Beruflich Dokumente
Kultur Dokumente
-groupwork.
Planning date : 26/8/2009
SIMPLE PAST AND PAST PERFECT
1 Objectives: By the end of the lesson, students will be able to
- Use the present simple tense appropriately and distinguish it with the present simple tense.
- Help Ps to supply the verbs in the present simple tense.
2. Teaching aids: Handouts
3. Procedure:
Teacher’s activities Students’ activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance. -Greeting
B. New lesson (35 minutes)
1. Past Simple
FORM - Listen and take notes
(+) S + Ved/c2 + O/ A
(-) S + didn’t + Vo + O/A
(?) Did + S + Vo + A/ O?.
Rules:
+Regular verbs ending in -y preceded by a
consonant form the past tense by changing the
-y into -ied. * Exercise 1: Supply the correct
Teacher’s activities Students’ activities
USE 1 Completed Action in the Past form of the verbs in brackets.
- Ask Ps to work in pairs.
1. I suddenly remembered I ( leave)
………… my wallet on the bus.
Use the Simple Past to express the idea that an 2. Yesterday I (thank)……….her for what
action started and finished at a specific time in she (do)……………
the past. 3. When I got to the office, I (realize)
I saw a movie last month. …….. that I (forget)………..to lock the
USE 2 A Series of Completed Actions door.
4. When they (finish)………..their work,
they (go)……………home.
We use the Simple Past to list a series of 5. I ( call)………….you at 8 o’clock but
completed actions in the past. you (just/ go)…………….out.
Examples: 6. I took my family to Paris last year, I
I finished work, walked to the beach,
(be)……..as a student, so I (know )
and found a nice place to swim. …………. my way round.
USE 3 Duration in Past 7. When I (listen)………….the news, I
(go) …………to bed.
- Conduct the correction.
The Past Perfect expresses the idea that - had listened - went
something occurred before another action in the - Ps take notes.
past.
Examples:
I had never seen such a beautiful beach
before I went to Kauai.
USE 2 Duration Before Something in the
Past (Non-Continuous Verbs)
Teacher’s activities Students’ activities
-pairwork.
Aim: By the end of the lesson, Students will be able To use The + Adjective, Which as
connector
Teaching aids: lesson plan, handouts, paper
Procedure
I-The + Adjective
I. Ta cã thÓ thµnh lËp danh tõ tËp hîp b»ng c¸ch thªm " the" vµo tríc tÝnh tõ.
1.____ A. Oh, I see. And I have a question for you. -gets Ss to put the dialogue
_ Do you know when the color television was on the right order.
invented?
2.____ B. It was invented by Peter Carl Goldmark.
_ C. He was American.
3.____ D. Your color television looks very nice. Is it
_ new?
4.____ E. What’s his nationality?
_ F. I know this question. In 1950, wasn’t it?
5.____ G. Yes. My father has just bought it.
_ H. I’m sorry I don’t know.
6.____ I. You’re right. And who invented it?
_
7.____
_
8.____
_
9.____
_
-asks Ss to read the
Task 2. Read the following passage and answer the passage and answer the
questions below. questions.
Paper was invented by the Chinese in the first century A.D. The
art of papermaking took 700 years to reach the Muslim world
and another 700 years to get to Britain (via Spain, Southern
France and Germany).
1. D
Most paper is made from wood. When the trees are cut down,
2. G
they are carried by land or water to paper mills. Here they are
3. A
cut up and the wood is broken up into fibers, mixed with water
4. F
and chemicals. This wood pulp is then dried up on a machine
5. I
and made into paper.
6. H
Papermaking is an important British industry, and paper from 7. B
Britain is exported to South Africa, Australia and many other 8. E
countries. Some of the wood used in British papermaking 9. C
industry comes from trees grown in Britain, but wood is also
imported from other countries such as Norway. One tree is
needed for every 400 copies of a forty-page newspaper. If half
of the adults in Britain buy one daily newspaper, this uses up
over 40,000 trees a day. Trees are cut down faster than they
can be replaced, so there may be a paper shortage before the
year 2020.
Key:
1. It was invented by the
Chinese.
2. Paper is made from
wood.
3. It is exported to South
Africa, Australia and many
other countries.
-groupwork.
Planning date : 5/10/2009
PRESENT PERFECT IN ACTIVE
A. Objectives:By the end of the lesson, students will be able to
- Use present perfect appropriately and distinguish it with present perferct.
- Help Ps to use correctly present perfect.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Time Students’ activities
Teacher’s activities
A. Organization. ( 5 minutes) Exercise 1: Use the correct forms
- Greeting and checking attendance. of the verbs in brackets in the
B. New lesson (35 minutes) Present Perfect and tell which
FORM use s are used in these
[has/have + past participle] sentences. Notice the italic
Examples: words.
You have seen that movie many times. 1. She (wait)………………..for two hours
Have you seen that movie many times? to see you.
You have not seen that movie many times. 2. She (be)…………..to America.
Complete List of Present Perfect Forms 3. John (see)…………..that film several
USE 1 Unspecified Time Before Now times.
4. They (live)……………in this street for a
long time.
5. She (not / speak)…………….to me
We use the Present Perfect to say that an action since last week.
happened at an unspecified time before now. We 6. We (study)……………every lesson in
CAN use the Present Perfect with unspecific the book so far.
expressions such as: ever, never, once, many 7. I (have)………………three colds this
times, several times, before, so far, already, yet, winter.
etc. 8. Up to now, John (work)
Examples: ………………..very hard.
I have seen that movie twenty times. - Asks Ss to use the correct form of
I think I have met him once before. the verbs in brackets, and then share
their answers with a partner.
USE 2 Duration From the Past Until Now - Calls on some Ss to give the
(Non-Continuous Verbs) answers.
2. Exercise 2: Use the Simple Past
or Present Perfect.
With Non-Continuous Verbs and non-continuous 1. They (sell)………the house several
uses of Mixed Verbs, we use the Present Perfect to days ago.
show that something started in the past and has 2. John (work)………….for this company
continued up until now. "For five minutes," "for since 1980.
two weeks," and "since Tuesday" are all durations Linda is working in this department.
3.
which can be used with the Present Perfect. She (work)…………..here for two
Examples: years.
I have had a cold for two weeks. 4. Many people in this class (see)
She has been in England for six months. …………this beautiful house several
Mary has loved chocolate since she was a times.
little girl. 5. They (live)………….in London from
Although the above use of Present Perfect is 1970 to 1990.
normally limited to Non-Continuous Verbs and 6. They (live)…………..in London since
non-continuous uses of Mixed Verbs, the words 1980.
Time Students’ activities
Teacher’s activities
"live," "work," "teach," and "study" are sometimes
7. She (study)…………English at this
used in this way even though they are NOT Non- school for six months up to now.
Continuous Verbs. 8. Our present teacher (live)…………….in
ADVERB PLACEMENT this city all of his life.
The examples below show the placement for - Asks Ss to use the correct form of
grammar adverbs such as: always, only, never, the verbs in brackets, and then share
ever, still, just, etc. their answers with a partner.
Examples: - Calls on some Ss to give the
You have only seen that movie one time. answers.
