TIENG ANH 8 UNIT 10 kho tài liệu học tiếng anh

0m ũO

COMMUNICATION
TH ISU N 1T1N CLU Đ ES:

V O C A B U LA R Y
Communication íorm s and
communication technology

G E T |T I N G iS T A R T E ử

PRONUNC1ATION
Stress in vvords ending in -ity
and -itive
GRAM M AR
Puture continuous: review
v+ fo-infinitive
CO M M U M C ATIO N
Talking about communication nc V
and in the future
Using netiquette when communicating
Online

&

Listen and read.

Phuc:

Hi Nick. What happened today? We
were waiting for ages and you never

showed up!

Nick:

Hi Phuc. Well I wanted to ask ỵou the
same question.

Phuc:

Why? We planned to rneet outside
the cinema, didn't we? We waited and
then Mai decided to go in vvithout you.
She didrYt want to miss the start of
Frozen you know. Did you oversleep or
something?

Nick:

No, I was there on time, and it was me
who waited for you two.

Phuc:

Are you kidding? We didn't see ỵou
there. We tried to call ỵou but couldn't
get through.

Nick:

I couldn't call you either. My battery

was flat.

Phuc:

Never mind. We can try again. How about
this Sunday aíternoon at 2.30 p.m.?There's
Superman 3.

Nick:

G r e a t b u t ril be having my Vietnamese
class then. Let's go for the 4.15 p.m. show.
I'll need to take the bus to Nguyen Du
Street and it's quite far.

Phuc:

But it's not Galaxy Nguyen Du! We'll be
seeing it at Galaxỵ Nguyen Trai ... Wait .
Which cinema did you go to today?

Nick:

Oh no, I went to Galaxy Nguyen Du. I wish
my mobile phone had a better battery!


© b je « f liv é s :
By the end of this unít, students can:
•

pronounce the vvords ending in -ity and -/'í/Ve correctly in isolation and in context

•

uselexicalitem srelatedtothetopic‘Communication’

•

use some verbs that are followed by to-infinitive

•

read for general and speciíic information about communication in the íuture

•

talk about communication now and in the future

•

listen for general and speciíĩc iníormation about netiquette

• ” vvrite an email using netiquette

G E T Ĩ B M © S T T A R T i®

My battery w as fla t.

TI Ask Ss to open their books and look at the pictures but cover the text. Introduce Phuc and Nick taỉking

on...; the phone and the other pictures of Phuc, Mai, and Nick. Brainstorm questions with Ss and vvrite
them on the board. Questions may include:
, What doyou think Phuc and Nick ơre talking about on the phone?
where are Mơi and Phuc in the ũrstpỉcture?
What are they doing there?
Where is Nick in the secondpicture? What is he doing there?
What is it in the third picture? What does it mean ?
What is a possible connection between pictures 1,2 and 3?
Accept all possible ansvvers from Ss. Remember not to give correction at this stage.
For a more able class and if time allows, ask Ss to work in pairs to build a story based on the pictures. Have
Ss report their stories. Accept all versions.
Tell Ss they are going to listen to the conversation between Phuc and Nick. Play the recording. Eiicit the
connection betvveen the pictures. Were their earlier guesses correct?
Unii; 1 0 / Communication 38T


Find words or phrases in the conversation
that mean:

/V

to wait for a very long time
to arrive

^^Linỉssdtiii

to succeed in talking to someone on the phone
"My batterỵ had no electrical povver left."
"Are you making a joke?"
"Let's do that again."

.'l

Decide if the statements are true (T) or
íaỉse (F).
T

Phuc, Mai and Nick wanted to see a film
today at Galaxy cinema.
Only Mai and Phuc vvatched the film.

ri

"

Nick was asleep at home at that time.

8

Mai and Phuc could not reach Nick on
the phone.
Nick went to the vvrong Galơxy cinema.
Nick will not be able to go to the
cinema at 2.30 p.m. this Sunday because
he vvill be having a ciass.

including Facebook, YouTube etc as
a means of communication has become
popularamong ỵoung people.

;

............

Our group has vvorked Online the whoie time! Nlow
let's
I

Why cou!dn't Phuc, Mai, and Nick see the
fiỉm together as was their plan? What was
the problem? Was it only because of Nick's
mobiie phone?
' X.
vA/latch the vvords/ phrases with the photos
about ways of communication. Then listen to
check your ansvvers.
using sociai mecíia
meeting face to face ;F2F)
having a video conference
sending letters (snail maií)

/ /•>•
-S 1
'\ v

emailing
video chatting
using telepathy

Fill the gaps with the correct form of the
words/ phrases from the box in /

lf you want to write to a friend in another
country,
is a faster and cheaper way
than
.
-1.

is a waỵ to communtcate instantly bỵ
thought.

-

In the íuture, maybe voice ca Is wĩíI disappear
We will use
to talk to and see a friend at
the same time.

6. We should
this week. Kate wil! be đb e
to join us from Hong Kong, dnd perhaps Ti n
from England too.

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In groups, brainstorm all the đifferent weys
you have communicated so far today. The
person with the most ideas is the winner.


ỉa Tell Ss they can uncovér the text. Play the recording again. Have Ss work individually then in pairs to find
the vvords/ phrases.
....
Key:
1. waitforages

2. showup

4. "My battery was flat."

