belief in their own ability / self assurance
- upgrade: improve / advance
- keep up with: continue in / maintain skills in
- telecommuting: work at home / work via the computer, phone, fax …
- distract: take attention away
- drawback: disadvantages / unfavorable aspect
- leisure: free time, time away form work
- globalization: work done all over the world, companies in different countries.

- flexible: changeable, adjusting well to change.
- rigid: not flexible
- workaholism: addiction to working / unable to stop working
While reading:

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Post reading:
Finding the main idea of the whole reading:
It is important for people to be flexible in this changing world of work and to continue their
education because they may need to change jobs several times in their lifetime.
Recognizing Cause and Effect

Cause
A decrease in manufacturing jobs

Effect
A lack of job security

Employers’ need to hold down costs

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Cause

Effect

Employers’ need to hold costs down

more temporary jobs
Outsourcing

Cause

Effect

Well-educated workforce (in India)
Salaries are lower

outsourcing to India

Educated people fluent in English
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Are you a workaholic?
Is job-hopping popular in Vietnam?
How has technology changed the way in which you live and work?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 4: Jobs and professions
Topic : Looking for work in the 21st Century
Skill practiced : Reading
Skill Focus:
- Skimming for the topic and main idea
- Understanding pronoun reference
 Pre – reading:
1. Previewing the topic:
- Where do people usually find out about job openings? Make a list of the places.
- How do people prepare for a career? What steps do they need to take?
While reading:
1. Identifying the topic and main idea:
Paragraph A:
Topic: Finding a job
Main idea: In the past, finding a job was a simple process with only a few steps.
Paragraph B:
Topic: Job hunting now is more complex.
Main idea: Now you have to go through more complicated steps to find a new job.
Paragraph C:
Topic: Career counselors

Main idea: People go to career counselors who tell them to find a job they love.
Paragraph D:
Topic: Job hunting on the Internet.
Main idea: Many employers advertise jobs online and many people apply for them.
Paragraph E:
Topic: Job hunting on job boards
Main idea: People post their resume on the Internet, and some companies can do the
interview online as well.
Post reading:
1. Understanding Pronoun Reference
- they (paragraph A, line 2): people
- them (paragraph B, line 11): kind of job
- it (paragraph C, line 32): their dream job
- them (paragraph D, line 36): job board
- this (paragraph E, line 45): their next step
- it (paragraph E, line 50): job hunting

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2. Answer these questions
- Have you ever gone job hunting? If so, what steps did you take?
- Do you already know what your “dream job” is? If so, what will you need to do to
get it?
- Have you ever visited an online job board?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 5: Lifestyle around the world
Topic : Trendspotting
Skill practiced : Reading
Skill Focus:
- Skimming for the main idea
- Getting meaning from context
- Finding detail
 Pre – reading:
1. Previewing the topic:
- What are fads and trends? What are the differences?
- Why are they important?
- Previewing the reading:
What is the topic of the whole reading?
+ Spotting, or Trends
- What are the seven subtopics?

+ Urban lifestyle, Fads, The Essence of a Fad, The reason for Fads, Fads and Trends,
Trenspotting, Popular Culture and the University.
While reading:
Post reading:
1. Finding the main idea:
- Trends, which are basically long-lasting fads, are important for both social and
business reasons.
2. Getting Meaning from Context:
- Lifestyle: a way of living including fashion, food and exercise.
- Fads: fashion that changes quickly or doesn’t last long.
- Essence: the central quality
- Profit: money that companies keep after their expenses are paid.
- Slang: words or phrases that change in meaning.
- Trend: a fad that last a long time and sometimes becomes an important part of our
lives.
- Trendspotting: the ability to identify a trend at an early state.
- Competitive edge: an advantage over the companies.
- Distinguish: to tell the difficult.
- Enroll: to sign up to take a class.
3. Finding details
Trends
Fads
Slang words
groovy, boss, awesome, rad, tubular
Interest in health
aerobic, exercise, kickboxing, organic vegetables,
special diets.

