GIAO AN TU CHON BAM SAT 12 (chuan)

- Consolidate the usage of the present simple, past simple, future simple - Develop writing skill.. Future simple tense: Hành động xảy ra ở tương lai, và được dùng kèm: Tomorrow, tonight

Preparing date: 10th August, 2008 TiÕt sè: 01

PERIOD 1: REVISION ON TENSES AND WISH - SENTENCES

I Objectives:

- After finishing the lesson, students should be able to use the tenses

- Consolidate the usage of the present simple, past simple, future simple

- Develop writing skill

II Language content:

A Vocabulary: unit 1(textbook- English 12)

B Structures: Wish - sentences

III Teaching aids and method:

- Teaching aids: textbook, workbook, exercisebooks…

- Method: Communicative approach

IV Procedures:

A Presentation:

Teacher’s and students’ activities Content

- T introduces the tenses and

explains how to use them

- T asks sts to look at the extra

board

- T gives some examples

- Sts listen and repeat

- Sts copy the notes

I Activities 1 :

A –Tenses:

1 Present simple tense: diễn tả thói quen,

chân lý, hoat động thường ngày, và được dùng

kèm: Everyday, usually, after school never, often, sometimes, always

(Have)  Have, has

a Mr Ba likes collecting stamps

b Ba has lunch at school

2 Past simple tense: Hành động xảy ra ở

QK xác định rõ tgian, và được dùng kèm:

Yesterday, ago, last… hoặc một thói quen, loạt

hành động trong QK+ KĐ: S + V_ed/ V2 (Bất qui tắc)+ PĐ: S + DID NOT + V.Bare

+ NV: DID + S + V.Bare?

+ WH: WH + DID + S + V.Bare?

Ex: VD: He was not there last year

Ex: Did you buy souvenirs last vacation?

–Yes, I bought a lot.

3 Future simple tense: Hành động xảy ra ở

tương lai, và được dùng kèm: Tomorrow, tonight, soon, next,

S + WILL + V1

Ex: Where will you go tomorrow?

- I’ll be at home

B – Wish sentence 2: Diễn tả một hành động

hay sự việc không thật ở hiện tại

S + WISH (ES) + S + WERE / V 2 , V–ED / DIDN’T V 1

Ví dụ: 1 I wish I were a doctor

2 I wish they could help us

3 Nam wishes he did not come late

B Practice:

-T gives the task and asks sts to do it

- T guides how to choose the best

option

- Sts do the exercises (oral - written)

- Sts practice in groups

- T gives feedback and keys

- Some sts read aloud their answers

- T gives remark and feedback

II Activity 2: Pretest

*Answers:

1 write 2 impressed 3 could lend

4 compulsory 5 were

-T gives the task and asks sts to do it

- Sts do the exercises (oral - written)

-Sts practice in groups

- T gives feedback and keys

- Some sts read aloud their answers

- Sts copy the key

III Activity 3: Give the correct tenses of the

verbs in brackets:

4 will build 5 could 6 make

7 got 8 circles 9 would write

10 flow 11 will give / see 12 met

13 didn’t talk 14 does go/ goes 15 came/

opened/ found

-T reviews how to write wish sentences

- T gives the task and asks sts to do it

- Sts do the exercises (oral - written)

- Sts practice in groups

- T asks each student to do each

sentence on the board

- T gives feedback and keys

- Some sts read aloud their answers

VI Activity 4: Rewrite the sentences, using

“I wish…”

1 I wish I knew many people in the town

2 I wish I could go to the party

3 I wish I the weather were better than today

4 I wish I weren’t so tall

5 I wish I like to play soccer

6 I wish I would meet her in June

C Consolidation:

- Remind tenses and wish sentences

- Guide how to review Home revision: Simple past – present perfect

D Homework: - Learn your lesson at home.

- Do exercises (handouts)

Preparing date: 15th August, 2008 TiÕt sè: 02

PERIOD 2: REVISION ON TENSES (continued)

I Objectives: After finishing the lesson, students should be able to:

- Consolidate the usage of the present perfect, present progressive past progressive

- Develop writing skill

II Language content:

A Vocabulary: unit 2(textbook- English 12)

III Teaching aids and method:

- Teaching aids: textbook, workbook, exercise books, students’ course…

- Method: Communicative approach

IV Procedures:

A Warm up: The game: “Irregular verbs”

Simple form Past form Past participle form

- T asks sts to finish the left forms of the verbs in the table

- Sts work in groups of five

- The team, which has verbs that are more right, will win the game

A Presentation: Activity 1: Theory

Teacher’s and students’ activities Content

- T introduces the tenses and

explains how to use them

- T asks sts to look at the extra

board

- T gives some examples

- Sts listen and repeat

- Sts take notes

I Revision on tenses:

1 Present perfect tense:

Diễn tả hành động xảy ra từ QK kéodài đến hiện tại, hành động vừa mới xảyra/ số lần xảy ra hoặc hành động xảy rakhông rõ thời gian/ chưa xảy ra:

Since: từ khi / For: trong khoảng/ So far = up

to now = up to present: (đến bây giờ), Just: vừa mới, lately = recently: gần đây, once/ twice: một/ hai lần, Ever: đã từng, yet: chưa Before: trước đây already: rồi

+ KĐ: Sn, I + HAVE + (ADV) + V3.

Si + HAS + (ADV) + V3.

+ PĐ: Sn, I + HAVE NOT/ HAS NOT (ADV) + V3 + NV: HAVE/ HAS + S + V3?

+ WH: WH + HAVE/ HAS + S + V3?

- I have not met her since she moved to

London

- He has just come back from his farm.

2 Present progressive tense: diễn tả hành

động xảy ra lúc đang nói: Look! Nhìn kìa!Listen! Hãy lắng nghe: Now = at present = atthe moment: bây giờ; hành động đã được sắpxếp cho tương lai (Next/ Tomorrow) , kèm với

go / come / leave/ arrive

+ KĐ: S + AM/ IS/ ARE + V- ing.

+ PĐ: S + AM/ IS/ ARE + NOT + V- ing.

+ NV: AM/ IS/ ARE + S + V- ing?

+ WH: WH + AM/ IS/ ARE + S + V-ing?