5."Areyou kidding?" • 6."We can try again."

3.getthrough

If time allovvs, encourage Ss to explain the words/ phrases in the context of the story. For example Ss may

say"Phuc is saying'We were waiting for ages'and this means he and Mai had to wait for Nickíor a verv lonq
ti me."

b Have Ss work individually then in pairs to compare ansvvers with each other. Correct the task as a class and
encourage Ss to explain for both T and F options.
.............................................................. — ----- ---------------- -------- ----------------------------------- A
r ............
Key:
1.T
2 .T
3. F (Nick was waiting outside the wrong cinema.)
4 .T
5 .T
6 .T

c
,

Ask Ss to work in groups of three or four and discuss the questions. For a more able class, ask the groups to
play the roles of Phuc, Mai, and Nick. What would they do if they were them?
—
—
_
'
They couldn't see the film together because Nick went to the wrong cinema. They didn't communicate
clearly the name and address of the cinema beíorehand.Then they were not able to contact each other
because the battery of Nick's mobile phone was flat.

2

,

Ss work in pairs to complete this task. After they have tĩnished, go through each item as a vvhoie class. Ask
Ss to íurther explain the meaning of the words/ phrases in the box, and/or how they work. Allow Ss to use
Vietnamese if necessarỵ.
—
_________________
. .
N
1. having a video coníerence

2. emailing

5. using social media

6. using telepathy

3. video chatting

4. meeting face-to-face

7. sending letters (snail mail)

lf there is time, ask Ss to work in pairs to tell each other if they have ever used these ways of communication.
3

Draw Ss' attention to the vvords/ phrases from the word box in
again. Tell them to do this task by first
underlining the cues in each item. Also remind Ss to consider the part of speech of the missing vvords
(where applicable). Explain the Look out! box.

---- ■N.
Key:
1. Using social media

2. meet face-to-face

3. emailing; sending letters/snail mail

4. Using telepathy

5. video chatting

6. have a video coníerence

V

4

Ss work in groups. Set a time limit and ask Ss to write down as manỵ different ways they have communicated
soíartoday as they can.The person with the most ideas is the vvinner.
Alternatively, this can be a competition betvveen groups where they colỉect iníormation from each
member and collate it to find the vvinning group with the most communication vvays.

Unit 10 / Communication 39T


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2

Communication technology. Match the w ords

with the definitions.
I

V-o c ;

1 Choose vvords/ phrases from the box to
describe the photos about other vvays of
communication.

'1. chatroom

a. An Online discussion group invvhich you
can léave messages orpostquestions.

2. multimedia
. b. Aphone that uses a telephone line for
'
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*"■"

communicating non-verballỵ with animals
leaving a note
using codes
sending flowers
using signs
painting a picture
using body language
using music

.

3. landiine phone

c. A đevice with a touchscreen with
functions similar t0 a Computer, a digital
C
3ỈTÌ(?r3. 3
nd a
a GPS
dpvlrA ỉn
arlrỉítỉrtn to
tn
camera,
and
GPS device,
in addition
a phone.
:

4. smartphone

d. People join this Internet area to
communicate Online. The conversations
are sent immediately and are visiBĩe to
everyonethere.

. ■

e. Multiple forms of communication on

...

. m essageboard

a Com puter including sounds, videos,
viđeo-conferenctng, graphics, and texts.

3

3.

Completethe diagram with the communication
examples you have learnt so far. Some can be
put in more than one category. Can you add
more ideas?

4.
A "b"
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4

communicating. Which One is better? Whý?

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Unit 1 0 / Communlcar.inn

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landllnephone


A CLỠSiSt LỠ Q K 1 ...j
V ocabulary
1
’

'í

Ss work individually fìrst then in pairs. Encourage them to describe how the communication happens in
each picture.
"
For a more able class, ask Ss to describe how each way of communication is different from the others.
..
Key:
1. using music

2. using signs

4. painting a picture

5, communicating non-verbally with animàls

6. using codes

7. sending flowers

3. leaving a note
8. using body language

J

If time allovvs, after giving feedback,T may share with the class if he/ she has any experience of these ways
of communication.Tell Ss vvhen you did that, whỵ, how, and how you felt about the experience. Ask Ss to
do the same in pairs or as a vvhole class.
2

|f it is possible, prepare some photos of the technology mentioned. If you have a Computer connected to
the Internet in the classroom, go Online and show Ss an example of how these communication channels
work, especially a Chat room and a message board.
Some useíul vvebsites (for learning and teaching English):
Chatroom :
/> /> />Message board:
/>
*

/> />Ss then work individuallỵ or in pairs tò complete the exercise. Similar to exercise 1 , after giving
corrections,T can share with Ss some of their own experiences of using these technologies.
f

\
'

s "

s

N

Key:

1. d

2. e

3. b

4.C

5. a
J

3 This task can be done in groups where Ss discuss and write down their ideas. Encourage Ss to think of all
communication forms they have learnt, or the ones they know, and put them in the correct categories.
4 T can arrange a debate vvhere two teams compete with each other. Each team is assigned one form of
communication.
The rest of the class will be the audience. The two competing teams have to try every
waỵ possible to convince the audience theircommunication form is better.Then the audience will decide
which team is the winner. .
For a less able class vvhere debating might be too challenging, this can be done as pair work. Ss discuss
each of the communication pairs and decide vvhich one is better.Tell Ss they will need to think about both
the advantages and the disadvantages. Back as a class, elicit some ideas from pairs of Ss, or askfor a show
of handsabout which mode of communication is better.Then elicitwhy.