Have you only seen that movie one time? 3. Exercise 3: Use the Simple Past
or Present Perfect.
1. This boy (not / finish)
……………..his homework yet.
2. I (speak) to him about your work
C. Comments (3 minutes) several times already.
- Give comments 3. You (ever / travel)………………to
D. Homework ( 2 minutes) China before ?
- Give examples using the present simple tense. 4. I (receive)…………………a letter
just a few minutes ago.
5. I (not / see)……………….John
recently.
6. It’s the third time you (lose)
………………your key.
7. This is one of the best books I
(ever / read).
8. You (put)……………..your book on
my desk last night ?
- Asks Ss to work in pairs to do
exercise. Then share their answers
with another pairs.
- Calls on some Ss to give the
answers.
Planning date : 6/10/2009
PRESENT PERFECT IN PASSIVE
A. Objectives: By the end of the lesson, students will be able to
- Use present perfect in passive appropriately and distinguish it with present perferct in
passive.
3. Skills: Improve students’ speaking and writing skill.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Time Students’ activities
Teacher’s activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance.
B. New lesson (35 minutes)
1. Presentation
Use of Passive
Someone built this house in 1990.
This house has been built in 1990
- Asks Ss to compare the two sentences above.
-Have Ss give the structures of these sentences. + S + have/has + VPP + O
+ S + have/has + been + VPP + by O
Passive voice is used when the focus is on the
action. It is not important or not known,
however, who or what is performing the action.
Notes:
2. Practice
Exercise 1: Rewrite these sentences into
passive present perfect:
Make the sentences passive:
1. Somebody has cleaned the kitchen.
__The kitchen has been cleaned
2. Somebody has watered the plants.
3. Somebody has taken the money.
4. Somebody has bought the presents.
5. Somebody has finished the report.
6. Somebody has killed the President.
7. Somebody has repaired the road.
8. Somebody has elected that man.
9. Somebody has learned lessons.
10. Somebody has fired John.
Exercise 2: Complete these sentence in
passive present perfect.
Example: new bridge / build / across / the river
→ A new bridge has been built across the river. 1. The plants have been watered
A new hospital for children / build / in our city.
2. Another man-made satellite / send up / into 2. the money has been taken
space.
3. more and more trees /cut down / for wood / 3. the presents have benn bought
by farmers.
4. Thousands of animals / kill / in the forest fire. 4. The reported has been finished
5. About one hundred buildings and houses /
destroy / in the earthquake. 5. The president has been killed
C. Comments (3 minutes)
- Give comments 6. The road has been repaired
D. Homework ( 2 minutes)
- Give examples using the present simple tense. 7. That man has been elected
LESSON PLAN
LESSON11 : RELATIVE CLAUSES : (Exercises)
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize relative clauses by doing some
exercises
- Teaching aids : Handouts
- Procedure :
LESSON PLAN
LESSON 12 : RELATIVE CLAUSES
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize relative clauses by doing somes
exercises.
- Teaching aids : Handout
- Procedure :
KEYS:
1- c 2- a 3- b 4- d 5- a
- Get Sts to work individually in some minutes, then compare - provide the
the result with their friends. answers and
- Go around the class to offer help. explain.
- Get 10 Sts to provide the answers on the b.b then explain.
KEYS:
1- who 2- which 3- who 4- who 5- which 6- whom
7- whom 8- which 9- which 10- which 11- which 12- who
Comments :
Planning date : 26/10/2009
LESSON 11: READING (AN EXCURSION)
Aim: By the end of the lesson, Students will be able to read the ideas and holidays; talk
about their activities on holidays.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
T T’s activities
Stages and contents Ss’ activities
Task 1. Work in groups. Ask your friends and fill their
names and the activities in the tables.
A: Do you usually go camping on your holidays?
B: Yes, I do/ No, I don’t.
Activities Name -gets Ss to ask their friends
and fill the names.
1. go camping …………………………........
2. play sports ………………………………
3. play video ………………………………
games ………………………………
4. have a picnic ………………………………
5. do the ………………………………
housework ………………………………
6. watch TV ………………………………
7. listen to music
8. read books
Task 2. Look at the four students’ ideas of the holiday
they want.
Jane: “ I want a holiday by the sea. I just like lying in the sun -asks Ss to read the 4 Ss’
doing nothing. I’m terribly lazy.” ideas and choose the
David: “ I’d rather stay at home than make a journey. I’m holiday.
not very adventurous. I don’t like travelling and I’d rather
go out for short visits and come home in the evening.”
Sally: “I want a holiday with lots to see and do – I love
walking, climbing, riding. I don’t like sitting around doing
nothing. I’m quite energetic.” -groupwork.
Stephen: “I love driving, finding new places, staying in a
different town every night. I like meeting new people and
eating different food. I’m very independent!”
Below are the different holidays offered by a travel
company.
1. Enjoy a week in the sun in Majorca. Miles of beach,
nothing to do if you don’t want to, plenty of night-life if you
like it.
-whole class.
SIMPLE FUTURE, THE PRESENT CONTINUOUS AS A FUTURE FORM AND THE BE GOING TO FORM
I. Objectives- By the end of the lesson, Ss will be able differentiate the forms, uses of these
grammatical items to speak and write appropriately.
- Language: The simple future tense, the present continuous tense as a future form and the
be going to form.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Posters
IV. Procedure:
Students’ activities
Time
Students’ activities
Teacher’s activities
(6’) * Warm-up: Survey
Time
Students’ activities
Teacher’s activities
- Tell Ss to copy the table. - - Copy the table
Name Things they are going -
to do. -
Hoa visit Phong Nha cave -
…… ………. -
- Call a S to do the model. -
* Model - - Work in groups of four.
. What are you going to do this weekend, Hoa? -
. I’m going to visit Phong Nha cave. - - Ask what their friends are
- Get Ss to work in groups of four to ask what going to do this weekend and
their friends intend to do this weekend and then complete the table.
fill the infirmation in the table. -
- After Ss finish their tables, call some to report -
what they have found. - - Report the information.
- Correct the mistakes if necesassary. -
10’ - Give feedback -
Exercise 1. Complete the sentences with
Will + one of these suitable verbs - Work individually first and the
in pairs to share the answers.
be come get like
look meet lend turn
1.- I need some money * Suggested answers:
- OK, I………you some. How much do you want? 1. will lend
2. Why don’t you try on this jacket? It ………nice 2. wil look
on you. 3. will like
3. You must meet George sometime. I think 4. will get
you….. him. 5. will/ shall turn
4. It’s raining. Don’t go out. You………wet. 6. will be
5. - It’s a bit cold in this room. 7. will/ shall meet
- Is it? I…….on the heating then. 8. will come
6. I wonder where I ………….20 years from now.
10’ 7. Goodbye. I expect we ……again before long. - Individual work
8. I’ve invited Sue to the party but I don’t think
she……… * Suggested answers
1. am going to change
* Exercise 2: Complete the sentences using are you going to do
the be going to form. 2. are you going to wear
1. - I’ve made up my mind I……(change) my job. are you going to wear
- What……….(you/ do)? 3. are you going to do
2. -What……(you/ wear) at the party on am going to decorate
Saturday? 4. isn’t going to leave
- I haven’t decided yet. What about you? ……… Is going to stay
(you/ 5. am going to buy
wear) your new black dress? are you going to pay
3. - Why have you bought all that wallpaper? am going to ask
What…….. (you/ do)?