- Bỏ e: make making / come  coming

- Gấp đôi phụ âm: stop  stopping/ run

- Không bỏ y: study studying/

Eg: What are you doing now? I’m reading a book

- Is she watching TV at the moment? – Yes, she is

- I’m going to Dalat next week.

3 Past progressive tense: diễn tả hành

động xảy ra tại một thời điểm trong QK.hoặc hai hay nhiều hành động song song:

Kèm với When/ While

At this time yesterday: vào lúc này hôm qua

At that time/ then: lúc đó

+ KĐ: S + WAS/ WERE + V- ing (I was) + PĐ: S + WASN’T/ WEREN’T + V- ing.

+ NV: WAS/ WERE + S + V-ing?

+ WH: WH + WAS/ WERE + S + V- ing?

- What were you doing then? I was sleeping at

10 P.M.

-When I came home, Hoa was watching

TV, my aunt was reading.

B Practice: Activity 2

-T gives the task and asks sts to do it

- T guides how to choose the best option

- Sts do the exercises (oral - written)

- Sts practice in groups

- T gives feedback and keys

- Some sts read aloud their answers

II Activity 2: Give the correct tenses of the verbs

in brackets:

*Answers:

1 saw 2 was playing/ arrived

3 is running 4 has taught/ graduated

5 went / were having 6 has written/ has finished

7 think/ is knocking 8 were doing/

- T gives remark and feedback 9 is crying 10 are preparing

11 is coming 12 isn’t takking

13 has just washed 14 Have seen

15 lived 16 Have ever seen/ have

did see/ saw

-T reviews how to write wish sentences

- T gives the task and asks sts to do it

- Sts do the exercises (oral - written)

- Sts practice in groups

- T asks each student to do each sentence

on the board

- T gives feedback and keys

- Some sts read aloud their answers

III Activity 3: Rewrite the sentences:

1 I wish I they sometimes visited us.

2 I have worked for years.

3 We haven’t met for five years.

4 I wish he invited us to the party.

5 I wish I played football better.

-T gives the task and asks sts to do it

- T guides how to choose the best option

- Sts do the exercises (oral - written)

- Sts practice in groups

- T gives feedback and keys

- Some sts read aloud their answers

- T gives remark and feedback

IV Activity 4: Pretest

- Guide how to review Home revision: Bare- infinitives – parallel

D Homework: - Learn your lesson at home

-Preparing date: 19th August, 2008 TiÕt sè: 03

II Teaching methods : individual , pair work , group work

III Materials : Textbook 12 (advanced), pictures , tape , CD

I Before you listen.

- T asks Ss work in pairs to match each picture with

the corresponding description

- T calls on some Ss to give their answers and write

them on the boards

- T give the correct answer

- Before eliciting / Pre-teaching the new words, T

helps Ss to pronounce the words given in the book

T may read aloud first or play the tape and ask Ss to

repeat in chorus and individually

- T elicits I teaches some of these words or I and

those taken from the listening passage:

- T may get Ss to make sentences with the words

and gives corrective feedback

II While you listen.

Task a

Instruction: You are going to listen to a women’s

suggestions of summer domestic chores for kids, number

the ideas in ideas in order The first one has been done for

1’

read through the statements Then T instructs them

to use some strategies to do the task:

- T plays the tape once for Ss to do the task

- T asks for Ss' answers and writes them on the board

- T plays the tape the second time for Ss to check

their answers

- T asks Ss to work in groups of 4 to compare their answers

- T checks Ss' answers by calling on some Ss T may

play the tape one more time for Ss to catch the

difficult phrases

T gives the correct answers:

2 Cleaning floors and carpets

3 Sweeping and mopping floors

4 Vacuuming

5 Cleaning spots on carpets

6 Watering lawns and plants

7 Cleaning windows and sliding glass doors

8 Spraying window cleaner

9 Wiping windows

III After you listen

- T gets Ss to work individually to list all the things

that they do to help their parents

- Ask sts to use the suggestions in part a,b

- T can give them some help

- Ask sts to present in a group of 4 or 5

- T can correct their presentation if necessary

IV Homework.

Ask students to prepare for the next lesson

- Take note

- Work individually Work in group

Preparing date: 25th August, 2008 TiÕt sè: 04

writing: personal letters:

- T divides the class into groups of 4 to write down each

part of an invitation letter:

+ Group 1: The event

+ Group 2: The place

+ Group 3: The time and date

+ The invitation itself

- T collects their answers and then T combines their

parts and calls on sts to read and checks

Presentation

- T guides and and asks sts to prepare to write each part

of a letter of invitation or a formal letter

Part 1:

The Heading (the Address):

- T uses handouts or a poster to explain the contents or

the form/ the rule

This is in the top right-hand corner of the letter First, write

the house number, then the street name After this, write the

town under the street For a letter to a person in another

country, write your country, too

Eg: (the sender)

113 Nguyen Du Street,

Mong Cai Town,

Quang Ninh Province,

3’

This is the top left-hand corner of the letter, under the address

of the sender a line .

Part 2: The Greeting/Start with “Dear ,” on the left,

about two lines under the date

Eg: Dear Mr Brown,

Or Dear Sir,

Part 3: The Body / The first sentence: start a few space

in, like the first sentence of a new paragraph Always

start with a capital letter.

Eg: I am writing to invite you to

Part 4: The Closing / the End

For business letters with “Dear Sir” or Dear Madam”, use

“Yourfaithfully,” For friends, use “Yours sincerely,”or

“Yours, Love, ”and after that we put a comma.

Part 5: The Signature: Our Signature normally goes

under the Closing.

Here is a plan for a letter:

number- street

town (country)

number- street town (country) date

Dear

, first name sur name, Sir,

- T asks sts to work individually to write a letter

following the plan/the rule above

- And then sts exchange their writing with their parters to

correct and check

- T collects some writing to correct with the whole class

and gives corrective comments

Preparing date: 4th September, 2008 TiÕt sè: 05

Grammar: reported speech with infinitives

1 When I’m tired, I enjoy television It’s relaxing (watch)

2 It was a nice day, so we decided for a walk (go)

* We expected her to be late.

* Would you like him to go by bus ?

- T gives out the handouts to further practice the following verbs

Be careful with want Do not say “want that ”

* Do you want me to come early ? ( not “Do you want that I come early ?” )

Eg:

* Can you remind me to phone her ?

* Who told her not to write to me ?

 These verbs have the structure verb + object + to

- T gives the handouts to summarize the structure

order warn invite persuade

- T uses the handouts for sts to further practice and summarize, comapre thepoints

Handouts:

* I allowed him to use my car * I allowed driving to work

 There are two possible structures after the verb:

Note:

Make and let

Eg: - They make me study hard

- She lets him go out

 We say “make somebody do something ” “not to do something”)

b) Practice

- T uses the handouts to practice these structures:

a) Complete these sentences so that the meaning is similar to the first sentence.

1 I was surprised that she came back late

 I didn’t expect (her to come back late)

2 Don’t stop him doing what he wants

 Let _(him do what he wants)

3 My father said I shouldn’t say anything to the strangers

 My father advised _ (me not to say anything to the strangers)

b) Put the verb in the right form: - ing or infinitive (with or without to)

1 She doesn’t allow (smoke) in the house  smoking

2 Pele encouraged Ronaldo (take) _ part in the World Cup 2002  to take

3 She wouldn’t let me (read) _ this letter  read

Homework

- T summarizes the main teaching points

- T asks sts to prepare for new lesson

* Comment:

Preparing date: 11th September, 2008 TiÕt sè: 06

Unit 2: Cultural Diversity

Speaking

Objectives:

- By the end of the lesson, student are able to express compliments.

- By the end of the lesson, student are able to respond to compliments

Skills:

- Speaking: making and responding to compliments

Teaching aids:

- Handouts, Textbooks (12 advanced)

Before you

speak

While you

speak

Game: Yes/ No Contest‘Yes/ No Contest’ ’

- Divide SS into two groups, A and B

- Tell each groups to choose 2 representatives ascontestants

- In turn, the contestans will go to the front of theclass and answer the questions made by the othergroup They must say ‘Yes/ No Contest’yes’ or ‘Yes/ No Contest’no’, nor nod orshake their heads when they answer, but just give aphrase in agreement or disagreement

This is the example:

S1 : Are you a student?

S 2 : I am

S 1 : Do you like pop music?

S 2 : Very much./ Not very much /I don t think so.’

- Tell SS if they give a ‘Yes/ No Contest’nod’ or ‘Yes/ No Contest’shake’ or say ‘Yes/ No Contest’ yes’, or

‘Yes/ No Contest’no’, they lose the game.

- The contestant who can answer 10 questions without breaking the rules wins the game.

- Ask SS if it is easy to answer questions without saying

‘Yes/ No Contest’yes’ or ‘Yes/ No Contest’no’, or without nodding or shaking their heads.

- Transition: It’s not easy at all because it’s part of our culture But we can also learn about other cultures The cultural aspect we’ll learn and practise today is compliments How to make and prespond to a compliment.

- Write on the board:

Unit 2 Cultural Diversity-Speaking

1 Giving models (Task a, p.27)

- Put SS into pairs and ask them to act out the exchanges.

- Call on some close and open pairs to act out the ax changes.

- Ask SS which ones are more common in Vietnamese cultures and which are common or acceptable in Western cultures.

- Tell that polite in most Western cultures to say

‘Yes/ No Contest’thank-you’ in response to a compliment

2 Introducing Useful Language

- Elicit from SS the expressions that may be use togive compliments and those used to respond tocompliments

- Introduce to SS the common structures used toexpress compliments and some common example

- Suggest some common expressions used torespond to compliments

-To introduce the target language in context

- To provide language input for speaking activities later

-To provide some freer practice

o I’m glad you like it.

o It’s nice of you to say so

Your compliment is

Activity 1: Life-like Situations (Task b, p.28)

- Arrange SS to work in pairs

- Ask SS to read the situations provided.

-Tell SS to play the roles and act out the conversations, giving and responding to comliments.

- Call on pair to act out their exchanges

- Invite the class to give opinions and comments

- Give feedback and comments

Activity 2: Persionalization

- Tell SS to look around the classroom, and make compliments on their classmates, what they have or what they have done

- Tell SS to respond to their classmates’ compliments.

- Write down some prompts on the board and tell SS they can give compliments on these things:

o Clothes: shirt, trousers, coat, scarf, …

o Hair style, hairpins, shose, …

o Scores, test results, project, …

- Give a model: T: How nice your shose are!

S: Thank you.

- Call for volunteers to act out their exchanges.

- Invite SS to give comments on their friends’ work.

- Give feedback and comments: compliments or encouragement on what SS have done.

Language review

- Ask SS to revise the language used to express and to respond to compliments.

-To provide a meaningful activity where SS talk about

themselves

-Sth to do at home

Preparing date: 13th September, 2008 TiÕt sè: 07

REVISION ON PASSIVE VOICE

I Objectives : After finishing the lesson, students should be able to:

- Consolidate the usage of passive voice

- Develop writing skill.

II Language content:

Exercises on passive forms of present simple, present past and modals III Teaching aids and method:

- Teaching aids: textbook, workbook, exercise books, grammar books …

- Method: Communicative approach

IV Procedures:

A. Presentation:

Teacher’s and students’ activities Content

- T reviews grammar rules and

takes some examples

- Sts listen and copy the rules

I Activities 1: Theory:

Tenses Formation

Present simple S + Am / Is / Are + V3Past simple S + was / were + V3Modals S + modal+ be + V3

1 People don’t use this dictionary.

This dictionary isn’t used.

2 Someone gave Mary this present.

Mary was given this present.

3 They will organize a meeting

A meeting will be organized.

B Practice:

- T asks sts to do the exercise

- Sts do the exercise

- Sts read their results

- T gives the feedback

II Activities 2: Pretest

- Sts do the exercise individually

- Sts write the answers on the board

- Sts share the result with their partner

- Sts read their sentences aloud

- T gives remark and marks

III Activities 3: Change into passive voice:

1 These products have to be tested.

2 This dictionary isn’t used very often

3 Mary was given this hat an hour ago.

4 I was told me that our teacher was sick.

5 Our project must be finished on time.

6 A cure can be found for cancer in the future

7. The old building ought to be knocked down

8 The telephone was invented by Alexander Bell.

9 That play was written by Shakespeare.

10 French is spoken in France.

11 This exercise must be carefully done.

12 A meal isn’t cooked by in the kitchen by her mother.

13 Is the school the library visited by Nam everyday?

14 The question wasn’t answered yesterday.

15 Was the living room decorated?

Preparing date: 17th September, 2008 TiÕt sè: 08

Writing: writing a letter of reply

1 Objectives:

By the end of the lesson:

- sts will able to understand the contents, vocabulary and structures of a reply letter

Match the greetings and endings Which are formal?