Unỉt 1 0 / Communication 40T


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£ ^ G O K E H H ỈO 0 0 C 3 Đ :
P ro n un ciation

I

ị

Stress in words ending in -itỵ and -itive

.

»

G ram m ar

í

The future continuous: review

I

For words ending -ity and -itive, place the 1
stress on the syllable beíore the suffix.
ỉ

Listen again to part of the conversation in
GETTING STARTED. Underline the future
continuous tense and answer the questions.

ị
ị

oppor’tunity

1
í

She got the opportunitỵ to see Frozen.
.

'positive

Phuc:

... How about this Sunday aíternoon at
2.30 p.m.? There's Superman 3.’;

Nick:

Great..., but rí! be having my Vietnamese
class then. Let's go for the 4.15 p.m. show.
I'll need to take the bus to Nguyen Du
Street and it's quite far.
;Ị

Phuc:

But it's not Galaxy Nguỵen Du! We'll be
seeing it at Galaxy Nguyen Trai...

His ansvver iss positive! Great!

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■
■
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1. What will Nick be doing at 2.30 p.m. this Sunday?
2. What will Phuc and Nick be doirig at about
4.45 p.m. this Sunday?
-

j , / ^ í’
r ; ỉ f ■ \ ..

^

R eviewr

Ị

We use the future continuous,, tense to
ẽxpress being in the process 1 of doing
somẽthing at a specific time in the íutuire.
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-

Tonight at 8.30 p.m. Mai wil! be vvatching Frozen ^
again at home. She loves it!
I
■
(She will be in the process of vvatching the film :

„ o ......1
_■
■
■j
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ữ5

Mark the stress for the following words,
then listen and repeat.
/■.competitive

ability

2. infinitive

possibility

ĩ... repetitive

. curiosity

■
’ positive

nationality

Fill the gaps with the words in 5 and
practise saying the sentences. Then iisten
and check.
■*. What's his

7 - He's Japanese.

r , Try not to use this word too often otherwise your
text will becom e_________ .
Sport can be ểither
4 There's a good____
ĩ,
41

____ or non-competitive.
that they will win.

Herdancing_________ is impressive!
Unỉt 1 □ / Gnmmi ininatinn

p

.

-

______ ~ |___ — -

Complete the sentences with the future
continuous.
1

1 . ____ ____ he still (sleep) ___ ___ J ị this time
tomorrow? - No, he (studỵ)__________
'
■ •• ;ịin the librarỵ.
'
2. She's now in Ho Chi Minh City but she (have)
a holiday in Da Nang at thể end of this
month.
3. They (eat)_________ dinner at 8 p.m. ;ị
4 . _________ she (staỵ)__________in her classroom

during the breaktoday? - Yes, she (vvrite)

_________an email to heríriend.
3
5. Mona says the children (play) _
in the
garden when you arrive.
6, This time next ỵear Phuc (learn)
language.

a new

Lo o ko u t!
We often include a speciíic time when
using the,future continuous.
* 'í.

_* ’ * ......

___________ <
1^ '0r.lhiaỵẠi, ^

5


Pronunciation
Stress in words ending in -ity and -itive
Ask Ss to cover the pronunciation box. Write the vvords ‘opportunity’ and 'positive' on the board. Ask Ss
to read them aloud and try to identify which syllable is stressed. Find two more words ending with the
suffixes -ity and -/Ì/Ve. Ask Ss to say them aloud. Then elicit the pronunciation rule with the class. Have Ss
read the pronunciation box and check if their rule is correct.
5

Ss vvork individually then in pairs to compare their answers. Tell Ss to mark the word stress. Play the
recording and have Ss check the answers. Have Ss practise these vvords.
Key:

1. com'petitive

2. in'fìnitive

3. re'petitive

4 . 'positive

"ì

5. a'bility

6. possi'bility

7. curi'osity

8. natio'nality

j

6 Ss work ịndividually then compare the ansvvers with their partners. Play the recording for Ss to check.
Allovv them plenty of time to practise these sentences with correct stress.
I

Key:

I ,

1. nationality

2. repetitive

3. competitive

4~põssibility

5. ãbiĩity

_

Audio script:

^

1. What's his nationality? - He's Japanese.
2. Try not to use this word too often othervvise your text will become repetitive.
1

3. Sport can be either competitive or non-competitive.

I

4. There's a good possibility that they will win.

Ị

5. Her dancing ability is impressive!

^------- - -..................................................................................................................................................... ....... ............................... .........................................................................................

J

lf time allovvs, ask Ss to make their own sentences with these words and read them aloud to their partners.