- I……….(decorate) the living room.
4. He’s decided that he …………(not/leave school
15’ this summer. He…….(stay) on for another year.
5. -I ………..(buy) a new motorbike
Time
Students’ activities
Teacher’s activities
- How………….(you/ pay) for it? You haven’t got
enough money. - Work in pairs
- I……….(ask) my bank to lend me money
- Call on Ss to read out the answers. * Suggested answers
- Elicit the correction from Ss and give feedback
* Exercise 3. Complete the sentences with 1. will bring
the right forms of the verbs given. 2. are you going to do
1. - It is raining outside. Would you like to borrow 3. am seeing
an umbrella? 4. are you going to make
- Oh, thank you. I……(bring) it back tomorrow. 5. is coming
2. - What………(you/ do) with that ladder? 6. won’t tell
- I…………..(repair) the roof. 7. am playing
3. I………….(see) her tomorrow. 8. is going to fall
4. Why did you buy all these eggs? ……….(you/ 9. will like
make) an enormous omelette? 10. are going
5. The window-cleaner………(come) at eight
4’ tomorrow.
6. It’s a secret between us . I promise I……(not/
tell) anyone.
7. I can’t meet you tomorrow afternoon. I…(play)
tennis. - Take note
8. The ceiling in this room doesn’t look very safe,
does it? It looks as if it ................. ( fall) down.
9. I think Ann…………(like) the present we gave
him.
10. We…………..(go) on holiday next Monday.
- Give comments on Ss’ performance.
* Homework
- Do the exercises again and make sentences
using Will + V(inf), be+ V-ing or be going to
+ V(inf)(5 sentences for each form of
them).
Planning date : 7/11/2009
SIMPLE FUTURE, THE PRESENT CONTINUOUS AS A FUTURE FORM AND THE BE GOING TO FORM
I. Objectives- By the end of the lesson, Ss will be able differentiate the forms, uses of these
grammatical items to speak and write appropriately.
- Language: The simple future tense, the present continuous tense as a future form and the
be going to form.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Posters
IV. Procedure:
/EXERCISE:Put the verbs in brackets using the simple future tense, the present
continuous tense as a future form and the be going to form.
Collocations
Because is commonly preceded by mainly, partly, and simply:
1. It’s mainly because they are cheap that people choose
package holidays.
2. She was chosen partly because of her qualifications but
mainly because of her experience.
3. Most people put on weight simply because they don’t get
enough exercise.
4. Because often occurs after not:
5. It’s not because I’m your brother that I’m telling you this.
It’s because…
6. They didn’t sack him because he was lazy, but because of
his attitude.
7. She didn’t marry him because of his money.
Because often follows clauses with must, and introduces
the reason for making a deduction:
1. Jim must be at home because his lights are on.
2. They must’ve been starving because look how much they
ate.
Set phrases
• just because
Just because I’m 16, it doesn’t mean I’m a baby.
▲ to say that, because one thing is true, it’s not the case
Teacher’s activities Students’ activities
that another thing is also true.
• because/’cause/cos I want to. = commonly used to
justify a decision:
Why are you leaving? ~ Cos I want to.
2. Practice:
1 Add of to these sentences, but only if it is necessary: of
1 Because --------------the fire, they lost everything. 2. of
2 It’s not because _--------your money, it’s because ----------- like 3. x
you. 4. of
3 Just because --------- you’re tired doesn’t mean you can’t do
the washing up. 5. of
4 Why did she go and live in the country? ~ Because her 6. of
health.
5 I didn’t do it because --------- you; I did it because ---------you
asked me.
6 Mainly because ----------- not looking in the mirror, he failed
his driving test. a-4
b-2
2 Match the two parts of these sentences: c-3
d-5
a Because it was getting cold
b It must have been getting cold e-6
c Just because it’s cold f–1
d It wasn’t because of the cold 3. Because, since, + clause
e We decided to go inside
f Why are we going inside? E.g: I didn't go to the party
because I was tired
1 Because I want to.
2 because Richard was wearing gloves. 4. Because of, due to, +
3 doesn’t mean we have to go inside. noun/noun phrase
4 we decided to go inside. E.g: I didn't go to the party
5 that we decided to go inside.
6 because of the cold. because of my tiredness.
C. Comments (3 minutes) - She left home due to being
- Give comments badly treated
D. Homework ( 2 minutes)
- Give examples using because, because of
Planning date : 17/11/2009
EXPRESSING CONCESSION
although, though, despite, in spite of
I. Objectives: By the end of the lesson, students will be able to use phrases or clause after
although, though, despite, in spite of...
II. Method: Integrated, mainly communicative.
III. Teaching aids: Handouts
IV. Procedure:
Teacher’s activities Students’ activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance. -Greeting
B. New lesson (35 minutes)
MÖnh ®Ò chØ sù nhîng bé b¾t ®Çu b»ng
Though, although, even if, despite, in spite of, Exercise 1:
however, whatever Complete the sentences below with
1. Although, though, even though, even if although - despite - in spite of.
+ clause 1. ___________ the weather was bad,
we enjoyed our trip.
Although/ though it rained heavily, they went
2. The children slept well _______ the
out with their friends
noise.
Even if you don't like me, I will be here with you. 3. ___________ earning a low salary,
2. In spite of = Despite = MÆc dï Linda gave money to her parents.
In spite of + noun/ noun phrase 4. John rarely sees Paul _______ they
Despite + noun / noun phrase live in the same town.
5. Julie failed the exam ________ of
E.g: Despite his proverty, he succeeded in his working very hard
life 6. __________ it was cold, she didn't
In spite of her illness, she tried her best to put on her coat.
complete the assignement 7. Tom went to work _________ not
'Although it was raining heavily, we feeling very well.
finished the game of football.' 8. Anna never learned the language
'We finished the game of football in spite _________ she lived there for two years.
of the heavy rain.' 9. __________ of the difficulty, they
'Despite his strong Welsh accent, we managed to climb to the top of the
understood most of what he was saying.' mountain.
'Even though he had a strong Welsh 10. I couldn't eat _________ I was very
accent, we understood most of what he hungry.
was saying.'
C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Give example using although, despite, in spite
of..
Planning date : 2/12/2009
WRITING (Write an informal letter -Giving directions)
Aim: By the end of the lesson, Students will be able to write a letter to give directions.
Teaching aids: lesson plan, handouts, paper, projector.
Procedure:
Stages and contents T’s Ss’
activities activities
Task 1. Work in pairs. Fill in each blank with a proper
preposition to complete the exchanges. Then practice them.
1. S1: Excuse me! Is there a post office near here?
S2: Yes. There’s one just__________ the corner. (in, to, around)
2. S1: Where can I find a Japanese restaurant?
S2: It’s not far. Go straight ahead for three blocks, and you’ll -gets Ss to 1. around
see one __________ your right. (at, from, on) choose the 2. on
3. S1: Is there a bank around here. I want to cash a check. correct 3. next
S2: Keep walking for two blocks. It’s on this side of the street. preposition. 4. past
__________ to the supermarket. (next, near, beside) 5. at
4. S1: Excuse me! I’m looking for a Laundromat. Could you show
me one?
