giao an tu chon 11

- Ask Ss work in groups of four and make sentences using those adverbs in 3 minutes, which group have the correct answers first will be the winner.. - Call on the Ss to give the answ[r]

Period: 1st Date of preparation: August 27th, 2011 Lesson 1: Speaking

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to talk about a famous friend

2 Knowledge:

- Vocabulary: Words related to appearance and personality - Grammar/ Structures:

+ What…look like? + What is … like? - (Pronunciation): 3 Skill: Speaking II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

1 Warm-up: (5’) - Give the handouts

+ Fill the adjectives from the box with the parts of the body: short – broad – straight – tall – crooked –

pointed – oval – turn-up - square – flat – large – wide – wrinkled – dyed – long - curly

Parts of the body Adjectives Face

Nose Hair Forehead Height Chin

- Expected answers:

Parts of the body Adjectives

Face oval, square, large, long Nose crooked, turn-up, flat, straight

Hair Long, dyed, curly

Forehead wrinkled, wide, broad

Height tall

2 New lesson:

Teacher’s activities Students’ activities A Pre-speaking (10’)

- help Ss use some structures + Useful language:

What does he / she look like? What is / she like?

Is he / she tall?

- elicit Ss to make question upon the basic profile of the friend

Whole class - give the questions

* What’s your friend’s/ his/ her name?

* When was he/ she born? * What does he/ she look like? * What are his/ her hobbies? * What’s he/ she like?

* What makes him/ her a good friend?

* What made him/ her successful? * How much time does he spend on Math every day?

* What does he in his free time? B While-speaking (20’)

- ask Ss to work in pairs to play roles as a journalist and an interviewee, then talk about the famous friend

Pair work - work in pairs: journalist & interviewee

Model dialogue:

J: Could you tell me something about your friend?What’s his name?

I: His name is Khoa. J: When was he born? I: On 15th October in 1995. J: What does he look like? I: Tall and good-looking. J: What is he like?

I: Oh, he is friendly J: What are his hobbies?

I: He likes reading books, especially fiction.

J: What does he in his free time? I: He often plays badminton.

J: Why is he interested in Maths? I: Because he finds it interesting. J: How much time does he spend on Maths every day?

I: About hours a day.

- get some pairs of Ss to play roles in front of the class

- ask Ss to give comments of their friends’ conversation

I: He is a person who is very helpful and understanding.

J: What makes him successful? I: He is very intelligent and studious. - each pair plays roles as guided - give comments on the interview C Post-speaking (10’)

- ask the Ss to report the profile of their partner’s famous friend - get Ss to give comments on the reports

Pair work - report the profile of the interviewee’s famous friend - give comments on the reports

IV HOMEWORK ASSIGNMENT: - Report the profile of the famous friend V

Period: 2nd Date of preparation: September 17th, 2011 Lesson 2: Grammar

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to use infinitive with to and infinitive without to.

2 Knowledge: - Vocabulary:

- Grammar/ Structures: infinitive with to and infinitive without to - (Pronunciation):

3 Skills:

II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

Warm-up: (5’) Game: Ordering

Rearrange the sentences so that they become meaningful: a hair / cut / his / to / immediately / he / needs

b apple / I / to / an / eat / want

c saw / she / climb / tree / the / cat / a

d go / out / his / let / last night / mother / him Expected answer:

a He needs to cut his hair immediately b I want to eat an apple

c She saw a cat climb the tree d His mother let him go out New lesson:

A To – Infinitive (20’) * Presentation:

- Hang a poster on the board a He needs to cut his hair immediately.

b I want to eat an apple. c He wants something to eat. d It is too cold to go out.

- Ask Ss to underline the to + infinitive

- Ask the Ss to comment on the use

- underline the phrase to + infinitive a He needs to cut his hair

immediately.

b I want to eat an apple. c He wants something to eat. d It is too cold to go out.

of to + infinitive in these examples - Provide Ss with the use of to + infinitive.

+ Use:

* to indicate the purpose : Ex: I get up early to walk

* as a modifier to replace a relative clause

Ex: I have a lot of work to do ( which I have to do)

* as an object of a verb Ex: I like to walk.

* as an subject

Ex: It is healthful to walk every morning.

* in idiomatic expression :

Ex: The weather is too bad for me to walk today.

* Practice:

- Task 1: (Exercise 1, page 7, workbook)

- Ask Ss to work individually

- Call on some Ss to give their answers

- Give feedback

1 the to + infinitive can be placed after some verbs ( a, b )

2 the to + infinitive can be placed after nouns/pronouns ( c )

3. the to + infinitive can be placed after adjectives ( d )

Feedback:

1 That was a very rude remark to make

2 It was safer to go by train

3 It was quite a surprise to see him again

4 That was very dangerous of Long to give me 50,000 dong

5 It was very difficult for her to drive the motorbike

6 That was a very odd place to visit It was very silly of the boy to that

B Bare infinitives ( without to ) (20’)

* Presentation:

- Hang a poster on the board

- Ask Ss to underline the infinitive without to

a My father doesn’t let me use his car.

b Her boss made her finish the report by p.m

c He saw the cat catch a fish. d You had better not smoke e She saw a cat climb the tree. f His mother let him go out.

- Ask the Ss to comment on the use of infinitive without to in these examples

- Write the structure on the Bb

S + Perceptive verbs + Object + Bare inf

- see - hear - listen to - watch - feel - smell - taste - observe , notice

- had better , would rather, perceptive verbs ( see, smell, feel, watch…)

* Other verbs : let make , help * Practice:

Task 2: (Exercise 3, page 27, workbook)

- Ask Ss to work individually

- Call on some Ss to give their answers

- Give feedback

-Copy down and underline the structure

a My father doesn’t let me use his car.

b Her boss made her finish the report by p.m

c He saw the cat catch a fish. d You had better not smoke. e She saw a cat climb the tree. f His mother let him go out.

- Comment on the use of infinitive without to

1. infinitive without to can be placed after verbs of perceptions such as feel, hear, see, watch, smell, notice, -> refer to the complete action.

infinitive without to can be placed after let/make somebody; had better (not)/ should

Feedback:

1 The teacher let him stay at home to finish the assignment

2 She noticed the boy run away from the house

4 The policeman made the thief empty his pockets

5 I heard him leave the house early in the morning

6 She stood there and watch him drive away

7 I could feel the robber come from the back door

8 Do you think the school will make me pay some extra money?

IV HOMEWORK ASSIGNMENT:

- Pick out the inf in the following sentences and describe the function of each

1To find fault is easy

2.It is delightful to hear the sound of the see 3.The dog wants something to eat

4.I saw him run the mile in four minutes 5.Everybody wishes to enjoy life

6.He is too ill to any work 7.I am not afraid to tell the truth

8.He went to Paris to perfect his knowledge of French V

Period: 3rd Date of preparation: September 20th, 2011 Lesson 3: Grammar

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to use the past tense 2 Knowledge:

- Vocabulary:

- Grammar/ Structures: the past simple, the past progressive and past perfect.

- (Pronunciation): 3 Skills:

II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

1 Warm-up: (5’)

- Put the correct form of the verbs in to past form and past participle form See

Watch Eat Have be Expected answer:

See Saw Seen

Watch Watched Watched

Eat Ate Eaten

Have Had Had

be Was/Were Been

2 New lesson:

Teacher’s activities Students’ activities A Presentation (10’)

- Hang on the poster ask the Ss to pay attention to the verb form & the use of the past tense

- Look at the sentences and deduce the form of past tense

Poster:

1 I saw a horror film last night He was watching a film when his friend came

3 I was eating dinner at yesterday I was watching TV while he was making dinner

5 I had never seen such a beautiful beach before I went to Dong Hoi They had had dinner before p.m

7 We had had that car for 10 years before it broke down

- Give comments

- Give the use of the past tense + Use:

* The simple past : - an action started and finished at a specific time in the past; a series of actions completed in the past

* The past continuous : - a longer action in the past was interrupted ( the interruption is shorter in the simple past ) an action happening at specific time in the past ; some actions were happening at the same time

*The past perfect: - action happened before another action expressed in the past or before a specific time in the past; something started in the past and continued up until another action in the past

I saw a horror film last night S + V(-ed/2) + O + Adv * The past continuous : Ex:

- He was watching a film when his friend came

- I was eating dinner at yesterday - I was watching TV while he was making dinner

S + was/were + V-ing + O + Adv * The past perfect:

Ex:

- I had never seen such a beautiful beach before I went to Dong Hoi - They had had dinner before p.m - We had had that car for 10 years before it broke down

S + had + V(-ed/3) + O + Adv

B PRACTICE (20’)

1 Task 1: (exercise 3, page 15, workbook)

- Ask Ss to work individually

- Call on some Ss to give their

- Work individually - Give the answers Feedback:

answers

- Give feedback

2 Task 2: (exercise 4, page 15, workbook)

- Ask Ss to work in pairs to the exercise

- Call on some Ss to give their answers

- Give feedback

3 was driving had gone had eaten was doing were you doing had told

- work in pairs to the exercise - Give the answers

Feedback: a was trying b stopped c offered a didn’t see b had seen

3 a was not wearing b didn’t see

c was a lay

b were feeding a did not answer b was having a felt b finished c fell

7 a couldn’t b had explained C PRODUCTION (8’)

- Give some adverbs:

Yesterday, before 2000, at 7:00 p.m last night

- Ask Ss work in groups of four and make sentences using those adverbs in minutes, which group have the correct answers first will be the winner

- Call on the Ss to give the answers - Comment on Ss’ answers

- Work in groups of four and make sentences using the adverbs - Give the answers in front of the class

Feedback:

1 I met Long at the school gate yesterday.

2 Mary had graduated from the university before 2000.

3 I was having dinner at 7:00 p.m last night.

- Do exercise in page 16 in workbook V

COMMENTS:

Period: 4th Date of preparation: September 29th ,2011 Lesson 4: Writing

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to write a letter of invitation

2 Knowledge: - Vocabulary:

- Grammar/ Structures:

+ Would you like + to infinitive ? (invitation), + Present progressive (future plan)

- (Pronunciation): 3 Skill: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

1 Warm-up: (5’) Game: Hang man

- give instructions

- divide class into groups - ask Ss to guess the word - choose the winner

Lead-in:

In our reading lesson today, we’ll focus on how to write an invitation letter. 2 New lesson:

Teacher’s activities Students’ activities A Preparing to write (10’)

-T shows the letter of invitation in

Whole class

- Listen to the T and note down the I

Tieng Anh 11 at page 38 then asks Ss to tell the parts of the letter and the sentences following with those -T asks Ss some qustions like : What is Minh Hanh going to do? Is she going to write a letter to anwer An Duc ?

If she accept / refuse to come , what will she write in her letter?

- T asks Ss to make a list of phrases used to express the interest for the invitation / regret for not attending to the event:

knowledge about the outline of the invitation letter

Suggested answers:

1.The heading (place and time) : 67, Ngoc Ha Steet

Hanoi , Viet Nam.

2.The greeting : Dear Minh Hanh 3.The body (the statement of

invitation, reason of invitation, venue , date and time, some more detailed information) I am going to have a New year Ever Party at my house at 7 pm , on 31st ,December Would you like to come?

4 The closing and ending (request for reply, social statement) : Please let me know

Love

5 The signature B Writing (20’)

T tells Ss the format of a letter of invitation

-Go round to control the class and help them if possible

-Get two students to write their letter on the board and get the class to give their comments

- T goes around to watch Ss, and give them a need if necessery

Individual work

- Work in individuals to write the letters as requested

Suggested ideas:

-I’m having a New Year’s Eve party at …

- I’m going to turn 16 and I’m giving a birthday party at …;

I’ve just won a national Math prize and my parents are holding a big party for me at …;

-At my house at p.m on

Wednesday -Most of our class mates have been invited

-There will be dancing and some games with nice prizes for the winners

-There will be a lot of special foods and soft drinks for all of us

-where -when -guests -activities -food &drink C Production (10’)

T collects three letters from the groups an correct them

Peer correction

- Exchange their piece of writing together and self-correct

-Write the letter on the board

- Give comments on the model letter IV HOMEWORK ASSIGNMENT:

- Do the exercise again at home V

Period: 5th Date of preparation: October 6th , 2011 Lesson 5: Grammar

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- understand the term “infinitive”

- use it exactly in some kinds of exercises

2 Knowledge: - Vocabulary:

- Grammar/ Structures: to-infinitive, bare infinitive, passive infinitive, perfect infinitive

- (Pronunciation): 3 Skills:

II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

1 Warm-up:(5’) Game: Variant

- Divide the class into teams (A & B)

- Give a verb and ask them to give all the variants of this verb as quickly as possible

- The team give the answers fastest and have more correct words will win 2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

Introduction:

The Infinitive is a base form of a verb Infinitives usually occur with the marker to but they can occur without the marker to the infinitive with to is called ‘to-infinitive’ The infinitive without to is known as the bare-infinitive

1 To-infinitive

Whole class

- Listen to the T and note down the knowledge about infinitives, bare infinitives, passive infinitive, perfect infinitive

