unit9 test yourself c GIÁO ÁN MÔN TIẾNG ANH LỚP 12

GA 12 GV: Nguyễn Thị Như Thủy UNIT 9: DESERTS Reading I Aim: By the end of the lesson, students will be able to: - Undertand the passage about deserts - Scan read for specific details II Language Contents:  Grammar: Revision of the present simple, present perfect, future  Vocabulary: Words/phrases used to express in the text: aerial: [‘e∂ri∂l] (explanation): in the air; existing above the ground (trên không) dune (n) [ ] (picture): ahill of sand near the sea or in a desert (đụn cát) stretch (n)[ ](translation): a length or area of a road, water or land (dải đất, dải nước…) aborigine [,æb∂’rid ini:z] (n) (picture + explanation): a member of the tribes that were living in Australia when Europeans arrived there; aboriginal (thổ dân Úc) hummock [‘hΛm∂k] (n) (picture+explanation): a small raised area of ground like a very small hill; hillock (gò, đống) III Techniques: Integrated, mainly communicative IV Teaching Aids: Some hand-outs with the questions V Procedure Students’ and teacher’s activities Ss close the books - Ss work in groups - Ss’answers may vary Contents Warm-up: • Where are these pictures? • Do you know about them? Before you read What kinds of plants and animals live in a desert? Name some of the countries which have deserts? - Teacher leads in the lesson: *Vocabulary and structures: Today, we will talk about life in  Stretch of sandy desert: dãi sa mạc cát deserts  To comprise: include  Aerial (adj.) air - Ss open the books page 96, 97,  Slope: dóc 98 and look at the pictures  Steep(adj.): dốc đứng  Hummock: gò - Ss work in groups, answering  Spinifex: cỏ nhọn the questions:  Crest: mào / bờm ngựa  Eucalyptus: khuynh diệp/ bạch đàn - T walks around and helps  Cactus: xương rồng students  Date palm: cha Me too GA 12 - Ss’answer may vary - T: Now we’ll study the reading text about life in deserts - T reads the text and explains new words and phrases (T uses pictures & explanations) - T reads each word & Ss repeat - Ss read after the tape to practise pronouncing the new words - Ss work in pairs, reading the text again to get the information of the reading - T explains Task - Ss work in groups - T walks around & helps Ss - T can give the feedback before the class by asking Ss to answer - T explains Task 2: Now you answer the questions in Task - Ss work in pairs, asking and answering the questions - Ss check the answers together - T goes around & helps Ss - T can give the feedback before the class by asking Ss to ask and answer the questions - T suggests Ss’ homework GV: Nguyễn Thị Như Thủy  Lizard: thằn lằn  Oases: ốc đảo  Acacia: keo  Gazelle: dòng linh dương  Antelope: loài linh dương  Jackal: dog that lives in forest While you read Task Give the Vietnamese equivalents to the following words or phrases stretch aerial survey: trắc lượng không Royal geographical society of Australia: hội địa lí hoàng gia Úc Australian Aborigine: thổ dân Úc Task2: Decide true or false F F T F F T Task Answer the following questions They are Great Victoria Deserts, Gibbon, Great sandy and Tanami Deserts and Simpson Desert It lies between Lake Eyre in the south, the Macdonnel Ranges in the north , the Mulligan and the Diamantina Rivers and the Macumba and Finke Rivers in the west In 1845 He was the President of the South Australian Branch of the Royal Geographical Society of Australia They took camels across the desert In the western part, they are short, mostly less than 10 metres high, and in the northern part, they are parallel and are up to 20 metres high Two They are hummock grasses and spinifex After you read Read this story and answer the questions that follow Yes, it is The fun is pronunciation /dez t/ and /diz t/ ăn tráng miệng Homework: - Learn by heart new words - Prepare speaking * COMMENTS: GA 12 GV: Nguyễn Thị Như Thủy - GA 12 Teaching date: 3/01/2011 Period: 56 GV: Nguyễn Thị Như Thủy UNIT 9: DESERTS Speaking I Aim: By the end of the lesson, students will be able to: - Talk about natural features of deserts and desert life - Express their ideas about related matters II Language Contents:  Grammar: Revision of the present simple, present perfect, future  Vocabulary: Words/phrases used to express in the text:crocodile, frog, horse ,buffalo, sheep… III Techniques: Integrated, mainly communicative IV Teaching Aids: Some hand-outs with the questions V Procedure Students’ and teacher’s activities Ss close the books - Ss work in groups, talking about what they’ve learnt - T calls some representatives to tell about - T leads in the lesson: talk about the trees and animals that exist in a desert - Ss open the books - T explains Task1: Discuss in groups about: * to complete the task given - Ss work in groups then exchange together - T goes around & helps Ss Contents Warm-up Give some animals that live in desert Unit 2: SPEAKING Talking about the plants and animals that live in desert Before you speak Task Check the trees and animals that you think might exist in a desert *Vocabulary and structures:  Lizard: thằn lằn  Goat: dê They are cactus, date palm, grass and camel Explain your choice While you speak Task2: Find out as many natural features of a desert as Ss’answers may vary - T can give the feedback before the possible Use the cues • Climate: hot, dry class by asking Ss to answer the • Rainfall: very low questions • Plants / trees: very few, some kinds of trees such as palm trees - T asks Ss to practise the exchanges in • Animals : very few , only camels task fluently • Soil: sand - T explains Task : In pairs, you find out as many natural features of a desert • Seasons: hot season (during the day), cold season (at possible night) - T can give suggested models: - Ss work in pairs, give the prediction - T goes around & helps Ss After you speak Task You are going on an expedition across a desert with some of your friends Discuss and choose the five most important things you should bring along with you Explain your choice • Water because there is no water we may die • A camel because a camel is the best means of T asks Ss to practise Task the transport in a desert Me too GA 12 exchanges in task fluently - Ss work in groups , and the ex GV: Nguyễn Thị Như Thủy • • • - T suggests Ss’homework Food because it is almost impossible to find food in a desert A box of match because there is no electricity in a desert A blanket because it is very cold at night in a desert homework - To remind Ss to continue to write about the topic discussed at home - New lesson : C LISTENING COMMENTS - GA 12 Teaching date: 5/01/2011 Period: 57 GV: Nguyễn Thị Như Thủy UNIT 9: DESERTS Listening I Aim: By the end of the lesson, students will be able to: - Listen for the understanding of the passage - Listen for specific details II Language contents:  Grammar: Revision of the present simple, present perfect, future  Vocabulary: frightening, cool, canal, needle…… III Techniques: Integrated, mainly communicative IV Teaching aids: Cassette, tape and some hand-outs with the questions V Procedure Students’ and teacher’s activities Contents Ss work in groups, Warm-up Answer the questions: - T can give the feedback before the class by asking a student to read the answers What is a desert? How is a desert formed? Can human beings make a desert? Why or why not? Before you listen - T: Today, we’ll listen to an expert talking about desert - Ss open the books - T explains task1 Now you decide whether the statements are true or false - Ss work in pairs - T goes around & helps Ss *Vocabulary and structures: - Frightening speed: tốc độ nhanh đến khủng khiếp - firewood - Cool sb down / off :to make sb fell cooler or make sb calm: làm cho mát , làm cho trở nên bình tỉnh - Canal : kênh - Needle: kim While you listen - T gives the feedback by asking Ss to read the sentences aloud before class T explains the tasks then decide true or false Task1 Listen to his talk - Ss read the sentences in Task carefully - Ss listen to the tape twice or three times and anwser the questions Ss check their answer sentences.(T can give marks) - T replays the tape twice - Ss work individually, answering the questions then check the answers together - Ss listen to the tape twice or three times and fill in - To explain the meaning - play the CD once or twice and have Ss listen - To show Ss to decide the task T F T F T Task Answer the questions It examines deserts what they are and how they are formed It is hot, dry, sandy place It is also a beautiful land of silence and space The sun shines, the wind blows, and time and space seem endless Nature and humans They contribute by eating every plant they can find This makes the land become desert Task listen to part of the expert’s talk again and fill in the missing word(s) 90% smaller plants prevent spreading GA 12 GV: Nguyễn Thị Như Thủy capital - Remind ss to exercise canals After you listen Summarize the main ideas of the expert’s talk Use the following suggestions: What is a desert? What causes the growth of a desert? What should humans to prevent the growth of deserts? Homework: - Prepare writing * COMMENTS: - GA 12 Teaching date: 10/01/2011 Period: 58 GV: Nguyễn Thị Như Thủy UNIT 9: DESERTS WRITING I Aim: By the end of the lesson, students will be able to: - Describle the main features of a desert - Write a paragragh about the Sahara Desert II Language Contents:  Grammar: Revision of the present simple, present perfect, future  Vocabulary: extend, arid, oasis, tableland, gazelle, antelope, jackal III Techniques: Integrated, mainly communicative IV Teaching Aids: Some hand-outs with the questions V Procedure Students’ and teacher’s activities Contents Ss close the books - Ss work in groups, answering the questions Warm-up Study the information in the table * location (give a map) Before you write - T calls one or two Ss to answer the *Vocabulary and structures: questions  Oases: ốc đảo  Gazelle: linh dương nhỏ - T leads in the lesson: write a  Antelope: sơn dương composition about the Sahara desert  Jackal: a kind of wild dog that lives in a desert :chó rừng - Ss open the books  Fox : cáo - T explains Task Read the sentences  Arid:khô cằn given and write Read the definitions of the words or show pictures and ask - Ss work in pairs to ask and answer the Ss to say the English words following questions about the Sahara Go over the answers with the class Desert Where is the Sahara Desert? - T goes around and helps Ss How large is it? How is the climate? Name some of the natural features of the Sahare What kinds of animals and plants can live in the desert? General Outline of the Descriopition - Introduction - General description T: To you What tense people often + Geography use to write? (Present simple tense) + Area + Natural features (climate/rainfall/elevation/trees/animals) - Conclusion - T explains: To describe thing It is While you write The Sahara desert is largest in the world It has a total usually written in the present tense and area of more than 9,065,000 square kilometers with 1,610 km used the special words for thing wide and about 5,150 km long from the east to the west Located in northern Africa, it extends from the Atlantic Ocean - T explains new words easterward past the Red Sea of Iraq It lies mostly in Moroco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, and Sudan Me too GA 12 - T explains Task 2:Write an assay - Ss work individually then check their writing together -T goes around and helps Ss - Ss write their paragraph on the board then they correct Remind the task to at home GV: Nguyễn Thị Như Thủy It is totally impossible to find moisture in the Sahara desert The land is arid and the climate is dry It is very hot in summer and very cold in winter If you are in the desert you can see few oases exist there and all spreads in front of you is sandy land and large dunes of sand Its tableland has an average elevation from 400 to 500 m there are a few forms of animals and vegetable life The main trees you can find there are cactus, the date palm, and a form of acacia The main animals you are likely to see there gazelle, antelope, fox, jackal and camel After you write Writing correction homework: - Prepare language focus COMMENT: GA 12 Teaching date: 12/01/2011 Period: 59 GV: Nguyễn Thị Như Thủy UNIT 9: DESERTS LANGUAGE FOCUS I Aim: By the end of the lesson, students will be able to: - Distinguish between the full form and contracted form of some auxiliaries - Use the conjunctions such as so, but, however…in the setences II Language Contents:  Grammar: Connectors  Pronunciation: full and contracted forms of auxiliaries III Techniques: Integrated, mainly communicative IV Teaching Aids: Some hand-outs with examples and questions V Procedure Students’ and teacher’s activities Contents T gives some words then ss I PRONUNCIATION: contracted forms of auxiliaries pronounce * Listen and repeat Full forms * Activity - Ss still close the books - Ss work in groups and find the words are pronounced * Activity - T asks Ss to open the books - T explains the pronunciation - Ss work in pairs, pronunciation and underlining the sounds - Write down these sentences on the board: It began to rain, so I opened my umbrella They were late but they didn’t hurry - Ask Ss to express the sentences in another way so that the meaning stays the same Expected: Contracted Full forms contracted f I am I’m I shall / will I’ll You are You’re You will You’ll He is He’s He will He’ll She is She’s It will She’ll It is It’s We will It’ll We are We’re They will They are They’re * Practise reading these sentences I think I’ll buy a motorbike You’ll notice that there’s a girl coming It’ll be much better if you could it We’ll have to talk to her She’s feeling much better now They’re students He’ll be 17 next month II GRAMMAR Linking words: BUT/SO/HOWEVER/THEREFORE Connectives 1/ Coordinating conjunctions (liên từ kết hợp) And : (addition) But : (contract) For : (reason) Or : (choice) So : (result) Yet: (giống liên từ but) 2/ Transition words (từ chuyển ý) từ dùng để nối hai ý liên quan lại với câu Chúng thường dùng với dấu phẩy chấm phẩy Các từ chuyển ý 10 Me too GA 12 GV: Nguyễn Thị Như Thủy It began to rain, so I opened my umbrella 2.They were late However, they didn’t hurry dùng là: Moreover, furthermore: (addition information) However, nevertheless : mặc dù, (contrast) Therefore, thus : (result) Note: - We can also express a contrast by using the - Elicit the use of the adverb “however” with two sentences conjunctions from Ss - We use so, therefore, as a result or for this reason Practice: to introduce the result of something - Ask Ss to work in pairs to the - We use so (with or without and) before a clause exercise - We use and, therefore before a clause - Call on Ss to give the anwers - Therefore can also go before the verb - Check with the whole class - We also use as a result, therefore and for this reason at the beginning of a new sentence - We also use thought, to mean “however” at the end of a sentence * Exercise Presentation Activity 1: sentence completion (Exercise 1) - Ask Ss to work in pairs to the @ so but so but so but but exercise Asking and answering the so questions - T goes arround to help Ss * Exercise Practice @ but however yet so but - T explains Exercise however - Ss work in groups however but - T goes around and helps Ss * Production - Ss make sentences by using the following words and phrases: @ therefore so so therefore - T suggests Ss’homework however therefore so however Activity - Ask Ss to work in pairs to the Choose the best answer exercise He is intelligent (so/ but/ and) he can’t answer my so questions 2.and The boy doesn’t wrote (and/ so/ but) read this lesson 3.or He doesn’t come (so/ for/ or) he is afraid of crowds 4.but-so The test was very long (or/ and/ but) easy (so/ or/ and) we can 5.so This book was (so/ or/ but/ for) exciting He didn’t work hard (therefore/ however/ so) he 6.so couldn’t get good job They know exactly the questions, (therefore/ 7therefore nevertheless/ for) they can’t answer it quickly because they are new ours - Call on Ss to give the anwers 11 GA 12 - Check with the whole class GV: Nguyễn Thị Như Thủy Homework Do exercise in workbook - Prepare Unit 10 COMMENT 12 GA 12 GV: Nguyễn Thị Như Thủy Week: / Second term EX OF BUT, SO, HOWEVER Period: 55 I Aim: By the end of the lesson, students will be able to: - Use the conjunctions such as so, but, however…in the setences II Language Contents:  Grammar: Connectors III Techniques: Integrated, mainly communicative IV Teaching Aids: Some hand-outs with examples and questions V Procedure Students’ and teacher’s activities Contents Write down these sentences on the board: 1.It began to rain, so I opened my umbrella 2.They were late but they didn’t hurry - Ask Ss to express the sentences in another way so that the meaning stays the same Expected: It began to rain, so I opened my umbrella 2.They were late However, they didn’t hurry II GRAMMAR Linking words: BUT/SO/HOWEVER/THEREFORE Connectives 1/ Coordinating conjunctions (liên từ kết hợp) And : (addition) But : (contract) For : (reason) Or : (choice) So : (result) Yet: (giống liên từ but) 2/ Transition words (từ chuyển ý) từ dùng để nối hai ý liên quan lại với câu Chúng thường dùng với dấu phẩy chấm phẩy Các từ chuyển ý dùng là: Moreover, furthermore: (addition information) However, nevertheless : mặc dù, (contrast) Therefore, thus : (result) Note: - Elicit the use of the - We can also express a contrast by using the conjunctions from Ss adverb “however” with two sentences Practice: - We use so, therefore, as a result or for this reason - Ask Ss to work in pairs to the to introduce the result of something exercise - We use so (with or without and) before a clause - Call on Ss to give the anwers - We use and, therefore before a clause - Check with the whole class - Therefore can also go before the verb - We also use as a result, therefore and for this reason at the beginning of a new sentence * Exercise Presentation - We also use thought, to mean “however” at the - Ask Ss to work in pairs to the end of a sentence exercise Activity 1: sentence completion (Exercise 1) Asking and answering the @ so but so but so but but questions so - T goes arround to help Ss * Exercise Practice - T explains Exercise - Ss work in groups @ but however yet so but - T goes around and helps Ss however 13 GA 12 GV: Nguyễn Thị Như Thủy * Production - Ss make sentences by using the following words and phrases: - T suggests Ss’homework - Ask Ss to work in pairs to the exercise so 2.and 3.or 4.but-so 5.so 6.so 7therefore - Call on Ss to give the anwers - Check with the whole class however but @ therefore so so therefore however therefore so however Activity Choose the best answer He is intelligent (so/ but/ and) he can’t answer my questions The boy doesn’t wrote (and/ so/ but) read this lesson 10 He doesn’t come (so/ for/ or) he is afraid of crowds 11 The test was very long (or/ and/ but) easy (so/ or/ and) we can 12 This book was (so/ or/ but/ for) exciting 13 He didn’t work hard (therefore/ however/ so) he couldn’t get good job 14 They know exactly the questions, (therefore/ nevertheless/ for) they can’t answer it quickly because they are new ours Homework Do exercise in workbook - Prepare ex of modal verbs COMMENTS ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: / Second term Period 56 MAY, MIGHT, MUST, MUSTN’T, NEEDN’T I Aims: Learning again about modal verbs and using them correctly in writing, reading, or speaking II Language content: Grammar: modal verb 14 GA 12 Vocalbulary: all new words III Techniques: inductive method IV Teaching aid: hand out V Proceduce: Teacher’ and sts’ activeties GV: Nguyễn Thị Như Thủy Content I Greeting II Revision Sts ex Fill in the blanks with but, so…(10m) but Fred is antisocial he has a few friends for he is afraid of crowds or at least he seems the so way many people don’t like - The teacher explains the grammar points him - Sts listen and write down then make III Today’s lesson sentences by using “may or might” Modal verbs: may, might, must, need Work in pairs and ex by using the grammar May/ might - We use may or might to say that sth is a possibility Usually you can use Ex: The bus doesn’t always come on time may or might, so you can say We might have to wait for a few minutes Ex: It may be true or it might be true (perhaps it is true) - We use may and might to talk about possible actions or happening in the Ex: She isn’t well ( perhaps she won’t come) future She may not come to the party to night Ex: Take an umbrella with you when ou o out It rain later (perhaps it’ll rain) Must/ mustn’t - We use “must” to say that it is Ex: You haven’t got much time necessary to sthing Sometimes it You must hurry doesn’t matter which you use: Ex: oh, it’s later than I thought I must go home Ex: The boy is asleeo - “Must” can be used to talk about the You mustn’t shout present or future but not the past - “Must” is personal We use must when we give our personal feelings Ex: you must something Mustn’t: It is necessary that you not it Ex: You have got plent of time Ex: You must keep it a secret You mustn’t You needn’t hurry tell anyone Needn’t: It’s not necessary that you Ex: I can her you quite cleary it You needn’t shout - Instead of needn’t, you can be don’t/ 15 GA 12 GV: Nguyễn Thị Như Thủy Read these sentences carefully and the ex correct after that must need must Work in pairs and discuss how to write for each sentence We must go now You mustn’t tell anybody about this Key: He may/might have gone shopping (He may/ might be playing tennis) She may/might be watching TV in her room (She may/might have gone out) It may/might be in the car (You may/might have left it in the restaurant last night) He may/might have been in the bath (He may/might not have heard the bell) doesn’t need to So you can say Ex: We needn’t hurry or we don’t need to hury - Needn’t and don’t need to are similar to don’t have to - Note: Maybe is a combination of may and be, but it is one word and is not an auxiliary It means the same as perhaps IV Consolidation I/ Fill in the blank with an approriate word I haven’t written to them for a month I _write to them My litte sister’s eyes are not good She wear glasses for reading You don’t have much time You _hurry II/ Write the answer for these sentences The bus is coming It’s time That new is very importance III/ Read the situations and make sentences from the words in brackets Use may or might I can’t find George anywhere I wonder where he is I’m looking for Helen Do you know where she is? I can’t find my umbrella Have you seen it? Why didn’t Tom answer the doorbell? I’m sure he was in the house at the time VI Homework: Do ex again Learn by heart structures Prepare must/can have PP Comment: Week: / Second term Period 57 MUST/ CAN’T HAVE + PAST PARTICIPLE I Aims: Sts can regconize the differences between mus/ can + V-inf and mus/ can have PP They can draw out the importance when they use it 16 GA 12 GV: Nguyễn Thị Như Thủy II Language content: Grammar: must/ can’t have PP Vocalbulary: all new words III Techniques: Fill in the blank IV Teaching aid: hand out V Proceduce: Teacher’ and sts’ activeties - Write down on board - Check and correct Write down some note after the teacher’s explaining Give examples Ex: It may have rained last night, but I’m not sure Ex: John night have gone to the movies yesterday Ex: John should have gone to the post office this morning (he didn’t go there) Ex: Mary shouldn’t have called John last night (She did call him) Ex: The grass is wet It must have rained last night (It probadly rained last night) Work in pairs and ex a a b a Content II Greeting III Revision - Make sentences by using relative pronous - Make sentences by using modal verbs IV Today’s lesson - A modal is always followed by the simple form of the verb Thus, have/ can never be has or had Could/ may/ might + have PP Use any of these modals + perfective to indicate a past possibility Should have PP: This is used to indicate an obligation that was supposed to our in the past, but for some reason it did not occur Must + have PP: This is not used to indicate a past obligation To use only had to, should + perfective, or be supposed to indicate a past obligation Must + perfective can only mean a logiccal conclusion in the past V Consolidation Choose the correct answer in each of the following sentences according to meaning and tense If I had a bicycle, I (would/ I’ll) rida it every day Geoger (would have gone/ would go) on a trip to Chicago if he had had time marcela didn’t come to calss yesterday She (‘ll have had/ may have had) an accident Where you think Tuan is today He (might have had/ might) Choose between must + perfective and should + perfective in the following sentences 17 GA 12 GV: Nguyễn Thị Như Thủy Should have had Must have been Must have damaged Should not have parked Must have studied Should have studied Must have been Should have deposited Must have forgotten 10 Must not have studied Key: He couldn’t have driven her to the airport Ken couldn’t have gone out on Friday evening Ken could have played tennis on Monday afternoon He couldn’t have lent Jack 50 pounds He could have come to Jane’s party Henri was deported for having an expired visa He (have) his visa renewed Julietta was asbent for the first time yesterday She (be) sick The photos are black The X rays at the airport (damage) them Blanca got a parking ticket She (park) in a reserved spot, since she had no permit Carmencita did very well on the exam She (study) very hard Jeanette did very badly on the exam She (study) harder German called us as soon as his wife had her baby He (be) very proud Eve had to pay 5.00 because she wrote a bad check She (deposit) her money before she wrote a check John isn’t here yet He (forget) about our meeting 10 Alexis failed the exam He (study) enough Write sentences to follow the information: Ken’s aunt wanted him to drive her to airport on Tuesday A friend of his wanted him to go out for a meal on Friday evening Another friend wanted him to play tennis on Monday afternoon Jack wanted Ken to lend him 50 pounds last week Jane wanted Ken to come to her party on Saturday evening VI Homework: Do ex again Learn by heart structures Comment: 18 GA 12 GV: Nguyễn Thị Như Thủy Unit 9: DESERTS Vocabulary and structures:  Stretch of sandy desert: dai sa mac cat  To comprise: include  Aerial (adj.) air  Slope: doc  Steep(adj.): doc dung  Hummock: go  Spinifex: co la nhon  Crest: mao / bom ngua  Eucalyptus: cay khuynh diep/ bach dan  Cactus: cay xuong rong  Date palm: cay cha la  Lizard: than lan  Oases: oc dao  Acacia: cay keo  Gazelle: dong linh duong  Antelope: nai sung tam  Goat: de  Frightening speed  firewood  Jackal: a kind of wild dog that lives in a desert I PRONUNCIATION: contracted forms of auxiliaries * Listen and repeat Full forms Contracted f Full forms contracted I am I’m I shall / will I’ll You are You’re You will You’ll He is He’s He will He’ll She is She’s It will She’ll It is It’s We will It’ll We are We’re They will They are They’re *Practise reading these sentences I think I’ll buy a motorbike You’ll notice that there’s a girl coming It’ll be much better if you could it We’ll have to talk to her She’s feeling much better now They’re students He’ll be 17 next month I- SIMPLE SENTENCES : - A simple sentence has one independent clause There are elements that can be part of a clause : subject (S), verb (V), direct object (Od), indirect object (Oi), complement (C), and adverbial (Adv) - Here are some basic sentence patterns : S + V (intransitive) S + V + Adv S + V + C S + V (transitive) + O S + V + Oi + Od John has come John is over there John is friendly John bought this book John gave me this book 19 GA 12 GV: Nguyễn Thị Như Thủy S +V + Od + prep + Oi John gave this book to me S + V + O + C John made me happy S + V + O + Adv John put the book on the table II- COMPOUND SENTENCES : - A compound sentence contains or more main clauses (independent clauses), and they are combined by conjunctions or conjunction adverbs (transitions) - Conjunctions : for, and, nor, but, or, yet, so, etc - Transitions : therefore, however, consequently, nevertheless, moreover, etc * Examples : - I was tired, so I went to bed early - I was tired; therefore I went to bed early III- COMPLEX SENTENCES : - A complex sentence contains one main clause and one or more subordinate clauses - These subordinate clauses are adjective clauses, adverb clauses, and noun clauses Complex sentence = main clause + adjective clause noun clause adverb clause * Examples : - I have met the man who won the race (adjective clause) - I know who won the race (noun clause) - I met that man when I arrived at the airport (adverb clause) - I know the man who won the race when I arrived at the airport (adjective clause) (adverb clause) UNIT 10 ENDANGERED SPECIES VOCABULARY & STRUTURES • To extinct / extinction: without living in the earth • Habitat: place where animals live • Destruction / to destroy • Wetland: dam lay • De forestration: urbanization: change the urban into the cities • Verge: flower- bed that formed on the street / near • Impact: affect • Vulnerable: dangerous • To enact: give the laws • Sub- adult • Civil war: noi chien • Forest rangers • Awareness: knowledge • Reserve: place where animals are protected I PRONUNCIATION: The pronunciation: rhythm Tell me the time Show me the way He bought some carrots and cabbages Come for a swim Look at the clock on the mantelpiece I think he wants to go tomorrow It’s not the one I want Most of them have arrived on the bus Walk down the path to the end of the canal 10 I’m going home today for Christmas 11 A bird in the hand is worth two in the bush 12 If you don’t have the best, make the best of what you have II GRAMMAR: Modal verbs May / might, must / mustn’t, needn’t 20 GA 12 GV: Nguyễn Thị Như Thủy • 21 [...]