Giáo án bồi dưỡng tiếng anh 12

Preparing date: 10th August, 2012 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 - 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. Content I. Activities 1 : A –Tenses: 1. Present simple tense: dieãn taû thoùi quen, chaân lyù, hoat ñoäng thöôøng ngaøy, vaø ñöôïc duøng keøm: Everyday, usually, after school never, often, sometimes, always + KÑ: Sn, I + V.bare / Si + V-s/ es + PÑ: Sn + DO NOT+ V.Bare./ Si + DOES NOT + V.Bare. + NV: DO / DOES + S + nV.Bare? + WH: WH + DO / DOES + S + V. Bare? (Be) Am, is, are/ (Have)  Have, has a. Mr. Ba likes collecting stamps. b. Ba has lunch at school. 2. Past simple tense: Haønh ñoäng xaûy ra ôû QK xaùc ñònh roõ tgian, vaø ñöôïc duøng keøm: Yesterday, ago, last… hoaëc moät thoùi quen, loaït haønh ñoäng trong QK + KÑ: S + V_ed/ V2 (Baát qui taéc) + PÑ: 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? Page 1 –Yes, I bought a lot. 3. Future simple tense: Haønh ñoäng xaûy ra ôû töông lai, vaø ñöôïc duøng keøm: Tomorrow, tonight, soon, next, S + WILL + V1 Ex: Where will you go tomorrow? - I’ll be at home. B – Wish sentence 2: Dieãn taû moät haønh ñoäng hay söï vieäc khoâng thaät ôû hieän taïi. S + WISH (ES) + S + WERE / V 2, V–ED / DIDN’T V1 Ví duï: 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. -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. II. Activity 2: Pretest *Answers: -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. 1. write 2. impressed 3. could lend 4. compulsory 5. were III. Activity 3: Give the correct tenses of the verbs in brackets: 1. 4. 7. 10. 13. sets will build got flow didn’t talk 2. 5. 8. 11. 14. rains could circles will give / see does...go/ goes 3. won 6. make 9. would write 12. met 15. came/ opened/ found C. Consolidation: - Remind tenses and wish sentences. - Guide how to review Home revision: Simple past – present perfect Page 2 - Learn your lesson at home. - Do exercises (handouts). th Preparing date: 15 August, 2008 D. Homework: 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” 1 2 4 5 7 8 Simple form Be Past form Past participle form Been Saw Sell Find Eat Did - 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 - 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. Content I. Revision on tenses: 1. Present perfect tense: Dieãn taû haønh ñoäng xaûy ra töø QK keùo daøi ñeán hieän taïi, haønh ñoäng vöøa môùi xaûy ra/ soá laàn xaûy ra hoaëc haønh ñoäng xaûy ra khoâng roõ thôøi gian/ chöa xaûy ra: Since: töø khi / For: trong khoaûng/ So far = up to now = up to present: (ñeán baây giôø), Just: vöøa môùi, lately = recently: gaàn ñaây, once/ twice: moät/ hai laàn, Ever: ñaõ töøng, yet: chöa Before: tröôùc ñaây already: roài + KÑ: Sn, I + HAVE + (ADV) + V3. Si + HAS + (ADV) + V3. + PÑ: Sn, I + HAVE NOT/ HAS NOT (ADV) + V3. + NV: HAVE/ HAS + S + V3? Page 3 + 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: dieãn taû haønh ñoäng xaûy ra luùc ñang noùi: Look! Nhìn kìa! Listen! Haõy laéng nghe: Now = at present = at the moment: baây giôø; haønh ñoäng ñaõ ñöôïc saép xeáp cho töông lai (Next/ Tomorrow) , keøm vôùi go / come / leave/ arrive. + KÑ: S + AM/ IS/ ARE + V- ing. + PÑ: S + AM/ IS/ ARE + NOT + V- ing. + NV: AM/ IS/ ARE + S + V- ing? + WH: WH + AM/ IS/ ARE + S + V-ing? - Boû e: make making / come  coming - Gaáp ñoâi phuï aâm: stop  stopping/ run - Khoâng boû 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: dieãn taû haønh ñoäng xaûy ra taïi moät thôøi ñieåm trong QK. hoaëc hai hay nhieàu haønh ñoäng song song: Keøm vôùi When/ While At this time yesterday: vaøo luùc naøy hoâm qua At that time/ then: luùc ñoù. + KÑ: S + WAS/ WERE + V- ing. (I was) + PÑ: 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. 3. 5. 7. saw is running went / were having think/ is knocking 2. 4. 6. 8. was playing/ arrived has taught/ graduated has written/ has finished were...doing/ Page 4 - T gives remark and feedback. 9. is crying 11. is coming 13. has just washed 15. lived 10. are preparing 12. isn’t takking 14. Have... seen 16. Have...ever seen/ have did.....see/ saw -T reviews how to write wish sentences. III. Activity 3: Rewrite the sentences: 1. I wish I they sometimes visited us. - T gives the task and asks sts to do it. 2. I have worked for years. - Sts do the exercises (oral - written). 3. We haven’t met for five years. - Sts practice in groups. 4. I wish he invited us to the party. - T asks each student to do each sentence 5. I wish I played football better. on the board. - T gives feedback and keys. - Some sts read aloud their answers. IV. Activity 4: Pretest -T gives the task and asks sts to do it. - T guides how to choose the best option *Answers: 1. enjoying 2. have lived 3. - Sts do the exercises (oral - written). 4. friendly 5. correspond 6. - Sts practice in groups. ed - T gives feedback and keys. 7. national 8. in - Some sts read aloud their answers. - T gives remark and feedback. could divided C. Consolidation: - Remind tenses. - Guide how to review Home revision: Bare- infinitives – parallel D. Homework: - Learn your lesson at home. --------------------------------------------------------------------------------------- Page 5 Preparing date: 19th August, 2008 Period 3: listening TiÕt sè: 03 (Unit 1: HOMELIFE ) I. Objectives . Help Sts to develop intensive listening skills for specific information related to summer household chores , ordering ideas . II. Teaching methods : individual , pair work , group work . III. Materials : Textbook 12 (advanced), pictures , tape , CD . IV. Procedures : Time Teacher's activities sts' activities I. Before you listen. 12' - T asks Ss work in pairs to match each picture with - Work in pairs the corresponding description . . - T calls on some Ss to give their answers and write - Give the answer them on the boards. - T give the correct answer . + A : a walking toddler + B : feeding - Read aloud + C : Vacuuming + D : cleaning Pre-teaching vocabulary. - Take note - 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: + toddler + development process (n) -Read through the + sliding glass door (n) 20' statements . + cleanup project (n) + wipe (n) - Listen to the tape . - 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 you. - Before Ss listen and do the task, T asks them to Page 6 read through the statements. Then T instructs them to use some strategies to do the task: 14’ 1’ - T plays the tape once for Ss to do the task. - T asks for Ss' answers and writes them on the board. - Take note - 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 - Work individually 4. Vacuuming 5. Cleaning spots on carpets Work in group 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 Page 7 Preparing date: 25th August, 2008 writing: personal letters: Letters of invitation TiÕt sè: 04 1. Objectives: By the end of the lesson, sts will be able to write a letter of invitation and other forms to improve the vocabulary and grammar. 2. Teaching aids: Textbook and handouts. 3. Procedure: Time 7’ Steps Warm - up Work arrangement Brainstorming: - T. divides the class into groups of 4 to write down each part of an invitation letter: Group work + 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 15’ - T. guides and and asks sts to prepare to write each part of a letter of invitation or a formal letter. Whole class Part 1: Group work 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, Viet Nam, The date: Under the address Page 8 25 th, October 2007 Eg: (The receicer): 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) date number- street town (country) first name,  Dear........  sur name,  Sir,  Start ....................................................................................... .. ..................................................................................................... .. The Closing 20’ 3’ first name ......name......   full name Practice - T. asks sts to work individually to write a letter following the plan/the rule above. Individual work - And then sts exchange their writing with their parters to & pair work and correct and check. whole class - T. collects some writing to correct with the whole class and gives corrective comments Homework Whole class Page 9 - T. guides sts to prepare test yourself a. Preparing date: 4th September, 2008 TiÕt sè: 05 Grammar: reported speech with infinitives 1. Objectives: Review grammar: Verb + (object) + to Verb _ ing: (I want (you) to do ect...) 2. Teaching aids: Handouts, textbooks 3. Procedure: A. Organisation: 11A3: ................ 12A6: ................ 12A8: ................. Warm - up Brainstorming: Put the verb into the form, to ...or _ing. Handouts: 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) ..................................... Answers: 1. watching 2. to go Grammar a) Presentation. - T. elicits and gives sentences to discuss: Eg: verb + to..... or verb + object + to .... * We expected to be late. * We expected her to be late. * Would you like to go now ? * Would you like him to go by bus ? .......................... - T. gives out the handouts to further practice the following verbs. want ask help would like would hate expect beg would love would prefer would dislike 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: Page 10 * 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. tell remind force teach order warn invite persuade - T. uses the handouts for sts to further practice and summarize, comapre the points Handouts: * I allowed him to use my car . * I allowed driving to work → There are two possible structures after the verb: advise encourage allow Permit 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: Page 11 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) Stages Procedure Game: ‘Yes/ No Contest‘ - Divide SS into two groups, A and B. Before you - Tell each groups to choose 2 representatives as speak contestants. - In turn, the contestans will go to the front of the class and answer the questions made by the other group. They must say ‘yes’ or ‘no’, nor nod or shake their heads when they answer, but just give a phrase in agreement or disagreement. This is the example: S1 : Are you a student? S2: I am S1: Do you like pop music? S2: Very much./ Not very much. /I don’t think so. Aims - To raise interest, to engage SS, and to lead in to the lesson - Tell SS if they give a ‘nod’ or ‘shake’ or say ‘ yes’, or ‘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’ or ‘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) While speak - Put SS into pairs and ask them to act out the -To introduce the you exchanges. target language in - Call on some close and open pairs to act out the ax context 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 ‘thank-you’ in response to a compliment. 2. Introducing Useful Language - Elicit from SS the expressions that may be use to give compliments and those used to respond to compliments. - Introduce to SS the common structures used to express compliments and some common example. - Suggest some common expressions used to - To provide language input for speaking activities later Page 12 respond to compliments. Useful Expressions Compliment: o How +adjective( S+ be) ! How beautiful( your dress is)! o What noun(S+be)! What a nice hat( it is)! o Your parents must o Be proud of your …! o Amazin! You’ve made an excellent …! Responses to compliments o Thank you. 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. -To provide some freer practice - Ask SS to read the situations provided. -To provide a -Tell SS to play the roles and act out the conversations, meaningful giving and responding to comliments. activity where SS After speak - Call on pair to act out their exchanges. - Invite the class to give opinions and comments. - Give feedback and comments. you Activity 2: Persionalization talk about themselves - 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. -Sth to do at home Language review - Ask SS to revise the language used to express and to respond to compliments. 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: Page 13 - 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 I. Activities 1: Theory: takes some examples. - Sts listen and copy the rules. Tenses Formation Present simple S + Am / Is / Are + V3 Past simple S + was / were + V3 Modals 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. - 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: Pretest *Answers: 1. national 4. did you 2. is used to 5. used to 3. so 6. feel III. Activities 3: Change into passive voice: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. These products have to be tested. This dictionary isn’t used very often. Mary was given this hat an hour ago. I was told me that our teacher was sick. Our project must be finished on time. A cure can be found for cancer in the future. The old building ought to be knocked down. The telephone was invented by Alexander Bell. That play was written by Shakespeare. French is spoken in France. This exercise must be carefully done. A meal isn’t cooked by in the kitchen by her mother. Is the school the library visited by Nam everyday? The question wasn’t answered yesterday. Was the living room decorated? C. Consolidation: - Remind tenses. Page 14 - Guide how to review Home revision: Full—infinitive structures. D. Homework: - Learn your lesson at home. - Do exercises (handouts) - Prepare for the next lesson. 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. 2. Teaching aids: Handouts, textbooks 3. Procedure: Page 15 A. Organisation: 12A3..... 12A6....... 12A8....... B. New lesson: Time 7’ 15’ Work arrangemen t Steps Warmer Handouts: Match the greetings and endings. Which are formal? 1. Dear a. Yours (Maria) 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. Answers: * 1 - c, 2 - b (formal), 3 - d, 4 - e (formal), 5 - a. - T. elicits and repeat the format of a letter of reply. Whole class Writing Pair work Activity 1 and 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. 22nd 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. Page 16 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. 20’ - 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. Individual Activity 2 work and - T. gives the handouts for sts to further practice. - sts work in groups / pairs to complete the suggestions and whole class then compare. Handouts: Use the given words to make meaningful sentences which form a letter. Dear Sir, 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 ? 4. Please / contact me / 0464 - 4975643 5. I / look forward / hear / you / soon. Yours sincerely, Thanh Nam. Answer. 3’ Dear Sir, 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 Homework - 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. * Comments Whole class Page 17 Preparing date: 19th September, 2008 TiÕt sè: 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 . II. Materials - Text books, colour chalk….. IV. Procedure Time Teacher’s activities 10’ Sts’ activities I. Grammar. * Present simple expressing routine . - Ask sts to revise the use of present simple to express - Work in pairs 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 mail 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 time does she prepare dinner? - Ask and answer - 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 ? Page 18 20’ * Reported speech T revises the way to change tenses,avd…into indirect speech • NÕu ®éng tõ giíi thiÖu ë th× hiÖn t¹i ®¬n, hiÖn t¹i hoµn -Take note thµnh, or t¬ng lai ®¬n th× trong lêi trÝch dÉn ta chØ ®æi ®¹i tõ (pronouns) or tÝnh tõ së h÷u sao cho thÝch hîp. 