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Current Fads
Clothing
Jeans / boots
Long skirts
Natural fabrics

Green peace
Swimsuit (old fad)

Hairstyles
Sunglasses
on head
Shaved heads
earnings

Food
White wine /
sushi
French water,
pasta
Gourmet
coffee, Thai
food
Organic
vegetables
Special diets

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Music
Beethoven /
bread

Activities
Jog several miles
Exercising at
health clubs
Bicycling
skateboarding
Tooth tunes
Aerobic exercise,
kickboxing
Computer games
(old trend, but now
part of life


DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 5: Lifestyle around the world
Topic : Fads and Trends in the 21st Century
Skill practiced : Reading
Skill Focus:
- Skimming for the topic and main idea
- Organizing information
 Pre – reading:
1. Previewing the topic:
- What are some fashions or forms of body decoration that are popular with teenagers these
days?
- What fashions do teenagers and their parents disagree about?
- What sports are especially popular these days?
While reading:
1. Identifying the topic and main idea:
Paragraph A:
Topic: Voluntary simplicity
Main idea: People n the voluntary simplicity movement take various steps to make their
lives both simpler and more enjoyable.
Paragraph B:
Topic: Fads from India
Main idea: Wearing mehndi is a harmless fad, but smoking bidis is harmful
Paragraph C:
Topic: Popularity of aromatherapy
Main idea: Aromatherapy is a fad that uses floral and fruity scents to make people feel better.
Paragraph D:
Topic: Dangerous sports

Main idea: People do variations of traditional sports that are dangerous but they make
people feel focused and alive.

A

B

Post reading:
1. Organizing Information
Topic
Main idea
Voluntary
People in this movement are trying
Simplicity
to make their lives simpler

Fads from
India

Wearing mehndi is harmless but
smoking bidis is harmful
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Important details
Work less
Move close to work
Walk or use a bike
Plant a veg. garden
Buy less
Stop buying stuff they don’t need

Tattoos are permanent
Parents are horrified


C

Popularity of Aromatherapy uses scents to make
Aromatherapy people feel better

D

Dangerous
Sports

People do dangerous sports that
make them feel focused and alive

Young people like them
Mehndi is temporary
Young people like bidis
Parents worry about this
Perfume attract people
We remember smells
Floral scents are pleasant
People feel better
It’s a good business
Sports are made dangerous
Snowboarding, mountain biking
Thrill seekers like them
Extreme sports created

Sky-surfing, water-fall- running
Feel focused and alive

2. Answer these questions
- Do you have a tattoo?
- Do young people have tattoos in Vietnam?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 6: Global Connections
Topic : Global Trade
Skill practiced : Reading
Skill Focus:

- Previewing the topic
- Finding the main idea
- Understanding the literal and figurative meaning of words
- Checking vocabulary
 Pre – reading:
1. Previewing the topic:
- What might be some reasons for the economic success of some cities?
- What might be some reasons for economic failure in other countries?
- How can geography help or hurt a country’s economy?
While reading:
- The topic of the whole reading: Global Trade
- Five subtopics: Open trade, “Leaking Boats”, The influence of Geography, Protectionist
policies, A way out.
Post reading:
1. Finding the main idea:
- Open trade has advantages for both developed and developing countries
- Tropical countries without access to the ocean are usually a disadvantage in the
global economy.
- Some countries have more economic success than others because of their
governments’ policies.
2. Understanding the literal and Figurative meanings of words
- Driving: providing the power for
- Fall: lose power
- Corners: distant places
- Root: cause
- Key: something that helps to find an answer
- Wash: cause to be carried off by water
- Climate: condition, situation
- Path: way
3. Checking vocabulary:

- advantages: benefits
- as a result: in turn
- things that people buy: goods
- something that produces heat or power: fuel
- make less: reduce
- movement of the ocean toward the beach and away from the beach: tide
- area of water where ships and boats are safe: harbor
- difference: gap
- area with no access to an ocean: landlock
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- natural chemicals that help plant grow: nutrients
- something that prevent success: obstacles
- obviously (idiom): It goes without saying
- governmental plans that give special help to a country’s own people: protectionist
policies.
- money that the government gives people so that they can sell their products at a low
cost: subsidy.