S2: Just walk _________ this supermarket; there’s one on the
left. (from, past, away). You can’t miss it.
5. S1: Is there a pharmacy in this neighborhood?
S2: Go into that People’s Drugstore, and you’ll see a
pharmacy _________ the back of it. (in, on, at).
Task 2. Use the cues below to write a letter to your friend
telling him/ her how to get to your house from the hotel.
Dear……………..,
1. Go out/ hotel/ and/ turn left.
2. Go/ Cach Mang Thang Tam Street/ Dien Bien Phu Street
3. Reach/ Dan Chu Circle/ turn left/ Ba Thang Hai Street.
4. Keep going/ you/ see/ Hoa Binh Theater/ right.
5. Turn right/ Su Van Hanh Street/ and/ go/ 200 meters.
6. My house/ left/ the post office.
7. I/ look forward/ see/ you/ my house.
Love,
……………..
Key:
Dear……………..,
1. Go out of the/your hotel and turn left.
2. Go along Cach Mang Thang Tam Street, past Dien Bien Phu
Street.
3. Reach Dan Chu Traffic Circle, then turn left into Ba Thang Hai
Street.
4. Keep going until you see Hoa Binh Theater on the right.
5. Turn right into Su Van Hanh Street and go about 200 meters.
6. My house is on the left, next to the post office.
7. I am looking forward to seeing you at my house. -asks Ss to -pairwork.
Love, correct the
(Ss’ name) mistakes.
Task 3. Work in pairs. Share and correct each other’s letter.
Advantages Disadvantages
………………………………. ………………………………….
. .
………………………………. ………………….
………………………………. ……………….
………………………………. …………………….
……………………………… …………….
………………………………. ……………………….
. ………….
………………………………. ………………………. -has Ss -groupwork.
………………………………. …………. discuss the
……………………..…….. situation.
……..
…………………….....
………….
…………………….....
………….
A. Organization. ( 5 minutes)
- Greeting and checking attendance. -Greeting
B. New lesson (35 minutes) -listen and take notes.
Indirect Speech (also referred to as 'reported Ss pay attention and work in pair to do
speech') refers to a sentence reporting what exercises.
someone has said. It is almost always used in
spoken English. Exercise1:
1) If the sentence starts in the present, Change these following sentences in to
there is no backshift of tenses in Reported reported speeches
speech. 1. ‘I couldn’t get into the house because
Example: Susan: "I work in an office." Susan I had lost my key, so I had to break the
says that she works in an office. window,’ he said.
2) If the reporting verb (i.e. said) is in the 2. ‘The mirror is there so that you can
Teacher’s activities Students’ activities
past, the reported clause will be in a past see yourself when you are dancing,’ the
form. This form is usually one step back into instructress told him.
the past from the original. 3. ‘I wrote to him the day before
Example: Susan: "I work in an office." Susan yesterday. I wonder why he hasn’t rung
said that she worked in an office. up,’ she said.
Tense change 4. ‘If the ground is dry on the day of the
As a rule when you report something race, my horse might win,’ said the own.
someone has said you go back a tense: (the 5. ‘You’d better slow down. There’s a
tense on the left changes to the tense on the speed limit here,’ she said to me. (use
right): advise )
Direct speech Indirect speech 6. ‘If Tom wants seats, he’d better apply
Present simple " Past simple early,’ she said.
Present continuous " Past continuous 7. ‘We walked 50 miles last night to see
Present perfect simple " Past perfect simple the Minister and protest about our rents
Present perfect continuous"Past perfect being raised. He was very polite and
continuous promise to do what he could for us,’ said
Past simple " Past perfect one of the tenants.
Past continuous " Past perfect continuous 8. ‘They should put traffic light here,
Past perfect " Past perfect (no change) otherwise there’ll be more accidents,’
she said.
Past perfect continuous " Past perfect
9. ‘It’s time we began training for our
continuous (no change)
next match,’ the coach said to them.
Modal verb forms also sometimes change:
10. ‘If you leave home at six, you should
Direct speech Indirect speech
be here at nine,’ he said to me.
will" would
11. ‘If it rains this afternoon it will be too
can" could wet to play the match tomorrow,’ the
must" had to captain said.
shall "should 12. ‘I meant to plug in the electric blanket
may "might but I plugged in the electric kettle by
!Note - There is no change to; could, would, mistake. I’m always doing silly things like
should, might and ought to. that,’ she told her guest.
You can use the present tense in reported 13. ‘I was intending to do it tomorrow,’ he
speech if you want to say that something is said,’ but now I don’t think I’ll able to.’
still true i.e. my name has always been and 14. ‘Bill should do very well at the
will always be Lynne so: university, Mrs. Smith,’ said the
Direct speech Indirect speech headmaster. ‘He’s done very well here.’
"My name is Lynne", she said. She said her 15. ‘I don’t think your father like me,’ said
name was Lynne. the young wife. ‘You mustn’t think that,’
or she said her husband; ‘it is just that he is
She said her name is Lynne. old and finds it hard get used to new
You can also use the present tense if you are people.’ ( leave mustn’t unchanged )
talking about a future event. 16. ‘The steak is overdone again. I’m not
Direct speech (exact quote) Indirect complaining; I’m just pointing it out,’ said
speech (not exact) her husband.
"Next week's lesson is on reported speech ", ‘I wish you’d stop pointing things out,’
she said. She said next week's lesson is on said his wife.
reported speech. 17. ‘They couldn’t open the safe on the
Time change spot so they carried it away with them,’
If the reported sentence contains an the night watchman reported.
expression of time, you must change it to fit 18. ‘If you saw my father, you’d recognize
in with the time of reporting. him at one. He is the most extraordinary-
Teacher’s activities Students’ activities
For example we need to change words like looking man,’ she said to me.
here and yesterday if they have different 19. ‘I found an Roman coin in the garden
meanings at the time and place of reporting. yesterday,’ he said,’ and I’m going to
Expressions of time if reported on a take it to the museum this afternoon.’
different day 20. He said,’ I’m got out of my boat,
this (evening) " that (evening) leaving the engine running, but while I
today › yesterday ... was standing on the quay the gears
these (days)" those (days) suddenly engaged themselves.’
now › then
(a week) ago " (a week) before
last weekend " the weekend before last /
the previous weekend -Ss pay attention and take notes in their
here " there notebook.
next (week) " the following (week) - Listen
tomorrow " the next/following day
In addition if you report something that
someone said in a different place to where
Do as required.
you heard it you must change the place
(here) to the place (there).
Pronoun change
In reported speech, the pronoun often
changes.
"I teach English online."
>She said she teaches English online.
When changing from direct speech to indirect
speech, it is often necessary to change the
pronouns to match the subject of the
sentence.
C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Give examples using the past simple tense.
Planning date : 12/12/2009
1. B
2. C
3. C
4. C
5. C
WEEK 8
Tuesday, September 7th 2008
Period 8 CONDITIONAL SENTENCES
I.Aims:
- Review the previous grammar : conditional sentences – type 2
- Help ps systematize their knowledge and do exercises.