2 Dear Sir or Madam b Yours faithfully (Mark Geogre)

3 Darling Rosie c Love (Teddy)

4 Dear Mr Baker d Lots of love (Bob Charton)

5 Dear David e Yours sincerely (William)

- Sts work and discuss in pairs

- T goes around the class to check and give help if necessary

- T gets feedback and correct with the whole class

- T gives the handouts and explains how to complete

- Pupils work and discuss in groups and choose the suitable

number to fill in gap so that sts can understand the way of

writing a formal letter of reply

- In the meantime, T goes around and checks

Handouts:

Write the correct numbers of the following rules in the

correct boxes on the letter.

1 120 Ly Tu Trong St.Quang Ninh Province.

22 nd November 2007

20 Bach Dang St,

Ha Long City.

Dear Sir or Madam,

I have read the information about the English Speaking

Competition on your Language Centers Website I am

interested in practising English with native speakers and I want

to get some information about the competition.

Could you please send me details of the competition, the

number of participants, entry procedures, venue, date and time?

Please provide me with your phone number and e-mail.

I look forward to hearing from you soon.

Yours truly,

Thu Anh

1 We write our own address in the top right hand corner.

2 We end with an expression like: “I look forward to ”

3 We write the receivers name and address on the left hand side.

4 We sign off with “Yours truly”

5 We write our name under the signature.

6 We don’t use short forms.

7 We write the date under our address.

8 We start the letter with “Dear ,”

9 We use “Sir or Madam” if we don’t know the persons name.

- T goes around the class and gives help if necessary

- T corrects and gives feedback

Answers: 1 - 7 - 3 - 8 - 9 - 6 - 2 - 4 - 5.

Pair work and whole class

20’ Activity 2

- T gives the handouts for sts to further practice

- sts work in groups / pairs to complete the suggestions and

1 I / read / information / Maths Contest / your school’s website.

2 I / be very interested / Maths / especially / mathematical

puzzles / I would like / have / information / contest

3 You / please send / details / contest / include / place / time ?

I have read the information about the Maths Contest on your

school’s website I am very interested in Maths, especially

mathematical puzzles and I would like to have some information

about the contest.

Could you please send me details of the contest, including the

place and time? Please contact me on the phone 0464 - 4975643

I look forward to hearing from you soon

Yours sincerely, Thanh Anh

Individual work and whole class

- T repeats the ways of writing a letter of reply: vocabulary,

structures, contents

- T asks sts to write a letter: You are working at the

Organising Committee for Maths Contest Write Thanh Anh

a reply, basing on the letter above.

Whole class

* Comments

Preparing date: 19th September, 2008 Tiết số: 09

REVISION ON REPORTED SPEECH

I Aims

* By the end of the lesson, sts will be able to master the use of :

- Word combinations with home and house

- Present simple expressing routine

- Reported speech: statements and questions

* Present simple expressing routine

- Ask sts to revise the use of present simple to express

daily routine

- T can help if they can’t revise correctly

- Ask sts to make questions for these answers

1.What time does she put dirty dishes in the sink and wash them?

2.What time does she do the laundry and hang up wet clothes?

3.What time does she take the baby to kindergarten?

4.What time does she ma i l letters?

5.What time does she shop for food?

6.What time does she prepare lunch?

7.What time does she take a nap?

8.What time does she pick up the baby?

9.What t i me does she prepare dinner?

- Ask sts to work in pair to ask and answer the questions

in the text book

- Use these questions to ask each other

Eg: What time do you put dirty dishes in the sink and

wash them ?

* Reported speech

T revises the way to change tenses,avd…!into indirect speech

 Nếu động từ giới thiệu ở thì hiện tại đơn, hiện tại hoàn

thành, or tơng lai đơn thì trong lời trích dẫn ta chỉ đổi đại từ

(pronouns) or tính từ sở hữu sao cho thích hợp

Ex - The farmer says: “I hope it will rain tomorrow”

= The farmer says he hopes it will rain tomorrow

- She has said: “I’m tired now”

= She has said she is tired now

- Work in pairs

- Ask and answer

-Take note

Nếu động từ trong mệnh đề chính ở thì quá khứ đơn, thì

trong lời trích dẫn ta phải đổi thì, các từ hoặc cụm từ chỉ thời

gian, vị trí, đại từ …!

1 Simple present -> Simple past

S + Vs,es + … -> S + Ved + …

2 Present continuous -> Past continuous

S + am/is/are + Ving -> S + was/were + Ving

S + have/has + done -> S + had + done

4 Present perfect continuous -> Past perfect continuous

S + have/has + been + Ving -> S + had been +Ving

5 Simple past -> Simple past/ past perfect

6 Past continuous -> Past continuous/ Past perfect

cont S + was/were + Ving -> S + had been + Ving

7 Simple future -> Future in the past

8 Future continuous -> Future cont in the past

S + will + be +Ving ->S + would + be + Ving + …

+ Yesterday - The previous day/ the day before

+ Five days ago - Five days before/ earlier

+ Last + N - The previous + N

+ Tonight - That night

+ Tomorrow -> - The next day/ the following day

+ Next week -> - The next week/ the following week

+ The day before yesterday -> - Two days before

+ The day after tomorrow -> - Two days after

- Ask sts to report the interview

- T give feedback and correct answer

First, the interviewer wanted to know how many children Mrs

Green had She said that she had two , a daughter and a son

Then the interviewer asked about the conflicts between her

and her children She said it was a long story Her children

were always neglect i ng their domestic responsibilities and

arguing when being reminded

Next , the interviewer wanted examples

She let him know that she often battled with her daughter against

the latter ' s messy room or ' her irresponsibility for collecting and

disposing of the garbage can

Finally , the interviewer wanted to know about the conflict with her

son She complained that her son was worse than h i s sister He

never helped her with household chores He was always taking out

things and never returning them to their places

II Read and report.