A CLOSER LO O K 2
© rs a m m a r
Future continuous: revievv
1 Remind Ss of the story in GETTING STARTED: how Phuc, Mai and Nick planned to see a film together but
Nick went to the wrong cinema and they were not able to contact each other. Ask Ss what Phuc and Nick
decided on the phone about how they vvould try it again this Sunday aíternoon.
Write ‘2.30 p.m. show’ and ‘4.15 p.m. show’ on the board. Ask Ss if they remember which show Phuc and
Nick chose and why.
Play the recording and ask Ss to ansvver the two questions.
r

Key:
1. He wilỉ be having his Vietnamese class.

2. They will be watching a film at the cinema.

Then draw Ss'attention to the Review box. VVrite different times of the day on the board (e.g. 7 a.m., 10 a.m.,
12 p.m., etc.) and ask Ss to work in pairs to tell each other what they will be doing at these times tomorrovv.
2

Draw Ss'attention to the Look out! box.Then ask them to underline the speciíic time expression in each

item. Ss work individually then in pairs to compare their ansvvers.
Key:

1. Will he still be sleeping; will be studying
2. will be having

4. Will she be staying; will be writing
5. will be playing

3. will be eating

6. vvill be learning

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Look at the years provided. Work in groups
to pređicỉ when the foilowing may happen in
the íuture. Then compare your ansvvers with
other groups.

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We won't be using landline telephones in

Choose the best answer.

We will still be sending snail mail in

We've decided
three more days.

.

We will be communicating with telepathy
devices in

i stay

staying

to stay

Do yọu want
a mobile phone batte'y
that uses solar energy?

.

We will still be using art to communicate in

ì having

to have

Theychose

We won't be vvorking F2F any more in
We will be using signs in
will be more

in Ho Chi Minh City for

.

,b u tth esig n s

to ta ke
I tried
through.

has

thebusthere.
will take

taking

ỵou lots of times but couldn't get

In t e r a c t iv e .

calỉed

call

tocail

3, I think in the íuture many peopìe wi!l prefer
by using social media.
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Verb + fo-infinitive
/

Look at the conversation in GETTINGSTARTED
again and vvriỉe down all the verbs that are
íollovved by ío-infinitive that you can finđ.
/ aỉso ivaiìteclto cai/ụou
—* ivant tu ca/ỉ
Verbs + fo-infiniíive
lí we want to follow a verb wỉth another
action, we must use either a gerund (Unit 1 )
or an irrôniỉive.
They want to see Superman 3 this Sunday.
Some common verbs followed by fo-infinitive
•
•

Verbs of thinking: choose, decide, plan
Verbs of íeeling: love, hơte, preíer

°

Other verbs: try, wơnt, need

i

to communicate
communicate

will communicate

Ổ The Dream List. Imagine we ars in the year
2050. Work in pairs and seiect three ways of
communication that you thinỉc will be mosí
common. Then malte the list longer by
sharing your ideas with another pair using
full sentences.
i-xamụìr We'll be using video coníerencing :n
every meeting.


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Tell Ss to look at the Watch out! box.

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.'H ĩĩ-ra v c c a i - I s r y
language barrier
cultural difference
communication channel

shrug (shoulders)
glance

ĩ ì lf you don't understand body language,
communication breakdovvn m ay happen.
Match the body language with the m eaning.
Add more exampies if you can.

A/iatch the folĩowing possible reasons for
communication breakdown with the
examples. Can you add in some more
raasons and examples?
1. You shrug
your shoulders.

languagé barrier

2. Your hands are
on your hips.

B. cultural differences
3. You glance at
your watch.

; . a lack o f co m m u n icatịo n ch an n els

v/oman: lf you go down the corridor, you will

4. You give a big
■ smile.

,

-

/

5. You raise your

fists.

see a sign saying Entrée ...
Man:

What does Entrée mean? I'm aíraid
I don't understand.

In Sweden people call each other by their first
names and this does not mean a lack of respect.
I can't contact him by mobile phone - the
network signaỉ is so weak here.
We haven't heard from him. It takes several
weeks for the post to arrive in that area.
What is he texting here? I can't understand this
crazy shorthand!
In some countries, yellovv roses mean happiness
and íriendship, but in Russia, if you send
someone ỵellow roses it means a separation.

d."lt's wonderful! I'm so excitedỉ"
a."l'm angry."
e.
"Sorry, I need to go now.”
b."l'm happy."
c.
"I don't know."
ê3 Using abbreviations for Online chatting and
tẽxting is not always easy to unđerstand.
Can you decode the following sentences

vvritten in texting/ chatting style without
looking at the cues?
1.
2.
3.
4.
5.
6.

VVhere r u? We r @ Lotte on 2/F.
ril b 5 mins late. cus.
VVannaca movie this wkd?
Sỉ;uei{j :jh;ị
Plscall me rite bck.Thx.
Hi! Wot R u doin 2nite?
Did u c it? LOL.
pn 0| mo I|6íie-J: JQ> \ ij

Ideas

Bank. Work in groups.

[ ^..'Sir

-ị-

r- ■
<

For each

communication breakdown mentioned in . ,

think of a future technology idea that w ill
help avoid it. Share your ideas with the class.
Exam ple: Language barrier:
We will use an opp on a smơrtphone to
automatically translate what we are sayinq into
the language o f the listener.


