Tải Giáo án Unit 3 Tiếng Anh 12 - Giáo án Unit 3: Ways of socialising

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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 Students’ activities

I. Warm-up: Jumbled words

- Write the words whose letters are in a random
order on the board.

- 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.

1. Osiacsilgin
2. Fo

3. Sawy

Answer : 1  socialising, 2  of, 3  ways

- Have Ss guess the phrase of words above ways
of socialising

- Lead in: T asks Ss to open the textbook on page 
31.

- Whole class.

- Go to the board and write the correct words.

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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
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.

- Call on some Ss to present their answers and
elicits comments from other Ss. Give feedback if
necessary.

* Teaching Vocabulary:

- Ask Ss to skim the passage and underline the
new words.

- Explain the new words.
1. Attract (v)

2. Assistance (n) 
3. Whistle (v)
4. Clap (v)
5. Attention: (n)
6. Acceptable (a)

- 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.

If we need to ask someone a question, but they
are busy talking to someone else, we can…

- Skim the passage and underline the new words.

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7. Compliment: (n): (synonym)
8. Decent: ( adj) (situation)
9. Appropriate: (adj) (translation)
10. Kidding(n) (situation)

11. Signal (n): (example)

12. Marvellous: (adj): (synonym)

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ss listen and
repeat after the teacher.

III. While you read:
1. Task 1

- 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

- Ask Ss to give the Vietnamese equivalent to the
following words and phrases.

- Instruct Ss to read the passage quickly and stop
at the words to guess their meanings.

- Listen and repeat after the teacher.

- Copy down.

- Give the Vietnamese equivalent to the following
words and phrases.

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

Present answers:
- verbal (a): 
- non - verbal (a);

- attract someone’s attention: 
- impolite (a) # polite (a): 
- rude(a) # polite:

- informality (adv) # formality: 
- approach (v):

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

- Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..
3. Task 3

Questions and answers:

- Ask Ss to work in pairs and ask and answer the
questions in the book basing on the information in
the reading passage.

- Ask Ss to read the text again and write down the
answers to the following questions.

- Move around class to give help.

- Call on some pairs to present their answers in
front of the class.

- Give correct answers.
IV. After you read:

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

Answers

A. (Attracting Attention: Non- verbal Cues) 
- Work in pairs and ask and answer the questions
in the book basing on the information in the
reading passage.

Answers

1. We can use either verbal or non - verbal
communication.

2. Because they are strong actions that can easily
be seen.

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* Discussion

- Ask Ss to work in pairs to discuss the meaning of
whisling and hand - clapping in Vietnamese
culture.

- Move around to help Ss.

- Ask some pairs to act out their conversation.
- Give feedback.

V. Homework:

- Ask Ss to learn by heart the lesson.

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare the next part: Speaking.

5. Because it’s considered rude.

- Work in pairs to discuss the meaning of whisling
and hand clapping in Vietnamese culture.

- Learn by heart the lesson.

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare the next part: Speaking.

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 Students’ activities

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Guessing word:
T: What is it?

- 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?
- 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.
Vocabulary:

- Compliment (n)

- Work in groups

- Listen and find out the answers.

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- Hairstyle (n)
- Terrific (a)
- Kidding (a)

- Ask Ss to take notes and practise reading
vocabulary.

- 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.

- Hang the table on the board. Ask Ss to look at the
information about compliments in the table.

 Useful language:

Give compliments Respond to
compliments
- beautiful

- perfect

- I’ve never seen…
- terrific

- better
I think

- What a / an……you 
have / have got!
 - How + adj / 
adv…………

- You really 
have………

- Your ……is / are…

- Thank you / 
Thanks

- That’s a nice

compliment
I think

I’m glad you like it.
Thank you. I think /
thought………
Thank you. That’s a
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

- Look at the table on the board.

- Listen to the teacher.

- Take notes.

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dialogues to practise the dialogues.
- Move around to give help.

III. While- speaking:

Task 2:

- Read the cues once. Ask Ss to listen and look at the

information in the task.

- Explain the situations of each dialogues.