- Ask sts to report

- T goes around to listen and takes notes of the typical errors

- T calls on some Ss to read' the sentences again and provides

corrective feedback

Virginia said that she remembered when she had been

her daughter ' s age, she had had twice as much work to

-Take note

-Work in pairs

do around the house She wouldn ' t have dreamed of

blowing off the responsibility And that today ' s kids had

too easy responsibility

HOMEWORK

- Ask sts to revise what they have learned

- Prepare for the next lesson

Preparing date: 20th September, 2008 TiÕt sè: 10

REVISION ON REPORTED SPEECH (continued)

I Objectives: After finishing the lesson, students should be able to:

- Consolidate the usage of reported speech.

- Develop writing skill

II Language content:

Exercises on reported speech with Wh- / How questions and imperatives III Teaching aids and method:

- Teaching aids: books, chalk, board, and a table on page 45…

- Method: Communicative approach

IV Procedures:

A Presentation:

Teacher’s and students’ activities Content

T reminds sts of grammar rules

and takes examples

- Sts listen and copy the rules

I Activities 1: Reported speech.

S+ told / asked B + not + to + V 1 +

1 I said to Tom, “Open the book for me.”

 I told / asked Tom to open the book for me.

2 The teacher said to us, “Don t talk’ in class.”

 The teacher asked us not to talk in class.

B Practice:

- T asks sts to do the exercise

- Sts do the exercise

- Sts read their results

T gives the feedback

II Activities 2: Change into reported speech:

( Wh- / How questions : Câu nghi vấn có từ hỏi)

1 Tom asked her mother where she was then.

2 Mary asked me, Jim where I would spend my vacation that summer

3 The policeman asked children why they were playing football there.

4 She asked her son what he wanted her to help him then.

5 The teacher asked the school girl: “What subject she liked best.

6 Mary asked John who taught English that year.

7 The Lady asked the policeman what she had to

- Sts compare with their partner

- Sts perform before the class

- T gives remark and marks

III Activities 3: Change into reported speech ( Imperatives : Câu mệnh lệnh)

9 He told me not to make a noise.

10 She told the passer-by to go straight ahead for two blocks and turn left.”

11 She told her classmate to be quiet.

12 The teacher told his student write those sentences.

13 She told me not to believe everything my friend told me.

T guides

- Sts practice in pairs

- Sts compare with their partner

- Sts perform before the class

- T gives remark and marks

IV Activities 4: Rewrite sentences, keeping the same meanings:

1 I have not seen him for two years.

2 Nam is the tallest in the class.

3 We were lucky enough to catch the bus.

4 It took us 30 minutes to get to the airport.

5 We wish he came to class on time.

6 Nam has just been met in the yard.

- Prepare for the next test

- Copy your exercises onto your notebook

Preparing date: 24th September, 2008 TiÕt sè: 11

Grammar: reported speech with gerund

Date of teaching:

1 Objectives:

By the end of the lesson, sts will able to understand the contents, vocabulary and

structures: Verb + preposition + _ ing

2 Teaching aids:

Handouts, textbooks

3 Procedure:

A Organization:

B Procedure

(A) New lesson

Verb + preposition + _ ing a/ Many verbs have the structure verb + preposition (in/ for/ about ) + object For example:

- We talked about the problem.

- He thinks about her questions

 verb + prep + object

If the object is another verb, it ends in _ ing

For example:

- They talked about going to Hanoi

 verb + prep + _ing (object)

Here are some more verbs with this structures

- T may use the poster or the handouts to save time, T guides sts to makesentences using these verbs

- succeed (in) eg: they succeeded in finding a good job.

- insist (on) eg: she insisted on meeting his father

- think (of/about)

- dream (of) eg: he always dreams of being rich.

* to apologize to smb for doing smt.

b/ with some of the verbs in a/, you can use the structure verb + prep + smb +_ ing

For example:

- He looks forward to James coming soon.

c/ The following verbs can have the structure verb + prep + _ ing

- T may use the poster or the handouts to save time, T guides sts to makesentences using these verbs

- congratulate (on) eg: They congratulated her on passing the exam.

- accuse (of) eg: he accused her of not telling the truth.

- suspect (of) eg

- prevent/ stop (from) eg: The police prevented him from driving home.

- thank (for) eg: I thanked him for helping me.

- warn (against) eg: James warned him against buying this house.

* Some of these verbs are often use in the passive:

For example:

- I was accused of telling lies

- We are warned against going out with him

(B) Practice

- T gives out the handouts for sts to reproduce these structures

Exercise 1: Complete each sentence using only word.

1 I feel lazy I don’t feel like doing any work.

2 I think you should apologized to Sue for being so rude to he.

Exercise 2: Complete the sentences, without changing the meaning.

1 “I’ll drive you to the station” George said to her.

 George insisted on driving her to the station.

(C) Homework

- T gives the handouts to further practice/reproduce

For example: Fill a suitable preposition in gap

1 They suspected her stealing their pens.

* Comments:

Preparing date: 26th September, 2008 TiÕt sè: 12

Writing: personal letters

Brainstorming: Complete the sentences below with the exact information from the table

Literacy rate of the population aged 17 years of some Southeast Asia countries

2 In China, the numbers are much higher for both males and females with rates

of and 80 per cent respectively

3 Malaysia and Philippines rank slightly lower than China for males with , butthey have a higher rate for females of 83 per cent

4 Thailand has standard of literacy with 95 per cent for men and 92 percent for women

5 Vietnam has ranking for males with 96 per cent, but the figure of 90 percent for females is lower than that of Thailand

6 Malaysia and Philippines have exactly figures

Answers:

1 53 per cent 2 90 per cent 3 88 per cent

4 high 5 the highest 8 the same

Activity 1:

Paragraph: Each paragraph should have a clear topic and purpose It can behelpful to draw up an outline plan with a clear structure, in note form

Introduction Comment on the subject and the treatment proposedMain body/Development Main points- supporting evidence or example,

Conclusion Summary of argument so far and/ or clear statementof conclusion if required.

Activity 2:

- T elicits and teaches some main vocabulary

Introduction;

The line graph reveals biểu lộ

The chart indicates

Describing similarities and differences:

This stands in marked contrast to

The greatest difference occurred in

Describing increase :

There was a big increase in

There was a (dramatic / big ) increase in

(To) rise steadily to

Describing decrease:

There was a huge drop in

There was a sharp decline of

reduce (dramatically )to

To remain steady throughout the period

Describing steadiness

Conclusion- Summarize the main findings:

One of the most surprising finds was

In conclusion,

- T checks sts’ understanding and guides them to make new sentences.