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. NÕu ®éng tõ trong mÖnh ®Ò chÝnh ë th× qu¸ khø ®¬n, th× trong lêi trÝch dÉn ta ph¶i ®æi th×, c¸c tõ hoÆc côm tõ chØ thêi gian, vÞ trÝ, ®¹i tõ … . 1. Simple present -> Simple past S + Vs,es + ‘ -> S + Ved + ‘ 2. Present continuous -> Past continuous S + am/is/are + Ving -> S + was/were + Ving -Take note 3. Present perfect -> Past perfect 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 S + Ved + ‘ -> S + had + done + ‘ 6. Past continuous -> Past continuous/ Past perfect cont S + was/were + Ving -> S + had been + Ving 7. Simple future -> Future in the past S + will + V + ‘ -> S + would + V + ‘ 8. Future continuous -> Future cont in the past S + will + be +Ving ->S + would + be + Ving + ‘ • Time: + Yesterday - The previous day/ the day before + Five days ago - Five days before/ earlier + Last + N - The previous + N + Now - Then + Today - That day + 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 • Place + Here - There + There - There • Demonstrative + This - That + These - Those - 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 neglecting 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 Page 19 son. She complained that her son was worse than his 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. 13’ - 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 -Work in pairs corrective feedback. Virginia said that she remembered when she had been her daughter's age, she had had twice as much work to 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 Page 20 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 T reminds sts of grammar rules and takes examples. - Sts listen and copy the rules. Content I. Activities 1: Reported speech. - Wh- / How: S+ asked B + Wh- / How + S + V2 + ‘‘ - Affirmative Imperative: S+ told / asked B + to + V1 + ‘‘ - Negative Imperative: S+ told / asked B + not + to + V1 + ... 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: Caâu nghi vaán coù töø hoûi) 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 do in that situation. 8. My friend asked me how my brother could bring Page 21 that tree home. - T guides. - Sts practice in pairs. - Sts compare with their partner. - Sts perform before the class. - T gives remark and marks. T guides. - Sts practice in pairs. - Sts compare with their partner. - Sts perform before the class. - T gives remark and marks. III. Activities 3: Change into reported speech (Imperatives: Caâu meänh leänh) 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. 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. C. Consolidation: - Remind tenses. - Guide how to review Home revision: V-ing structure. D. Homework: - Learn your lesson at home. - Do exercise - Prepare for the next test. - Copy your exercises onto your notebook. Page 22 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 make sentences 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 make sentences using these verbs. - congratulate (on) eg: They congratulated her on passing the exam. Page 23 - 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: Page 24 Preparing date: 26th September, 2008 TiÕt sè: 12 Writing: personal letters Date of teaching: 1. Objectives: By the end of the lesson sts will be able to describe trends in graphs and write a description of the information illustrated in graphs. 2. Teaching aids: Handouts, textbooks 3. Procedure: Warm - up 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 (1985) Country China Cambodia Malaysia Philippines Thailand Vietnam Literacy rate (%) Male 90 53 88 88 95 96 Female 80 24 83 83 92 90 Handouts: 1. In Cambodia, .................of males can read and write, but only 24 per cent of females are literate. 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 ..........., but they have a higher rate for females of 83 per cent. 4. Thailand has ................standard of literacy with 95 per cent for men and 92 per cent for women. 5. Vietnam has .............ranking for males with 96 per cent, but the figure of 90 per cent 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 be helpful to draw up an outline plan with a clear structure, in note form. Section Possible content Introduction Comment on the subject and the treatment proposed Main body/Development Main points- supporting evidence or example, Summary of argument so far and/ or clear statement Conclusion of 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: Page 25 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: Page 26 A Presentation: Teacher‘s and students‘ activities Content T reviews grammar rules and I. Activities 1 ‘ Theory: takes some examples. Tenses Formation Pres. Progressive S + Am / Is / Are - Sts listen and copy the rules. +being +V3 Past progressive S + was / were + being +V3 Present perfect S + have/has+ been+V3 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. T reviews how to rewrite each sentence. - 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. 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 the moment. 12. Many people have been treated for burn by doctors. 13. The match was being watched on T.V. 14. His watch hasn’t been stolen. 15. Are these cakes made? 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 given more information. 4. Houses are being built for the poor. 5. This is the most interesting film I have ever seen. 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: Page 27 ......................................................................................................................................... ......................................................................................................................................... ----------------------------------------------------------------- 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. (Chuû nhaät tôùi toâi seõ ñeán saân vaän ñoäng) We will / shall have the final test. (Chuùng toâi seõ laøm kieåm tra cuoái cuøng.) I will eat breakfast at 6 o’clock tomorrow. (Vaøo luùc 6 giôø saùng mai, toâi seõ (baét ñaàu) duøng böõa ñieåm taâm.) - I will be eating breakfast at 6 o’clock tomorrow. (Vaøo luùc 6 giôø saùng mai, toâi seõ ñang duøng böõa ñieåm taâm.) Chuù yù : WILL coøn ñöôïc duøng cho taát caû caùc ngoâi. simple future S + will + V Khaúng ñònh Phuû ñònh S + will + NOT + V future continuous S + will + be +V-ing S + will NOT+ be+ V-ing Page 28 Nghi vaán (Wh) + will (NOT) + S + V ? (Wh) + will (NOT) + S + be+ Ving ? 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) ________ that letter. 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. Answer: 1. will go/stops 2. will stay/answers 3. catch 4. will be/count 5. goes 6. will help/finishes 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 (Quaù Khöù Hoaøn Thaønh) duøng ñeå chæ moät haønh ñoäng xaûy ra tröôùc moät haønh ñoäng khaùc cuõng trong quaù khöù (past action). - When he had finished his work, he went home. (Khi ñaõ laøm xong vieäc, noù trôû veà nhaø) -By the time I arrived at the station, the train had gone. (Vaøo luùc toâi ñeán nhaø ga thì xe löûa ñaõ chaïy roài) + Thì Past Perfect coøn dieãn taû moät haønh ñoäng xaûy ra tröôùc moät ñieåm thôøi gian xaùc ñònh ôû quaù khöù. - By 10 o’clock last night, I had gone to bed. (Toâi ñaõ leân giöôøng nguû tröôùc 10 giôø toái 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. Answer 1. went/had finished 2. had done/saw 3. thanked/had done 4. was/had hurt 5. had gone/sat/rested Page 29 6. arrived/had already begun 7. hadn’t seen/met 8. had learned/left 9. remembered/had learned 10.told/hadn’t met IV. Comments ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Preparing date: 01st October, 2008 TiÕt sè: 15 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 (®éng tõ nguyªn mÉu cã TO) Ta duøng To-infinitive trong caùc tröôøng hôïp sau: 1. Chæ muïc ñích vaø keát quaû. Ex: I went to the post office to buy some stamps 2. Laøm chuû ngöõ vaø taân ngöõ. Ex: To get up early is not easy for me. Ex: The most important thing is to study hardly. 3. Sau tính töø. Ex: It’s harmful to smoke cigarettes. 4. Sau caùc Question words: what, how, where, who… Ex: I don’t know how to speak English fluently. 5. Sau for vaø of + tuùc töø. Ex: It is very kind of you to help me. Ex It is good for you to jog every day. 6. Sau moät soá ñoäng : Verb + To-infinitive * want, refuse, prepare, mean, hope, fail, wish, seem, need, intend, agree, continue, arrange, would like, would prefer, pretend(giaû vôø), learn, help, decide, expect, promise, plan, threaten (ñe doaï), begin. Ex: She promised to come here on time Verb + Object + To-infinitive * want, ask, like, advise, invite, tell, would like, persuade (thuyeát phuïc), force (thuùc ñaåy, baét buoäc). Ex: He asked me to phone him whenever I came home. 2. GERUND (DANH ÑOÄNG TÖØ) V-ING Ta duøng Gerund trong caùc tröôøng hôïp sau: 1. Chuû ngöõ: Drinking much water everyday is good for your health. Page 30 2. Taân ngöõ cho ñoäng töø TO BE: My hobby is playing soccer 3. Laøm taân ngöõ cho giôùi töø: I am interested in listening to music. 4. Laøm taân ngöõ tröïc tieáp cho moät soá ñoäng töø: enjoy, consider, suggest, practice, mention, delay, postpone, admit, avoid, detest (gheùt), hate, risk (lieàu), miss, give up, finish, dislike, mind, deny (choái), can’t stand, can’t bear (khoâng theå chòu ñöôïc), can’t help (khoâng nhòn ñöôïc), it is no use (voâ ích), it is no good (chaúng ích gì). Ex: I can’t help laughing Ex: It is no use waiting. There will not be another bus. 5. Baét buoäc duøng V-ing sau caùc tính töø: busy vaø worth (ñaùng). Ex: She is busy cooking. This book is worth reading. 3. V-ING VAØ TO-INFINITIVE ÑEÀU COÙ THEÅ DUØNG ÑÖÔÏC SAU CAÙC ÑOÄNG TÖØ SAU ÑAÂY: 1. Khoâng laøm thay ñoåi nghóa cuøa caâu: begin, start, intend (döï ñònh), Ex: I begin to understand = I begin understanding 2. Love, like, hate, remember, regret, forget + V-ING: dieãn taû thoùi quen hay haønh ñoäng ôû quaù khöù. Love, like, hate, remember, regret, forget + TO-INFINITIVE: noùi veá caùc haønh ®oäng ôû töông lai. Ex: I love going to the theatre. (thoùi quen) I love to have a big meal. I remember seeing you somewhere but I have forgot your name. * STOP +V-ING: ngöøng laøm vieäc gì. Ex: I stop learning (toâi ngöøng vieäc hoïc) + TO-INFINITIVE: ngöøng ñeà laøm vieâc khaùc Ex: I stop to learn (toâi ngöøng laïi ñeå hoïc). 3. Permit, allow, advise + V-ing permit, allow, advise + taân ngöõ + to-infinitive Ex: My parents don’t allow smoking. My parents don’t allow me to smoke. IV. Comments: ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Page 31 Preparing date: 01st October, 2008 TiÕt sè: 16 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 (ñaõ töøng…) chæ moät thoùi quen ôû quaù khöù - My father used to smoke a lot. (Tröôùc ñaây ba toâi thöôøng hay huùt thuoác nhieàu) - When I was a little boy, I used to swim in the river. (Khi coøn beù toâi thöôøng hay ñi taém soâng.) B. BE USED TO + V-ing / Noun à (quen vôùi…) töông vôùi Be accustomed to - My mother is used to getting up early. - I have been used to the hot weather here. PRACTICE 1/ I walked to work. - I used________________________________________________ 2/ I never made so many mistakes. - I never used___________________________________________ 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_________________________________________ Page 32 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. 2. 3. 4. 5. 6. I used to walk to work I never used to make so many mistakes The accounting department used to be on the 18th floor Tom used to be a good employee and worked hard I used to buy all my clothes in that store 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 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Preparing date: 2nd October, 2008 TiÕt sè: 17 conditional sentences (type 1 & 2) Date of teaching: Page 33 1. Objectives: By the end of the lesson, sts will able to understand the contents, use and structures: Conditional sentences (type 1 & 2) 2. Teaching aids: Handouts, textbooks 3. Procedure: (A) Warm - up: Brainstorming: Matching 1 If he gets up late... 2 If she is lazy.... 3 If it didn’t rain .... 4 If he knew the address... 5 If she won a lot of money... A B C D E ..he would write to her. ..he will miss the train. ..she would buy this house. ..we wouldn’t go on holiday. ..she will not pass the exam. * 1 - B, 2-E 3 - D, 4-A 5-C (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 (‘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 ‘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. Page 34 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. ...... (D) Homework. - T. gives out the handouts for sts to complete. * Comments: ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Preparing date: 2nd October, 2008 TiÕt sè: 18 conditional sentences Date of teaching: 1. Objectives: By the end of the lesson sts will be able to use and correct exercises related conditional sentences. 2. Teaching aids: Page 35 Handouts, textbooks 3. Procedure: Warm - up 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 New lesson 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. a) Presentation. - T. checks sts’ answers and gives feedback, and then T. lead to the lesson. Answers: 1 - c 2-e 3-b 4-f 5-a 6-d  Conditional sentences: 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 .. ) Page 36 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 then they 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: .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Preparing date: 4th October, 2008 TiÕt sè: 19 sequence of tenses 1. Objectives: By the end of the lesson sts will able to understand and practise: - sequence of tenses - improve the use of the conjunctions: when, as, no sooner, by the time... 2. Teaching aids: Handouts, textbooks. 3. Anticipated problems: Sts may have difficulties reviewing tenses of English so T. should repeat the use and the form. 4. Procedure: Tim e Steps Work arrangement Page 37 3’ Warm - up - T. divides the class into the groups of 3 to rewrite all the Whole class & Group work conjunction they have learned. Eg: because, if ..... - T. checks and sorts out these conjunctions sts write. - T. explains and leads into the lesson. New lesson 10’ 1. Presentation. In general, A sentence has more than two clauses, verbs have Whole class & group work, sequence of tenses. individual work a) Presentation: The sequence of verbs in main clauses and subordinate clause: Main clause 1. Simple Present 2. Simple Past Subordinate clause - Simple present - Present perfect - Present continuous - Simple future/near future - Simple past - Simple past - Past perfect - Past continuous - would/were/was going to - Simple present - Simple present - Simple past 3. Present Perfect 4. Past Perfect 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’ 20’ a) Presentation: The sequence of verbs in main clauses and adverbial clause of time: Main clause adverbial clause of time 1. Present Tenses Present Tenses 2. Past Tenses Past Tenses 3. Future Tense Present Tenses * Adverbial clause of time is often begun by: - when - until - whenever - just as - as - since - while - no sooner ...than ..... .... * 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. 