II. Preparation:
- T: Teaching plan, colour chalks, hand-outs. . .
- Ps:Pens, pencils, notebooks. . .
III.Teaching steps:
- S1: Classroom procedure
- S2: Old lesson :Put the verbs in brackets into correct forms:
1. If I ( have ) free time, I ( visit ) my friends.
2. If they ( not, learn ) hard , their parents ( not, be ) very happy.
3. The pupils ( go ) camping if they ( get ) better?
4. What you ( do ) when the new school year ( begin ) ?
- S3: New lesson :
CONTENT ACTIVITIES
13. How you ( feel ) if your friends ( not, like ) Ps do the exercises
you ? individual and then
compare their answers
14. Your teacher ( not, be ) angry if you ( not, with another pupil.
be ) lazy.
T goes around and gives
15. If he ( remember ) her birthday, he ( buy ) help.
her presents.
Ps go to bb, write their
16. If we ( close ) the doors carefully, the thief answers .
( not, take) away our computer.
T gives feedback and
17. If he ( not, get ) better , he ( see ) a corrects their mistakes.
doctor.
Signature
13 . 10 . 2008
WEEK 9
Tuesday, September 14th 2008
Period 9 CONDITIONAL SENTENCES
I.Aims:
- Review the previous grammar : conditional sentences – type 3.
- Help ps systematize their knowledge and do exercises.
II. Preparation:
- T: Teaching plan, colour chalks, hand-outs. . .
- Ps:Pens, pencils, notebooks. . .
III.Teaching steps:
- S1: Classroom procedure
- S2: Old lesson :Write the structure of the conditional sentences- type 2 and
apply it to do the exercises:
1. If her brother ( be ) here , he ( take ) her to school.
2. If I ( be ) in your position, I ( love ) that girl .
3. If you ( be ) a President , what you ( do )?
4. How you ( feel ) if your friends ( not, like ) you ?
5. Your teacher ( not, be ) angry if you ( not, be )
lazy.
- S3: New lesson :
CONTENT ACTIVITIES
I. Grammar: T reviews the structures
of the conditional
S + would have + V 3/ed . . .If + S + sentence – type 1 & 2,
had + V 3/ed . . . then introduces type 3.
15.They ( talk ) you about her if you ( ask ) T goes around and gives
them. help.
Signature
20 . 10 . 2008
Planning date : 16/12/2009
%_J
C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple
tense.
Lesson 2
REPORTED SPEECH WITH STATEMENTS
A. Objectives:
1. Educational aim:
-Help Ss speak and write English exactly.
- Help Ps to supply the verbs in reported sentences
2. General knowledge: By the end of the lesson, Ss may be able to change direct sentences
in to indirect sentences
3. Skills: Improve students’ speaking and writing skill.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Teacher’s activities Students’ activities
-Greeting
A. Organization. ( 5 minutes) -listen and take notes.
- Greeting and checking attendance. Ss pay attention and work in pair
B. New lesson (35 minutes) to do exercises.
WEEK 11
Sunday, November 2nd 2008
Period 11 REPORTED SPEECH
I.Aims:
- To give instruction in basic writing reported speech.
- To help ps review the previous grammar..
II. Preparation:
- T: Teaching plan, colour chalks, hand-outs. . .
- Ps:Pens, pencils, notebooks. . .
III.Teaching steps:
- S1: Classroom procedure
- S2: Old lesson :
1. He is not a millionaire, so he can’t give you all that you want. ( If
he were )
2. She will help him if she isn’t busy.( unless )
3. We got up late yesterday morning so we didn’t have time to have
breakfast.
4. I don’t have wings. I can’t fly home
5. They missed the train because they didn’t hurry .
- S3: New lesson :
CONTENT ACTIVITIES
I. Lôøi noùi tröïc tieáp caâu traàn thuaät
ñöôïc duøng khi chuùng ta thuaät laïi lôøi cuûa T introduces the new
ngöôøi noùi baèng caùch laäp laïi moät caùch lesson by explaining the
chính xaùc lôøi noùi ban ñaàu. Lôøi noùi tröïc differences between
tieáp ñöôïc ñaët trong daáu ngoaëc keùp. direct >< indirect
EX: He asked, “ Where do you come from? ” speech
He asked, “ Where do you come from?
”
“ Where do you come from? ”, he
asked. Ps pay attention to the
II. Lôøi noùi giaùn tieáp caâu töôøng teacher.
thuaät Thay vì laëp laïi chính xaùc lôøi noùi,
chuùng ta coù theå dieãn taû lôøi hoaëc yù nghó
cuûa ngöôøi noùi baèng lôøi leõ rieâng cuûa
chuùng ta baèng caùch söû duïng lieân töø, thay T gives some examples
ñoåi töø hoaëc thì cuûa ñoäng töø ... Loaïi caáu to desmonstrate the
truùc naøy ñöôïc goïi laø lôøi noùi giaùn tieáp differences between
EX: He asked me where I came from. direct > < indirect
* Nhöõng ñoäng töø töôøng thuaät speech to pupils.
thöôøng gaëp:
advise, answer, ask, complain, continue, cry,
decide, demand, feel, forbid, hear, imagine,
inform, invite, order, think, warn, wonder... Ps take notes.
III. Moät soá bieán ñoåi cô baûn khi ñoåi
sang lôøi noùi giaùn tieáp:
1. Modal verb changes:
T gives a hand-out to
Direct Reported each of the pupil then
speech speech asks them to read the
Can Could changes in time, model
Will Would verbs, . . .
May Might
5. Tense changes:
CONTENT ACTIVITIES
I. WH -question
* Wh – question:
Ex: He said, “ Where has she been?” T reviews the main changes in
→ He asked/ wondered where she had been. reported speech, then introduces the
new lesson by writing the examples
Ex: “ What did your parents send?”, the officer on the board , and asks ps give their
asked. comments first.
→ The officer asked me what my parents had sent.
Ex: “ Whom did you phone yesterday? ”, the boss Ps pay attention to the exam-ples on
asked. the board , and give their comments.
→ The boss asked whom I had phoned the day before.
- S4. Homework:
Redo the above exercises.
Planning date : 15/12/2009
REPORTED SPEECH (practice)
A. Objectives:
By the end of the lesson, Ss may be able to change direct sentences in to indirect sentences
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Direct Reported
speech speech
Can Could
Will Would
May Might
2. Time changes:
3. Pronoun changes:
Direct Reported
speech speech
Here There
This That
These Those
5. Tense changes:
Direct Reported
speech speech
Simple Simple past
present
Simple past Past perfect
Present Past perfect
perfet
Present cont. Past cont.
IV. Complete the following sentences by changing direct speech to
indirect speech:
1. “ I am living in London now.”
→ Alice says
→ Alice said to me that
2. “ My father isn’t very well”
→ Tom tells me that
→ Tom told me that
3. “My friend Alice has had a baby.”
→ She tells me
→ She told me
4.“ Where is Alice?”