Activity 3:

Writing a description of information in tables.

- T elicits the general outline of a table description

* A general statement (title, what the table is about)

* Trends at different times or significant points of change

* Over trend

- T gets sts to work in groups to write a description of a table

- T collects some sts’ writings and correct with the class

Homework

- T gives the handouts to write a description of the table

* Comments:

Preparing date: 28th September, 2008 TiÕt sè: 13

REVISION ON PASSIVE VOICE (continued)

I Objectives: After finishing the lesson, students should be able to:

- Consolidate the usage of passive voice

- Develop writing skill

II Language content:

Exercises on passive forms of Present progressive, past progressive and present perfect

III Teaching aids and method:

- Teaching aids: books, chalk, board, and a table on page 45…!

- Method: Communicative approach

IV Procedures:

A Presentation:

Teacher s and students activities’ ’ Content

T reviews grammar rules and

takes some examples

- Sts listen and copy the rules

1 People are using this dictionary.

This dictionary isn t being used’

2 Someone is giving Mary this present.

Mary was being given this present.

3 They have found oil in the Antarctic Oil has been found in the Antarctic.

B Practice:

- T guides

- Sts practice in pairs

- Sts do the exercise individually

- Sts write the answers on the

board

- Sts share the result with their

partner

- Sts read their sentences aloud

- T gives remark and marks

II Activities 2 - Change into passive voice:

1 Those posters have just been painted

2 A new bridge was being built by the builders

3 A report is being prepared by Ba now

4 Coffee was being made when I came

5 The room has not been changed

6 Are your shoes being mended at the moment?

7 The flowers haven’t been bought yet

8 He is being laughed at

9 Our conversation was being recorded

10 She has been seen since last week

11 The computer is being used by Bill at themoment

12 Many people have been treated for burn bydoctors

13 The match was being watched on T.V

14 His watch hasn’t been stolen

15 Are these cakes made?

T reviews how to rewrite each

- T asks each student to do each

sentence on the board

- T gives feedback and keys

- Some sts read aloud their

answers

III Activities 3:Rewrite the sentences:

1 Many existing stands have to be built

2 Bananas shouldn’t be put in the bridge

3 Nothing can be done unless we are givenmore information

4 Houses are being built for the poor

5 This is the most interesting film I have everseen

C Consolidation:

- Remind tenses

- Guide how to review Home revision: the structure of V-ing.

D Homework:

- Learn your lesson at home

- Do exercise Ex in your workbook

- Prepare for the next test

- Copy your exercises onto your notebook

- Do part IV at home +Prepare for the next test

* Comments:

-Preparing date: 29th September, 2008 TiÕt sè: 14

Grammar: SIMPLE FUTURE PAST SIMPLE VS PAST PERFECT

I Objective: By the end of this lesson, student

- will be able to review some points of simple future Past simple vs past perfect

- will love leaning English more

II Preparation: color chalk, work workbook and handouts.

III Procedures

A Simple Future

Teacher and students have some example to review the usage and form of these tenses

Ex: He will go to the stadium next Sunday.

(Chủ nhật tới tôi sẽ đến sân vận động)

We will / shall have the final test.

(Chúng tôi sẽ làm kiểm tra cuối cùng.)

I will eat breakfast at 6 o’clock tomorrow

(Vào lúc 6 giờ sáng mai, tôi sẽ (bắt đa u) dùng bữa điểm tâm.) àu) dùng bữa điểm tâm.)

- I will be eating breakfast at 6 o’clock tomorrow

(Vào lúc 6 giờ sáng mai, tôi sẽ đang dùng bữa điểm tâm.)

Chú ý : WILL còn được dùng cho tất cả các ngôi.

Khẳng

định

Phủ định S + will + NOT + V S + will NOT+ be+ V-ing

Nghi vấn (Wh) + will (NOT) + S + V ? (Wh) + will (NOT) + S + be+

V-ing ?

Practice

1/ We (go) out when the rain (stop)

2/ I (stay) _ here until he (answer) me

3/ Wait until I (catch) you

4/ I (be) _ ready before you (count) _ ten

5/ John must eat his breakfast before he (go) out

6/ Miss Helen (help) you as soon as she (finish) thatletter

7/ He (tell) _ you when you (get) there

8/ She (not come) until you (be) _ ready

9/ He (tell) you when you (ask) him

10/ I (come) _ and (see) _ you before I (leave) _ for England

7 will tell/ get

8 will not come/are

9 will tell/ask

10.will come and see/leave

B Past simple vs Past perfect

Ex: Thì Past Perfect (Quá Khứ Hoàn Thành) dùng để chỉ một hành động xảy ra

trước một hành động khác cũng trong quá khứ (past action)

- When he had finished his work, he went home.

(Khi đã làm xong việc, nó trở về nhà)

-By the time I arrived at the station, the train had gone.

(Vào lúc tôi đến nhà ga thì xe lửa đã chạy rồi)

+ Thì Past Perfect còn diễn tả một hành động xảy ra trước một điểm thời gian

xác định ở quá khứ.

- By 10 o’clock last night, I had gone to bed.

(Tôi đã lên giường ngủ trước 10 giờ tối qua.)

Practice

1/ They (go) home after they (finish) their work.2/ He (do) _ nothing before he (see) _ me

3/ He (thank) me for what I (do) for him

4/ I (be) sorry that I (hurt) him

5/ After they (go) , I (sit) down and (rest) .6/ When I (arrive) _, the dinner (already, begin) .7/ My friend (not see) me for many years when I (meet) _ last week.8/ He (learn) English before he (leave) for England.9/ In England, he soon (remember) all he (learn) .10/ They (tell) him they (not meet) him before

Grammar: INFINITIVE, TO-INFINITIVE AND GERUND

I Objective: By the end of this lesson, student

- will be able to review some points of infinitive, to-infinitive and gerund

- will love leaning English more

II Preparation: color chalk, workbook.