Com munication breakdow n
P W " * ? " T ; T 'S/ ■■'— I
ị
fĩj^ 11*1 fll *• •••■
;*í' •■
'■
■
•*
ti

1

^

1r
"'1" )i' 'V1
.... . "* ......... ‘i
„< rvpL
1*1, 1

'■:* ỵ>:

' ụ ỹ M ịỉí^ lữ'~

vy

ẻ % ầ ĩí í

Do the first item with Ss. Then Ss work in pairs to complete this task. Once they have íĩnished, encourage
them to add in some more reasons and examples.
Key:
1. A

2

2. B

3. c

4. c

5. A

6. B

Elicit from Ss what body language is. Explain that understanding body language can help people avoid
communication breakdovvn. T may give an example and ask Ss to guess vvhatT is trying to say.
Ask Ss to cover the text and just to look at the pictures. In pairs Ss work out the messages from the pictures.
Then Ss can uncover the text and do the matching.

Coníirm the correct ansvvers.
If time aliovvs, ask Ss if they have ever used these body communication ways beíore. Ask them to add more
examples and demonstrate these for the class to guess their meaning.
Key:

3

1 .C

2. a

3. e

4. b

5. d

VVrite on the board some of the language for Online communication learnt in Unit 1 and ask Ss if they c a n
r e a d t h e m in t h e f u ll form. Explain t h a t u s i n g a b b r e v i a t i o n s f o r O n lin e chatting and t e x t i n g is n o t a lv v a y s
easy to understand. Ss then work in pairs to complete this task.
If time allows, ask Ss to add more Online communication shorthand that they know and vvrite a short
message to their partner using this language.
Key:
1. VVhere are you? We are at Lotte on the second floor.
2 .1'll be 5 minutes late. See you soon.
3. Do you want to see a movie this vveekend?
4. Please call me right back.Thanks.
5. Hi! What are you doing tonight?
6. Did you see it? Laugh out loud!

4

Ss work in groups to make their group's Ideas Bank by discussing a technology solution that will help
people avoid the communication breakdown mentioned in 1 .The groups then make a short presentation
of their ideas to share with the ciass to make a big Ideas Bank.

Uriit 1 0 / Communicatíon 43T


S 3EDSQ

Look at the highlighted words and match
them with their meanings.
T. immediatelỵ, without delay

Look at the letters the chiidren from
Viet Nam and Sweden sent to each other in
a penfriend project. Why do you think they
chose this way to communicate with each
other?

2. to communicate with or react to
3. the opposite of a flat image
4. the digital world
5. a system of connected parts to share iníormation

3

Ansvver the following questions.

1. What do the students like about the peníriend
project?
2. What are the two ways of íuture communication
mentioned in the text? Explain how they work.
3. Do you think the writer is happy with this
íuture of communication? How do you know?

Speakm c;
4

k

In small groups, decide vvhether you agree
with the author of this text. Why/Why noi?
Share your ideas with the dass.

Read the text.

C iO M M r N IC A T IO N

IN T H E F U T U R E :

W 1 1 A T 1S T H E R E F O R

us?

About fìfty students in two schools in
Ha Noi,
Viet Nam and Umeả, Svveden have been
exchanging letters in a penữiend proịect

since 2013. "I love to write. You can
even stick something on the letter, like
ttìỉs tiny svveet!" said Linh, from Ha Noi
about the project. From the Sweden end,
Anders said, "It's so nice to open and
read real ietters!" But will this be our
future communi(Ịation? It's said that in a couple of
decades we'll be using telepathy and hològraphy.
Telepathy uses a tiny device placed into our head.
Iníormation will be sent and received directly to and
from our brains. We'll be communicating just by thought
over the netvvork! Holography, a video-conference
technology with three-dimensional itnages, will help us
interact in real time in completely different places.
Impressed? Maybe, but not everyone
thinksthecyberworIdwiIlreplacethe
real vvorld. Like the children in the
penfriend project, I prefer to Chat
with my friends over a cup of tea
and enjoy their company - life is
more meaningíul that way!

5 Class survey. What ways of communication
do you use for the foliowing purposes now
and what will they be in the year 2030?
Purpose

1. VVorking on a group project

At present

l(u s e )...

In the year
2030
III be
(using)...

: 2. Keeping in touch with a friend
wholivesfaraway
ỉ . Contacting íriends to meet to
see a film
4. Asking yourteacher
something that you dĩdn't
understand in the lesson
5. Letting your parents know
you want to say sorry
6. Showing love to your pet


SK ILLS 1
Reading

1 Ask Ss vvhen was the last time they sent somebody a real letter, to whom, and on what occasion.
Then ask Ss to look at the photos. Explain that these are the letters Ss from tvvo schools in Viet Nam
and Sweden sent to each other in a peníriend project. Ask Ss to brainstorm the rẽasõns why they think
tnese í>s chose this waỵ to communicate with each other.'
Then ask Ss what they think is happening in the two other photos in the text.
Ss read the text quickly for the first time. Ask them to pay attention to the highlighted vvords and do the
Key:

N

1. in real time
V

2. interact

3. three-dimensional images

4, Cyber vvorld

5. network

tShl ĩ tl <ìnd *he/answers individuaHy first then compare the ansvvers in pairs. Once they have agreed on
rs they can practise asking and ansvvering the questions with each other.
Key: '
"
~
~ ' ■~
-— -— ;— —--------- ------- —-----------I.T h e ỵ lọ v e to writeand read real letters.Onestudent likesto send sweets with the lettersas well.
te' ! paĩ y, r ? h0l0?raphy.Telepathy uses a device in our head to communicate bv thoucht
each C h e Tin r ° f , r mt

9rap y 9

' dìmensl° " a'

™

b " ™ lể “

in "e ri« wi,h

3 JỊh e p re fe rs to use real, face-to-face com m unication because she th inks this m akes Iife ™ r e interesting,

Spealcing

4

«»
groups to share what theỵ havé discussed

5

1 ° r n° ' an exp

why-Then cal! on so™e pairs/

in g X s ^ r £ 1 “
101' * " - " ^ - o c o m p le ,e ,h e
herselí and shares it with thé group. The grõtip leãde 'w íìlTho member co^ pletel the survey hirnĩelí/

Umt 1 0 / Communication 44 T


vưriting
U sten in g

Writing an emaií using netiquette

Netiquette

í

Look at.theway this message is posted on an

6

R EM EM BER!

u.rni n9 message board- Can you find âny

problem s with ít?

_Quọlẹ I s ạ t

S Ssteod O.ta tee:

Z
Ĩ , T ? U?,............
Tuesday 15 Seplember 20Í5

Edited Date:

Tu^sday 15Sepiember2015 13:16:530'ciock

Ịs e m ạ ,

ĩữ t a lv le m :
13:16:53 ocĩõck

j Deiete

ẽSẼỔ ÌIíạaĩB

2 (Y o u rv ie w s : 2)

®E®ÍÈĩiíSEOâ]dgH)®)©{ÌStãasl
C ^ t e a s s s á ^ ổ ỉK H iỄ iia đ ê is ã ĩiE a ã

W HEN IS T H E F IR S T A S S IG M E N T DUE??!!!!!!!!!!!!!

CAPS LOCK: a íunction that turns all letters
into Capital form

2

Listen to this interview between a 4Teen
magazine reporter and Dr Minh vũ about
netiquette and ansvver the C|uestions

1. What is ‘ netiquette'?
2. What is the main rule of netiquette?
3. Besides the content ofwhat we're communicating
vvhat else should we pay attention to?

■ p

5

''

'

Put the following parts in their correct place
to make an emaỉl.

a. Thank ỵou very much.
b. Please fìnd attached my essay for week'5
c.

Essaỵ submission week 5

d. Best regards,

e. My name is Vu Minh Duc, and I am your student
from class 8A.

^3^ Listen again to the intervievv and comptete
the following grid.
Should Shouldn't Why/Why
not?
I . Use CAPS LOCK in
emails,
posts,
and
comments

Z3
teacherHangiÌTĨschnnlmíiii r

Subject:
______ (1)___ ___
Attachment: I MinhDuc.8Af?s<ĩnyW5

2. Check your emaiỉ for
mistakes or errors
3. Use a lot of shorthand
4. Respect discussion rules
and use poiite language

- < 5 )_

JB)__

6 Write a short email to your teacher to submit
your group homéwork for this week. Check if
you have used the netiquette learnt.

4

45

Loọkatthe message in ĩ . vưork with a partner
to improve it with the netiquette you have
learnt so far.
llnìt 1 0 / Communinatinn


SKILLS 2
Listening

Netiquette
ĩ

2

Ask Ss to look at the message board. Ask them who posted the message and who they think the message
is for. Ask them to try to identiíy what problems in terms of communication politeness they think the
message has.
VVrite on the board ‘ netiquette' and ask Ss what they think it means. Explain they are going to listen to a
researcher taỉking about the vvay we communicate Online. Explain CAPS LOCK in the box if necessary.
Have Ss look at the questions first. Encourage them to give some ansvvers.Then play the recording. Ss work

individually then in pairs to compare their ansvvers.
r

Key:

1.T h e word is a combination of 'net' and ‘etiquette'. It’s a set of rules fc>rbehaving propẽrly Online. !

2. Don't say and do unpleasant things Online, just like in real life.
3. It's
how we
com municate
with each other
^_____________
I________
_______________
_____
____ Online.
__

_
________ ___

_

_

_

;
.•:

__

Play the recording again if necessary.
3

Beíore plaỵing the recording again, first ask Ss to look at the grid and tiy to complete it with ds much
iníormation from the recording as they can remember. Elicit the dnsvvers from Ss. If their answers are
correct, move to the next activity. Otherwise, plaỵ the recording dgain.

Key:
Should.ì; Shoíildní 'Mỵ
1. Use CAPS LOCK in em ails, posts, and comments

ị It looks like you are shouling at peoplt'.

2. Check your em ail for mistakes or errors

It shows respect for your reader.

3. Use a iot of shorthand
4. Respect discussion rules and use polite language

y
ự

This may coníuse your reader.
People may not know who you are but you're judged by the quality of your writing.

'ì

Audio script:
Reporter: Dr Minh Vu, what exactly ĩs ‘ netiquette’ ?
DrMinh V u :ĩhs word isacombination o f'n et’ and ‘ etiquette’ . ]t's a set of ruíes for behaving properlyoníine.
Reporter: Could you tell us the main rule of netiquette?