→ Bob wants to know
→ Bob wanted to know
5. “Have you finished the above sentences? ”
→ His friend asks him
→ His friend asked him
6. “ I saw Tom’s sister at Helen’s party last weekend,”
→ She tells me that
→ She told me that
7. “Why is the sky blue?” my three-year -old son often asks.
→ My three-year -old son often asks me
→ My three-year -old son asked me
8. “ Tim’s class is going on a trip now”,
→ Lan says that
→ Lan said that
9. “ When will the final decision be made?”
→ The worker wants to know
→ The worker wanted to know
10. “The sun ries in the East and sets in the West”
→ My teacher teaches me
→ My teacher taught me
Aim: By the end of the lesson, Students will be able to review and change the sentences into the
passive voice. .
Teaching aids: lesson plan, handouts, paper.
Procedure:
Stages and contents- T’s activities Ss’ activities
1. Form: -take notes when necessary.
Ex: (A) She arranges the books on the shelves every weekend.
S V O
(P) The books are arranged on the shelves (by her) every weekend.
S be V3/ed by O
Active: S + V + O + …….
2. Rules
Khi ñoåi töø chuû ñoäng sang bò ñoäng, ta chuù yù caùc böôùc
sau:
a. Xaùc ñònh S (Chuû töø), V (Ñoäng töø), O (Tuùc töø) vaø
thì cuûa ñoäng töø trong caâu chuû ñoäng.
Ex: (A) She arranges the books on the shelves every weekend.
S V1 O
b. Ñem O leân laøm S, chuyeån S xuoáng laøm O ñaët sau
by.
Ex:(P)The books are arranged on the shelves (by her) every weekend.
S by O
c. Theâm ñoäng töø to be (phuø hôïp vôùi thì cuûa ñoäng
töø trong caâu chuû ñoäng), vaø chuyeån ñoäng töø chính
sang V3/ed.
Ex:(P)The books are arranged on the shelves (by her) every weekend.
be V3/ed
3. Notes:
a. Trong tröôøng hôïp coù lieân töø and vaø giôùi töø of, ta
phaûi xaùc ñònh ñaày ñuû chuû töø hoaëc tuùc töø khi
chuyeån ñoåi.
Ex:- Active: He and I see the film
Passive: The film is seen by him and me.
- Active: He bought a box of chocolates last week
Passive: A box of chocolates was bought last week.
b. Trong caâu bò ñoäng: by O luoân ñöùng sau adverbs of
place (traïng töø chæ nôi choán) vaø tröôùc adverbs of time
(traïng töø chæ thôøi gian).
Ex:(P)The books are arranged on the shelves (by her) every weekend.
adv of place by O adv of time 1. was interrupted
c. Trong caâu bò ñoäng, ta coù theå boû: by people, by us, 2. arrived/ was met
by them, by someone…. 3. wrote/ was written
Ex: (P): A new bridge has been built across the river (by them). 4. is being repaired
EXERCISES 5. will be built
Put the verbs in parentheses into the correct active or 6. am confused
passive voice 7. was…stolen
1. Last night my favorite program________________ (interrupt) by a 8. Have paid?/ will be shut
special news bulletin. off
2. When I______________ (arrive) at the airport yesterday, 9. happened/ was hit/ was…
I______________ (meet) by my cousin and a couple of friends. injured/ was taken
3. Kim______________ (write) this composition last week. That one -has Ss give the answers.
_____________ (write) by Phi. 10. is/ is visited/ was
4. I don’t have my bicycle today. It’s with the repairman. designed/ was erected/ has
It______________ (repair) right now. been/ is recognized
5. Someone has bought the small lot behind my house and a new
house_______________ (build) on it next year.
6. A: Do you understand the explanation in the book?
B: No, I don’t. I_______________ (confuse).
7. A: When____________ your bike_______________ (steal)?
B: Two days ago.
8. A:__________ you_____________ (pay) your electricity yet?
B: No. I haven’t. but I’d better pay it today. If I don’t, my electricity
supply ______________ (shut off) by the power company.
9. A: Did you hear about the accident?
B: No. What________________ (happen)?
A: A bicyclist_____________ (hit) by a taxi in front of the dorm.
B: ___________ the bicyclist______________ (injure)?
A: Yes. He_______________ (take) to City Hospital.
10. The Eiffel Tower_____________ (be) in Paris, France. It_____________
(visit) by millions of people every year. It_______________ (design) by
Alexandre Eiffel (1832-1923). It_______________ (erect) in 1889 for the
Paris exposition. Since that time, it_______________ (be) the most
famous landmark in Paris. Today it______________ (recognize) by
people throughout the world
Task 3. Work in groups. Nam wants to write a letter inviting his aunt, who has
just finished a course of Environmental Studies in Australia, to come and talk about
conservation at the weekly meeting of his school’s club.
Now help him to write an invitation letter.
………………………………………………..……………………………….. -asks -
…………………………………………...... Ss to groupw
………………………………………………………………………………..………………….…….. write ork.
………………...... the
………………………………………….. letter
………………………………………………………………………….……...... of
………………………………………………………………………………………………….…. invitati
……………………...... on.
……………………………………………..………………………………………………………..
…………………......
……………………………………………….……………………………. -look at
……………………………….……………...... and
………………………………………………….. -sticks compar
………………………………………………………………………...... some e.
…………………………………………………………………………………………………………….. letters
……………...... on the
…………………………………………………………………………………………………………… board.
….……………......
…………………………………………………………………………………………………………..
………..………......
Aim: By the end of the lesson, Students will be able to write s letter of acceptance or refusal.
Teaching aids: lesson plan, handouts, posters.
Procedure:
T Stages and contents T’s Ss’
activities activities
Task 1. Work in pairs. Put the following expressions in
the right column.
A. Letter of Acceptance B. Letter of Refusal
-Gets Ss to A: 2, 5, 7, 8
work in pairs. B: 1, 3, 4, 6,
9
Aim: By the end of the lesson, Students will be able to order a conversation about
music; read the text about The beatles.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
Stages and contents T’s activities Ss’ activities
Task 1. Work in groups. Write the types of music
you know.
-gets Ss to write -groupwork.
types of music.
rock Types of
music
You Your
friend
Type of music rock -gets Ss to fill the
Reason for listening information in
Favorite band/ musician/ the “you” column
singer first, then “your
Favorite song friend” column.
When listen to music
Planning date : 12/2/2010
CLAUSES OR PHRASES OF PURPOSE.
A. Objectives: By the end of the lesson, students will be able to
- Use the clauses or phrase pf purpose correctly.
- Help Ps to supply the verbs in infinitive or the phrases
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Teacher’s activities Students’ activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance. -Greeting
B. New lesson (35 minutes)
Examples :
1. Phrases of Purpose :
* To / So as to / In order to + Verb ( bare inf )
( Ñeå maø )
* Not to/ So as not to/ In order not to +Verb
( bare inf) ( Ñeå maøkhoâng )
* In order [for] + Object + ( not ) to infinitive
( Khaùc chuû ngöõ )
2. Clauses of Purpose :
can / could +Verb
(bare infinitive )
*Clause+so that/in order that+Suject +
Exercise1:
will / would +Verb
1. He hurried to the station so that he
(bare infinitive ) could not miss the train.
Exercises : 2. In order to get home before dark,
I. Rewrite the following sentences : you must leave early.
1.He hurried to the station so as not to miss the 3. We should do morning exercises
train regularly in order that we can improve
He …………………………. our health
2.Leave early so that you may get home before 4. Banks are developed to keep
dark
people’s money safe.
In order to ……………………………………………..
5. I wrote the sentence on the
3.We should do morning exercises regularly to
improve our health blackboard for them in order they not
to mishear.
We ………………………………….
………………………… 6. Mary went to the library to borrow
4.Banks are developed so that they can keep some books
people’s money safe
7. She put on warm clothes not to
To ………………………… catch cold
5.I wrote the sentence on the blackboard for them
not to mishear 8. Please shut the door in order the
dog not to go out of the house
I …………………
9.The police stopped the traffic every
6.Mary went to the library in order that she could few minutes in order for the
borrow some books pedestrians to cross the road
Mary ………………………………………… 10. I went to see him so that I can find
Teacher’s activities Students’ activities
7.She put on warm clothes so that she wouldn’t out what had happened
catch cold
11.He sent a telegram in order for his
In order ………………………… mother to learn the good news
8.Please shut the door in order that the dog won’t 12. The farmer built a high wall
go out of the house around the garden for the fruits not to
be stolen
Please………………………
9.The police stopped the traffic every few minutes
for the pedestrians to cross the road
The police ……………………
10.I went to see him so as to find out what had
happened
I went …………………………
11.He sent a telegram for his mother to learn the
good news
He sent ……………………………..
12.The farmer built a high wall around the garden in
order that the fruits would not be stolen
In order
C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple tense.
II. Multiple Choices:
1. “I try to study English well .I want to get a good job.”
A.I try to study English well so that I can get a good job
B.I try to study English well in order that I can get a good job
C. I try to study English well to get a good job
D. A & B
4. thrilling
Adjectives ending in –ing
Adjectives ending in -ing tell you how
something makes you feel. They tell you 5. thrilled
about the Exercise 2:
effect something has on people:
Laura arrived home after a tiring journey. Put the letters in brackets in the
right order and complete the
(= It was a long journey. It made her feel sentences.
tired.)
Teacher’s activities Students’ activities
annoying – infuriating 1 I enjoy travelling, but long flights are
confusing – bewildering tiring
disappointing – depressing
(giinrt).
exciting – thrilling 2 It is very _ o _ _ _ _ (bighorn) to do the
frightening – terrifying same job day after day after day.
interesting – fascinating 3 That is very _ n _ _ _ _ _ _ _ _ _
surprising – amazing (geeiinnrstt) news – tell me more.
tiring – exhausting 4 The Paris Metro is easy to understand,
uninteresting – boring but the London Underground is very
_ _ _ f _ _ _ _ _ (cfginnosu).
-ed or -ing? 5 It is _ _ _ _ p _ _ _ _ _ _ _ _ (gadiioinnppst)
Adjectives ending in -ing tell us what that we didn’t get the contract, but we
something is like. can try
Adjectives ending in -ed describe the result or again next year.
effect: 6 ‘RobotKill’ is an _ _ c _ _ _ _ _ (cegiintx)
Friedrich’s presentation was boring. Everyone computer game that teenagers will love.
was bored. 7 The new program is OK, but it has a few
C. Comments (3 minutes) _ _ _ o _ _ _ _ (gainnnoy) little problems.
- Give comments 8 I never watch horror movies. I don’t like
D. Homework ( 2 minutes) _ _ _ g _ _ _ _ _ _ _ (efgghiinnrt) films.
- Give examples using the attitudinal
adjectives
Planning date : 25/2/2010
IT WAS NOT UNTIL … THAT …..
Aim: By the end of the lesson, Students will be able to review and use use the structure
of
“ It was not until … that …..” in speaking and writing.
Teaching aids: lesson plan, posters and textbook .
Procedures:
Stages and contents T’s activities Ss’ activities
I. Warm-up:
- chatting. - Ask - Answer
II. Teaching point:
* Presentation:
1. It was not until last year that this school was built.
(Đến tận năm ngoái người ta mới xây ngôi trường này). - Show pictures - Repeat.
2. It was not until this May that she found a job. and read
(Đến tận tháng Năm năm nay cô ấy mới xin được việc).
3. It was not until I was 15 that I learned how to ride a bicycle.
(Đến tận năm tôi 15 tuổi tôi mới bắt đầu học đi xe đạp).
* Formation:
It was not until ….that
+ clause
Task 2. Read the passage and choose ONE word from the box
which best fits each blank. -asks Ss to 1. play
read and fill 2. attract
official sessions play required attract in the blanks. 3. sessions
combined 4. required
lifestyles active distances take fond 5. official
sugary 6. active
7. fond
Sports (1)________ an important part in American life. Professional 8. take
baseball and football games (2)_________ large crowds and many 9. lifestyles
people watch games on TV. Although many parents complain about 10. distances
their children being couch potatoes, there are sports (3)_______ at 11. combined
school for all ages. College students are usually (4)________ to take 12. sugary
physical education classes to complete their studies. But a(n)
(5)______ report published in 1996 said that more than 60 % of
adults in the United States were not regularly physically (6)_______.
The British are very (7)________ of sport, but many people prefer to
watch rather than take part. Most people today (8)_______ relatively
little general exercise. Over the last 30 or 40 years (9)_______ have
changed considerably and many people now travel even the
shortest (10)_______ by car or bus. Lack of exercise (11)________
with eating too many fatty and (12)__________ foods has meant that
many people are becoming too fat. 1. c
-has Ss 2. e
Task 3. All the sentences in A are found in the passage. Match match the 3. f
each of them with a sentence/clause in B which has similar sentences in 4. a
meaning. A with those 5. d
in B. 6. b
A B
1. Professional baseball and a. They spend a lot of
football games attract large time watching TV.
crowds. b. Their ways of living are
2. College students are usually not different.
required to take physical c. Many people watch
education. baseball and football
3. An official report said that… games.
4. Most American children are d.They did not do much
couch potatoes. exercise. 2. Attitudes
5. More than 60 % of adults in e. They should take Toward Sport
the United States were not gymnastics courses. and Fitness.
regularly physically active. f. It was stated by the
6. Lifestyles have changed authorities that……. -gets Ss to
considerably. choose the
best title.
Task 4. Choose the best title for the above passage.
1. Sport and Fitness.
2. Attitudes Toward Sport and Fitness.
3. Sporting Events in the United States and in Britain.
Planning date : 10/3/2010
WRITING (Write an Announcement)
Aim: By the end of the lesson, Students will be able to write an Announcement about a
sporting event or
an activity in their school.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
Stages and contents T’s activities Ss’ activities
I. Teaching point:
Task 1:
Write an announcement for a relief fund to support - Show poster - Read the cues
people in flooded areas, using the cues given below. and give carefully.
instructions
Announcer: the monitor of class 10 CB1 - Work in four
Events: the musical performance of groups. Then
class 10 CB1 hand in
To raise money for people
in flooded
areas - Correct - Coppy
Plase: school meeting hall.
Time: 7:30 p.m, Thursday 23rd
November.
Ticket price: 5,000VND.
* KEY:
II. Homework:
- Go over the lesson.
- Prepare next lesson.
Planning date : 22/12/2009
PASSIVE VOICE
Aim: By the end of the lesson, Students will be able to review and change the sentences into the
passive voice. .
Teaching aids: lesson plan, handouts, paper.
Procedure:
Procedure:
Teacher’s activities Pupils’ activities
A. Organization. ( 2 minutes)
- Greeting and checking attendance. - Greeting and answering.
B. Check – up: ( 5 minutes) - Do the task.
- Ask Ps to do the homework. Give examples - Ps’ answer:
using the passive voice. Then say the form.
- Lead Ps to the lesson. .
B. New lesson (33 minutes)
- Ask Ps to change some active sentences to
passive sentences. - Do the exercise.
A. change into passive voice Pupils are taught by teachers.
1. Teachers teach pupils. The letters are often sent on Saturday.
2. She often sends the letters on Saturday. Is coffee liked by you?
3. Do you like coffee? The radio is listened in the evening.
4. I listen to the radio in the evening.
C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Teacher asks pupils to change the following
sentences to active voice.
1. I have bought a new shirt.
2. She has visited many caves in Ha Long.
3. Where have you bought this coat?
4. Mary has prepared the lesson carefully.
Planning date : 19/3/2010
ALTHOUGH
Aim: By the end of the lesson, Students will be able to review and use the structure of
“ ALTHOUGH” in speaking and writing.
Teaching aids: lesson plan, posters and textbook .
Procedures:
Stages and contents T’s activities Ss’
activities
I. Teaching point:
1. Although / Though (mặc dù ). - Give - Pay
situations attention
* Presentation: and explain and copy.
- Dùng để nối hai ý kiến tương phản nhau. the rule
Ex: New York is not the capital of the USA, it is the centre of carefully.
Global finance. - Write
(Mặc dù New York không phải là thủ đô của Hoa Kỳ nhưng nó là example on
trung tâm nền tài chính toàn cầu.) the board.
* LƯU Ý: Tiếng Việt nói: Mặc dù …. nhưng
Tiếng Anh nói: Although/Though …(KHÔNG có “but” theo sau)
New York is not the capital of the USA, but it is the centre of
Global finance.(SAI)
* Practice:
- Rewrite the sentences by using “ALTHOUGH”. - Work in
1. They are so poor but they are always neatly dressed. - Show group of
- Although ………………………………………………………………. posters and three table.
2. He often tells lies but many people believe him. give
- Although ………………..………………………………….. instructions.
………………….
3. In spite of having a little money, I am happy.
- Although
………………………………………………………………………
4. I had a terrible headache, but I followed the group to see the
sights.
- Although ……………………………………………..
………………………
5. In spite of the cold weather, she wasn’t wearing a coat.
- Although ……………………………………..
……………………………….. - Work in
6. Nam hasn’t read Oliver Twist, but he has seen a film made pairs
from it.
- Although ………………………….. - Give
………………………………………… instructions - Answer
* Production :
- Make 5 sentences of their own (using ALTHOUGH ) - Ask - Take note
II. Consolidation
- What is ALTHOUGH used for? - Say
III. Homework:
- Make ten sentences by using ALTHOUGH
Planning date : 14/3/2010
DEFINING AND NON-DEFINING RELATIVE CLAUSES
Aim: By the end of the lesson, Students will be able to distinguish between defining
relative clauses and Non-defining relative clauses.
Teaching aids: lesson plan, handouts,
Procedure:
Stages and contents T’s Ss’
activities activities
I. Defining Relative Clauses
Duøng ñeå boå nghóa cho danh töø ñöùng tröôùc chöa -gives the -look at,
ñöôïc xaùc ñònh roõ. Neáu boû ñi meänh ñeà chính seõ examples to listen and
khoâng roõ nghóa. show the answer the
Ex: - I saw the girl. She helped us last week. form and the T’s questions.
I saw the girl who/that helped us last week. use.
II. Non-defining Relative Clauses
Duøng ñeå boå nghóa cho danh töø ñöùng tröôùc ñaõ
ñöôïc xaùc ñònh roõ, laø phaàn giaûi thích theâm. Neáu boû
ñi meänh ñeà chính vaãn roõ nghóa. Meänh ñeà naøy
thöôøng ñöôïc taùch khoûi meänh ñeà chính baèng daáu
phaåy “,”.
Ta duøng meänh ñeà quan heä khoâng haïn ñònh khi:
- Tröôùc danh töø quan heä coù: this/ that /these/ those/
my/ her/ his/…
Ex: My father is a doctor. He is fifty years old.
My father, who is fifty years old, is a doctor.
- Töø quan heä laø teân rieâng hoaëc danh töø rieâng.
Ex: Mr. Brown is a very nice teacher. We studied English
with him.
Mr Brown, who we studied English with, is a very nice
teacher.
* LÖU YÙ: KHOÂNG duøng THAT trong MÑQH khoâng -gets Ss to do
haïn ñònh. the exercise. 1. defining
Ex: Mr Brown, that we studied English with, is a very nice 2. defining
teacher. 3. defining
EXERCISES 4. defining
I/ Underline the relative clauses in the sentences. 5. Non-
Then add commas to separate the Non-defining defining
relative clauses. 6. defining
1. The man who is talking to the principal is our form 7. restrictive
teacher. 8. Non-
2. The boys who are sitting in the first row will receive the defining
medals. 9. Non-
3. The students who are in the grade 10 are going to clean
th
defining
the school yard. 10. defining
4. The animals which are kept in iron cages will be carried -asks Ss to
back to the forest combine.
5. Mr. Tan who is our gymaster is very thin and tall.
6. The book which we borrowed from the library must be 1. who(m)
returned by Monday 2. which
7. The little boy who is crying over there lost his way. 3. who
8. Mrs. Van who lives next door to Hoa works at the -gets 4. which
television station. feedback. 5. which
9. The dog which has some black spots is Ba’s. -asks Ss to 6. which
10. My mother bought the shoes which were made from combine. 7. who
Hong Kong. 8. who
II/ Combine the two sentences by using a relative -gets 9. which
clause. Some clauses need commas, some do not: feedback. 10. who
1. The lady is a famous writer. You met her at the party last
night.
2. The child enjoyed the chocolates. Her mother bought
them from France.
3. Dr Oley is our family’s dentist. He is a popular dentist in
the city.
4. They drank a lot of Coke. It is diet Coke.
5. The river is Sai Gon River. It flows through Ho Chi Minh
City.
6. The girls are performing the play. They rehearsed it
yesterday.
7. Their parents are anxious about their children. The
children come back late.
8. The lecturer is my uncle. He gave an interesting talk on
TV last night.
9. The student kept talking about the project. It was done
last week.
10.Mr. Phong hasn’t come yet. He is supposed to be at the
meeting.
Task 1: Read the passage below and choose one - Hand out - Work in
correct answer for each question. - Give pairs
instructions
THIEN MU PAGODA
ÿ C
A good beginning makes a good ending!
Task 1: Read the passage below and choose one correct - Hand out - Work in
answer for each question. - Give pairs
instructions
THIEN MU PAGODA
ÿ C
A good beginning makes a good ending!