III Procedures

1 TO-INFINITIVE (động từ nguyên mẫu có TO)

Ta duứng To-infinitive trong caực trửụứng hụùp sau:

1 Chổ muùc ủớch vaứ keỏt quaỷ Ex: I went to the post office to buy some stamps

2 Laứm chuỷ ngửừ vaứ taõn ngửừ Ex: To get up early is not easy for me Ex: The most important thing is to study hardly

3 Sau tớnh tửứ Ex: It’s harmful to smoke cigarettes

4 Sau caực Question words: what, how, where, who… Ex: I don’t know how to

speak English fluently

5 Sau for vaứ of + tuực tửứ Ex: It is very kind of you to help me.

Ex It is good for you to jog every day

6 Sau moọt soỏ ủoọng : Verb + To-infinitive

* want, refuse, prepare, mean, hope, fail, wish, seem, need, intend, agree, continue,arrange, would like, would prefer, pretend(giaỷ vụứ), learn, help, decide, expect,promise, plan, threaten (ủe doaù), begin

Ex: She promised to come here on time

Verb + Object + To-infinitive

* want, ask, like, advise, invite, tell, would like, persuade (thuyeỏt phuùc), force (thuựcủaồy, baột buoọc)

Ex: He asked me to phone him whenever I came home

2 GERUND (DANH ẹOÄNG Tệỉ) V-ING

Ta duứng Gerund trong caực trửụứng hụùp sau:

1 Chuỷ ngửừ: Drinking much water everyday is good for your health

2 Taõn ngửừ cho ủoọng tửứ TO BE: My hobby is playing soccer

3 Laứm taõn ngửừ cho giụựi tửứ: I am interested in listening to music

4 Laứm taõn ngửừ trửùc tieỏp cho moọt soỏ ủoọng tửứ:

enjoy, consider, suggest, practice, mention, delay, postpone, admit, avoid, detest(gheựt), hate, risk (lieàu), miss, give up, finish, dislike, mind, deny (choỏi), can’tstand, can’t bear (khoõng theồ chũu ủửụùc), can’t help (khoõng nhũn ủửụùc), it is no use(voõ ớch), it is no good (chaỳng ớch gỡ)

Ex: I can’t help laughing

Ex: It is no use waiting There will not be another bus

5 Baột buoọc duứng V-ing sau caực tớnh tửứ: busy vaứ worth (ủaựng).

Ex: She is busy cooking This book is worth reading

3 V-ING VAỉ TO-INFINITIVE ẹEÀU COÙ THEÅ DUỉNG ẹệễẽC SAU CAÙC ẹOÄNG TệỉSAU ẹAÂY:

1 Không làm thay đổi nghĩa cùa câu: begin, start, intend (dự định), Ex: I begin to understand = I begin understanding

2 Love, like, hate, remember, regret, forget + V-ING: diễn tả thói quen hay hành động ở quá khứ

Love, like, hate, remember, regret, forget + TO-INFINITIVE: nói vế các hành

®ộng ở tương lai

Ex: I love going to the theatre (thói quen)

I love to have a big meal

I remember seeing you somewhere but I have forgot your name

* STOP +V-ING: ngừng làm việc gì

Ex: I stop learning (tôi ngừng việc học)

+ TO-INFINITIVE: ngừng đề làm viêc khác

Ex: I stop to learn (tôi ngừng lại để học)

3 Permit, allow, advise + V-ing

permit, allow, advise + tân ngữ + to-infinitive

Ex: My parents don’t allow smoking.

My parents don’t allow me to smoke.

Grammar: USED TO + INFINITIVE WHICH AS A CONNECTOR

I Objective: By the end of this lesson, student

- will be able to study more about the using of Used to and Which as a connector.

- will love leaning English more

II Preparation: color chalk, work workbook.

III Procedures

A USED TO + Infinitive à (đã từng…) chỉ một thói quen ở quá khứ

- My father used to smoke a lot.

(Trước đây ba tôi thường hay hút thuốc nhiều)

- When I was a little boy, I used to swim in the river.

(Khi còn bé tôi thường hay đi tắm sông.)

B BE USED TO + V-ing / Noun à (quen với…) tương với Be accustomed to

- My mother is used to getting up early.

- I have been used to the hot weather here.

3/ The accounting department was on the 18th floor

- The accounting department used _

4/ Tom was a good employee and worked hard

- Tom used _

5/ I bought all my clothes in that store

- I used _

6/ She doesn’t usually stay up late

- She’s not used _

7/ They don’t usually drink beer

- They aren’t used _

8/ My brother quickly adapted to his new job at the bank

- My brother quickly got used

9/ When you buy a new car, you need some time to practise driving it

- When you buy a new car, you need some time to get used

10/ My French friend finds driving on the left difficult

- My French friend isn’t _

ANSWER

1 I used to walk to work

2 I never used to make so many mistakes

3 The accounting department used to be on the 18th floor

4 Tom used to be a good employee and worked hard

5 I used to buy all my clothes in that store

6 She isn’t used to usually stay up late

C WHICH as a connector

I didn’t go to the party last nigh, which was a pity

IV Comments

conditional sentences (type 1 & 2)

Date of teaching:

1 Objectives:

By the end of the lesson, sts will able to understand the contents, use and

structures: Conditional sentences (type 1 & 2)

1 If he gets up late A he would write to her.

2 If she is lazy B he will miss the train.

3 If it didn’t rain C she would buy this house.

4 If he knew the address D we wouldn’t go on holiday.

5 If she won a lot of money E she will not pass the exam.

(B) New lesson

a/ Compare these example:

1/ Sue has lost her watch She thinks it may be at Ann’s house

- Ann: No, but I’ll have a look when I get home if I find it, I will tell you.

(Ann feels there is a real possibility that she will find the watch).

2/ Ann says: if I found a watch in the street, I’d take it to the police.

(Ann is not thinking about a real possibility; she is imagining the situation and doesn t expect to find a wallet in the street).’

When you imagine something like this, you use: if + past

(if I found/if you were/if you didn t ’ ) but the meaning is not past

For example:

- what would you do if you were a millionaire ?

- I don’t really want to go to their party, but I will go If didn t go they would be’

unhappy.

- Sarah has decided not to apply for the job She isn’t really qualified for it, so she wouldn t get it if she applied’

b/ We do not normally use would in the if-part of the sentence:

- I’d be very frightened if someone pointed a gun at me

c/ In the other part if the sentence (not the if-part) we use would (‘Yes/ No Contest’d) wouldn’t:

- if you took more exercise, you would feel healthier

- would you mind if I used your phone ?