... Như Thủy Unit 9: DESERTS Vocabulary and structures:  Stretch of sandy desert: dai sa mac cat  To comprise: include  Aerial (adj.) air  Slope: doc  Steep(adj.): doc dung  Hummock: go  Spinifex: co la nhon  Crest: mao / bom ngua  Eucalyptus: cay khuynh diep/ bach dan  Cactus: cay xuong rong  Date palm: cay cha la  Lizard: con than lan  Oases: oc dao  Acacia: cay keo  Gazelle: dong linh... to bed early III- COMPLEX SENTENCES : - A complex sentence contains one main clause and one or more subordinate clauses - These subordinate clauses are adjective clauses, adverb clauses, and noun clauses Complex sentence = main clause + adjective clause noun clause adverb clause * Examples : - I have met the man who won the race (adjective clause) - I know who won the race (noun clause) - I met that... obligation Must + perfective can only mean a logiccal conclusion in the past V Consolidation Choose the correct answer in each of the following sentences according to meaning and tense 1 If I had a bicycle, I (would/ I’ll) rida it every day 2 Geoger (would have gone/ would go) on a trip to Chicago if he had had time 3 marcela didn’t come to calss yesterday She (‘ll have had/ may have had) an accident 4 Where... differences between mus/ can + V-inf and mus/ can have PP They can draw out the importance when they use it 16 GA 12 GV: Nguyễn Thị Như Thủy II Language content: 1 Grammar: must/ can’t have PP 2 Vocalbulary: all new words III Techniques: Fill in the blank IV Teaching aid: hand out V Proceduce: Teacher’ and sts’ activeties - Write down on board - Check and correct Write down some note after the teacher’s... words: BUT/SO/HOWEVER/THEREFORE Connectives 1/ Coordinating conjunctions (liên từ kết hợp) And : và (addition) But : nhưng (contract) For : vì (reason) Or : ho c là (choice) So : vì vậy (result) Yet: nhưng (giống liên từ but) 2/ Transition words (từ chuyển ý) là từ dùng để nối hai ý liên quan lại với nhau trong c u Chúng thường đư c dùng với dấu phẩy ho c chấm phẩy C c từ chuyển ý dùng là: Moreover, furthermore:... sentences I think I’ll buy a motorbike You’ll notice that there’s a girl coming It’ll be much better if you could do it We’ll have to talk to her She’s feeling much better now They’re students He’ll be 17 next month I- SIMPLE SENTENCES : - A simple sentence has one independent clause There are 5 elements that can be part of a clause : subject (S), verb (V), direct object (Od), indirect object (Oi), complement... + V + O + Adv John put the book on the table II- COMPOUND SENTENCES : - A compound sentence contains 2 or more main clauses (independent clauses), and they are combined by conjunctions or conjunction adverbs (transitions) - Conjunctions : for, and, nor, but, or, yet, so, etc - Transitions : therefore, however, consequently, nevertheless, moreover, etc * Examples : - I was tired, so I went to bed early... class GV: Nguyễn Thị Như Thủy 5 Homework Do exercise in workbook - Prepare Unit 10 COMMENT 12 GA 12 GV: Nguyễn Thị Như Thủy Week: / Second term EX OF BUT, SO, HOWEVER Period: 55 I Aim: By the end of the lesson, students will be able to: - Use the conjunctions such as so, but, however…in the setences II Language Contents:  Grammar: Connectors III Techniques: Integrated, mainly communicative IV Teaching... the street / near • Impact: affect • Vulnerable: dangerous • To enact: give the laws • Sub- adult • Civil war: noi chien • Forest rangers • Awareness: knowledge • Reserve: place where animals are protected I PRONUNCIATION: The pronunciation: rhythm 1 Tell me the time 2 Show me the way 3 He bought some carrots and cabbages 4 Come for a swim 5 Look at the clock on the mantelpiece 6 I think he wants to... …………………………………………………………………………………………………… Week: / Second term Period 56 MAY, MIGHT, MUST, MUSTN’T, NEEDN’T I Aims: Learning again about modal verbs and using them correctly in writing, reading, or speaking II Language content: 1 Grammar: modal verb 14 GA 12 2 Vocalbulary: all new words III Techniques: inductive method IV Teaching aid: hand out V Proceduce: Teacher’ and sts’ activeties GV: Nguyễn Thị Như Thủy Content I Greeting II