- Pay attention to the usage of infinitives, bare infinitives, passive infinitive, perfect infinitive, then give each case an example

- Give some common verbs which are usually followed by to-infinitive

afford decide intend pretend want

agree expect manage promise

appear fail offer refuse

ask hope plan seem

- Give an example E.g:

I hope to see you soon

- Give some verbs are followed by a (pro)noun and then a to-infinitive advise expect order teach would like

allow force permit tell

ask invite remind want

encourage need require warn

E.g:

My mother allows me to go out 2 Bare-infinitive

- Use after the modal auxiliaries - After ‘let’ and ‘make’

- After some perceptive verbs: feel hear listen to look at notice observe

perceive see smell watch E.g:

I hear someone talk in my room Passive Infinitive

V + To be + PP

Eg: I didn’t expect to be invited to the party

4 Perfect Infinitive V+To have +

E.g:

She expects to pass the exams easily

2 Bare-infinitive E.g:

He watches the cat climb the tree 3 Passive Infinitive

Eg: I hope to be invited to his house

4 Perfect Infinitive

PP

Eg: The heavy rain seems to have stopped.

B Practice(15’)

- Divide the class groups of

- Give each small group a hand out and ask Ss to the task

Insert ‘to’ where necessary before the infinitive in brackets:

1 He made me (do) it all over again

2 She can (sing) very well

3 He’ll be able (swim) very soon It’s easy (be) wise after the

event

5 Do you wish (make) a complaint?

6 It’s better (travel) by train He was made (sign) a paper

admitting his guilt

8 I advise him (ask) the bus

conductor (tell) him where (get) off

9 It’s better (be) sure than sorry 10.I saw the plane (crash) into the

hill and burst into flames - Go over the answers with the class

Group work

- Work in groups of four and the exercise

- Give the answers in front of the class

Expected answer:

2 sing to swim to be

5 wish to make to travel to sign

8 to ask-to tell to get to be

10 crash

C Production (10’)

Sentence Transformation

Rewrite these sentences with the words given You’ll need to change some words

1 Why did he make that remark? It was very rude

 That………

2 I enjoy going by train It was safe

Pair work

- Work in pairs and rewrite the sentences

- Give the answers in front of the class

Expected answer:

1 That he made that remark was very rude

 It ……… Long gave me 50,000 dongs It

was very generous

 That ………

4 She couldn’t drive the

motorbike It was very difficult

 It………

5 Why did the boy that? It was very silly

 It ………

4 It was very difficult to drive the motorbike

5 It was very silly for that boy to that

IV HOMEWORK ASSIGNMENT: - Do the exercise again at home

V

Period: 6th Date of preparation: October 13th , 2011 Lesson 6: Grammar

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- understand the term “gerund”

2 Knowledge: - Vocabulary:

- Grammar/ Structures: - (Pronunciation): 3 Skills:

II PREPARATION:

1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks III PROCEDURE:

1 Warm-up:(5’) Game: Pelmanism

- Stick on the board cards with verbs and cards with their gerunds, numbered

- Ask Ss to work into teams (A and B)

- Tell the teams to take turns to choose the numbers which have the gerund suits with the verb, the team scores point If not, the cards will be turned face down again Ss continue until all the cards are turned down

- The team that has more points will win - Declare the winner

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

Introduction:

Gerund is the “-ing form” of the verb, function as a noun A gerund is used in the same way as a noun, i.e., as a subject or as an object of verbs or prepositions

- Give sentences then ask Ss to

Whole class

- Listen to the T and note down the knowledge about V-ing

- Deduce the function of “gerund” in the sentences

deduce the function of “gerund” in sentences

1 Playing tennis is not expensive in England

2 What I have to now is writing a letter to her

3 I’m afraid of going out alone in the dark

4 I enjoy walking in the countryside

5 It’s a worrying problem

 there are many cases we can

use either infinitive or gerund after the main verb depending on the context the interlocutors are in, or whatever the

speakers want to convey: attempt, begin, cease, commence, continue, hate, intend, like, love, omit, remember, start, stop, try

 We not use the ing form

after the progressive forms of begin, cease, continue, start, e.g: We are beginning to realize how good our teacher are

- Ditinguish some structure:

 like to V like V-ing

 remember to V remember

V-ing

 stop to V stop V-ing  try to V try V-ing * Passive Gerund

Being + PP

* Perfect Gerund

Having + PP

Expected answers:

1. as the subject of a sentence 2. as complement

3. after prepositions

4. after certain verbs: appreciate, avoid, consider, delay, deny, discuss, enjoy, finish, forget, keep, like, mention, prevent, postpone, quit, remember, stop, suggest of a verb, can’t stand, can’t bear …

5. as an adjective

* Passive Gerund

Eg: I appreciates being invited to your wedding

* Perfect Gerund

Eg: I appreciate having listened to your sweet voice

- Give each student a handout - Ask them to the task

- Call on one student to it on the board

- Give feedback and answers Put the verbs in brackets into the gerund

1 He gave up (smoke)

2 Stop (argue) and start (work) After (read) this article you’ll

give up (smoke)

4 He’s thinking of (leave) his job and (go) to America He lost no time in (get) down

to work

6 They don’t allow (smoke) here

7 (Lie) on this beach is much more pleasant than (sit ) in the office

8 I hear him (come) into the hall The girl (stand) over there is

Alice

10 I often go (fish) in my free time

- Work in pairs and rewrite the sentences

- Give the answers in front of the class

Expected answers: smoking

2 arguing – working reading – smoking leaving – going getting

6 to smoke lying – sitting coming

9 standing 10 fishing

C Production (10’) Sentence Completion

- Ask Ss work in groups of four to the task

- Ask Ss to compare the answers with other groups

- Go over the answers with the class Helen enjoys… English

2 Do you mind…back in half an hour?

3 Tina suggested … for a coffee My parents disliked … me to a different school

5 Bill admitted … a serious mistake

Group work

- Work in groups of four and the exercise

- Give the answers in front of the class

IV HOMEWORK ASSIGNMENT: - Do the exercise again at home

V

COMMENTS:

Period 7th Date of preparation: October 27th, 2011 Lesson 7: Writing

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to write a passage about a charitable organization

2 Knowledge: - Vocabulary:

- Grammar/ Structures: - (Pronunciation): 3 Skill: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, notebook, workbooks, pens. III PROCEDURE:

1 Warm-up: (5’) Hangman

- Divide the class into groups, have Ss guess the word corresponding to cells

- Tell the Ss from each team to take turns to guess the letter of the words

10

1

- If the letter appears in the word The teacher will write it in the cell

- Each time they get wrong letter, a part of the body is drawn If the picture is complete, the Ss will lose the game

- Answer key:

C H A R I T Y - Lead-in:

Today, you will write a passage about charitable organization.