2. Practice. - T. gives the handouts for sts to complete individually and Whole class & group work, individual work Individual work Page 38 2’ then compare with their partner. Whole class & - T. calls on some sts to write down their answer on the board group work and asks other sts for their comments. - T. checks with the whole class and gives the corrective feedback, and comments. Whole class Homework - T. summarizes the main points. - T. gives the handouts for sts to complete. * Comments: Preparing date: 6th October, 2008 TiÕt sè: 20 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... C. Organization Class Date of teaching Absent students 12A3 12A6 12A8 D. Procedures I.Warm up: Teacher’s activities Students’ activities - T. shows the picture of SAHARA DESERT to Ss - T. makes some questions such as: + What do you know about the SAHARA? Ss tell what they see in the ........... picture * KEY: very big, sandy, dry climate, cactus, the date palms.......... Today, you are going to write a paragraph about + Ss answer the SAHARA DESERT. II. NEW LESSON 1. Pre-writing Act1: Vocabulary - Arid (adj) kh« c»n - Table land (n) b×nh nguyªn - Dune (n) ®ôn c¸t - Gazelle (n) linh d¬ng - Antelope (n) s¬n d¬ng Page 39 Checking: Read the definitions of the words or show Ss listen and repeat 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 Ss answer SAHARA? 6, What kinds of animals and plants can live in the desert? FEED BACK - Correct the answers given by the Ss. 1, Yes, it is. 2, Ss answer 3, 4, 5, 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. 4. Homework. - Review the lesson, and vocabulary. Ss look at the board to see the correct answers Ss work in groups(4gs) Page 40 Evaluation ………………………………………………………………………………………… Preparing date: 10th October, 2008 TiÕt sè: 21 Unit 9: Desert (advanced) listening I. Objectives: By the end of the lesson, students will be able to listen for specific information related to a lecture on food and water in the desert. II. Teaching aids: Pictures of a desert, textbook, white board makers, papers …. III. teaching procedure: Organisation: Teacher‘s activities I. Warm - up: ( 5m.s) - Questions and answers. What is the weather like in deserts? Can people live easily in deserts? Why? - Lead in the new lesson. Students‘ activities - Whole class - Answer the questions. II. Pre-listening: (10m.s) 1. Vocabulay + oases (n): + bud (n) + stew (v) 2. Matching A B 1. The fruit of the date palm and the bud on the top of it can be eaten as food. 2. People in the Gobi Desert make their soup b. a goat by crushing dried meat and mixing it with boiling water. The main food of people living in the c. a sheep 3. oases of the Sahara is the date ..... 4. If people get lost in the desert, they may get water from the stem and fresh of cacti, or d. date from drops of qater formed on the surface of the stones during the cold night. III. While - listening: (20m.s) 1. Task 1 (Part b. - P. 117) - Ask to read and guess the inaccuracy information. a. a camel - Individual Page 41 - Write down the guessing on the board. - Let'ss listen 2 times. - Ask students to show their answers on the board. - Play the tape once more - Ask ss to repeat the key sentences and correct their answers on board - Give marks for each Group. 2. Task 2 (Task c ‘ P. 117) - Ask ss to read/ guess/ listen/ fill in the gaps. - Play the tape once. - Feedback by playing the tape again and ask ss to repeat - Group work key words. - Write the keys on board. * Keys: 1. many parts of Asia and Africa/ the oases of the Sahara. 2. 3 – 6 centimeters: sugar and vitamins necessary for people's health. 3. dried meet. 4. Goats. IV. Post ‘ listening: (8m.s) (Part d P. 117) Tell your partner whether or not you live to live in a desert - Individual and give reasons. - Call some pairs to report their works. - Peer correction. - Correct. V. Summary and Homework: - Write a paragraph about how to find water and food in deaserts. - Pair work. IV. Lesson Evaluation: ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Page 42 Preparing date: 17th October, 2008 TiÕt sè: 21 Stress - Qui t¾c ®¸nh dÊu träng ©m Träng ©m (stressed syllable) cña mét tõ lµ mét vÇn hay mét ©m tiÕt cña tõ ®ã ®îc ®äc m¹nh vµ cao h¬n nh÷ng vÇn cßn l¹i, nghÜa lµ ph¸t ra ©m ®ã víi 1 ©m lîng lín h¬n vµ cao ®é h¬n, 1. §a sè c¸c ®éng tõ 2 ©m tiÕt th× träng ©m chÝnh nhÊn ©m tiÕt thø 2 : Example : enjoy collect escape destroy enjoy repeat allow assist accept relax attract accent explain descend forget allow maintain consent ..... Ngo¹i trõ : offer, happen , answer , enter , listen , open, finish, study, follow, narrow... 2. §a sè c¸c danh tõ vµ tÝnh tõ 2 ©m tiÕt th× träng ©m chÝnh nhÊn vµo ©m tiÕt thø nhÊt Example : mountain evening butcher carpet busy village summer birthday porter pretty morning winter beggar table handsome Ngo¹i trõ : machine mistake alone asleep ..... ..... 3. Mét sè tõ võa mang nghÜa danh tõ hoÆc tÝnh tõ th× träng ©m chÝnh nhÊn vµo ©m tiÕt thø nhÊt, nÕu mang nghÜa ®éng tõ th× träng ©m chÝnh nhÊn vµo ©m tiÕt thø hai: Example : record object produce absent import export present suspect increase contact progress rebel extract desert insult contrast conflict decrease protect subject Ngo¹i trõ : visit reply picture travel promise advise answer 4. Danh tõ ghÐp thêng cã träng ©m chÝnh nhÊn vµo tõ ®Çu tiªn : Example : raincoat shortlist airport sunrise tea- cup film- maker airline bedroom dishwasher passport baseball wastebasket shorthand typewriter hot- dog phonebook bookshop footpath snowstorm suitcase bathroom speed limit volleyball high school 5. TÝnh tõ ghÐp thêng cã träng ©m chÝnh nhÊn vµo tõ ®Çu tiªn, nhng nÕu tÝnh tõ ghÐp mµ tõ ®Çu tiªn lµ tÝnh tõ hay tr¹ng tõ (Adjective or adverb) hoÆc kÕt thóc b»ng ®u«i ED th× träng ©m chÝnh l¹i nhÊn ë tõ thø hai . T¬ng tù ®éng tõ ghÐp vµ tr¹ng tõ ghÐp cã träng ©m chÝnh nhÊn vµo tõ thø hai : Example : home - sick air- sick praise- worthy water- proof trust worthy lighting- fast ... Nhng : bad- temper short- sighted well- informed upstairs well - done short- handed north- east down- stream well - dressed ill - treated downstairs north - west ... 6. C¸c tÝnh tõ cã tËn cïng lµ : ant, - ent, - able, - al, - ful, - les, - y,- ly, - ous sÏ cã träng ©m chÝnh nhÊn vµo vÇn ®Çu : constant competent natural homeless rocky careful comfortable distant current facial careless happy powerful liable absent accent practical powerless dirty colorful passable * Riªng ®éng tõ kÕt thóc b»ng -ENT sÏ nhËn träng ©m ë vÇn thø 2 : accent concent frequent present Page 43 Ngo¹i trõ : advisable depenable reliable disabled 7. C¸c tõ kÕt thóc b»ng c¸c ®u«i : how, what, where, .... th× träng ©m chÝnh nhÊn vµo vÇn ®Çu : anywhere somehow somewhere whatever whoever .... 8. C¸c tõ 2 ©m tiÕt tËn cïng b»ng ®u«i EVER th× sÏ nhÊn m¹nh vµo chÝnh nã: however whenever whatever ..... 9. C¸c tõ 2 ©m tiÕt tËn cïng b»ng ®u«i -er , or th× träng ©m nhÊn vµo vÇn ®Çu : father teacher flower suffer filmmaker mother builder enter dressmaker baker Ngo¹i trõ : confer prefer composer refer . 10. C¸c tõ 2 ©m tiÕt b¾t ®Çu b»ng ‘A‘ th× träng ©m nhÊn vµo vÇn 2 : abed about above aback again alone achieve alike alive ago asleep abroad aside abuse afraid 11. C¸c tõ tËn cïng b»ng c¸c ®u«i: - acy, - age, - ate, - ure, - ety, - ity, - ion ,- sion, -cial, - ous, ian, - ior, - iar, - ence, - iency, - ient, - ier, - ic, - ics, -ent th× träng ©m nhÊn vµo tõ ngay tríc nã : enjoyment, decision.... democracy structure dictation librarian experience premier image society artificial superior efficiency republic vacate mathematics courageous familiar convenient relics Ngo¹i trõ : cathonic lunatic arabic politics arithmetic 12. C¸c tõ kÕt thóc b»ng - ate , nÕu 2 vÇn th× träng ©m nhÊn vµo vÇn thø nhÊt. NÕu 3 vÇn hoÆc trªn 3 vÇn th× träng ©m nhÊn vµo vÇn thø 3 tõ cuåi lªn. senate playmate congratulate concentrate activate complicate communicate regulate consulate nitrate classmate ofiginate 13. C¸c tõ tËn cïng b»ng ®u«i - ade, - ee, - ese, - eer, - eete, - oo, -oon ,- ain, th× träng ©m nhÊn ë chÝnh c¸c ®u«i nµy. lemonade Chinese degree pioneer cigarette kangaroo saloon colonnade Japanese absentee engineer bamboo typhoon balloon Vietnamese refugee guarantee musketeer taboo afternoon typhoon Note : coffee, commitee... 14. TÊt c¸c tõ kÕt thóc b»ng ®u«i - ly ®Òu nhÊn träng ©m theo tÝnh tõ cña nã: carelessly differently patiently diligently difficultly 15. C¸c tõ chØ sè lîng nhÊn träng ©m ë tõ cuèi kÕt thóc b»ng ®u«i - teen . ngîc l¹i sÏ nhÊn träng ©m ë vÇn ®Çu tiªn nÕu kÕt thóc b»ng ®u«i - y : thirteen fourteen............ // twenty thirty , fifty ..... 16. C¸c ®¹i tõ ph¶n th©n lu«n nhÊn m¹nh ë cuèi tõ : myself, himself, themselves .. 17. C¸c tiÒn tè (prefix) kh«ng bao giê mang träng ©m , mµ thêng nhÊn m¹nh ë tõ thø 2(tõ gèc ): unusual dislike indefinite reflect -------------------- illegal mistake ..... Exercise Exercise 1 : Choose the word that has a different stress pattern from the others. 1. A. attract B. advance C. adventure D. battle 2. A. borrow B. canal C. camera D. button 3. A. design B. cancer C. cattle D. dairy 4. A. favourite B. effective C. Egyptian D. electricity 5. A. gather B. environment C. exist D. export 6. A. government B. experiment C. expensive D. explain 7. A. extinction B. explorer C. failure D. creation 8. A. demonstration B. disappear C. distribution D. discover 9. A. prevention B. function C. predict D. protect 10. A. separate B. protect C. provide D. release Page 44 Exercise 2 : Choose the word whose underlined part is pronounced differently from those of the other. 1.A. good B. food C. soon D. too 2. A. about B. would C. round D. out 3. A. enough B. cough C. rough D. through 4. A. chooses B. houses C. horses D. rise 5. A. chair B. machine C. check D. child 6. A. sit B. sound C. sun D. sugar 7. A. gone B. done C. song D. shop 8. A. mud B. shut C. push D. but 9. A. sweat B. heat C. threat D. thread 10. stone B. zone C. none D. phone Exercise3 : Choose the word that has a different stress pattern from the others. 1.A. sensitive B. strangely C. surgery D. surprise 2. A. wonder B. wealthy C. vanish D. variety 3. A. position B. professor C. population D. possession 4. A. abandon B. ancient C. apply D. attraction 5. A. annual B. average C. mother D. bacteria 6. A. benefit B. biology C. chemical D. cricket 7. A. function B. demand C. complain D. request 8. A. inhabit B. invent C. material D. opera 9. A. parachute B. period C. particular D. solar 10. A. remedy B. satellite C. refusal D. satisfy ------ TiÕt sè: 22 Preparing date: 4th January, 2009 Unit 9: DESERTS Section D: Writing 1. Objectives: By the end of the lesson, sts will be able to: - Write a paragraph about desert plants - Improve their writing skill 2. Teaching aids: pictures, handouts, posters…. 3. Procedure Time Steps/content Teacher’s activities Students’activities Page 45 *WARM UP: Guesssing game 4’ cam el sand catu s  Give instructions  Ask sts to play game - Lead sts to the topic  Group( A-B) DESERTS 7’ *PRE-WRITING Guide +Task a: Put the numbers in Ask sts to give the correct order answers Keys: 3(Desert plants……..) Check and correct 5( Most of them……….) 4(Some others………..) 2(The third kind………) 1( If desert plants……)  Pairswork  Do the task 8’ + Task b: Write in the blanks Keys: Topic sentence:3 - Supporting idea 1: 5 - Supporting idea 2: 4 - Supporting idea 3 : 2 Conclusion: 1 Guide Call sts to speak out the answers correct  Group of five]  Answer 15’ WHILE- WRITING Deliver handouts Ask sts to arrange Ask sts to write a paragraph  Pairs work  Do the task + Topic 1: Life in or near a desert is very difficult Keys: 1-5-2-4-3 1. Life in or near the desert is very difficult 2. very little or no water 3. Harsh climate, scare food and water shortage make it difficult to live in or near a desert 4. very little or no food 5. Harsh climate  Individual work 10’ *POST-WRITITNG Correction  Pick up some sts’writing  Correct  Pay attention to the teacher  Take note and correct Page 46 1’ *HOMEWORK: +Write a paragraph again + Write topic 2  Ask sts to prepare at home  Do it as directed * Comments: ................................................................................................................................................................ ................................................................................................................................................................ ................................................................................................................................................................ TiÕt sè: 23 Preparing date: 12th February, 2009 unit10 : endangered species lesson 2 : listening I. Objectives: By the end of the lesson, students will be able to: -listen to a tour guide on endangered spiecies II. Teaching aids: Textbook, cassette, (upper book) III. teaching procedure: Teacher’s activities Pupils’ activities help me Page 47 I. Warm - up: ( 5m.s) - Game Hangman . -divide class into two groups -give somes sugession or question about : + habitat + Food + extinction -T explains the words ,ask sts for the anwsers -group work II. Pre - listening (10’) Whole class - Presenting vocal.. * offshore : (ADJ) : ngoµi kh¬i * predator (N) : thó ¨n thÞt * shallow (ADJ) : >< Deep -Check ( rub out and remember ) - To ask sts to look at the task A on p 125-126 -to ask sts to group of 8 discuss and fill in the task Go around the class and offer help if necessary dugongs dugongs Habitat causes food Group work squirrel monkey pandas pandas - Call three Sts to go the board and write their answers for each animal III. While-listening Whole class (20’) -give some instructions for the task * Activity1 ( part A ) ( can use T or F statements ) -Ask Sts to read through the sentences in part A, pay attention to the two main information: habitat, and causes of extinction. - T. plays the tape. - Ask if they’ve heard any information. - Play the tape again, stop at the key sent.. - Ask sts to repeat them then give the answers - Feedback ( 1-C 2-A ) * Activity 2 ( part B) -Do the same activities in part A - Key : (1-C 2-A ) -Play the tape for sts to listen to both parts Group work Page 48 III Post-listening: (8’) - Using task C on p127 - Ask sts to work in group of 4 to discuss and name some endagered species in VN - Ask sts to exchange their answers - Call on some sts from some groups to speak out What they’ve done - feedback : ( suggessions ) + Javan tigers in the western Highlands forests + Pheasants in Bach Ma National Park + One-horned Rhinoceros in Nam Cat Tien National Park - Acting in roles of endangered animals in VNam . IV. Home work (2’) -Write a short para...about one of the three animals they’ve learnt (in task A) IV/ Lesson Evaluation: ................................................................................................................................................................ ................................................................................................................................................................ Adverb clause of concession Page 49 I. Objectives To review some main points of the last lessons - Connectives - Phrasal verbs - Structure for making suggestions - Adverb clause of concession - Relative clauses II. Exercises 1. Fill in each gap with the correct linking word from the list below and so but although because My sister and I like each other very much………………(1) we are very different. She’s six years older than me ………………( 2) she work in a bank. I’m still at school, …………………( 3) I don’t have a job. My sister likes her job ………………….