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 6: Global Connections
Topic : Global Travel
Skill practiced : Reading
Skill Focus:
- Identifying the main ideas
- Understanding Idioms
 Pre – reading:
1. Previewing the topic:
- What are some different types of travel? List as many as you can.
- Do you like to travel? Where in the world would you like to go?
- What are some obstacles to traveling?
While reading:
1. Identifying the main idea:
Paragraph A:
Main idea: Global travel offers more variety now than it did in past years.
Paragraph B:
Main idea: Train travel can offer educational and adventure, in addition to
transportation.
Paragraph C:
Main idea: A popular form of travel, called ecotourism, is for people who are interested in
nature.

Paragraph D:
Main idea: There are exciting opportunities for people who want to study and volunteer
abroad.
Paragraph E:
Main idea: Courier flights and freighters are two ways to get to another country cheaply
Paragraph F:
Main idea: Trips into space will soon be possible – but expensive.
Post reading:
1. Understanding idioms
- stop the progress or movement of: hold (someone) back.
- alone; not with a group: one one’s own
- looking for; hoping to find: in the market for
- travels; goes: runs
- on a train: on board
- detective: private eye
- look for and find: track down
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- mystery: whodunit
- arrived in: pulled into
- travel in a simple and not comfortable way: rough it.
- go from place to place: get around
- with direct and active participation: hands-on experience
- travel slowly: take (one’s) time.
2. Answer these questions
- What kinds of travel are most interesting to you? Why?
- Think of a country that you know well. Is tourism important there? If so, what
kind of tourism? If not, why not?

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DETAILED LESSON OUTLINE
SUBJECT: READING
STUDENT VERSION
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Course: Reading 4
Course book: Interactions 2 (Silver Edition)
Lecturer:
Chapter 7: Language and Communication
Topic : If we could talk with animals
Skill practiced : Reading
Skill Focus:
- Identifying the topic and subtopics
- Getting the main ideas
- Getting meaning from context
- Finding details
 Pre – reading:
1. Previewing the topic:
- What might be some ways in which these animals communicate?

- In your opinion, what is the difference between communication and language?
- Do you think animals can learn language? Can they learn grammar?
While reading:
Post reading:
1. Finding the main idea:
- Some animals communicate by producing odors for other animals to smell.
- With their vocalizations, prairie dogs can warn each other of specific dangers.
- Chimps can understand much more vocabulary and grammar than researchers
previously thought they could.
2. Getting Meaning from Context:
- Making something clear: shedding light on
- Return: head back
- Movements that communicate meaning: gestures
- Moving a tail: wagging
- Straight up; standing on two feet: upright
- A proud walk, from side to side: swagger
- A smile: grin
- Make someone feel better: reassure
- Make sounds: vocalize
- An animal that another animal hunts: prey
- Group of whales: pod
- Animals of the same type: species
- Rapid “talk”: chatter
- Says; expresses an opinion: claims
- Male or female: gender
- Animals with warm blood: mammals
- Get; obtain; learn: acquire
- In the part of the body with which we think: brain
3. Finding details
Types of communication

Examples
Smell
Smells have different meanings: to attract a mate, send a
warning, mark a territory, or communicate where to find
food.
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Body language
Vocalizations
Chatter (by prairie dogs)
Symbols (used by dolphins)
Symbols (used by primates)

Body language can show direction to food or flowers, to
express emotions or desires or to demonstrate status.
Vocalizations can locate or identify objects or
communicate with member of a group.
Chatter can alert members of a group to danger or
distinguish among creatures as to degree of danger.
Symbols like hand signals can be used to give commands
to animals that they learn to follow.
Symbols like ASL and lexigrams can also be used for
communication between chimps and humans.

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