2 New lesson:

Teacher’s activities Students’ activities

A Preparing to write (10’) Vocabulay:

+ exist (v)

+ starving children (n) + project (n)

+ irrigation work (n) + contribution (n)

- Elicit the words and ask Ss to give the meanings of the words

- Help Ss to read the words

- Give the meaning of the words - Read the words after teacher - Note down the words

B While-writing (20’)

- Ask Ss to read through the cues in part D-page 33

- Ask Ss to write the passage about Oxfam, using the available suggestions - Give the first sentence as a model

Oxfam is a charitable organization that was existed since the early 1940s - Move around the class and help Ss if needed

- Read the cues carefully

- Write the passage individually Model passage:

Oxfam is a charitable organization that was existed since the early 1940s It was founded originally to help feed starving children in European countries during the Second World War Oxfam has been working in almost every country all over the world.

Oxfam funds relatively small-scale, relatively inexpensive but quite effective projects Oxfam’s projects involve feeding starving children, providing education for disadvantaged children, giving care and comfort to the poor and the sick, rebuilding people’s own lives, carrying out irrigation work, planting trees, clearing roads, building schools and hospitals.

that’s in Latin America, Asia and America Oxfam’s money comes entirely from voluntary contributions from the general public.

C Production (9’) Peer correction

- Ask Ss to exchange the writings together and correct the mistake if necessary

- Exchange the writings together, give the correction for the mistakes

IV HOMEWORK ASSIGNMENT: (1’) - Rewrite the passage again at home. V COMMENTS:

……… ………

Period 8th Date of preparation: November 3rd, 2011 Lesson 8: Grammar

Gerund & Present participle

Perfect gerund & Perfect participle

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to revise the uses of

Gerund & Present participle, Perfect gerund & Perfect participle

2 Knowledge: - Vocabulary:

- Grammar/ Structures: Gerund & Present participle, Perfect gerund & Perfect participle

- (Pronunciation): 3 Skill: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, notebooks, workbooks, pens. III PROCEDURE:

1 Warm-up: 2 New lesson:

Teacher’s activities Students’ activities

I Rewrite the sentences beginning with an appropriate participle (present, past or perfect) (15’)

1 When she saw the dog coming towards her, she quickly crossed the road

_ If it is looked after carefully, the plant can live

through the winter

_ As I don't have a credit card, I found it difficult

to book an airline ticket over the phone

_ Keith spent a lot of time filling in job

application forms because he was unemployed _

- Work indiviadually to the exercise

5 Because I was walking quickly, I soon caught up with her

_ Suggested answers:

1 Seeing the dog coming towards her, she quickly crossed the road

2 Looked after carefully, the plant can live through the winter

3 Not having a credit card, I found it difficult to book

4 Being unemployed, Keith spent a lot of time filling in job application forms

5 Walking quickly, I soon caught up with her

of the class

II.Choose the correct answer (15’)

1 for twelve hours, I felt marvelous

a Having slept b have slept

c Having been slept d have been slept By the time their baby arrives, the Johnson hope

painting and decorating the new nursery

a having finished b to have finished c having been finished d to have been finished She's angry about to the farewell party

last night

a not having invited b not to have invited c not having been invited d not to have been invited

4 We decided not to travel, the terrible weather forecast

a having heard b to have heard c having been heard d to have been heard

5 I'd love to the party, but it was impossible

a having gone b to have gone

b having been gone d to have been gone

6 I don't recall him at the conference a having seen b to have seen c having been seen d to have been seen

7 in dark colors, the room needed some bright lights

- Work indiviadually to the exercise

- Give the answers in front of the class

Suggested answers:

1. a

2. b

3. c

4. a

5. b

6. a

7. c

8. c

9. a

a Having painted b To have painted c Having been painted d To have been painted The stockbroker denied of the secret

business deal

a having informed b to have informed c having been informed d to have been informed They now regret their son by providing

too many material possessions

a having spoiled b to have spoiled c having been spoiled d to have been spoiled 10. to the party, we could hardly refuse to

go

a Having invited b To have invited c Having been invited d To have been invited III Complete the sentences with the correct form of the verbs in brackets (14’)

1 The missing children were last seen (play) near the river

2 (complete) the book, he had a holiday (find) only in the Andes, the plant is

used by local people to treat skin diseases The accident seems (happen) at around

1.00 p.m yesterday

5 Do something! Don't just sit there (twiddle) your thumbs

6 Last year I studied abroad I appreciate (have) the opportunity to live and study in a foreign country

7 (look) down from the hill, the town spread out before us towards the coast

8 Marta doesn't like to have her picture (take) She avoids (photograph) I don't agree with (smack) children if

they something wrong

10.The book (publish) last week is his first novel

- Work indiviadually to the exercise

- Give the answers in front of the class

Suggested answers: playing

2 having completed found

4 to have happened twiddling

6 having had looking

8 taken-being photographed smacking

10 punlished

IV HOMEWORK ASSIGNMENT: (1’) - Revise the exercises at home.

V COMMENTS:

Period 9th Date of preparation: November 10th, 2011 Lesson 9: Reading

Competitions I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to: - guess the words in the context

- scan the passage and answer the questions 2 Knowledge:

- Vocabulary: content, chat, high-and-low bar, glance at, fellow - Grammar/ Structures:

- (Pronunciation): 3 Skill: Reading II PREPARATION:

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, notebooks, workbooks, pens. III PROCEDURE:

1.Warm-up: (5’) Brainstorming

- Ask Ss to list the competition that they know. Suggested answers:

Swimming

High jump Road to mount Olympia Long jump vs 100

Children are right

Lead-in: Today, you will read a passage about a competition 2 New lesson:

Teacher’s activities Students’ activities

A Pre-reading (5’)

- Elicit the vocabulary from the students

Vocabulary: + gymnast (n) + equipment (n)

- Give the meaning of the words

- Read the words correctly after teacher - Note down the words

+ nod (v) + announce (v) + congratulate (v)

- Help Ss to read the words correctly B While-reading

Exercise 1: (page 41, workbook) (10’) Finding words

- Ask Ss to read through the passage and find out the words that has the same meaning as the expressions

- Call on some Ss to give answers in front of the class

- Give the feedback

Exercise 2: (page 41, workbook) (15’) Answering questions

- Ask Ss to read the questions carefully and underline the key words

- Ask Ss to read the passage again and find out the answers for each questions - Call on some Ss to give the answers in front of the class

- Work individually

- Give the words that has the same meaning as the expressions in front of the class

Suggested answers: content to chat

3 high-and-low bars glance at

5 fellow

- Work in pairs to discuss and find out the answers for the questions

- Give the answers in front of the class Suggested answers:

1 She was performing in her first competition

2 They each had to perform on three pieces of equipment as well as the floor She did well and made no serious mistakes

4 They came up to congratulate her She was delighted and very proud She wnt up to her trainer and thanked her for all her help during her training C Post-reading (9’)

Find out the title for the passage. - Ask Ss to work in groups of four - Have Ss discuss together to find out the title for the passage

- Call on representatives from each group to give the answer

- Give comment

- Work in groups of four and discuss together to find out the title for the passage

- Give the answer in front of the class

- Read the passage and revise the answers for the questions again V COMMENTS:

……… ……… ……… Period 10th Date of preparation: November 6th, 2011

Lesson 10: Grammar

Reported Speech with Gerund I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to revise the use of reported speech with gerund

2 Knowledge: - Vocabulary:

- Grammar/ Structures: Reported speech with gerund - (Pronunciation):

3 Skill: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, notebooks, workbooks, pens. III PROCEDURE:

1 Warm-up: 2 New lesson:

Teacher’s activities Students’ activities

I.Complete the sentences to report what was said, using a to-infinitive or an- ing form of a verb (20’)

1 'It was nice of you to invite me to your birthday

party Thanks very much.'Mike thankedMary

2 3, 'I must have made a mistake in the calculations." Mr Forest admitted

3 'I'll pay for the meal.' Sarah insisted

4 'Perhaps we can go to Paris for the weekend.'

Neil suggested

5 'I'm sorry I couldn't come to visit you last summer.'

Kate apologized

_

6 'I hear you won the championship Congratulations!'

- Work individually and the exercise

- Give the answers in front of the class

Suggested answers:

1 Mike thanked Mary for inviting him to her birthday party

2 Mr Forest admitted making in the calculations Sarah insisted on paying for the meal

Dane congratulated

_

7 'You're selfish.' Jane accused

_

8 'You mustn't drink too much caffeine.'

Marta warned

_

6 Dane congratulated me on winning the

championship

7 Jane accused me of being selfish

8 Marta warned me against drinking too much caffeine

II Choose the answer - a, b, c, or d - that best reports what was said (14’)

1 'You're always making terrible mistakes,' said the teacher a The teacher complained about his students making terrible mistakes

b The teacher asked his students why they always made terrible mistakes

c The teacher realized that his students always made terrible mistakes

d The teacher made his students not always make terrible mistakes

'Would you mind if I brought a friend to the party?' said

2 'Let's break for lunch,' said Mathew a Mathew wanted to break for lunch b Mathew insisted on breaking for lunch c Mathew suggested breaking for lunch d Mathew offered us a break for lunch

3 He apologized _ able to finish the project on time a his colleagues not being b his colleagues for not being

c his colleagues not to be d to his colleagues for not being

4 His doctor suggested that he _ a short leave of absence

a will take b take c would take d took

5 It is no use _ to school if you _ to work hard

a going - not ready b to go - not ready c going - are not ready d go - are not ready

6 Mary's father approved of _ in the United States for another year in order to work toward her M.A a her to stay b she to say c she staying

d her staying

7 Nowadays, young men with a technical education _ because of the great demand for highly skilled workmen

a is well paid b should pay well c are well paid d could pay well

- Work individually and the exercise

- Give the answers in front of the class

Suggested answers: a

2 c d b c d c

V COMMENTS:

……… ……… ………

Period 11th Date of preparation: November 24th, 2011 Lesson 11: Grammar

Reported Speech With Gerund I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to revise the use of reported speech with gerund

2 Knowledge: - Vocabulary:

- Grammar/ Structures: Reported speech with gerund - (Pronunciation):

3 Skill: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks, notebooks, pens. III PROCEDURE:

1 Warm-up: 2 New lesson:

Teacher’s activities Students’ activities

A Presentation: (15’) Activity 1: Reporting - Give situations:

1 Daisy said: “I want to be a famous singer.”

2 Jim said to Mary: “You won the game Congratulation!”

3 Susan said: “Why don’t we stop smoking?”

- Ask Ss to report the words in each situation by eliciting the questions: 1 What did Daisy dream of?

2 On what chance did Jim congratulate Mary?

3 What did Susan suggest?

- Show the answers on the screen and

- Read each situation and give the answers

Suggested answers:

1 Daisy dreamed of being a famous singer.

2 Jim congratulated Mary on winning the game.

3 Susan suggested stopping smoking.

- Give the usage Usage:

introduce about the Reported Speech with Gerund.

- Elicit the usage of reported speech with gerund

- Give a direct speech sentence and ask Ss to change it into reported speech

“It was very nice of you to help me with my homework yesterday”, Son said to Hoa.

- Ask Ss to pay attention to

pronouns, possessive pronouns and adverbs, then elicit the changes of these functions

Activity 2: Giving formations & verbs/phrasal verbs followed by prepositions

- Give the examples and the

formations of reported speech with gerund

- Elicit the verbs/phrasal verbs followed by gerund from the Ss Ex1:

Jim congratulated Mary on winning the game.

Ex2:

Daisy dreamed of being a famous singer.

Ex3:

Susan suggested stopping smoking.

- Give the answer:

Son thanked Hoa for helping him with his homework the day before. - Give the note

Note:

When changing a direct speech into a repoted speech , we need to pay attention to the changes of pronouns and possessive pronouns and

adverbs of time and places.

- Give the the verbs/phrasal verbs followed by gerund

Phrasal verbs with object and preposition:

accuse … of, congratulate … on , warn … against, thank … for, stop/prevent … from,…

Phrasal verbs with preposition: apologize for, insist on, dream of, think of, look forward to…

Verbs:

admit, deny, suggest , regret, appreciate

B Practice (29’)

Activity 1: (Exercise 2, workbook-page 43)

S+ V + O + prep + V-ing

S+V + prep + V-ing

- Ask Ss to the exercise individually and then compare and check their answers with a peer - Go around and help them

- Call on some Ss to speak out their answers in front of the class

- Comment and give correct answers

Activity 1: (Exercise 3, workbook-page 44)

- Ask Ss to the exercise individually and then compare and check their answers with a peer - Go around and help them

- Call on some Ss to speak out their answers in front of the class

- Comment and give correct answers

- Do the exercise individually

- Compare and check the answers with a peer

Suggested answers:

1 John congratulated us on passing our exams

2 Mary apologised for not phoning me earlier

3 Bob has always dreamed of being rich

4 I warned Ann against staying at the hotel near the airport

5 Her mother prevented Jane from going out that night

- Do the exercise individually

- Compare and check the answers with a peer

Suggested answers:

1 The police accused the thief of stealing the bicycle

2 The thief denied taking the bicycle Tom insisted on driving Kate to the station

4 Ba admitted breaking the mobile phone

5 Lan suggested going for picnic on Sunday

IV HOMEWORK ASSIGNMENT: (1’)

- Review the exercise on reported speech with gerund at home. V COMMENTS:

Period 12th Date of preparation: December 1st, 2011

Lesson 12: Reading World Population I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- scan for specific information and guess the meaning of words based on context - use the information they have read to discuss the topic

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skill: Reading

II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: workbooks, notebooks, pens

III PROCEDURE: 1 Warm-up: (7’)

Game: Word Search - Hang the poster on the board

P U R N I S H M E N T s O B R I S I D A U I N Q U N E M P L O Y M E N T T A W S R L D F G M J N I T A O O I Y G R P K I O F R Q B T D B C L J O N B D W E E X E R C I S P N Q E L R I Y G T H L L M F Y M A I E H T W U A L B N H T J K L P O T I M P L E E M N T W Y O

- Ss are divided into small groups of four Ss find all words that are related to “overpopulation” as quickly as possible

Expected answer:

1.population 2.reward 3.purnishment 4.illiteracy 5.unemployment 6.problem

7.exercise 8.solution 9.implement

Lead-in: Today, you will read the passages about world population

2 New lesson:

Teacher’s activities Students’ activities A Pre-reading (8’)

- Elicit some vocabulary from Ss.

+ Estimate (v) + Famine (n) + Epidemics (n) + Constrain (v)

- Help Ss read the words

- Give the meanings of the words after teacher’s eliciting

- Read the words carefully after teacher - Note down the words

B While-reading (20’)

Activity 1: Reading the passage and choosing the best answers

- Ask Ss work in pairs to discuss together

- Call on some Ss to give the answers - Give the feedback

Activity 2: Reading the passage and filling the words into the gaps

- Ask Ss work in pairs to discuss together

- Call on some Ss to give the answers - Give the feedback

- Work in pairs to discuss together and choose the best answers

- Give the answers in front of the class

Suggested answers

1 D C B A C

- Work in pairs to discuss together and choose the best answers

- Give the answers in front of the class

Suggested answers

9 because 10 travel

C Post-reading (9’)

Discussion

- Give the questions to Ss

1 How many people are there in Vietnam?

2 Do Vietnamese faced any problem about population?

- Ask Ss work in groups of six - Call on some representatives from each groups give the answers - Comment on Ss’ answers

- Work in groups of six

- Some representatives from each group give the answers

IV HOMEWORK ASSIGNMENT: (1’)

- Learn by heart the vocabulary

- Revise the exersises

V COMMENTS:

Period 13th Date of preparation: December 1st, 2011

Lesson 13: Grammar

Infinitive with to, infinitive without to and gerund I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to use infinitive with to, infinitive without to and gerund correctly and able to some related exercises

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skills: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE: 1 Warm-up: (5’) Word arrangement.

T gives verbs and ask Ss to arrange them into three categories: verbs which combine with infinitive with to, infinitive without to and gerund: make, decide, risk, love, enjoy, let, threaten, practice, suggest, want, pretend, hope, go on, finish, mind

Suggested answers:

Arrange verbs in categories

Verbs which can combine with inf with to: decide, threaten, want, pretend, hope

Verbs which can combine with infinitive without to: make, let

Verbs which can combine with gerund: risk, love, enjoy, practice, suggest, go on, finish, mind.

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

1 Infinitive with to: infinitive with to appear in following cases

a V to inf

hope, pretend, threaten, want, decide,

Listen to the teacher, take note, repeat and make up examples with these words eg I want to go out tonight.

manage, attempt b N/Pronoun + to V c Adj + to V

d V + wh + to V

e V + something/anything/nothing… + to V

f the +ordinal number, the next, the last, the only, the + superlative + to V

2 Infinitive without to: infinitive without to appear in following cases: a Make, let +O + inf

b Modal verb + inf

c Inf is used in imperative form

3 Gerund: T help Ss review (as Ss learned this in 10th form’s English)

* Some special cases

a advise, recommend, allow, permit, forbid + inf

+ O + to inf

b see, hear, watch, feel, smell + O + Ving

Inf

c Adj enough + to V too + Adj + to V

eg I have three letters to write W will have a lot of exercises to eg It is important to learn English He is pleased to come to your party eg We haven’t decided where to go She doesn’t know how to this eg: We need something to eat She has nothing to say

eg Who was the first person to clim Mount Everest?

eg: His father made him study hard eg: We will hold a party next month eg: Close your eyes, give me your hand

eg: She doesn’t allow smoking in her room

She doesn’t allow us to smoke in her room

eg: I saw her fall off the window. I saw him waiting a taxi this afternoon

He is too young to get married He isn’t old enough to get married

B Practice (15’)

Ask Ss to put the verbs in the brackets in their correct forms

1 It’s important (hold) the meeting at 7.00

2 He advises us (see) the dentist immediately.

3 Let him (do) what he wants 4 I heard them (talk) in the next

room.

5 Although people keep (blame) him for his behavior, he goes on his own way.

6 Peter can (swim) very well 7 This dress makes me (look) fatter 8 The man on the ground pretends (be) death when the bear approaches him.

9 He objected to people (insult) him.

10.My friend recommended (stay) in the first-class hotel.

T asks for answer and give feedback

4 Talk Blaming Swim Look To be Insulting 10 Staying

C Production (9’)

- Elicit the answers from the Ss - Correct the mistakes if necessary

- Give the answers

- Correct the exercises and mark them to evaluate the test

IV HOMEWORK ASSIGNMENT: (1’) - Revise the exercise

V COMMENTS:

Period: 14th Date of preparation: December 1st, 2011

Lesson: Grammar PAST TENSES I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to understand and some exercise about the past tense

2 Knowledge:

- Vocabulary: verbs - Grammar/ Structures: - (Pronunciation):

3 Skills: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE:

1 Warm-up: (5’) Vocabulary game.

T gives Ss different infinitive verbs and they have to find out the past tense and the part participle of those verbs

get, invite, cut, smell, feel, go, think, drink, work, sing, swim, come, move, love, beat.

Ss will work in groups The group which quicker and with more correct answers will be the winner

Provide the past form and past participle of the verbs get got got

2 invite invited invited

3 cut cut cut smell smelt

smelt

5 feel felt felt go went gone think thought

thought

9 work worked worked

10 sing sang sung 11 swim swam

swam

12 come came come 13 move moved moved 14 love loved loved

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

1 Past simple

T reviews the use and the form of past simple

form: S + V(ed) S + didn’t + V

Use: to talk about things that happened and finished in the past

Advs: last, yesterday, ago, in + year, from….to, …

2 Past continuous

T reviews the use and the form of past continuous

form: S + was/were + Ving

Use: to talk about things that was happening at a certain time in the past or at the time that another things happened (when, while are used)

3 Past perfect

T reviews the use and the form of the past perfect

form: S+ had PII

Use: to talk about things that had happen before a certain time in the past or before the other action happened in the past

Conjunctions: When, After, Before, By, By the time…

4 Past perfect continuous

T reviews the use and the form of past perfect continuous

form: S + had been+ Ving

take notes and give example

eg: We had a nice holiday last year.

eg When we saw him, he was playing football.

He was watching TV between and 8 pm.

eg By the time we arrived, the train had left.

After he had finished his homework, he went to bed.

Use: to talk about things that had

happened and were happening till a time in the past

B Practice (15’)

Ask Ss to put the verbs in the brackets into their right tense

1 In this story, a boy (find) a time machine and (travel) through time Yesterday, I (turn) the corner very fast and almost (hit) me

3 Last night I (eat) four serving of food ant the “all you can eat” special dinner at the Village Restaurant Until that time, I (never eat) so much in one meal this story is about a boy who (make) friends with a snake which he (find) in the garden Then he (go) away but he (not forget) the snake and some years later he (return) and (look) for it

5 I (think) my train (leave) at 7.00, and (be) disappointed when I (arrive) at 6.50 and (learn) that it just (leave) I (find) that I (use) an out of date timetable

Individual work Suggested answer

1 Finds, travels

2 Was crossing, turned, hit Ate, had never eaten

4 Makes, finds, goes, doesn’t forget, returns, looks

Thought, left, was, arrived, found, had used

Production (9’)

- Elicit the answers from the Ss - Correct the mistakes if necessary

- Give the answers

- Correct the exercises and mark them to evaluate the test

IV HOMEWORK ASSIGNMENT: (1’) - Do the exercise again

V COMMENTS:

Period: 15th Date of preparation: December 21st, 2011

Lesson: Grammar PASSIVE VOICE I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to some exercises about the passive voice

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skills:Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE: 1 Warm-up: (5’)

Game: noughts and crosses

- Divide the class into groups: A and B

- T hangs a paper containing nouns Ask Ss to make passive sentences with those nouns

A boy A tiger A car Some students The doctors The water The treet The house My school

- T declares the winner with more correct sentences Lead-in: Today, you will learn about the passive voice

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

Passive voice

eg: People speaks English all over the world.

Individual work

Passive: English is spoken all over the world

Nguyen Du wrote Kieu’s story

Passive: Kieu’s story was written by Nguyen Du.

T elicits the use and the form of passive voice

Use: We use passive voice when we want to focus listeners’ attention on the action or the happening, not on the person who does it, or when the subject of the action is unknown

Form: S + to be + PII.

Passive voice for common tenses

1 present simple: am/is/are +PII 2 Present continuous: am/is/are

being PII

3 Present perfect: have/has been PII

4 Past simple: was/were PII

5 Past continuous: was/were being PII

6 Future: will be PII

7 Future perfect: will have been PII

8 Modal verb: modal be PII

Some notices:

When the sentence has two objects: one is person and one is object, the person is often used to make the subject of the passive sentence

When the passive sentence has two adverbs: one is time adverb and the other is place adverb, the order of them will be as follows:

Place _ by O _ Time

teacher

B Practice (15’)

Change the following sentences into passive voice

1 Somebody has taken my briefcase

2 The teacher returned our written work to us

3 She had finished her report by noon

4 The mad dog bit the little boy The police have arrested five

suspects

6 The doctor ordered him to take a long rest

7 Lightning struck the house A group of students have met

their friend at the station

9 They didn’t allow Tom to take these books home

The teacher won’t correct exercise tomorrow

Suggested answer

1 My briefcase has been taken away 2 Our written work won’t be returned

to us by the teacher

3 Her report had been finished by noon

4 The little boy was bit by the… 5 Five suspects have been arrested by 6 He was order to take a long rest by

the doctor

7 The house was struck by light… 8 Their friend has been met at by 9 Tom wasn’t allowed to take… Exercises won’t be corrected…

Production (9’)

- Elicit the answers from the Ss

- Correct the mistakes if necessary - Give the answers in front of the class.- Correct the exercises and mark them to evaluate the test

IV HOMEWORK ASSIGNMENT: (1’)

- Do the exercise again

V COMMENTS:

Period: 16th Date of preparation: January 2nd , 2012

Lesson: Grammar

Reported Speech With Gerund I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to some exercises about the reported speech with gerund

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skills: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE: 1 Warm-up: (5’)

- Divide the whole class into two big groups Each group will have to send a best representative onto the board to write what they can remember about reported speech

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

Reported speech with Gerund.

- Remind Ps the form and uses of reported speech with Infinitive a Form:

Sub + Verb + (O) + Pre + (not) + V/ing

Or Sub + Verb + V/ing (Verbs: admit, deny, suggest…)

b Use

- To report thanking, apologies, accusations, admitting or denying - Give Eg:

+ He thanked me for helping him + She admitted loving him

+ He suggested going out for lunch - Ask for more Eg?

some useful structures

thank sb for ving

congratulate sb on ving suggest ving

deny Ving admit Ving

suspect sb of Ving confess to Ving warn sb against Ving look forward to ving accuse sb of Ving blame sb for Ving

- Give some examples: eg:

+ He congratulated on passing our driving test

+ Nam admitted having stolen his mother’s money

+ The man confessed to attacking the bank

Mai suspected him of kicking her cat

B Practice (15’)

1 “How about giving Tom a T-shirt on his birthday tonight?” said Jane

Jane suggested

2 Tom said to Mary “I’ll drive you to the airport”

Tom insisted

3 “Me? No, I didn’t take Sue’s calculator,” said Bob

Bob denied

4 “I’m sorry I couldn’t come on Sunday,” said David

David apologized……… “Why don’t we go back to Singapore?” I said

I suggested……… “No, I really don’t want to stay the night, Sophia” Ann said

An insisted on………

- Work individually and the exercise - Give the answers in front of the class Answers:

1 Jane suggested giving Tom a T-shirt on his birthday that night

2 Tom insisted on driving me to the airport

3 Bob denied taking Sue’s calculator David apologized for not coming on Sunday

5 I suggested going back to Singapore An insisted on not staying the night

C Production (9’)

- Elicit the answers from the Ss - Correct the mistakes if necessary

- Give the answers in front of the class - Correct the exercises and mark them to evaluate the test

V COMMENTS:

……… ……… ………

Period: 17th Date of preparation: January 3rd, 2012

Lesson: Grammar Conditional Sentences I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to revise the conditional sentences

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skills: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE:

1 Warm-up: (5’) Matching

- Divide the class into two big groups: group Cat and group Dog

- Ask Ss to match the statements in Column A with the ones in column B

A B

1 If he has more money, If I had not been busy, If you had more practice,

4 If we invite her,

5 If I finished the work in time,

a She may go dancing with us

b I would go to the club c he will travel more d I would have come to the party

e you would spesk French better

Suggested answers:

1-c 2-d 3-e 4-a 5-b

Lead-in: Today you will revise the conditional sentences

2 New lesson:

T reviews the use and some other form of the conditional sentences

a Conditional type 1: structure as follows

if + S + V(s/es), S + will/can/

may/might/shall + V1

b Conditional type 2: structure as follows

if + S + Vqk(were), S +

would/should/might/could + V1

For to be, we have another structure

Were + S + …., S

would/should/might/could + V

eg: If he were a millionaire, he would buy a big house

= Were he a millionaire, he would buy a big house.

c Conditional type 3: structure as follows

If + S + had Pp, S

would/should/might/could have Pp

We have another the structure for this type of conditional sentence

= Had + S +Pp, S

would/should/might/could have Pp

eg: If I had learned harder last year, I would have received a present.

* Note: Unless = If … not…

- Review the use and the form of conditional of three types

- Take notes and give examples eg

If the weather is fine tomorrow, we will go to the beach

- Take notes and give examples eg

If I were you, I wouldn’t that

- Take notes and give examples eg:

If I had been at home yesterday, I would have met my friends

B Practice (15’) Exercise 1

Rewrite the following sentences, using unless instead of if

1 If you didn’t agree with him, Charles wouldn’t even suggest it We can’t write to Mr Anderson if he doesn’t send us his address The lawyer wouldn’t say that if

he didn’t have strong evidence If you don’t study harder, you

are going to fail the exam I won’t say anything if Tom

doesn’t bring up the matter

- Work individially and the exercise Suggested answers:

1 Unless you agreed with him,… ….unless he sends

3 ….unless he had Unless you study…

5 ….unless Tom brings up the matter himself

6 Unless more guests come … unless I had seen

himself

6 If no more guests come, there will be enough food for everyone

7 I wouldn’t have believed it if I hadn’t seen it with my own eyes Our dog wouldn’t have baked if

he hadn’t heard a strange noise

Exercise 2

Put the verbs in brackets in the correct verb tenses

1 If I …… (have) the day off tomorrow, I would go to the beach

2 If I …… (have) a million dollars right now, I would retire

3 If George ……… (have) the money, he would have lent it to me

4 If the weather is good, we probably ……(go) to the beach I would have spoken to Frank if I

…… (see) him yesterday If I ……(be) the mayor of this

city, I would change certain things

7 If the weather ……(be) better, we would have left on Friday morning

8 If the concert …… (be) boring, we won’t stay for all of it That student …… (get) much

higher marks if he studied harder

10 If there had been any complaints, we …… (hear) about them

- Work individially and the exercise Suggested answers:

1 Had Had Had had

4 Will probably go Had seen

6 Were Had been Is

9 Would get

10 Would have heard

C Production (9’)

- Elicit the answers from the Ss

IV HOMEWORK ASSIGNMENT: (1’) - Do the exercises again

V COMMENTS:

……… ……… ………

Period: 18th Date of preparation: January 4th, 2012

Lesson: Grammar

Reported speech with conditional sentences Reported speech with statements

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to some exercises about reported speech

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: - (Pronunciation):

3 Skills: Writing II PREPARATION:

1 Teacher: textbook, workbook, chalk

2 Students: textbooks, workbooks, notebooks, pens

III PROCEDURE: 1 Warm-up: (5’)

- Divide the whole class into two big groups: A and B Each group will have to send a best representative onto the board to write what they think, using

conditional sentences Then,ask the opponent to report those condional sentences

2 New lesson:

Teacher’s activities Students’ activities A Presentation (15’)

I Reported speech with conditional sentences

+ Conditional type 1:

conditional type turns into condition al type in the reported speech

+ Conditional type and 3 stay the same in form of the verb in the reported speech

- Review the conditional sentence in reported speech

II Reported speech with statements

T reviews the way to change the statement into the reported speech When changing the statement into reported speech, we need to carry out some changes as follows

+ get rid of comma, quotation mark + change the tense of verb

+ change some pronoun + change some adverbs

- Review the way to change the statement into reported speech - Take notes

B Practice (15’)

1 “If he pays me tonight, I’ll have enough money for the tickets” she said She said that……… “If I were you, I’d join the voluntary team tomorrow, Tom” said Mike

Mike advised me………

3 “If I had done homework yesterday, I wouldn’t get a bad mark now” she said She said……… “Do not make mistake in your writing, John” the teacher said The teacher told……… “I will go to your teacher’s house with you, Tom” he said

He agreed……… “The weather today is better than it was yesterday” he said

He said……… “We earned a lot of money last week We worked really hard” They said They said……… “Do not move or I’ll shot” he said He threatened

9 “I need to meet your mother to talk about our wedding, Peter” Ann said Ann said………

10 “The exercise is too difficult I can’t it” the boy said

The boy said………

11 “You borrowed my money, you have to pay it now” he said to me He said………

- Work individially and the exercise Answers:

1 If he paid her that night, she would have enough money for the tickets.

2 Mike advised me to join the voluntary team the next day. 3 If she had done homework the

day before, she wouldn’t get a bad mark then

4 The teacher told me not to make mistake in my writing.

5 He agreed to go to my teacher’s house with me.

6 He said the weather that day was better than it had been the day before.

7 They said they had earned a lot of money the week before because they had worked really hard.

8 He threatened to shot.

9 Ann said she needed to meet Peter’s mother to talk about their wedding.

10 The boy said the exercise was too difficult and he couldn’t it.

11 He said I had borrowed his money and I had to pay it then. 12 They said they went to the

12 “We go to the theatre late so we can’t see the film” They said

They said………

C Production (9’)

- Elicit the answers from the Ss

- Correct the mistakes if necessary - Give the answers in front of the class.- Correct the exercises and mark them to evaluate the test

IV HOMEWORK ASSIGNMENT: (1’) - Do the exercises again