( 4) she earns a lot of money, …………………..( 5) she can go out and enjoy herself. She’s very kind …………………..( 6) often invites me to go with her,……………….. (7) I’m studying very hard at the moment………………. (8) I want to pass my exams. I usually say no when she asks me, ……………….. ( 9) last night I was tired of work ………………..( 10 ) I went with her to a dance. We had a great time! 2. Combine each pair of sentences , using who, whom, which, whose a. The woman is a famous singer. We met her son at the reception yesterday b. The man came here last week. He is living next door to us c. Here is the book. You asked for it d. Is that the bus? It’s leaving for Hanoi tomorrow III. TEST 1.Combine each pair of sentences, using proper relative pronouns: who, whom, which, whose ( 2P) a. The car is my father’s. It is painted red b. The woman lives near here. Her dog bit me c. These men were very warm and friendly. We met them at the party yesterday d. The flowers are beautiful. I bought them yesterday 2. Choose the correct phrasal verbs from the list below to complete these sentences( 2P) sit down wake up turn on give up turn off a. “ …………………….!” he said. “ This is not the time for sleeping!” b. “……………………..in that chair, please. “ said the doctor. c. I’m going to …………………. smoking tomorrow. d. May I …………………..the ceiling fan? It’s so hot here Page 50 3.Fill in each gap with a suitable link word from the list below ( 2P) and before because so but a. It was very cold ………………………… we didn’t go out. b. I sat in the kitchen ………………………… read a book c. I do some exercises………………………. I go to work in the morning d. I had to walk to work……………………….the car wouldn’t start 4. Rewrite the following sentences, beginning as shown, so that the meanings stay the same (2P) a. “ Why don’t you put a better lock on the door, John?”, Jane said -Jane suggested………………………………………………….. b. My class suggested that we should take part in many social activities - My class suggested …………………………………………… 5. Make complete sentences with the cues given ( 2P) a. Even though / Minh / have / flu / he / take / bath b. My mother /do / lot / housework / although / she / go / work / whole / day KEY 1. a. The car which is painted red is my father’s b. The woman whose dog bit me lives near here c. These men whom we met at the party yesterday were very warm and friendly d. The flowers which I bought yesterday are very beautiful 2. a. wake up b. sit down c. give up d. turn on 3. a. so b. and c. before d. because 4. a. Jane suggested John should put a better lock on the door b. My class suggested taking part in many social activities 5. a. Even though Minh has a flu, he takes a bath b. My mother does a lot of housework although she goes to work the whole day Comments .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. Page 51 Unit 2: modal + have + past participle Form 1:Could, may, might + have + P2 = có lẽ đã Diễn đạt một khả năng có thể đã xảy ra ở quá khứ song người nói không dám chắc. It may have rained last night, but I'm not sure. He could have forgotten the ticket for the concert last night. I didn't hear the telephone ring, I might have been sleeping at that time. The cause of death could have been bacteria. John migh have gone to the movies yesterday. * could, might + have + P2 = có lẽ đã Diễn đạt một khả năng có thể đã xảy ra ở quá khứ song người nói biết rõ rằng thực tế không xảy ra. If I hadn’t come along at that moment, Jim might/ counld have been the one arrested instead one od real thief. The plan might/ could easily have gone wrong, but in fact it was a great success. Form 2: Should have + P2 = Lẽ ra phải, lẽ ra nên Chỉ một việc lẽ ra đã phải xảy ra trong quá khứ nhưng vì lí do nào đó lại không xảy ra. Maria shouldn't have called John last night. (She did call him) John should have gone to the post office this morning. The policeman should have made a report about the burglary. Chúng ta cũng có thể dùng cụm từ was/were supposed to + [verb in simple form] để thay cho should + have + past participle; should can be replaced by “ought to” John was supposed to go to the post office this morning. The policeman was supposed to make a report about the burglary. (Anh ta đã không lập biên bản vụ trộm). Form 3: Must have + P2 = chắc là đã, hẳn là đã Page 52 Chỉ một kết luận logic dựa trên những hiện tượng có đã xảy ra ở quá khứ (nghĩa 2 của must ở phần trên). Chú ý rằng không bao giờ dùng cấu trúc này với nghĩa 1. Chỉ được dùng had to hoặc should + have + past participle hoặc be supposed to khi diễn tả một trách nhiệm bắt buộc ở quá khứ. The grass is wet. It must have rained last night. (It probably rained last night) Jane did very well on the exam. She must have studied hard. I didn't hear you knock, I must have been gardening behind the house. * can’t/ couldn’t + have + P2 ( Negative ) He wasn’t there at the time. It couldn’t have been his fault. Exercise 1 Type the correct perfect modal for the following sentences. Sometimes negative forms are used. When you have answered all the questions 1. Your house looks great. You must have spent a lot of time painting it. 2. Michael went running in the rain. He could have gotten sick. 3. It was so dark that I fell down the stairs. I should have fixed the light. 4. Patty could have gone by bus. Why did she walk? 5. I called his apartment and nobody answered. He must have gone out. 6. You must have shovelled the front walk. It looks so clean. 7. He couldn't have stolen the car. He was with me all the time. 8. My bicycle is broken. I never should have ridden it down the stairs. 9. Jim looks happy. I think he must have gotten a new job. 10. The chocolate cake is all gone! Someone must have eaten it. EXERCISES 2 1 Which sentence, (a) or (b), is most likely to follow the one given? (A) 1. Don't throw the picture away, give it to Tony. a. He might have liked it. B. He might like it. 2. When she went out this morning she left her briefcase here. a. She might have meant to leave it behind. B. She might mean to leave it behind. 3. Nobody knows where the jewels have gone. a They might have been stolen. B. They might be stolen. 4. Don't throw away the rest of the meat. a. We might have wanted it for dinner. B. We might want it for dinner. 5. Don't wait for me. a. I might have been a few minutes late. B. I might be a few minutes late. Page 53 2. Underline the word or words that are possible in each sentence. (A & B) 1, 'Do you know where Mark left the car keys?' 'He might/can have left them on the table.' 2, If Jerry hadn't grabbed my arm, I may/might have fallen off the bridge. 3, They might/could have chosen anyone for the job, but they picked me. 4, I could/may have stayed overnight with Don and Mary, but I thought I should get home as soon as possible. 5, In factories in the 19th century, a worker could/may be dismissed for being ill. 6, I may/could have cleaned the house by the time you get home. 7, By the end of the day I can/may have finished painting the walls. Tomorrow I'll start on the ceiling. 8, It can/could be possible one day to detect disease simply by looking at people's eyes. Exercise 3 Fill the spaces in the following sentences by using one of these forms + the perfect infinitive of the verbs in brackets. must + perfect infinitive is used for affirmative deductions. can't/couldn't + infinitive is used for negative deductions. 1. Did you hear me come in last night? ~ No, I . must have been. . (be) asleep. 2. I wonder who broke the wineglass; it . can't/couldn't have been. (be) the cat for she was out all day. 3. I had my umbrella when I came out but I haven't got it now. ~ You . must have left . . (leave) it on the bus. 4. He . can't/couldn't have escaped . (escape) by this window because it is barred. Perfect infinitive used with auxiliary verbs Use the perfect infinitive of the verb in italics with the appropriate auxiliary verb. Phrases in bold type should not be repeated, but their meaning should be expressed by the auxiliary + perfect infinitive. It is possible that he telephoned while we were out. He may have telephoned while we were out. You (thank) him for his present but you didn't. You should have thanked him for his present. (should is replaceable by ought to.) Page 54 1. I realized that my house was on fire. ~ That must have been (be) a terrible moment. 2. I saw a ghost last night. ~ You can't/couldn't have seen (not see) a ghost: there aren't any ghosts. You must have dreamt (dream) it. 3. It is possible that a child broke the window. may/might have broken 4.You looked at the new moon through glass. It is most unlucky. shouldn't have looked 5. I've had a toothache for two days. ~ You should have gone (go) to the dentist when it started. 7. As I was standing in the hall your dog bit me. ~ It can't/couldn't have been (not he) my dog; he was with me all day. It must have been (be) my brother's 8. I feel terribly ill today. ~ You shouldn't have eaten (not eat) those mushrooms yesterday. Mushrooms don't agree with you. UNIT 11:BOOKS CLASS: Date: LESSON : LISTENING Aims: By the end of the lesson, sts will be able to listen to get information ABOUT READING Lexical items: Words or phrases related to the listening Teaching aids needed : Textbook, teacher’s book, cassette player & cassette tape Procedure: TIM E 3’ 7’ CONTENT * WARM-UP T B R I O E T O A L K D E X A I N D TEACHER R I T E M E S K I L L X P U B L I C Asks students to work in two groups STUDENT S Work in two groups Decides which group is the winner. * PRE-LISTENING a) What are your reasons for reading ? Check Page 55 your choices then present 1. I enjoy reading. 2. I have to read for my exams. 3. My teacher asks me to read. 4. My parents want me to read. 5. My close friends have recommended the book to me. 6. Many people are reading the book and discussing it. b) Match the words with their meanings 1. the title a .detailed list of names and 2. the subjects discussed in the foreword or book. preface b. list of the main subjects in 3.the table a book and the page numbers of contents where you can fnd them 4.the index c. name of a book d. what the book is about and why it was written c) True /False prediction (sgk page 138) 25’ * WHILE-LISTENING c) Listen and check whether the statements are true or false (textbook page 138) d) Listen again and answer the questions ( textbook page 139 ) 10’ * POST- LISTENING e) To which of the following do you think skimming should apply ? Eplain your choices (textbook page 139) * HOMEWORK Prepare for the next Listen the conversation again Asks students to work in pairs Asks students to discuss and then present Asks student to work in two groups then give the answer (supporting game) Work in pairs Discuss and present Do the requirement Corrects Discuss and Asks students Play the to predict the game statements are true or false (supporting game) Plays the tape Asks students to work in groups of four to listen again and answer the questions Corrects Listen and do the exercise in individuals Do the requirement Asks students work in groups Dicuss and Page 56 of four present UNIT 12 - READING (Chöông trình naâng cao) Aims: to improve reading and speaking skills Aids: textbook, wallchart, picture. Teaching steps: Time Main content 5’ I – Warm up 1. classroom procedure 2. game: “Net work” 10’ sport s II – Pre-reading swimming 1. Lead in: Water sports 2. Vocab. - windsurfing (n) - to dive (v) - watercraft (n) - obstacle (n) - trap (v) - scuba diving (n) * checking new words: “ Rub out and remember” 3. Task 1: Match the pictures with the names of sports Answer: 1 E 2 H 3 D 4 I 5C 6J 7F 8A 9B 10 G 4. Task 2: Discuss which equipment below is needed when people practice each of these sports. Sport T’ activities Ss’ activities - divide class into - discuss and 2 groups write the sports - give instructions they know on the BB - picture - situation - picture - situation - situation - explanation - follow the steps of teaching vocabulary - wallchart - discuss then write the answer in the chart Equipment Page 57 needed swimming water polo surfing windsurfing kayaking rowing water skiing jet-skiing 15’ diving scuba diving a mask or goggles a ball a life vest a board a boat or watercraft an oar a boat, a life vest a watercraft, a life vest a board breathing apparantus III – While-reading 1. task 3: Where are the extracts above most likely found? (textbook P. 148) Answer: 2 2. task 4: scan the extracts for the precaution tips about 4 sports. Check the correct boxes (page 149) Answer: - diving: 1, 2, 3 - jet skiing: 1, 3, 4, 5, 7 - water skiing: 2, 3, 4, 5, 7 - scuba diving: 2, 3, 5, 6 - read the question aloud, wait a few seconds then ask one st to answer - listen to the question and answer - explain and ask some ss to answer - work alone then compare the answer with their partners 3. task 5: Discuss and answer the questions: Answer: 1. Because they won’t be able to control the movements of their limbs or operate the machines well. 2. They may be struck by lighting or get an electric shock. 3. He/she may suffer the bends, a severe pain and difficulty in Page 58 breathing, as gas bubbles are form in his / her bodyfluids due to sudden decrease in pressure. 8’ IV – Post reading Practice speaking the questions above - Control ss’ practice - call some of them to present - work in pairs to ask and answer the questions above V – Homework: - give homework - takenote 2’ - learn new words - prepare for the next period “Listening” UNIT 12 : WATER SPORTS C. SPEAKING  Objectives : By the end of this lesson, Ss will be able to : - Use phrases in expressing opinions and in expressing preferences fluently - Practise advantages and disadvantages in water sports  Procedure time 5’ Stages I.Warm up : A matching game Five photos 1 2 4 a.swimming b. water polo c.surfing d. rowing 3 5 Teacher’s act Sts’ act - Divides the class into small groups of 3 and 4 and introduces the game: Ss are to match these five photos with five water sports’ name - Calls out the teams in any order and the representative Ss should run to the board and stick the - Do as teacher ask Page 59 10’ e.scuba diving Answers: 1. 2. 3. 4. 5. II. Pre Speaking : Pick out the expressions Tom uses to mention his views and his preferences to complete the following table. You can add more expression to the list name under the correct photo. Which group has quicker and more correct answers will win the game. - Check correct game - Work in group Handout Expressing Opinions I must say …. Expressing preferences I prefer to …. Answer: Expressing Opinions I must say …. The point is …. I find …. In my opinion, …. I feel that …. I think …. 