Objectives: - Teach and review tenses in English: Present simple, present continuous and present perfect.. Rememeber that we say: he/she/it -s Exercise Pair work & whole class Group wor
Trang 1Review lesson 1
Date of preparing:
Date of teaching:
1 Objectives:
- Teach and review tenses in English: Present simple, present continuous and present perfect
- Distinguish the use and functions of these tenses
2 Teaching aids:
- Handouts, posters
3 Procedure:
Tim
10’
15’
Presentation
Study this example situations:
Ann is in her car She is on her way to work She is
driving to work.
This means: She is driving now, at the time of speaking
The action is not finished
am/ is/are - ing is the Present continuous:
* I am doing something = I’m in the middle of doing
something; I’ve started doing it and I haven’t finished yet
- T shows the poster with some examples to study the uses
and functions of Present continuous
* We use the present continuous when we talk about things
happening in a period around now
Exercises
(handouts).
? Put the verb into correct form.
Eg We can’t go out now It (not rain) now any more
→ isn’t raining
Presentation
Study this example situation:
Alex is a bus driver, but now he is in bed asleep So: He is
not driving a bus (He is asleep)
but He drives a bus (He is bus driver)
drive(s)/work(s)/do(es) is the Present continuous.
I/we/you/they drive/work
She/he/it drives/works
*We use the present simple to talk about things in
general We are not thinking only about now We use it to
say that something happens all the time or repeatedly, or
that something is true in general.
Rememeber that we say: he/she/it -s
Exercise
Pair work & whole class
Group work Whole class
& Pair work
Individual work
Trang 210’
3’
→ doesn’t grow
* Comparison:
- The water is boiling Can you turn it off ?
- Water boils at 100oC
* we don’t use the following verbs in continuous tense
Presentation
Study this example situation
- Tom is looking for his key He can’t find it He has lost
his keys = he lost it and he still hasn’t got it.
Have /has lost is the present perfect simple.
* When we use the present perfect there is always a
connection with now The action in the past has a result
now.
We use the present perfect with just, already and yet
Exercise
(Handouts)
Eg They (already/ write )to her
→ have already writer
In the following examples too the speakers, are talking
about a period that continues untill now
(recently/so far/ since/for
Eg Have you learned from Halee
Note that: we say “it is the first time smt have happned
(present perfect), using handouts.
Homework
- T summarises the main teching boy
- sts complete some exercise
whole class
Group work & whole class
Whole class
Individual work
Whole class
* Comment
Trang 3Review lesson 2
Date of preparing:
Date of teaching:
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
Work arrangement
3’ - T divides the class into the groups of 3 to rewrite all theWarm - up
conjunction they have learned
Eg: because, if
- T checks and sorts out these conjunctions sts write
- T explains and leads into the lesson
Whole class & Group work
10’
New lesson
1 Presentation.
In general, A sentence has more than two clauses, verbs
have sequence of tenses
a) Presentation: The sequence of verbs in main clauses and
subordinate clause:
1 Simple Present - Simple present
- Present perfect
- Present continuous
- Simple future/near future
- Simple past
2 Simple Past - Simple past
- Past perfect
- Past continuous
- would/were/was going to
- Simple present
3 Present Perfect - Simple present
4 Past Perfect - Simple past
b) Practice.
- T elicits and explains by using the handouts
Eg:
* People have said that London has fog
* She says she has finished her homework already
Whole class &
individual work
Trang 410’ 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
3 Future Tense Present Tenses
* Adverbial clause of time is often begun by:
- when
- whenever
- as
- while
- until
- just as
- since
- 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
Whole class &
individual work
20’ 2 Practice.- T gives the handouts for sts to complete individually and
then compare with their partner
- T calls on some sts to write down their answer on the
board and asks other sts for their comments
- T checks with the whole class and gives the corrective
feedback, and comments
Individual work Whole class & group work
- T summarizes the main points
- T gives the handouts for sts to complete
Whole class
* Comments:
Trang 5Review lesson 3
Date of preparing:
Date of teaching:
1 Objectives:
By the end of the lesson, sts will be able to review grammar: Verbs followed by
-ing or infinitive
2 Teaching aids:
Handouts and textbooks
3 Procedure:
3’ Warm - up
- T divides the class into the groups of 2 to write down
all the verbs followed by -ing and infinitve.
Answers:
G1: want/refuse/decide
G2: enjoy/mind/avoid
- T checks and guidelines sts to make sentences using the
verbs above:
Eg: They decided not to go by air
Group work & Whole class
15’
New lesson
a) Explanation:
This lesson focuses on problems areas:
* Verbs followed by either -ing or infinitive with to.
1 can t bear, hate, like, love and prefer.’
Like to usually refers to habitual preferences.
Eg: We like to go out to lunch on Sunday
Not like to means think it wrong to.
Eg: I don t like to call him.’