- Guide Ss to use suitable compliments in each
dialogues, using the cues.

- Ask Ss to work in pairs, practise giving
compliments to suit the responses.

- Move around to give help.

- Call on some pairs to act out their conversation in
front of the class.

- Give comments on their conversations.
Task 3

- Read the cues once. Ask Ss to listen and look at the
information in the task.

- Explain the situations of each dialogues.
- Guide Ss to use suitable compliments in each
dialogues, using the cues.

- Ask Ss to work in pairs, practise responding
compliments to suit the responses.

- Move around to give help.

- Call on some pairs to act out their conversation in

- Work in pairs.

- Listen and look at the information in the task.

- Some pairs perform. Others listen to.

David: You really have a beautiful dress. It is
the most beautiful dress I have seen.

Hung: Your motorbike is really terrific. Then…
Michel: I Though your

badminton was a lot better ….
- Work in groups.

- Listen to the teacher.
- Listen to the teacher.

- Act out their conversation in front of the class.
- Thank you, Phil. I think you can do it as well
as I do.

- Thank you, Peter. That’s a nice compliment.
- You must be kidding. I think it is acceptable.

- Work in pairs.

- Share with the other pairs.

- Present the dialogues.

- Take note teacher’s feedback.
+ A nice pair of glasses:

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front of the class.

- Give comments on their conversations.
IV. Post speaking:

Task 4:

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

- Divide the class into small groups of 3 or 4 and get
them to discuss the task.

- Go around to check and offer help.

- After checking that all the groups have finished, T
calls 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 provides
corrective feedback after that.

V. Home work:

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

- Study

- Speaking English
- Singing

- Briefcase/ a new pen/ a nice hat/
- Prepare the next part.

really like them.

B: Really, Peter. I just bought it yesterday.
+ A new and expensive watch;

A: You really have a new and expensive
watch, ……… How did you get it?

B: Thank you, ……… My father bought it
for me on my birthday.

+ A new cell phone:

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

- 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.

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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.

- 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

- Pairs work

- Rearrange

- Whole class

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and answer the questions.

- 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:

- 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.

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.
- Let students listen twice times.

- Write on board from 1 to 6 and call some
students to come and write their answers.

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

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

+ They are saying goodbye…

- Take notes

- Listen to the tape and read in chorus and
individually

- Individual work, pair work and whole class.

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- Let them listen on again and correct.
- Correct.

Task 2: Gap- fill

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.

- 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.

- Play the tape again for Ss to listen and answer
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.
IV. After you listen:

- Before getting Ss to summarize Ms Linda
Cupple’s talk, T reminds them of some useful
languages Task 1, 2.

information they need to look for in each question
(question word: what, where, when, how…)

- Listen and answer the questions.
- Answers

1. T
2. F
3. T
4. F
5. F
6. T

- Individual work, pair work and whole class.

- Read through all the questions, identify the
information they need to look for in each question.

- Check their answers with a partner

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Suggested ideas:

- Length of time for each call
- Time for calling

- Calling late at night
- Calling at weekend

- Divide the class into small groups of 3 or 4
and get them to summarise the listening
passage.

- Go around to check and offer help.

- 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
provides corrective feedback after that.

V. Homework:

- Ask Ss to learn the new words by heart.
- Review the points that have been covered in
the lesson and do the exercise in the exercise
book.

- Prepare the next part.

- Answer:

1. agreed 5. waking

2. to avoid 6. heart

3. particular 7. kindness

4. adults 8. to stick

- Individual work, pair work and whole class.

- Summarize Ms Linda Cupple’s talk
- Learn the new words by heart.

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

Unit 3: WAYS OF SOCIALISING
D: WRITING

A. OBJECTIVES:

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- 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
match them in correct orders.

a. Pointing at

someone

b. Being late for
class

c. Making mistakes
d. Being into the
farewell

1. saying goodbye
2. admitting one’s
wrongdoing

3. saying“I’m sorry
I’m late ”

4. being rule and
impolite

- Check mistakes
Pre-teach : Vocabulary

- Abruptly
- (to) Apologize
- Discourtesy
- Gosh
- Sorrow

- Pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ss listen and

- Ss think what T asks, give their key.

- Ss correct .

Key: a + 4; b + 3; c + 2 ; d + 1

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

- Give the Vietnamese equivalent (if necessary).
- Read a new word three times, listen and repeat after
the teacher.

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repeat after the T.
II. Pre-writing:

Task1 : Use the words to make sentences.
Change the form of the verb. (No addition or
omission is required)

- Introduce the aims of tasks in writing lesson.
In task 1, T asks Ss to discuss how to use
suggested words in sentences.

- Go around the class to help Ss if necessary.

- Ask Ss to show their key. T gives key to
check.

III. While writing:

- Ask Ss to work in pairs or in groups to read
and discuss about the reordered paragraphs.
- Go around giving help.

- Ask Ss to compare their answers in pairs and
read aloud in front of the class.

- Ask Ss to read their answers.

- Listen to Ss and collect their mistakes for
indirect correction.

Checking 
- Correct with Ss.

- Give feedback on Ss’ work.

- Ss rewrite some words.

- Ss know what they are going to learn.

- 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.
2. However, there is one rule that all situations
observe: We seldom say goodbye abruptly.

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

4. We lead into the farewell by saying something
pleasant and thoughtful like “I’ve really enjoyed
talking to you”.

5. We might also say something relating to the time
like“Gosh, I can’t believe how late it is ! I really
must be going!”

- 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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- Point out some common mistakes made by Ss.

- Ask Ss to give comments on the others’
writing.

Paragraph 2:

1. C 2. E 3. B 4. A 5. D

1. The simplest way to apologize is to say “ I’m
sorry”.

2. Let’s take a common situation. Tom is late
for class and enters the classroom.

3. What does he do? The most polite actionis
usually to take a seat as quitely as possible and
apologize later.

4. But if the teacher stops and waits for him to
say something, he could apologize simply “ I’m
sorry I’m late”, ask permission to take his seat
and sit down.

5. Naturally, more than this is needed, but it is
not the time for it because it has already caused
some interruption and doesn’t need to make it
any longer.

IV. Post-writing:
Dicussion:

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

- 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

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.

- Work in pairs to discuss the questions

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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
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.

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:

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words on the board and introduce the pronunciation to
the Ss. - Teacher plays the tape, ask Ss to listen.

attract waving signal polite

discuss walking instance police

suppose pointing student between

* 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.

 GRAMMAR:

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

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 “
one tense back”

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.

notes

- Read the words aloud

- Read aloud the sentences.

- Whole class

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

- Give some examples and rewrite the sentences
using the above structures.

1/ He said : "I want to go to see An tomorrow"

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The train will be late.=> He says the train will be late.
3. The one tense back rule also applies to reported
thoughts and feelings.

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

Typical pronoun, time, place and modal verb changes
4.1 Pronoun changes

Direct speech Reported speech

I he/ she

we they

mine his/ her

me/ you him/ her

us them

ours theirs

my his/ her

our their

myself himself / herself

4.2 Time and place changes

Direct speech Reported speech
 Time now

two days ago
today

tonight
tomorrow
last night
yesterday

then

two day before
that day
that night

the next / following day
the night before

the day before

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

=> An told me that he would buy a new car
3/ She said : "I have workedhere for one year"
=> She said (that) she had worked there for one year

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

here
this place
these places

there
that place
those places
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
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.

- Read the sentences aloud.

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* Feedback:

- Call on some Ss to read the sentences aloud.
+ Key:

2. Thuan said he worked for a big company.
3. Thuan said he was their marketing manager.

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

5. Thuan said it had been very successful.

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.

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

* Exercise 2:

- Ask Ss to do exercise 2 in pairs.
- Move around to help if necessary.

- 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

- Do exercise 1 in pairs.
Answers:

2. Thuan said he worked for a big company.
3. Thuan said he was their marketing manager.
4. Thuan said the company had opened an office in 
Ho Chi Minh City.

5. Thuan said it had been very successful.

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.

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

- Compare their answers together.

- Read their answers aloud.

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

- Whole class

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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.