20’ Expressing preferences I prefer to …. I’d rather …. I like …. Better / more than …. I have a strong preference for …. III.While speaking : Work with a partner. Choose two water sports and tell your partner which you prefer and why. Use the structure in a) when expressing your opinions and preferences. Guiding about talking:  Cost , speed , weather - Ask Ss read the conversation - Divide class into four group and ask them to find out phrases ( where it is Expressing Opinions or Expressing preferences ) in the conversation - Go around and guide Ss how to find out. - Give correct answers - Find out advantages and disadvantages of the water sports. - Look at the board Page 60 7’ restrictions , equipment , safety , health restrictions - Cost : +High cost  windsurfing , surfing. +Low cost  swimming , water polo. - Equipment : +Special equipment  kayaking , surfing , windsurfing , rowing , water polo. +No special equipment  swimming. - Speed : +Moderate to high speed  rowing , kayaking. +Low speed  swimming , water polo - Safety : + Dangerous  surfing , windsurfing , diving. +Safe  rowing , kayaking. - weather restrictions (good or bad weather): + with weather restrictions  surfing , windsurfing , swimming ( in the sea ). + without weather restrictions  Swimming ( in the swimming pool ) water Polo. - Health restrictions : +With health restrictions  swimming ( in the swimming pool ) when Having skin diseases. +Without health restrictions  most Sports. Give example: - Work in pair - Guiding Ss how to find out advantages and disadvantages of the water sports. - Gives some cue words - Ask Ss work in pair. Each of them chooses two water sports and ask them which game they prefer and ask them to show their reason. -Look at the board and prictise - Work in pair -Give an example Page 61 3’ A: B, tell me what sports you like. B: Diving and surfing. A: Which do you prefer? B: Well, I must say I’d rather go in for diving because it’s cheaper. What I need is a swimming suit … that’s all. I think surfing is interesting, but it’s more costly. You have to buy or hire a surfboard for yourself. IV: Post speaking: Give some cards which they contain the name of water sports on. V: Homework: Date: 28/3/2007 about water sports - Work in pair - Choose one card - Work in pair - Stand in front of class to show their opinion or their preferences about the sport they choose. - Ask Ss choose one a card - Ask Ss work in pair about the sport - Listen on the card carefully and do - Ask Ss show their as teacher ask opinion or their preferences about the sport they choose. - Ask Ss practice water sports at home - Ask Ss prepare the next lesson Period 19-20: ADVERB CLAUSE OF CONCESSION I.Kieán thöùc cô baûn: Adverbial clause of concession :(meänh ñeà chæ söï nhöôïng boä) Meänh ñeà chæ söï nhöôïng boä baét ñaàu baèng: though, although, even though, despite, in spite of - Although, even though, though: Although even though + clause though Ex: Although it rained heavily, they went out with their friends - Despite and in spite of: Despite in spite of + noun phrase Page 62 Ex: Despite his poverty, he succeeded in his life II. Baøi taäp maåu: Combine these sentences using: though, although, even though a. My father has to go to work .It is raining hard. My father has to go to work though it is raining hard Though it is raining hard, my father has to go to work b. It is very cold, Mr Brown is waiting for the bus. Although it is very cold, Mr Brown is waiting for the bus Mr Brown is waiting for the bus, although it is very cold. III. Vaän duïng: *Baøi taäp baùm saùt: 1. Combine these sentences using: though, although, even though a. Lion dancing is very popular in Viet Nam. My friend Anny does not enjoy it. b. Bob always walks to work. He is living in the city c. My house is near the beach. I rarely go swimming. d. My brother is working in Ha Noi. He comes home on every public holiday e. Paul is an Australian, he enjoys Vietnamese New year. f. Most children go to see the firework show, Linh and Mai stay home watching TV g. Nick used to smoke. He seems to be in good health h. I couldn’t sleep. I was tired i. Henry’s friend is a millionaire. He hates spending money j. We couldn’t get tickets. We queued for an hour 2. Rewrite the sentences, beginning with the words in parentheses a. She has plenty of money, but she is very mean. ( although) b. They have a car, but they rarely use it. ( though) c. He was innocent, but he was sent to prison.( although) d. He has a number of relatives living nearby, but he never visits them (even though) e. She never takes any kind of exercise, but she is quite fit and healthy. (even though) *Baøi taäp naâng cao: 1. Match the sentences in column A with the sentences in column B, using “Though”: A B 1. They injury was serious a. She always buys me a birthday 2. The result seem unlikely present 3. She was tired b. There is still room for 4. She is poor improvement 5. The invention is ingenious c. It didn’t keep her out of the game 6. They were outnumbered d. They are nevertheless correct Page 63 7. The food is excellent e. Sandra walked home f. Nobody will ever buy it g. They put up a good performance 2. Complete the sentences with your own words: a. Although my moom ca sing very well,___________________________ b. Although _______________________, I can’t sing English song. c. Sue didn’t come to my birthday party last Sunday though__________________ d. Although my school is far from the city, many students__________________ e. We really enjoyed the trip to the museum last week though________________ f. Although my sister can draw very beautifully, she_________________ IV. Cuûng coá: Giaùo vieân yeâu caàu caùc em nhaéc laïi caùch söû duïng cuûa Though, Although, even though V. Baøi taäp veà nhaø: -OÂn laïi caùch söû duïng cuûa Though, Although, even though - Laøm baøi taäp hoaøn chænh vaøo trong taäp RUÙT KINH NGHIEÄM ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... Period: Unit 14: International Organization Date: B- Listening I. Objective: By the end of the lesson, Ss will be able to listen for specific information related to activities of UNICEF. II. Teaching aids: English book, picture, catsette III. Procedure: Tim e 5’ Contents I. Warm-up: Guessing word. U N I C E F (A word has 8 letters. It is an international organization.) Teacher’s activities -Divide class into 2 groups - Introduction game. Ss’ activities - Work in group - Play game Page 64 - Introduction. 15’ 14’ II. Pre –listening: * vocabulary: - ravage (v): taøn phaù Flood-ravaged - benefit (v): laøm lôïi cho - unattended (a): khoâng ñöôïc chaêm soùc. - evacuate (v): sô taùn - recede (v): ruùt * Checking : Multible choice: ( b SGK page 178) Answer:1B 2C 3D 4C 5D 6C * Matching: Look at some photos taken in a floodaffected area. Match the photos with the phrase.(page 177). Question: when do people need a floating medical clinic? II. While – listening: 1. T/F statements: (page 179) Answer: 1F 2T 3F 4T 5F 2.Fill in the blanks:(page 179). Answer: 1. supplies -Controll -Lead the new lesson - Runthrough vocabulary. - Listen & copy. - Aks ss to do exercise to check vocabulary. - Ask ss to give answer. - Correct - Work in pairs to do it. - Give answer. -Ask ss to look at the photos & match. -Ask ss to give some infor mation. -Aks ss to read the sentences in 3’ - Ask ss to listen 3 times the tape to decide T/F - Ask ss to share answer in 2 groups - Call ss to give answer on board - Check answer -Work in pairs -Matching - Give some ideas. -Read the sentences - Listen -Share answer with group. - Get answer. Page 65 2. materials 3. conditions 4. staff. 10’ 1’ -Aks Ss to listen again to fill in the blanks. -Calls 4 ss to IV. Post-listening: Discussion write answer on board What you can contribute to -Correct. help the people in floodaffected areas in viet nam. - Divide class into 4 groups. - Ask ss to discuss -Call each group present. V. Home work: - Give correct - Learn vocabulary by heart mistakes. - Prepare the new part -Listen the tape again to do it - Write answer on the board. - Dicuss in group. - Present idea in front class. - Correct. - Listen & copy -Aks Ss to do at TRANSITIVE AND INTRANSITIVE VERBS 1. Direct objects Most of the verbs examined so far have been in the Active Voice. When a verb is in the Active Voice, the subject of the verb refers to the person or thing performing the action described by the verb; and the object of the verb refers to the person or thing receiving the action described by the verb. In the following examples, the objects of the verbs are printed in bold type. e.g. He read the book. I did not see the balloon. They ate the potatoes quickly. She rode her bicycle along the sidewalk. Do we understand it? In these sentences, the verbs read, did see, ate, rode and do understand are in the Active Voice; and the words book, balloon, potatoes, bicycle and it are the objects of the verbs. These objects are said to be direct objects, because they refer to things which receive directly the actions described by the verbs. Page 66 2. Lay and Lie, Raise and Rise, and Set and Sit Verbs which take an object are usually called transitive verbs. Verbs which do not take an object are usually called intransitive verbs. Many English verbs can be used either intransitively or transitively. For instance, in the sentence Most birds can fly, the verb to fly is intransitive, since it is used without an object. But in the sentence This pilot will fly the plane, the verb to fly is transitive, since it takes the object plane. However, some English verbs can be used only intransitively. A few pairs of verbs should be noted. The two verbs of each pair have similar meanings, but one of the verbs can take an object, and the other cannot. In the following table, the verbs labeled intransitive are those which cannot take an object. Transitive: Intransitive: Infinitive to lay to lie Simple Past laid lay Past Participle laid lain Transitive: Intransitive: to raise to rise raised rose raised risen Transitive: Intransitive: to set to sit set sat set sat Particular care must be taken not to confuse the verbs to lay and to lie, since, as shown above, the Simple Past of the verb to lie has the same form as the bare infinitive of the verb to lay. a. To Lay and To Lie To lay is a transitive verb, which can take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to lay. The verbs are underlined, and the objects of the verbs are printed in bold type. e.g. I am laying the table. He laid a bet on the white horse. The hen has laid an egg. To lie is an intransitive verb, which cannot take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to lie. e.g. She is lying on the sofa. We lay on the beach in the sun. He has lain in bed for a week. In these examples, it might appear that the words sofa, beach, and bed act as objects of the verb to lie. However, this is not the case. Page 67 Not only verbs, but also prepositions have the ability to take objects. A few commonly used English prepositions are at, by, for, from, in, of, on, to and with. Prepositions will be discussed in detail in a later chapter. In the examples above, sofa, and beach are objects of the preposition on; and bed is the object of the preposition in. b. To Raise and To Rise To raise is a transitive verb, which can take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to raise. The verbs are underlined, and the objects of the verbs are printed in bold type. e.g. She is raising poodles. He raised the window. They have raised a crop of wheat. To rise is an intransitive verb, which cannot take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to rise. e.g. The moon is rising in the east. They rose to the occasion. The temperature has risen by five degrees. In these sentences, the verbs have no objects. The words east, occasion and degrees are the objects of the prepositions in, to and by. c. To Set and To Sit To set is a transitive verb, which can take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to set. The verbs are underlined, and the objects of the verbs are printed in bold type. e.g. They are setting a record. We set the jars on a shelf. Have you set the date for your trip? To sit is an intransitive verb, which cannot take an object. The following examples illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of the verb to sit. e.g. They are sitting by the front steps. I sat at my desk for an hour. You have sat on the couch all afternoon. In these sentences, the verbs have no objects. The words steps, desk, and couch are the objects of the prepositions by, at and on. Page 68 3. Indirect objects In addition to taking direct objects, some verbs also take indirect objects. In the following examples, the direct objects are printed in bold type, and the indirect objects are underlined. e.g. We gave the child a toy. I sent the man the information. In these examples, the words child and man are said to be the indirect objects of the verbs gave and sent. Indirect objects refer to things which receive indirectly the actions described by the verbs. In the above examples, the words toy and information are the direct objects of the verbs. Indirect objects usually refer to living things. It is possible for a sentence containing an indirect object to be rewritten by placing a preposition before the indirect object. When this is done, the original indirect object can be regarded either as the indirect object of the verb, or as the object of the preposition. For example, the sentence We gave the child a toy, can be rewritten as follows: We gave a toy to the child. In the rewritten sentence, child can be regarded either as the indirect object of the verb gave, or as the object of the preposition to. The following examples illustrate the position of the indirect object in a sentence. The direct object, toy, is printed in bold type, and the indirect object, child, is underlined. e.g. We gave the child a toy. We gave a toy to the child. When an indirect object is not preceded by a preposition, the indirect object must be placed before the direct object. Thus, in the sentence We gave the child a toy, the indirect object child is placed before the direct object toy. However, when an indirect object is preceded by a preposition, the indirect object must be placed after the direct object. In the sentence We gave a toy to the child, the indirect object child is preceded by the preposition to. Therefore, the indirect object, child is placed after the direct object toy. The object which is placed last in a sentence tends to receive greater emphasis than the object which is placed first. Thus, the word order of a sentence can be varied in order to give greater emphasis to one object or the other. For instance, in the sentence We lent the teacher a book, the direct object book is slightly emphasized. However, in the sentence We lent a book to the teacher, the indirect object teacher is emphasized. Page 69 A few English verbs, such as to describe, to distribute, to explain and to say, can take an indirect object only when the indirect object is preceded by a preposition. In the following examples, the direct objects are printed in bold type, and the indirect objects are underlined. e.g. He described his experiences to the reporters. They distributed the leaflets to their friends. We explained the situation to the participants. She said something to her teacher. These verbs cannot take an indirect object which immediately follows the verb. One reason for this may be to avoid creating sentences which are ambiguous or confusing. For instance, a sentence which began with the words He described the reporters... would create the impression that it was the reporters who were being described. When the reporters is preceded by the preposition to, there is no ambiguity. Unit 15: Women in society Lesson 4: Writing N©ng cao Date of preparing: 11th August, 2008. Date of teaching I. Aims: By the end of the lesson, sts will be able to write a request for recommendation. II. Teaching aids: Textbooks, posters, handouts. III. Procedures: Time 5’ Steps Work arrangement Warm -up Jumbled words. Group work - T asks Ss to work in groups to put the jumbled letters in order to make a meaningful word. C m r e m e n o n t i d a * Key: recommendation. - T. gives any explanations if necessary. Page 70 12’ Pre - writing. Activity 1: Ordering - T gives Ss handouts: Pair work a. I would be most grateful if you could say....my behalf. b. Although you have not be......... high school. c. Dear Mr. Tan. d. Yours sincerely e. The scholarship of..... a recommendation letter. - T. asks Ss to work in pairs to put the paragraphs in order to make a complete letter. - T checks with the whole class. * Key: 1- c,2- e,3- b, 4- a, 5 - d. * Checking: T asks Ss some questions to check Ss’ understanding of the letter. Group work - What is the first paragraph about? - ....... Activity 2: Out lining. - T. asks Ss to work in groups to make an out line for the writing task given in part B (p.191), basing on the given out line. Eg: a. Introduction: b. Body: c. Conclusion: 16’ 10’ I have decided to apply for the position of reporter... Would you please speak about my time in your class at..... I would be most grateful if you could say a few words on my behalf While - writing - T. asks sts to work individually to write the first draft Individual work based on their groups’ outlines. - Peer correction Post - writing. - T. collects some typical writings. Whole class - T. checks with the whole class and correct mistakes if necessary. * Sample writing: “Dear Mr. Nam, I have decided to apply for the position of reporter, which is open at the TV station in Ho Chi Minh city... Page 71 2’ Home work. - Rewrite the letter. Unit 15: Women in society Lesson 5: Language focus (n©ng cao) Date of preparing: 11th August, 2008 Date of teaching: I. Aims: By the end of the lesson, sts will be able to understand - phrasal verbs with get - sentences and clause connectors - Adverbial clauses of manner with as and as if II. Teaching aids: textbooks, posters and handouts. III. Procedures: Time 5’ Steps Warmer. - T. gives a picture and ask Ss to describes it by asking: Work arrangement Individual work and whole class What are they going to do? ( They are going to get out of the fire) - T. elicits some phrasal verbs with “get” + get on with + get out... .... 10’ - T. leads to the new lesson. Word study Whole class * Act 1: Matching - T. asks Ss to work in pairs to do the matching ( p. 192) - Peer correction - T checks the meaning of the phrasal verbs if necessary Page 72 18’ * Act 2: Gap- filling - T. asks Ss to work individually to do the task. (part Pair work b) p. 192) - T. calls on some Ss to read aloud the complete sentences. - T. gives feedback. B. Grammar. * Presentation 1. Sentence and clause connectors Whole class - T. gives some examples using connectors Eg: Mr. David is handsome and rich Mr. David is rich but he is very mean - T. asks sts to underline the connectors and asks Ss to distinguish the meaning of the sentences. - T. collects sts’ answers and asks Ss to give some more connectors. - T. introduces the table of sentences and clause of connectors ( p. 192) Pair work * Practice 1: Pair work - T. asks SS to work in pairs to connect the sentences using the connectors. - T. gives a model: Many women work outside the home, however, their husbands do not help them with the housework. - T. checks by asking Ss to read the whole sentences. Group work * Presentation 2: Adverbial clauses of manner As and As If - T. gives examples; - The weather turned very bad as we expected. - He looks as if he was very poor. - T. explains how to use “ as” and “as if” Main clause As if/ as though Present simple Past simple As if/ as though Adverbial clause of manner Past ( subjunctive) Past perfect As: ....... * Practice 2: * Act 1: - T. asks Ss to work in pairs to do the exercise 1 (p.193) * Act 2: Page 73 10’ 2’ - T. asks Ss to work individually to do Ex 2 (part b p. 194) * Act 3: - T. asks SS to work individually to do Ex3 (p. 193) C. Production. Game: Noughts and Crosses. As if As But Moreover Although While Group work However And In contrast - T. guides and controls sts to play game. Homework - T. asks sts to redo the exercises. - Prepare next lesson. Inversion In English In this case, the question form (auxiliary + subject + main verb) takes the place of the standard positive sentence structure (i.e. He goes to work every day) Seldom has the boss been so upset! C«ng thøc: Adverb adverbial phrase + V + S + ...... C¸c cÊu tróc ®¶o ng÷ dîc sö dôngVthêng xuyªn vµ réng Clause Auxiliary V r·i nhÊt. 1. §¶o ng÷ trong 1 sè trêng hîp c©u phñ ®Þnh. ( Inversion in nagative sentences) a. Mét sè tr¹ng tõ phñ ®Þnh ®øng ®Çu c©u. Hardly (ever) Barely Scarely (ever) + Inversion Rarely Never again/ before Never Seldom Little barely You can hardly see anyone wear a hat nowadays. scarely Barely --> Hardly can you see anyone wear a hat nowadays. Scarely (Ngµy nay b¹n khã mµ tr«ng thÊy ai ®éi nãn) Such a situation should never be allowed to arise again --> Never again should such a situation be allowed to arise. (Kh«ng bao giê t×nh huèng nh thÕ ®îc phÐp dÊy lªn n÷a.) The thief little realized that the police had thrown a cordon around the bank. Page 74 --> Little did the thief realize that the police had thrown a cordon around the bank. (HÇu nh tªn trém kh«ng nhËn ra r»ng c«ng an ®· xiÕt chÆt vßng v©y xung quanh ng©n hµng) This remedy rarely failed --> Rarely did this remedy fail Hardly/ Scarely ever did they manage to meet unobserved I had never before been asked to accept a bribe. -->Never before had I been asked to accept a bribe. Little did he understand the situation. Little have I read concerning nanotechnology. Never have I been more insulted! Seldom has he seen anything stranger. Never does he go to the cinema. Seldom did he sing Rarely do we agree with each other Scarcely had I got out of bed when the doorbell rang. b. §¶o ng÷ trong c©u b¾t ®Çu b»ng “Not” Not + noun phrase Not + till + phrase + Inversion. Not + until + clause. She didn’t shed a tear even though the story ended in tragedy. --> Not a tear did she shed even though the story ended in tragedy. (§Õn mét giät níc m¾t c« ta còng kh«ng nhá ra mÆc du c©u chuyÖn kÕt thcs trong bi kich.) The whole truth didn’t become known un til many years later. --> Not until many years later did the whole truth become known. (M·i tíi nhiÒu n¨m sau toµn bé sù thùc míi ®îc ngêi ta biÕt ®Õn) I didn’t realize how difficult the exercise was until I was half way through it. --> Not until I was half way through the exercise did I realize how difficult it was. ( M·i ®Õn khi t«i lµm ®îc nöa bµi t«i míi nhËn ra lµ bµi khã) He didn’t realize that he had lost it till he got home --> Not till he got home did he realize that he had lost it. Note: Tuy nhiªn trêng hîp côm danh tõ b¾t ®Çu b»ng “No” hoÆc “Not” lµm chñ ng÷ trong c©u th× kh«ng gäi lµ ®¶o ng÷. No example of this word is given in this dictionary. (Cuèn tõ ®iÓn nµy kh«ng ®a ra vÝ dô nµo vÒ tõ nµy.) MÆt kh¸c víi “Not until + clause” th× ®¶o ngõ ë vÕ cau chÝnh chø kh«ng ph¶i lÊy ë vÕ ngau sau “Not until” c. §¶o ng÷ víi cÊu tróc “Not only.............. but also..............” Not only + clause (®¶o ng÷) + but + S + also + V She dances beautifully and she sings sweetly, too. --> Not only does she dance beautifully but she also sings sweetly. (Kh«ng n÷ng c« ¸y nh¶y ®Ñp mµ cßn h¸t hay.) Not only do I enjoy classical music, but I also have a season ticket to the symphony d. §¶o ng÷ víi c¸c côm tõ co “No”, “Not” ®øng ®Çu c©u. Under no circumstances In no circumstances On no condition On no account At no time + Inversion Page 75 Nowhere In no way No longer The bus driver can’t be blamed for the accident in any way. --> In no way can the bus driver be blamed for the accident. ( Trong bÊt cø trêng hîp nµo còng kh«ng ®îc ®æ lçi vô tai n¹n cho ngîi l¸i xe buýt.) The doctor told his patient that he should on no account return to work un til he had made a complete recovery. --> The doctor told his patient that on no account should he return to work until he had made a complete recovery. (B¸c sü nãi víi bÖnh nh©n trong bÊt cø trêng hîp nµo «ng ta còng kh«ng ®îc lµm viÖc cho ®Õn khi «ng ta håi phôc hoµn toµn.) Remote villages don’t have a regular bus service any longer. --> No longer do remote villages have a regular bus service (C¸c lµng quª xa x«i hÎo l¸nh kh«ng cßn dÞch vô xe buýt ®Òu ®Æn n÷a) The accused never expressed regret for what he’d done. --> At no time did the accused express regret for what he’d done. (Cha bao giê kÎ bÞ buéc téi hèi tiÕc v× nh÷ng g× h¾n ®· lµm) This switch must not be touched on any acount --> On no acount must this switch be touched. Nowhere will you find better roses than these. 2. §¶o ng÷ trong cÊu tróc cã “Only” a. noun phrase Only prepositional phrase + Inversion later (only by, only after, only in this way) You can make yourself heard only by shouting at the top of your voice. --> Only by shouting at the top of your voice can you make yourself heard. ( ChØ cã hÐt to hÕt søc th× ngêi ta míi nghe thÊy b¹n nãi g×.) The facts were not all made publicity until later. --> Only later were the facts all made publicity. ( ChØ m·i tíi sau nµy th× thùc tÕ ®ã míi dîc ph¬i bµy tríc c«ng chóng) He mentioned it to me only yesterday --> Only yesterday did he mention it to me. ( M·i tíi h«m qua anh ¸y míi ®Ò cËp tíi chuyÖn ®ã.) Only after understanding the situation does the teacher make a comment. b. Only if (clause) when (clause) + Inversion then You will understand what true responsibility is only when you became a parent. --> Only when you become a parent will you understand what true responsibility is. ( ChØ khi b¹n trë thµnh ngêi cha ngêi mÑ th× b¹n míi hiÓu tr¸ch nhiÖm ®Ých thùc cña hä lµ g×.) You can enter the competition to meet the cast noly if you purchase a ticket for a show. --> Only if you purchase a ticket for a show can you enter the competition to meet the cast. (NÕu b¹n mua vÐ th× b¹n míi gÆp ®îc c¸c diÔn viªn.) We realized, only then, what a mess we had got ourselves in. --> Only then did we realize what a mess we had got ourselves in. Page 76 ( M·i ®Õn sau nµy chóng t«i míi nhËn ra sù bõa bén cÈu th¶ khi chóng t«i bíc vµo) Only then did I understand the problem. Note: NÕu “Only” ¸m chØ t×nh tr¹ng duy nhÊt th× kh«ng sö dông ®¶o ng÷. Ex. Only Mary realized that the door was unlocked. ( ChØ cã Mary nhËn ra cöa kh«ng khãa.) 3. §¶o ng÷ víi c¸c côm tõ thêi gian. Dïng ®Ó diÔn t¶ hµnh ®éng diÔn ra ngay sau 1 hµnh ®éng kh¸c. Thêng th× nh÷ng hµnh ®éng ®ã ®ªu ë qu¸ khø. C«ng thøc: Hardly Scarely Inversion when Barely (past perfect) (past simple) No sooner had he put down the receiver with a great signthan of relief than the phone No sooner rang again. (Anh ta võa thë phµo nhÑ nhâm ®Æt èng nghe xuèng thi chu«ng ®iÖn tho¹i l¹i reo) Hardly/ Scarely/ Barely had the train left the station when there was a terrible explosion. No sooner had he finished dinner, when she walked in the door. He had no sooner drunk the coffee than he began to fell drowsy --> No sooner had he drunk the coffee than he began to feel drowsy. Note: §i víi c¸c cÊu tróc trªn cã thÓ dïng c¶ c¸c th¬× kh¸c nhng kh«ng nhiÒu. ý nghÜa cña c¸c hµnh ®éng trong m·u ph¶i mang tÝnh ®èi lËp. 4. §¶o ng÷ trong c¸c nhËn xÐt ®Ó diÔn ®¹t sù hîp ý. Sö dông c¸c liªn tõ so/ neither/ nor ............ víi ®¶o ng÷ cña ®éng tõ chÝnh. Chóng ®îc dïng trong c©u trÇn thuËt ®Ó rót gän lêi nãi, tr¸nh lÆp l¹i c¸c ý kiÕn ®· ®îc ®a ra tõ tríc. CÊu tróc: Statement Affirmative sentence so + inversion (and) Nagative sentence neither + inversion Jack went out last night and we went out last night,nor too. --> Jack went out last night and so did we. He has never been to London and I’ve never been there, either. --> He has never been to London and neither have I. nor have I. The boys cheated and so did the girls. I’m having a tooth out tomorrow and so is she. Tom never goes to concert, neither does his wife. Ann hasn’t any spare time. ~ Neither/ Nor have I. I didn’t get much sleep last night. ~ Neither/ Nor did I H¬n n÷a “Nor” cßn dîc dïng ®Ó nèi 2 c©u phñ ®Þnh víi nhau kh«ng tÝnh ®Õn nghÜa cña chóng cã gièng nhau hay kh«ng. To be a scientist, you don’t need a lightening fast speed mind nor is it necessary that you get very high grades at school. The only point that counts is you have a high degree of interest. ( §Ó trë thµnh nhµ khoa häc b¹n kh«ng cÇn ph¶i cã ®Çu ãc nhanh nhËy kh¸c thêng vµ b¹n còng kh«ng cÇn ph¶i cã b»ng cÊp cao khi häc ë trêng. §iÒu duy nhÊt mµ kÓ ®Õn ë ®©y lµ b¹n ph¶i cã niÒm say mª lín víi khoa häc.) Page 77 5. Sö dông ®¶o ng÷ trong 3 lo¹i c©u ®iÒu kiÖn ®Ó gi¶n lîc “If”. Nã lµm cho c©u v¨n cã tÝnh nghi thøc nhiÒu h¬nmvµ sù kiÖn cµng it cã thÓ x¶y ra h¬n. (CÇn ph©n biÖt víi v©u hái d¹ng ®¶o.) Conditional type 1 If + S + should + V, main clause --> Should + S + V, main clause Conditional type 2 If + S + were to V, main clause --> Were + S +to V, main clause If there should be any letters, please send to this address. Conditional type 3 --> Should there be any letters, ....................................................... If Mr Smith were to resign, I might stand a chance of getting his job. --> Were Mr Smith to resign, I ........................................................ If I had known that you can’t eat octopus I wouldn’t have bought it for last Sunday’s dinner. --> Had I known you can’t ............................................................................ Had he understood the problem, he wouldn't have committed those mistakes. Should he decide to come, please telephone. Note: ë c©u ®iÒu kiÖn lo¹i 2, S + Ved thùc chÊt còng lµ S + were/ weren’t + to V ®Ó chóng ta sö dông ®¶o ng÷, nã chØ mang tÝnh chÊt gi¶ thiÕt nhiÒu h¬n mµ th«i. Cßn c©u ®iÒu kiÖn lo¹i 1, dïng “should” ë vÕ ®iÒu kiÖn ®Ó nãi tíi 1 sù viÖc cã thÓ x¶y ra nhng rÊt it thµnh hiªn thùc. 6. §¶o ng÷ dïng trong mÖnh ®Ò chØ kÕt qu¶ víi “so, such” ®Ó nhÊn m¹nh ý kiÕn h¬n. S + V + so + adj/adv + that - clause S + V + such + that - clause -->= soSomuch/ + adj/adv (such great)+ clause (inversion) + that - clause Th«ng thêng dïng: Suchta+hay clause (inversion) + that - clause So + adjective ... that' combines with the verb 'to be'. 'Such + to be + noun ... (that)': The snow fall was so heavy that all the train had to be cancelled --> So heavy was the snow that all the train had to be cancelled. The force of the storm was such that all the tree were so great/ terrible that uprooted. --> Such was the force of the storm that all the tree were uprooted. So strange was the situation that I couldn't sleep. So difficult is the test that students need three months to prepare Such is the moment that all greats traverse. Such is the stuff of dreams. 7. §¶o ng÷ sau “As” §îc sö dông nhiÒu nhÊt trong ng«n ng÷ viÕt vµ v¨n phong cã tÝnh x· giao. Nã chØ dïng cã tÝnh chÊt phï hoa nªn nã ph¶i ®îc dïng nh 1 bé phËn trong c©u, kh«ng thÓ t¸ch lÎ thµnh c©u riªng biÖt. I thought, as did my colleagues, that the inflation would be over. I supposed, as did most people, that I’d be retiring at 60. 8. §¶o ng÷ b¨ng viÖc thay ®æi trËt tù cña tr¹ng tõ, tr¹ng ng÷ vµ ®éng tõ. Thùc chÊt ®©y lµ sù thay ®æi c¸c tõ trong c©u. Tõ, côm giíi tõ nhÊn m¹nh ®îc ®a lªn dÇu c©u, ®ång thêi ®éng tõ còng ®Æt lªn tríc chñ ng÷ lµ 1 danh tõ. NÕu chñ ng÷ lµ mét ®¹i tõ th× kh«ng sö dông ®¶o ng÷. Suddenly the train came down. --> Suddenly came down the train. Page 78 The balloon went up into the air. --> Up into the air went the balloon. Away went the runners (Away they went) Down fell a dozen apples Out sprang the cuckoo Round and round flew the plane (Round and round it flew ) From the rafters hung strings of onions ( Hanging from the rafters were strings of onions) In the doorway stood a man with a gun.( Standing in the doorway was a man with a gun) On a perch beside him sat a blue parrot ( Sitting on a perch beside him was a blue parrot) Over the wall came a shower of stones. Here’s Tom (Here I am) There’s Ann (There he is) Here comes the train (Here it comes) There goes our bus Mét sè mÖnh ®Ò kh«ng bao giê ®øng tríc mÖnh ®Ò chÝnh, nhng ®Ó nhÊn m¹nh ngêi ta cã thÓ ®Æt lªn ®Çu c©u. Trêng hîp nµy lµ nhÊn m¹nh c¶ mÖnh ®Ì vµ thêng x¶y ra víi mÖnh ®Ò t©n ng÷. I don’t know where the money came from. --> Where the money came from I don’t know. CLAUSES AFTER WISH- IF ONLY- AS IF - AS THOUGH IT‘S TIME ‘ IT‘S HIGH TIME- WOULD RATHER A. CLAUSES AFTER WISH- IF ONLY:Là mệnh đề danh từ bắt đầu liên từ that (rằng) chỉ một điều ao ước không thật 1. Future wish: next week, tomorrow, tonight S +V+ WISH(ES) + (THAT) + S + WOULD + V (BARE) IF ONLY He wishes he would buy a ticket. If onlly I would take the trip with you next Sunday. 2. Present wish: now, at the moment…. S + WISH(ES) + S + V2/ DIDN‘T + V (BARE) IF ONLY WERE (cho tất cả các ngôi) I wish I were rich. I can’t swim. I wish I could swim. 3. Past wish: yesterday, last, ago…. S + WISH(ES) + S + HADN‘T + V3/ COULD HAVE V3 IF ONLY I wish I hadn’t failed my exam last year, but I did. If only I had met her yesterday, but I didn’t. She wishes she could have been there, but she couldn’t. B. CLAUSES AFTER AS IF/AS THOUGH: Là mệnh đề trạng ngữ chỉ sự so sánh bắt đầu các liên từ: as if/as though (như thể) chỉ một điều không thật hay sự trái ngược với thực tế. 1. S + V (SIMPLE PRENT) + AS IF/AS THOUGH + S + V2/ DIDN‘T + V (BARE) Page 79 các ngôi) WERE (cho tất cả She talks as though she knew the true. ( She didn’t know the true.) 2. S + V (SIMPLE PRENT) + AS IF/AS THOUGH + S + HADN‘T + V3/ COULD HAVE V3 Tom looked tired as if he had worked very hard. C. CLAUSES AFTER IT‘S TIME ‘ IT‘S HIGH TIME: Là mệnh đề danh từ bắt đầu liên từ that (rằng) chỉ một điều nên được làm ngay. 1. IT‘S TIME + S + V2/ DIDN‘T + V (BARE) IT‘S HIGH TIME WERE (cho tất cả các ngôi) It’s high time you started your work now. D. CLAUSES AFTER WOULD RATHER: Là mệnh đề danh từ bắt đầu liên từ that (rằng) chỉ một điều mong muốn. 1. 1. Future wish: S + WOULKD RATHER (THAT) + S + V (BARE) She would rather (that) she know the true. 2. Present wish: S + WOULKD RATHER (THAT) + S + V2/ DIDN‘T + V (BARE) WERE (cho tất cả các ngôi) Jane would rather that it weren’t winter now. 3. Past wish: S + WOULKD RATHER (THAT) + S + HADN‘T + V3/ COULD HAVE V3 I would rather I had passed my exam last year E. NOTES: 1. S + WISH(ES) + To V I wish to meet you there. 2. IT‘S TIME / IT‘S HIGH TIME + (O) + To V It’s time for her to go to bed. 3. S + WOULD RATHER + V (BARE) I would rather stay at home tonight. 4. S + WOULD RATHER + V (BARE) ‘ + than ‘. Hanh would rather go to class tomorrow than today. 5. S + WOULD RATHER + HAVE + V3 + + than ‘. I would rather have gone to class yesterday than today. EXERCISES I. Give the correct form of the verbs in parentheses: 1. She wishes her father (be) here now to help her. 2. I wish you (not give) them my phone number yesterday. 3. If only I (can) take the trip to Hanoi next summer. 4. If only I (have) more time to do this job. 5. I wish someday I (be) able to marry her. 6. He acts as if he (know) English perfectly. 7. It’s time for you (go to work. 8. I would rather you (do not) it. 9. I felt as though I (already meet) her. 10.You’d rather (pay) me now. 11. He’d rather (stay) at home than (go) out. II. Write sentences with I wish... / If only‘ 1 I can’t give up smoking. (But I’d like to). I wish I .................................................................................................................... 2 I haven’t any cigarettes (and I need one). If only…................................................................................................................... 3 George isn’t here (and I need him). I wish George .......................................................................................................... 4 It’s cold (and I hate cold weather). If only….................................................................................................................... Page 80 5 I live in London (and I hate London). I ................................................................................................................................ 6 Tina can’t come to the party (she’s your best friend). If only…I................................................................................................................... 7 I have to work tomorrow (but I’d like to stay in bed) ........................................... ................................................................................................................................. 8 I don’t know anything about cars (and my car has just broken down). .................................................................................................................................. 9 I’m not lying on a beautiful sunny beach (and that’s a pity). If only….................................................................................................................... 10 There aren’t any river in my hometown. If only….................................................................................................................... III. You have to imagine that you are in a situation. For each situation, make a sentence with I wish ... 1 You’ve just painted the door red. Now you decide that it doesn’t look very nice. You say: I wish I .............................................................................................................. 2 You are walking in the country. You would like to take some photographs but you didn’t bring you camera. You say: I ......................................................................................................................... 3 Your good friend visited your town but unfortunately you were away when he came. So you didn’t see him. You say: ............................................................................................................................ 4 You’ve just come back from your holiday. Everything was fine except for the hotel which wasn’t very good. You say: ............................................................................................................................ V. Read a situation and then write a sentence with I wish... would ... 1 You’re waiting for Tom. He’s late and you’re getting impatient. You want him to come. What do you say? I wish .................................................................................. 2 A baby is crying and you’re trying to sleep. You want the baby to stop crying. What do you say? I .......................................................................................... 3 You’re looking for a job - so far without success. You want somebody to give you a job. What do you say? I wish somebody ............................................................... 4 Brian has been wearing the same old clothes for years. You think he needs some new clothes and you want him to buy some. What do you say to him?. V. Use I wish ... wouldn‘t ... 1 You are telling your friend about the man in the next flat. He often plays the piano in the middle of the night and you don’t like this. What do you say to your friend?............................................................................. 2 A lot of people drop litter in the street. You don’t like this. What do you say?I wish people .............................................................................. 3 Jack always leaves the door open. You don’t like this. What do you say to him? I ...................................................................................... VI. Use “I‘d rather you (did something)”. You are talking to a friend. You say you’ll do something but really you want your friend to do it. 1 I’ll phone Tom if you really want me to but I’d rather .......................................... 2 I’ll do the washing-up if you really want me to but .............................................. 3 I’ll go to the bank if you really want me to but ..................................................... 4 I’ll tell Ann what happened if you really want me to but ...................................... VII. IT’S TIME SOMEONE DID SOMETHING 65.1 Read each situation and write a sentence with It‘s high time‘ 1 Ann suddenly begins to feel ill. You think she should sit down. What do you say to her?It‘s high time ................................................................ 2 You and Tom are going to the theatre. You’ve just missed the bus. You think you should take a taxi. What do you say to Tom? ........................................... 3 Ann wants to play the piano late at night. You know that she’ll wake up the people next door. Page 81 What do you say to Ann? .................................................................................. 4 You and Ann are going to a restaurant for a meal. You think you should reserve a table because the restaurant might be crowded. What do you say to Ann?.. . 5 Tom has just cut himself. You think he should put a plaster on the cut. What do you say to him? ........................................................................................ 6 You are going to take your car on holiday. You think you should have it serviced before you go. What do you say (to yourself) ......................................................................... 7 You are by a river. It’s a very warm day and your friend suggests going for a swim. You don’t think you should do this because the river looks very dirty. What do you say?..................................................................................................... VIII. Write sentences with It‘s time someone did something. 1 You think you should have a holiday because you haven’t had one for a very long time. It’s time ................................................................................................................... 2 You think Tom should write to his parents. He hasn’t written to them for ages. It’s time ................................................................................................................... 3 This room should be redecorated. It looks awful. It’s ............................................................................................................................ 4 You’re waiting for Ann. She is late. She should be here by now. .................................................................................................................................. 5 You’re sitting in a train waiting for it to leave. It’s already five minutes late. .................................................................................................................................. 6 You feel very strongly that governments should stop spending money on arms and should concentrate on raising the standard of living. .................................................................................................................................. 7 You think you should start getting the dinner ready. It’s nearly dinner-time now. .................................................................................................................................. 8 You haven’t been to the dentist for nearly a year. You should go every six months. .................................................................................................................................. IX. Write sentences with as if / as though; 1. My head seems to be on fire now. I feel as if ............................................................................................................... ....................................................................................................................................... 2. I had a feeling that I was walking in the air. I feel as though ........................................................................................................ 3. He spent his money like a prince. He spent his money as if.......................................................................................... 4. You speak like a prophet. You speak as though................................................................................................ 5. She pretended not to know me. She looked as if she.................................................................................................. LESSON PLAN UNIT 16: ASSOCIATION OF SOUTHEAST ASIAN NATIONS. SECTION: LISTENING Page: 198 - 200 I.Teaching Aim: Give the information aboutAssociation of Southeast Asian Nations Page 82 The spirit of co-operation in Asean II. Teaching Aids: textbook, posters. III. Procedures: Time Contents T.’s activities 3’ -write words I.Warm-up: Jumbled words. on the board. sivit, NASEA, spas, Keys: visit, ESEAN , pass => VAP II. Pre-listening: -Explain the Vocabulary: new words - launch (v) - attract 10’ - fare - reduce - expense - coupon -have ss -Discuss: -Do you know VAP? (task a) discuss about -When was it launched? the VAP -What is its purpose? -give III. While - listening: 10’ information Task c: Listen to a part of the discussion 12’ 8 2’ and choose the correct answer 1.d 2.c 3.c 4.b 5.d 6.b Task b: Circle the letter (A B C D) corresponding to the correct meaning of the word in Italics 1b 2c 3c 4a 5d IV. Post - listening: Task d: Discuss the advantages we can have when Vietnam airlines offers low rate tickets -save time -go abroad easily to broaden knowledge V. Homework: Prepare next part Ss’activitie s -Group work -Repeat and copy on ss’notebook -pair work -play cassetter -have ss to listen -correct individiuals - have ss discuss Give information and correct -group work Page 83 Page 84 Các dạng so sánh của tính từ và phó từ 19. Các dạng so sánh của tính từ và phó từ 19.1 So sánh ngang bằng Cấu trúc sử dụng là as .... as S + V + as + {adj/ adv} + as + {noun/ pronoun} My book is as interesting as yours. His car runs as fast as a race car. John sings as well as his sister. Their house is as big as that one. His job is not as difficult as mine. They are as lucky as we. Nếu là câu phủ định, as thứ nhất có thể thay bằng so. He is not as tall as his father. He is not so tall as his father. Sau as phải là một đại từ nhân xưng chủ ngữ, không được là một đại từ tân ngữ. Peter is as tall as I. (ĐÚNG) Peter is as tall as me. (SAI) Danh từ cũng có thể được dùng để so sánh, nhưng nên nhớ trước khi so sánh phải đảm bảo rằng danh từ đó phải có các tính từ tương đương. adjectives nouns heavy, light weight wide, narrow width deep, shallow depth long, short length big, small size Khi so sánh bằng danh từ, sử dụng cấu trúc sau: S + V + the same + (noun) + as + {noun/ pronoun} Page 85 My house is as high as his. My house is the same height as his. Chú ý rằng ngược nghĩa với the same...as là different from... Không bao giờ dùng different than. Sau đây là một số ví dụ khác về so sánh bằng danh từ. These trees are the same as those. He speaks the same language as she. Her address is the same as Rita’s. Their teacher is different from ours. She takes the same course as her husband. 19.2 So sánh hơn kém Trong loại so sánh này người ta chia làm hai dạng: tính từ và phó từ ngắn (chỉ có một hoặc hai âm tiết khi phát âm) và tính từ, phó từ dài (3 âm tiết trở lên). Khi so sánh không ngang bằng: Đối với tính từ và phó từ ngắn chỉ cần cộng đuôi -er. (thick – thicker; cold-colder; quiet-quieter) • • Đối với tính từ ngắn có một phụ âm tận cùng (trừ w,x,z) và trước đó là một nguyên âm, phải gấp đôi phụ âm cuối. (big-bigger; red-redder; hothotter) • Đối với tính từ, phó từ dài, thêm more hoặc less trước tính từ hoặc phó từ đó (more beautiful; more important; more believable). • Đối với tính từ tận cùng là phụ âm+y, phải đổi y thành -ier (happyhappier; dry-drier; pretty-prettier). Đối với các tính từ có hậu tố -ed, -ful, -ing, -ish, -ous cũng biến đổi bằng cách thêm more cho dù chúng là tính từ dài hay ngắn (more useful, more boring, more cautious) • • • Trường hợp đặc biệt: strong-stronger; friendly-friendlier than = more friendly than. Chú ý khi đã dùng more thì không dùng hậu tố -er và ngược lại. Các ví dụ sau là SAI: more prettier, more faster, more better Chú ý: 1. Chỉ một số phó từ là có đuôi –er, bao gồm: faster, quicker, sooner, latter. 2. Nhớ dùng dạng thức chủ ngữ của đại từ sau than, không được dùng dạng Page 86 tân ngữ. Ví dụ về so sánh không ngang bằng: John’s grades are higher than his sister’s. Today is hotter than yesterday. This chair is more comfortable than the other. He speaks Spanish more fluently than I. (không dùng than me) He visits his family less frequently than she does. This year’s exhibit is less impressive than last year’s. So sánh không ngang bằng có thể được nhấn mạnh bằng cách thêm much hoặc far trước cụm từ so sánh. A waterlemon is much sweeter than a a lemon. His car is far better than yours. Henry’s watch is far more expensive than mine. That movie we saw last night was much more interesting than the one on TV. She dances much more artistically than her predecessor. He speaks English much more rapidly than he does Spanish. Danh từ cũng được dùng để diễn đạt phép so sánh ngang bằng hoặc hơn/kém. Chú ý dùng tính từ bổ nghĩa đúng với danh từ đếm được hoặc không đếm được. He earns as much money as his brother. They have as few classes as we. Before payday, I have as little money as my brother. Page 87 I have more books than she. February has fewer days than March. Their job allows them less fredom than ours does. Khi so sánh một người/ một vật với tất cả những người hoặc vật khác phải thêm else sau anything/anybody... He is smarter than anybody else in the class. Lưu ý: • • Đằng sau as và than của các mệnh đề so sánh có thể loại bỏ chủ ngữ nếu nó trùng hợp với chủ ngữ thứ nhất, đặc biệt là khi động từ sau than và as ở dạng bị động. Lúc này than và as còn có thêm chức năng của một đại từ quan hệ thay thế. Their marriage was as stormy as had been expected (Incorrect: as it had been expected). He worries more than was good for him. (Incorrect: than it/what was good for him). Các tân ngữ cũng có thể bị loại bỏ sau các động từ ở mệnh đề sau THAN và AS: Don’t lose your passport, as I did last year. (Incorrect: as I did it last year). They sent more than I had ordered. (Incorrect: than I had ordered it). She gets her meat from the same butcher as I go to. (Incorrect: as I go to him). 19.3 Phép so sánh không hợp lý Khi dùng câu so sánh nên nhớ các đối tượng dùng để so sánh phải tương đương nhau: người với người, vật với vật. Các lỗi thường mắc phải khi sử dụng câu so sánh không hợp lý được chia làm 3 loại: sở hữu cách, that of và those of. 19.3.1 Sở hữu cách: Incorrect: His drawings are as perfect as his instructor. (Câu này so sánh các bức tranh với người chỉ dẫn) Correct: His drawings are as perfect as his instructor’s. (instructor's = instructor's drawings) 19.3.2 Dùng thêm that of cho danh từ số ít: Incorrect: The salary of a professor is higher than a secretary. (Câu này so sánh salary với secretary) Correct: The salary of a professor is higher than that of a secretary. (that of = the salary of) Page 88 19.3.3 Dùng thêm those of cho các danh từ số nhiều: Incorrect: The duties of a policeman are more dangerous than a teacher . (Câu này so sánh duties với teacher) Correct: The duties of a policeman are more dangerous than those of a teacher (those of = the duties of) 19.4 Các tính từ và phó từ đặc biệt Một số ít tính từ và phó từ có dạng thức so sánh đặc biệt. Chúng không theo các quy tắc nêu trên. Nghiên cứu bảng sau: Tính từ hoặc trạng từ So sánh hơn kém So sánh nhất far farther further farthest furthest little few less least much many more most good well better best bad badly worse worst I feel much better today than I did last week. He has less time now than he had before. This magainze is better than that one. He acts worse now than ever before. Lưu ý: farther dùng cho khoảng cách; further dùng cho thông tin hoặc các trường hợp trừu tượng khác. The distance from your house to school is farther than that of mine. If you want further information, please call to the agent. Next year he will come to the U.S for his further education. 19.5 So sánh bội số So sánh bội số là so sánh: bằng nửa (half), gấp đôi (twice), gấp ba (three times),... Page 89 Không được sử dụng so sánh hơn kém mà sử dụng so sánh bằng, khi so sánh phải xác định danh từ là đếm được hay không đếm được, vì đằng trước chúng có many/much This encyclopedy costs twice as much as the other one. Jerome has half as many records now as I had last year. At the clambake last week, Fred ate three times as many oysters as Bob. Các lối nói: twice that many/twice that much = gấp đôi ngần ấy... chỉ được dùng trong khẩu ngữ, không được dùng trong văn viết. We have expected 80 people at that rally, but twice that many showned up. (twice as many as that number). 19.6 So sánh kép Là loại so sánh với cấu trúc: Càng... càng... Các Adj/Adv so sánh phải đứng ở đầu câu, trước chúng phải có The. Dùng một trong hai mẫu câu sau đây để so sánh kép: The + comparative + S + V + the + comparative + S +V The hotter it is, the more miserable I feel. (Trời càng nóng, tôi càng thấy khó chịu) The sooner you take your medicince, the better you will feel. (Anh càng uống thuốc sớm bao nhiêu, anh càng cảm thấy dễ chịu bấy nhiêu) The bigger they are, the faster they fall. (Chúng càng to bao nhiêu thì càng rơi nhanh bấy nhiêu) The more + S + V + the + comparative + S + V The more you study, the smarter you will become. (Càng học, anh càng thông minh hơn) The more I look into your eyes, the more I love you. (Càng nhìn vào mắt em, anh càng yêu em hơn) Sau The more ở vế thứ nhất có thể thêm that nhưng không mẫu câu này không phổ biến. The more (that) you study, the smarter you will become. Trong trường hợp nếu cả hai vế đều có chủ ngữ giả it is thì có thể bỏ chúng đi The shorter (it is), the better (it is). Hoặc nếu cả hai vế đều dùng to be thì bỏ đi The closer to the Earth’s pole (is), the greater the gravitational force (is). Page 90 Các cách nói: all the better (càng tốt hơn), all the more (càng... hơn), not... any the more... (chẳng... hơn... tí nào), none the more... (chẳng chút nào) dùng để nhấn mạnh cho các tính từ hoặc phó từ được đem ra so sánh. Nó chỉ được dùng với các tính từ trừu tượng và dùng trong văn nói: Sunday mornings were nice. I enjoyed them all the more because Sue used to come round to breakfast. He didn’t seem to be any the worse for his experience. He explained it all carefully, but I was still none the wiser. Cấu trúc này không dùng cho các tính từ cụ thể: Those pills have made him all the slimmer. (SAI) 19.7 Cấu trúc No sooner... than (Vừa mới ... thì đã...) Chỉ dùng cho thời quá khứ và thời hiện tại, không dùng cho thời tương lai. No sooner đứng ở đầu một mệnh đề, theo sau nó là một trợ động từ đảo lên trước chủ ngữ để nhấn mạnh, than đứng ở đầu mệnh đề còn lại: No sooner + auxiliary + S + V + than + S + V No sooner had we started out for California than it started to rain. Một ví dụ ở thời hiện tại (will được lấy sang dùng cho hiện tại) No sooner will he arrive than he will want to leave. Lưu ý: No longer có nghĩa là not anymore. Không dùng cấu trúc not longer cho các câu có ý nghĩa không còn ... nữa. He no longer studies at the university. (He does not study at the university anymore.) S + no longer + Positive Verb 19.8 So sánh hơn kém không dùng than (giữa 2 đối tượng) Khi so sánh hơn kém giữa 2 người hoặc 2 vật mà không dùng than, muốn nói đối tượng nào đó là tốt hơn, giỏi hơn, đẹp hơn,... thì trước adj và adv so sánh phải có the. Chú ý phân biệt trường hợp này với trường hợp so sánh bậc nhất dưới đây (khi có 3 đối tượng trở lên). Trong câu thường có cụm từ of the two + noun, nó có thể đứng đầu hoặc cuối câu. Harvey is the smarter of the two boys. Of the two shirts, this one is the prettier. Pealse give me the smaller of the two cakes. Of the two books, this one is the more interesting. Page 91 19.9 So sánh bậc nhất (từ 3 đối tượng trở lên) Dùng khi so sánh 3 người hoặc 3 vật trở lên, một trong số đó là ưu việt nhất so với các đối tượng còn lại về một mặt nào đó. Để biến tính từ và phó từ thành dạng so sánh bậc nhất, áp dụng quy tắc sau: Đối với tính từ và phó từ ngắn: thêm đuôi -est. • • Đối với tính từ và phó từ dài: dùng most hoặc least. Trước tính từ hoặc phó từ so sánh phải có the. • • • Dùng giới từ in với danh từ số ít đếm được. Dùng giới từ of với danh từ số nhiều đếm được. John is the tallest boy in the family. Deana is the shortest of the three sisters. These shoes are the least expensive of all. Of the three shirts, this one is the prettiest. Sau cụm từ One of the + so sánh bậc nhất + noun phải đảm bảo chắc chắn rằng noun phải là số nhiều, và động từ phải chia ở số ít. One of the greatest tennis players in the world is Johnson. Kuwait is one of the biggest oil producers in the world. Các phó từ thường không có các hậu tố -er hoặc –est. Chúng được chuyển sang dạng so sánh tương đối bằng cách thêm more hoặc less; sang dạng so sánh tuyệt đối bằng cách thêm most hoặc least phía trước chúng. Sal drove more cautiously than Bob. Joe dances more gracefully than his partner. That child behaves most carelessly of all. Một số các tính từ hoặc phó từ mang tính tuyệt đối thì không được dùng so sánh bậc nhất, hạn chế dùng so sánh hơn kém, nếu buộc phải dùng thì bỏ more, chúng gồm: unique/ extreme/ perfect/ supreme/ top/ absolute/prime/ primary His drawings are perfect than mine. Page 92 [...]... contact me on the phone 0464 - 4975643 I look forward to hearing from you soon Yours sincerely, Thanh Anh Homework - 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 * Comments Whole class Page 17 Preparing date: 19th September,... Objectives: By the end of the lesson: - sts will able to understand the contents, vocabulary and structures of a reply letter 2 Teaching aids: Handouts, textbooks 3 Procedure: Page 15 A Organisation: 12A3 12A6 12A8 B New lesson: Time 7’ 15’ Work arrangemen t Steps Warmer Handouts: Match the greetings and endings Which are formal? 1 Dear a Yours (Maria) 2 Dear Sir or Madam b Yours faithfully (Mark Geogre)... 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 đầu) 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 simple future S + will + V Khẳng đònh Phủ đònh S + will... 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) Stages Procedure Game: ‘Yes/ No Contest‘ - Divide SS into two groups, A and B Before you - Tell each groups to choose 2 representatives as speak contestants - In turn, the contestans will... 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 22nd 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... 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 Page 16 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... like / have / information / contest 3 You / please send / details / contest / include / place / time ? 4 Please / contact me / 0464 - 4975643 5 I / look forward / hear / you / soon Yours sincerely, Thanh Nam Answer 3’ Dear Sir, 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... compliments - Introduce to SS the common structures used to express compliments and some common example - Suggest some common expressions used to - To provide language input for speaking activities later Page 12 respond to compliments Useful Expressions Compliment: o How +adjective( S+ be) ! How beautiful( your dress is)! o What noun(S+be)! What a nice hat( it is)! o Your parents must o Be proud of your …!... 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 IV Activities 4: Rewrite sentences, keeping the same meanings: 1 I have not seen him for... gives the handouts to further practice/reproduce For example: Fill a suitable preposition in gap 1 They suspected her .stealing their pens * Comments: Page 24 Preparing date: 26th September, 2008 TiÕt sè: 12 Writing: personal letters Date of teaching: 1 Objectives: By the end of the lesson sts will be able to describe trends in graphs and write a description of the information illustrated in graphs 2 Teaching ... structures of a reply letter Teaching aids: Handouts, textbooks Procedure: Page 15 A Organisation: 12A3 12A6 12A8 B New lesson: Time 7’ 15’ Work arrangemen t Steps Warmer Handouts: Match the greetings... DESERT B Teaching aids: pictures, charts C Organization Class Date of teaching Absent students 12A3 12A6 12A8 D Procedures I.Warm up: Teacher’s activities Students’ activities - T shows the picture... , group work III Materials : Textbook 12 (advanced), pictures , tape , CD IV Procedures : Time Teacher's activities sts' activities I Before you listen 12' - T asks Ss work in pairs to match