!
Ị
j
Ị
ị
i
í
:

DrMinh Vu: Remember that the people we're communicating with Online are real people. Don't say and do unpleasant things Online,

just like in real liíe.
Reporter: But sometimes perhaps it's not whatwe communicate, but how we communi cat e. .

DrMinh Vu: Absolutely. For example, if you write emails, or post comments using caps lock, this means you are shouting at people!
Reporter: 0f course it's not polite at all. What else should we do when sending emails?
DrMinh Vu: Check your message for spelling mistakes beíore you send it. It shovvs respect towards the other person. Don't use too much

shorthand. This may coníuse your reader.
How about behaviour in Chat rooms and on message boards?
DrMinh Vu: Follow discussion rules. Use polite language. People may not know who you are but you're judged bỵ the quality of your writing.

I
Ị

Reporter:

4

j

Ss work in pairs to complete this task. You may call two or three pạirs to vvrite their versions of the message
on the board and the cỉass votes for the best One.
■

Writing
Writing an email using netiquette
Draw Ss'attention to the REMEMBER! box. If possible, illustrate each of the bullet points mentioned by an
example you find from the Internet, or those that you create yourselí.
5 Ị Key:

6

1. c

3. e

4. b

5. a

6. d

First Ss work in groups to discuss what iníormation they would include in the email.They may lookat the email
in 5 for ideas.Then Ss work individually on this task. Ask them to pay attention to the netiquette they have
learnt. When Ss haveíinished, theỵ swap the writing with their partnerto check before handing it in toT.
For a more able class, T may ask Ss to try the following tasks as homevvork (Ss may look at $ for more ideas):
Write a short post on your class message board to ask how many words the final essay should be.
Write a short post on a message board to help somebodỵ ansvver the question What does communication
breakdown meơn?
>n,

ú^iur 45T


DGGCĨGBGEm
Complete the sentences using the cues
provided.
9

2

Write the following text messages/ chat lines
in shorthand form.

ỉ. Thanksforyourgift.
2. By the way, what are you doing this weekend?
3. Please call me right now.
Laugh out loud!
5. See you tonight.

Using b

I
is an effective
way for communication as
long as you understand it!

3

.©■
M
technology
makes today's communication
so exciting with not only text
but also sound, video, and
graphics.

Alot oípeople preíer
working f
th a n Online.

.

Communication
breakdovvn may happen i
due to c

d

.

In the íuture we won't
need to learn different
languagesto
communicate ifw e use
t
.

V.

Have you ever used music, art, codes, signs
or any non-verbal ways to communicate?
Tell a partner what you did. Was the
communication successíul?

Gram m ar
4

Underline the correct answer.

1. She (will not be sleeping/ was
not sleeping) if you call at 9 p.m.
2. They (plaỵ/ wi!l be playing)

íootball at 10 a.m. tomorrovv
morning.
3. What (will
he be doing/
will he do) this time next
Monday?

>ũẽ Ị

$TOf

.

*•;. I (am vvaiting/ will be waiting)
at the bus stop when you
arrive.
"j. In 200 years we (will not be
using/ do
not use) mobile
phones any more. We (will be
using/ wilỉ use) telepathy.
ó. Take the umbrella with you.
It (rains/ wil| be raining) later
today.

5

Gerund or fo-infìnitive?

1. I don't mind (talk)

.
to heraboutthis.
2. We plan (use)
video chatting to keep in
touch with our familỵ.
?. He's tried very hard (show)
his love to
her by sending lots of flowers and presents.

Everyone needs to learn
n
when we
com m unicate Online.

She dislikes (communicate)
message boards or Online meetings.
5. Lena enjoyed (chat)
heríriends.

through

on the phone with

They've decided (have)
a video
conference with their colleagues right away.
46


l o o k in g

ba ck

^

^ ^

^

^

^

^

^

thejr answers to

exerdse so

thaTthey can use that infoÍmation ĩo complềte the self-assessment box at the end of the unit.

i T k ^ r im p le t e t h e s e n t e n c e s by using the support frọm ,he pịctures, ,he letter cues, and ,he meaning
___________ ______
of the sentếnces. They work individually first and t h e n compare with a partner.

2

Key:

1. body language

2. Multimedia

4. cultural differences

5. telepathy

3. face-to-face
6. netiquette

Challenge Ss to try this task without looking back at COMMUNICATION. Have two or three Ss write their
\

3

Key:
1. Thx 4 urgiít.

2. BTW, wot r u doin this wkd?

3. Pls call me rite now.

4. LOL!

5. c

u 2nite.

J

Ss work in pairs for this task. Remind Ss that these are non-verbal ways of communication. Then call on
some pairs to report their talk.

Gram m ar
4 Ss work individually then in pairs to compare their ansvvers.
■\

Key:
1. will not be sleeping

2. will be playing

3. will he be doing

4. will be vvaiting

5. will not be using; will be using

6. wi!l be raining

V

s

Ss work individually then in pairs to compare their ansvvers. If time allovvs erícourage Ss to think of other
verbs that are followed bỵ gerunds and by to-infinitives and make sentences using them.
■
'l

1

V.
V.

)

1. talking

2. to use

4. communicating

5. chatting

•

3. to show
6. to have
-------

)

Communication

6
! r f in pa^ ; Rem ỉnd them that th ey can ch o o se to talk about ío rm s o f com m unication

s s o

u

n0t be usin9 in

* '

^

' ” ey ^ °°°d 9 '^

r ê a ° ° T w h y th íy

be d0 n e as * d eb ate if s° m e p a rticu !a rfo rm so fco m m u n ica tỉo n «

practícề° c° mplete the self-assessment b°X'

selacted

any difficulties or weak areas and provide íurther

Ltnit 1 0 / Cqmmunication 46 T


PROJECT

"A cỉỉcrr. T a ke o n si Action. Ta ke tw o!"
;
i
i
!

;

;

Remind Ss of:
- the reasons for communication breakdown in COMMUNICATION
different ways of communicating in GETTING STARTED and A CLOSER LOOK 1
Put them into groups and ask them to think of a sketch or a role-plaỵ of a communication breakdovvn. Give
them time to brainstorm some ideas. Move around the class, giving help vvhere necessary.
Alternatively, T can prepare the following scenarios if Ss are short of ideas or time. Print each sketch on
a piece of paper and fold it up. Each group will pick one piece of paper and prepare their períormance.
More than one group can have the same sketch, because they will interprete it differently. Ss may prepare
the sketch out of class if more time is needed. On the períormance day, more than one group may act out a
similar play, but look for their different interpretation of the communication breakdown as well as their
s o lu tio n . M a k e s u r e e v e r y o n e g iv e s e a c h g r o u p lo ts o f e n c o u r a g e m e n t a n d p r a is e fo r t h e ir a c t in g a t te m p t s .

Sketch 1:
The coníusedteacher

ì
'

'

Susan is a teacher from London who comes to a smalỉ town in Viet Nam to teach English. She has her first lesson today and is very impressed by one
of her students - Lien. Lien speaks English very well and is very active in the class. Later that day Susan runs into Lien in the corridor. Susan vvants to
compliment Lien and she says, 'Lien, your English is excellent!’ . And Lien answers, ‘ No, it's very bad.’ Susan wants to assure Lien so she confirms, ;
'Yes, your English is very good!’ To Susan's surprise, Lien repeats quietly, ‘ No, it's verỵ bád.’ Susan feels rather coníused and she doesn't know why I
Lien responds to her thls way.

' Sketcti\2\ -

.......

.......

...

The best restaurant

j
'

:

Jerry and Diana areírom the USAand theyare now on hoiiday in France.They eatout in a restaurantand theyíind thefoodandthewineexce!lent. Atthe
endofthemealthechefaskshowtheyhaveenjoyedtheeveningandJerryholdsuphisthumbandindexfingertomakeadrde.Seeingthat,thechef'sface !
suddenly íalls and he leaves immediately without a word. Jerry and Diana are left vvondering what they have done wrong.
J

Skètch

3

; •

■

_____

_______ ___________________________________ ____

Them issingíorkand thegiantdrink

!

ị

Hoang Ly is from Ha Noi and now she's visiting her grandparents in Ho Chi Minh City. Minh Anh, her íriend in Ho Chi Minh City is taking her to eat out. ’
When the food is brought out, Ly notices there is one fork missing on the table, so she asks the vvaiter for one. 'Chú mang hộ cháu một cái dĩa nữa được ;
không ạ?'. Then the vvaiter brings her a big plate. Ly thinks perhaps the restaurant is too noisy and the waiter couldn't hear what she said.
I
A fter th a t, M inh Anh com es and visits Ly's g rand p arents. Th ey offer h er tea and M inh A nh hears Ly's g ran d m o th e r te llin g her, 'Cháu vào lấy cho bà thêm

•

!

một cái chén nữa cho Minh Anh.' Minh Anh is a bit nervous because she doesn't feel like she wants to drink such a huge bowl of tea, especiallỵ after
her big meal w ith Hoang Ly.
J

Keỹ: (NB. Encourage each group to try to find their own reasonsand provide these keysonly ifthey askíor help.) 1
Sketch 1

ị

Communicơtion breakdown = cultural differences

;

In Viet Nam it is typical to deny the compíiments you receive. This is a way to show your modestỵ. Hovvever, (
in western cultures, people who give compliments often expect you to take them, and denial of compliments, ,
e s p e c ia lly if it is r e p e a t e d , m a y b e r u d e a n d m a k e t h e o t h e r p e r s o n f e e l u n c o m í o r t a b l e . In t h is s it u a t io n , I

Lien may just politely thank her teacher.
Sketch 2
Communication breakdown = cultural differences

:

In the USA, holding up onethumb and indexíingerto make a circle means OK, good, excellent, vvhile in France,
this gesture means something not so good, even wofthless.
Sketch 3
•
Communication breakdown - language barrier

When thepeople in Ha Noi and someother provinces in northernViet Nam say'dĩa'they mean afork, whilethis I
word means a plate for the people in Southern Viet Nam.

'

■ Meanwhile,'chén'in northern Viet Nam means a small teacup vvhereas in Southern Viet Nam the word means 1

a bowl you use to eat when having meals.

^
. ii.ir

C o 'n r!ií

47T