* could and might are also possible:

d/ do not use when in sentences like those on this page:

- They would be offended if we didn’t accept their invitation (not ‘Yes/ No Contest’when we )

+ we use when for things which are sure to happen:

+ we use if for things that will possibly happen:

(C) Practice

- T uses the handouts to reproduce these structures

Exercise 1: Put the following verbs into correct form.

1 If they (not be) short, they would find a good job  weren’t

2 If it didn’t rain too heavily, we (not come) back too late  wouldn’t come

3 David (travel) a lot if he has much money  will travel

4 William will meet you if he (finish) work early  finishes

Exercise 2: Rewrite the following sentences, without changing the meaning.

1 He loses the key so he doesn’t open the door

 If he didn’t lose the key he would open the door

Brainstorming: Match the first and the second parts of the conditional sentences below.

- T uses the handouts for sts to work in groups

1 If you keep pulling the cat’s tail,

2 Unless the taxi arrives soon,

3 If his hair weren’t so long,

4 we would buy the house of our dream

5 If my parents had had more money,

6 I could have met you at the airport

a/ they would have sent me to London b/ he’d look much smarter.

c/ she’ll scatch you.

d/ if I’d known you were arriving today e/ we’ll be late for the flight.

f/ if we won the lottery.

1 Real situations: Present + will

Eg: Here we think that the outcome is really possible

If you keep driving like that, you will have an accident.

2 Hypothetical situations: past + would

Eg: These are imaginary situations

If I knew the answer, I would tell you.

The verb be usually takes the form were for all persons in these sentences.

If I were you I would tell her the truth.

3 Hypothetical past situations: past perfect + would have past participle.

Eg: These refer to past events

If I had known your address, I would have written to you.

Note: with modals

a/ if you get wet, you should change your clothes at once.

- if you come early, we can discuss the problem togther.

b/ if I had the money, I could help you.

c/ if you hadn’t reminded me, I might have forgotten.

4 if only: This adds emphasis to hypothetical situations With past events it adds a

sense of regret The second past of the sentence is often left out

If only I had enough time.

If only I hadn’t driven so carelessly.

5 Unless = if not

6 Past events with results in the present: past perfect + would.

Eg: If Jim hadn’t stayed up late, he wouldn’t feel sleepy now

7 were to

Eg: This also makes an event seem more hypothetical

If she were to speak well, she would find a good job (if she spoke well )

8 if it were not for /if it had not been for = but for.

Eg: This describes how one event depends on another

If it weren’t for her money, we wouldn’t buy this house

(but for her money )

9 Others ways of making a conditional sentence

- supposing that/ as long as / providing that / otherwise /

b) Practice.

- T gives out the handouts for sts to practice and complete individually and thenthey compare with their partners

Exercise 1: Put each verb in brackets into a right tense

Eg: If I (be) you, I ( not do) like that:  were / wouldn’t do

Exercise 2: Rewrite each sentence so that it contains the word in capitals.

Eg: We won’t go away if the weather is bad: UNLESS

 Unless the weather is bad, we will go away

Exercise 3: Multiple choice.

- T asks sts to retell their answers, T calls on some sts to comment on the answers

- T checks and corrects with the whole class, gives feedback.

Homework

- T guides sts to prepare the next lesson

* Comments:

3’ - T divides the class into the groups of 3 to rewrite all theWarm - up

conjunction they have learned

Eg: because, if

- T checks and sorts out these conjunctions sts write

- T explains and leads into the lesson

Whole class &Group work

1 Simple Present - Simple present

- Simple present

3 Present Perfect - Simple present

4 Past Perfect - Simple past

b) Practice.

- T elicits and explains by using the handouts

Eg:

* People have said that London has fog

* She says she has finished her homework already

* She said she would visit me again

* They had done what was necessary

10’ a) Presentation: The sequence of verbs in main clauses andadverbial clause of time:

Main clause adverbial clause of time

1 Present Tenses Present Tenses

3 Future Tense Present Tenses

* Adverbial clause of time is often begun by:

* Present Tenses: For all present tenses are up to the context,

content

* Past Tenses: For all past tenses are up to the context

* Future Tenses: For all past tenses are up to the context of

the sentences

b) Practice.

Eg:

- James never goes home before he has finished his work

- I often read a novel while I am waiting for the bus

- It was raining hard when I got there

- He had already left when I arrived home

- By the time I come, she will have cleaned the room

Whole class &group work,individual work

20’ 2 Practice.- T gives the handouts for sts to complete individually and

then compare with their partner

- T calls on some sts to write down their answer on the board

and asks other sts for their comments

- T checks with the whole class and gives the corrective

feedback, and comments

Individual workWhole class &group work

- T summarizes the main points

- T gives the handouts for sts to complete

Whole class

* Comments:

THE SAHARA DESERT (advanced)

Lesson 4: Writing

A Objectives:

1 By the end of the lesson Ss will be able to:

- Describle the main features of desert

- Write a paragraph about the SAHARA DESERT

B Teaching aids: pictures, charts

- T shows the picture of SAHARA DESERT to Ss

- T makes some questions such as:

+ What do you know about the SAHARA?

* KEY: very big, sandy, dry climate, cactus,

the date palms

Today, you are going to write a paragraph about

the SAHARA DESERT.

II NEW LESSON

Read the definitions of the words or show

pictures and ask Ss to say the English words

Act 2: Question and answer

- Tell Ss to answer the following questions about

the SAHARA DESERT by using information

given in the textbook

- Call on some Ss to give the answers

- Go over the answers with the class

1, Is the SAHARA the largest in the world?

2, Where is the SAHARA DESERT?

3, How large is it?

4, How is the climate?

5, Name some of the natural features of the

6,

2 While- writing

- Tell Ss to write a description of the SAHARA,

using the information in the table on page 102

- Go around the class to control and give help

when necessary

- Collect Ss' writing when they have finished

3 Post- writing

- Break Ss into groups of 4 or 5

- Give 4 pieces of writing to each group

- Ask the groups to read the descriptions, correct

mistakes if needed and then choose the best one

- Call on some Ss to write their group's best

descriptions on the board

- Make corrections with the class and comments

Unit 9: Desert (advanced)