2 attempt, begin, continue, intend, plan, propose, start
There is no difference in meaning whether we use -ing or
infinitive with to
3 forget, remember
With to both verbs refer to an obligation.
Eg: I had to phone him but I forgot to do it.
I don t remember learning to walk.’
4 try
With to this refers to something attempted, which might fail
or succeed
With -ing this refers to making an experiment, or to a
Whole class & group work, individual work
Trang 6Try taking some aspirin.
5. go on
With -ing this refers to the continuing of an action.
With to this refers to the continuation of a speech.
6 mean
With the meaning intend, this is followed by to
With -ing, and an impersonal subject, this refers to what
is involved
7 regret
With to this refers to the speaker’s regrets about what is
going to be said
With -ing this refers to a regret about the past
8 hear, see, watch, find
When followed by infinitive without to, the action is complete
With -ing, the action is still in progress
*Verbs with an object, followed by either -ing or infinitive
with to.
1 admit.
This can be used with or without to followed by -ing.
Eg: They admitted (to) being members of the gang
2 allow, forbid, permit, encourage, advise.
With an object and to.
With an object -ing form.
3 consider
With an object and to this refers to an opinion.
Eg: He is considered to be a famous doctor
With -ing this means think about.
4 imagine
With an object and to
With -ing An object is also possible
5 require
With an object and to
With -ing: passive voice.
Eg: These letters require typing
* Verbs normally followed by infinitive with to
- T gives the handouts for sts to discuss and practice:
Eg: agree/appear/expect
* Verbs normally followed by -ing
Eg: appreciate/delay/fancy/practise
* Verbs followed by infinitive without to
- help: I helped Helen (to) open the door.
Trang 7- make/let: They make me study harder.
25’ b) Activities:
- T gives the handouts for sts to complete:
? Choose the most suitable words underlined
Eg: I have never imagined the mountain (to be/being) high
? Rewrite each sentence, beginning as shown, so that the
meaning stays the same
Eg: I’m happy to look after the baby for you
I don’t mind looking after the baby for you.
? Rewrite each sentence so that it included the word in
capitals, and so that the meaning stays the same
Eg: I am sorry I didn’t go to university REGRET
I regret not going to university.
Individual work Whole class
- T summarizes the main points
- T asks sts to complete the handouts as homework
Whole class
* Comments:
Trang 8Date of preparing:
Date of teaching:
1 Objectives:
By the end sts will be able review and further practise indirected speech and reporting.
2 Teaching aids:
Textbook and handouts
3 Procedure:
Tim
5’ - T checks the homework to review Infinitive and GerundWarm - up
- T calls on some sts to write down their answers and then
asks other sts to comment and correct
- T gets feedback and gives corrective answers if necessary
Whole class
15’
New lesson
1) Explanation:
This lesson assumes that the basic rules for forming
indirect speech are already known
a) Indirect speech with modal auxiliaries
If the reporting verb is in a past tense, modals change
where there is a ‘past’ equivalent
+ will - would can - could may - might
Could/would/might don’t change.
Eg: She said she might be late
+ must - had to / mustn t - wasn t/weren t to’ ’ ’
b) Indirect speech with conditional sentences
After a past tense reporting verb, real situations include
tense changes
+ “If we leave now, we will catch the train ”
I told him (that) if we left then, we would catch the train
In reported situations, tense changes are not made if the
event has reference to a possible future
+ If you came back, I would be able to help you“ ”
She said if I came back, she would be able to help me.
c) Past tenses
It isn’t strictly necessary to report past tenses with a shift
into past perfect in spoken language if the sequence of
events is clear
d) Verbs followed by person + to.
+ advise / invite / remind / tell / ask /
Eg: Would you like some beer?“ ”
He invited me to have some beer.
e) Verbs followed by subjunctive or should
Individual work
& Whole class
Trang 9Eg: They suggested that he should tell me.
* Functions of reporting verbs:
a) Many verbs describe a function, rather than report words
+ Look, if I were you, I d leave early ‘ ’ ’
She advised me to leave early
Examples are: admit/complain/warn/agree/persuade
25’ 2) Activities.- T uses the handouts and asks sts to individually complete,
then compare with a partner
- T gets feedback and correct with the whole class
Exercise 1: Choose the most suitable word underlined
a/ Jane (said me/told me) there was nothing the matter
b/ Peter (persuaded me/ insisted me) to stay for dinner
Exercise 2: Rewrite each sentence in indirect speech
beginning as shown
a/ ‘I wouldn’t cook the fish for too long, Bill, If I were
you,’ said Jean
Jean advised Bill not to cook the fish for too long.
Exercise 3: Rewrite each sentence so that it included the
word in capitals, and so that the meaning stays the same
a/ He was warned by the fireman not to re-enter the house
(HIM)
The fireman warned him not to re-enter the house
Whole class Pair work
5’ - T summarises the main points.Homework
- T gives the handouts for sts to further complete
Whole class
* Comments: