Thông tin tài liệu
Preparing date: 10th August, 2012
TiÕt sè: 01
PERIOD 1: REVISION ON TENSES AND WISH - SENTENCES
I. Objectives:
- After finishing the lesson, students should be able to use the tenses.
- Consolidate the usage of the present simple, past simple, future simple
- Develop writing skill.
II. Language content:
A. Vocabulary: unit 1(textbook- English 12)
B. Structures: Wish - sentences
III. Teaching aids and method:
- Teaching aids: textbook, workbook, exercisebooks…
- Method: Communicative approach.
IV. Procedures:
A. Presentation:
Teacher’s and students’ activities
- T introduces the tenses and
explains how to use them.
- T asks sts to look at the extra
board.
- T gives some examples.
- Sts listen and repeat.
- Sts copy the notes.
Content
I. Activities 1 :
A –Tenses:
1. Present simple tense: dieãn taû thoùi quen,
chaân lyù, hoat ñoäng thöôøng ngaøy, vaø ñöôïc duøng
keøm: Everyday, usually, after school never,
often, sometimes, always
+ KÑ: Sn, I + V.bare / Si + V-s/ es
+ PÑ: Sn + DO NOT+ V.Bare./ Si + DOES
NOT + V.Bare.
+ NV: DO / DOES + S + nV.Bare?
+ WH: WH + DO / DOES + S + V. Bare?
(Be) Am, is, are/
(Have) Have, has
a. Mr. Ba likes collecting stamps.
b. Ba has lunch at school.
2. Past simple tense: Haønh ñoäng xaûy ra ôû
QK xaùc ñònh roõ tgian, vaø ñöôïc duøng keøm:
Yesterday, ago, last… hoaëc moät thoùi quen, loaït
haønh ñoäng trong QK
+ KÑ: S + V_ed/ V2 (Baát qui taéc)
+ PÑ: S + DID NOT + V.Bare.
+ NV: DID + S + V.Bare?
+ WH: WH + DID + S + V.Bare?
Ex: VD: He was not there last year.
Ex: Did you buy souvenirs last vacation?
Page 1
–Yes, I bought a lot.
3. Future simple tense: Haønh ñoäng xaûy ra ôû
töông lai, vaø ñöôïc duøng keøm: Tomorrow,
tonight, soon, next,
S + WILL + V1
Ex: Where will you go tomorrow?
- I’ll be at home.
B – Wish sentence 2: Dieãn taû moät haønh ñoäng
hay söï vieäc khoâng thaät ôû hieän taïi.
S + WISH (ES) + S + WERE / V 2, V–ED /
DIDN’T V1
Ví duï:
1. I wish I were a doctor.
2. I wish they could help us.
3. Nam wishes he did not come late.
B. Practice:
-T gives the task and asks sts to do it.
- T guides how to choose the best
option.
- Sts do the exercises (oral - written).
- Sts practice in groups.
- T gives feedback and keys.
- Some sts read aloud their answers.
- T gives remark and feedback.
-T gives the task and asks sts to do it.
- Sts do the exercises (oral - written).
-Sts practice in groups.
- T gives feedback and keys.
- Some sts read aloud their answers.
- Sts copy the key.
II. Activity 2: Pretest
*Answers:
-T reviews how to write wish sentences.
- T gives the task and asks sts to do it.
- Sts do the exercises (oral - written).
- Sts practice in groups.
- T asks each student to do each
sentence on the board.
- T gives feedback and keys.
- Some sts read aloud their answers.
VI. Activity 4: Rewrite the sentences, using
“I wish…”
1. I wish I knew many people in the town.
2. I wish I could go to the party.
3. I wish I the weather were better than today.
4. I wish I weren’t so tall.
5. I wish I like to play soccer.
6. I wish I would meet her in June.
1. write
2. impressed 3. could lend
4. compulsory 5. were
III. Activity 3: Give the correct tenses of
the verbs in brackets:
1.
4.
7.
10.
13.
sets
will build
got
flow
didn’t talk
2.
5.
8.
11.
14.
rains
could
circles
will give / see
does...go/ goes
3. won
6. make
9. would write
12. met
15. came/
opened/ found
C. Consolidation:
- Remind tenses and wish sentences.
- Guide how to review Home revision: Simple past – present perfect
Page 2
- Learn your lesson at home.
- Do exercises (handouts).
th
Preparing date: 15 August, 2008
D. Homework:
TiÕt sè: 02
PERIOD 2: REVISION ON TENSES (continued)
I. Objectives: After finishing the lesson, students should be able to:
- Consolidate the usage of the present perfect, present progressive past progressive.
- Develop writing skill.
II. Language content:
A. Vocabulary: unit 2(textbook- English 12)
III. Teaching aids and method:
- Teaching aids: textbook, workbook, exercise books, students’ course…
- Method: Communicative approach.
IV. Procedures:
A. Warm up: The game: “Irregular verbs”
1
2
4
5
7
8
Simple form
Be
Past form
Past participle form
Been
Saw
Sell
Find
Eat
Did
- T asks sts to finish the left forms of the verbs in the table.
- Sts work in groups of five.
- The team, which has verbs that are more right, will win the game.
A. Presentation: Activity 1: Theory
Teacher’s and students’ activities
- T introduces the tenses and
explains how to use them.
- T asks sts to look at the extra
board.
- T gives some examples.
- Sts listen and repeat.
- Sts take notes.
Content
I. Revision on tenses:
1. Present perfect tense:
Dieãn taû haønh ñoäng xaûy ra töø QK keùo
daøi ñeán hieän taïi, haønh ñoäng vöøa môùi xaûy
ra/ soá laàn xaûy ra hoaëc haønh ñoäng xaûy ra
khoâng roõ thôøi gian/ chöa xaûy ra:
Since: töø khi / For: trong khoaûng/ So far = up
to now = up to present: (ñeán baây giôø), Just:
vöøa môùi, lately = recently: gaàn ñaây, once/
twice: moät/ hai laàn, Ever: ñaõ töøng, yet: chöa
Before: tröôùc ñaây already: roài
+ KÑ: Sn, I + HAVE + (ADV) + V3.
Si + HAS + (ADV) + V3.
+ PÑ: Sn, I + HAVE NOT/ HAS NOT (ADV) + V3.
+ NV: HAVE/ HAS + S + V3?
Page 3
+ WH: WH + HAVE/ HAS + S + V3?
- I have not met her since she moved to
London.
- He has just come back from his farm.
2. Present progressive tense: dieãn taû haønh
ñoäng xaûy ra luùc ñang noùi: Look! Nhìn kìa!
Listen! Haõy laéng nghe: Now = at present = at
the moment: baây giôø; haønh ñoäng ñaõ ñöôïc saép
xeáp cho töông lai (Next/ Tomorrow) , keøm vôùi
go / come / leave/ arrive.
+ KÑ: S + AM/ IS/ ARE + V- ing.
+ PÑ: S + AM/ IS/ ARE + NOT + V- ing.
+ NV: AM/ IS/ ARE + S + V- ing?
+ WH: WH + AM/ IS/ ARE + S + V-ing?
- Boû e: make making / come coming
- Gaáp ñoâi phuï aâm: stop stopping/ run
- Khoâng boû y: study studying/
Eg: What are you doing now? I’m reading a book.
- Is she watching TV at the moment?
– Yes, she is.
- I’m going to Dalat next week.
3. Past progressive tense: dieãn taû haønh
ñoäng xaûy ra taïi moät thôøi ñieåm trong QK.
hoaëc hai hay nhieàu haønh ñoäng song song:
Keøm vôùi When/ While
At this time yesterday: vaøo luùc naøy hoâm qua
At that time/ then: luùc ñoù.
+ KÑ: S + WAS/ WERE + V- ing. (I was)
+ PÑ: S + WASN’T/ WEREN’T + V- ing.
+ NV: WAS/ WERE + S + V-ing?
+ WH: WH + WAS/ WERE + S + V- ing?
- What were you doing then? I was sleeping at
10 P.M.
-When I came home, Hoa was watching
TV, my aunt was reading.
B. Practice: Activity 2
-T gives the task and asks sts to do it.
- T guides how to choose the best option.
- Sts do the exercises (oral - written).
- Sts practice in groups.
- T gives feedback and keys.
- Some sts read aloud their answers.
II. Activity 2: Give the correct tenses of the verbs
in brackets:
*Answers:
1.
3.
5.
7.
saw
is running
went / were having
think/ is knocking
2.
4.
6.
8.
was playing/ arrived
has taught/ graduated
has written/ has finished
were...doing/
Page 4
- T gives remark and feedback.
9. is crying
11. is coming
13. has just washed
15. lived
10. are preparing
12. isn’t takking
14. Have... seen
16. Have...ever seen/ have
did.....see/ saw
-T reviews how to write wish sentences. III. Activity 3: Rewrite the sentences:
1. I wish I they sometimes visited us.
- T gives the task and asks sts to do it.
2. I have worked for years.
- Sts do the exercises (oral - written).
3. We haven’t met for five years.
- Sts practice in groups.
4. I wish he invited us to the party.
- T asks each student to do each sentence
5. I wish I played football better.
on the board.
- T gives feedback and keys.
- Some sts read aloud their answers.
IV. Activity 4: Pretest
-T gives the task and asks sts to do it.
- T guides how to choose the best option *Answers:
1.
enjoying 2.
have lived 3.
- Sts do the exercises (oral - written).
4.
friendly
5.
correspond 6.
- Sts practice in groups.
ed
- T gives feedback and keys.
7.
national
8.
in
- Some sts read aloud their answers.
- T gives remark and feedback.
could
divided
C. Consolidation:
- Remind tenses.
- Guide how to review Home revision: Bare- infinitives – parallel
D. Homework:
- Learn your lesson at home.
---------------------------------------------------------------------------------------
Page 5
Preparing date: 19th August, 2008
Period 3: listening
TiÕt sè: 03
(Unit 1: HOMELIFE )
I. Objectives .
Help Sts to develop intensive listening skills for specific information related to
summer household chores , ordering ideas .
II. Teaching methods : individual , pair work , group work .
III. Materials : Textbook 12 (advanced), pictures , tape , CD .
IV. Procedures :
Time
Teacher's activities
sts' activities
I. Before you listen.
12'
- T asks Ss work in pairs to match each picture with - Work in pairs
the corresponding description . .
- T calls on some Ss to give their answers and write - Give the answer
them on the boards.
- T give the correct answer .
+ A : a walking toddler
+ B : feeding
- Read aloud
+ C : Vacuuming
+ D : cleaning
Pre-teaching vocabulary.
- Take note
- Before eliciting / Pre-teaching the new words, T
helps Ss to pronounce the words given in the book.
T may read aloud first or play the tape and ask Ss to
repeat in chorus and individually.
- T elicits I teaches some of these words or I and
those taken from the listening passage:
+ toddler
+ development process (n)
-Read through the
+ sliding glass door (n)
20'
statements .
+ cleanup project (n)
+ wipe (n)
- Listen to the tape .
- T may get Ss to make sentences with the words and
gives corrective feedback
II. While you listen.
Task a
Instruction: You are going to listen to a women’s
suggestions of summer domestic chores for kids, number
the ideas in ideas in order . The first one has been done for
you.
- Before Ss listen and do the task, T asks them to
Page 6
read through the statements. Then T instructs them
to use some strategies to do the task:
14’
1’
- T plays the tape once for Ss to do the task.
- T asks for Ss' answers and writes them on the board.
- Take note
- T plays the tape the second time for Ss to check
their answers.
- T asks Ss to work in groups of 4 to compare their answers
- T checks Ss' answers by calling on some Ss. T may
play the tape one more time for Ss to catch the
difficult phrases.
T gives the correct answers:
2.
Cleaning floors and carpets
3.
Sweeping and mopping floors
- Work individually
4.
Vacuuming
5.
Cleaning spots on carpets
Work in group
6.
Watering lawns and plants
7.
Cleaning windows and sliding glass doors
8. Spraying window cleaner
9. Wiping windows
III. After you listen
- T gets Ss to work individually to list all the things
that they do to help their parents .
- Ask sts to use the suggestions in part a,b .
- T can give them some help .
- Ask sts to present in a group of 4 or 5
- T can correct their presentation if necessary .
IV. Homework.
Ask students to prepare for the next lesson
Page 7
Preparing date: 25th August, 2008
writing: personal letters:
Letters of invitation
TiÕt sè: 04
1. Objectives:
By the end of the lesson, sts will be able to write a letter of invitation and other
forms to improve the vocabulary and grammar.
2. Teaching aids:
Textbook and handouts.
3. Procedure:
Time
7’
Steps
Warm - up
Work arrangement
Brainstorming:
- T. divides the class into groups of 4 to write down each
part of an invitation letter:
Group work
+ Group 1: The event
+ Group 2: The place
+ Group 3: The time and date.
+ The invitation itself.
- T. collects their answers and then T. combines their
parts and calls on sts to read and checks.
Presentation
15’
- T. guides and and asks sts to prepare to write each part
of a letter of invitation or a formal letter.
Whole class
Part 1:
Group work
The Heading (the Address):
- T. uses handouts or a poster to explain the contents or
the form/ the rule.
This is in the top right-hand corner of the letter. First, write
the house number, then the street name. After this, write the
town under the street. For a letter to a person in another
country, write your country, too
Eg: (the sender)
113 Nguyen Du Street,
Mong Cai Town,
Quang Ninh Province,
Viet Nam,
The date: Under the address
Page 8
25 th, October 2007
Eg: (The receicer):
This is the top left-hand corner of the letter, under the address
of the sender a line ......
Part 2: The Greeting/Start with “Dear.....,” on the left,
about two lines under the date
Eg: Dear Mr. Brown,
Or Dear Sir,
Part 3: The Body / The first sentence: start a few space
in, like the first sentence of a new paragraph. Always
start with a capital letter.
Eg: I am writing to invite you to .....
Part 4: The Closing / the End
For business letters with “Dear Sir” or Dear Madam”, use
“Yourfaithfully,”. For friends, use “Yours sincerely,”or
“Yours, . Love, ....”and after that we put a comma.
Part 5: The Signature: Our Signature normally goes
under the Closing.
Here is a plan for a letter:
number- street
town (country)
date
number- street
town (country)
first name,
Dear........ sur name,
Sir,
Start .......................................................................................
..
.....................................................................................................
..
The Closing
20’
3’
first name
......name......
full name
Practice
- T. asks sts to work individually to write a letter
following the plan/the rule above.
Individual work
- And then sts exchange their writing with their parters to & pair work and
correct and check.
whole class
- T. collects some writing to correct with the whole class
and gives corrective comments
Homework
Whole class
Page 9
- T. guides sts to prepare test yourself a.
Preparing date: 4th September, 2008
TiÕt sè: 05
Grammar: reported speech with infinitives
1. Objectives:
Review grammar: Verb + (object) + to Verb _ ing: (I want (you) to do ect...)
2. Teaching aids:
Handouts, textbooks
3. Procedure:
A. Organisation:
11A3: ................
12A6: ................
12A8: .................
Warm - up
Brainstorming: Put the verb into the form, to ...or _ing.
Handouts:
1. When I’m tired, I enjoy ........ television. It’s relaxing. (watch).
2. It was a nice day, so we decided ........... for a walk. (go)
.....................................
Answers: 1. watching
2. to go
Grammar
a) Presentation.
- T. elicits and gives sentences to discuss:
Eg:
verb + to.....
or verb + object + to ....
* We expected to be late.
* We expected her to be late.
* Would you like to go now ?
* Would you like him to go by bus ?
..........................
- T. gives out the handouts to further practice the following verbs.
want
ask
help
would like
would hate
expect
beg
would love
would prefer
would dislike
Be careful with want. Do not say “want that .....”
* Do you want me to come early ? ( not “Do you want that I come early ?” )
Eg:
Page 10
* Can you remind me to phone her ?
* Who told her not to write to me ?
→ These verbs have the structure verb + object + to .......
- T. gives the handouts to summarize the structure.
tell
remind
force
teach
order
warn
invite
persuade
- T. uses the handouts for sts to further practice and summarize, comapre the
points
Handouts:
* I allowed him to use my car .
* I allowed driving to work
→ There are two possible structures after the verb:
advise
encourage
allow
Permit
Note:
Make and let
Eg: - They make me study hard
- She lets him go out.
→ We say “make somebody do something...” “not to do something”)
b) Practice
- T. uses the handouts to practice these structures:
a) Complete these sentences so that the meaning is similar to the first sentence.
1. I was surprised that she came back late.
→ I didn’t expect __________ (her to come back late)
2. Don’t stop him doing what he wants.
→ Let _____(him do what he wants)
3. My father said I shouldn’t say anything to the strangers.
→ My father advised _____ (me not to say anything to the strangers)
b) Put the verb in the right form: - ing or infinitive (with or without to)
1. She doesn’t allow (smoke) ____ in the house → smoking
2. Pele encouraged Ronaldo (take) _____ part in the World Cup 2002 → to take
3. She wouldn’t let me (read) _____ this letter → read
Homework
- T. summarizes the main teaching points.
- T. asks sts to prepare for new lesson.
* Comment:
Page 11
Preparing date: 11th September, 2008
TiÕt sè: 06
Unit 2: Cultural Diversity
Speaking
Objectives:
- By the end of the lesson, student are able to express compliments.
- By the end of the lesson, student are able to respond to compliments.
Skills:
- Speaking: making and responding to compliments
Teaching aids:
- Handouts, Textbooks (12 advanced)
Stages
Procedure
Game: ‘Yes/ No Contest‘
- Divide SS into two groups, A and B.
Before you - Tell each groups to choose 2 representatives as
speak
contestants.
- In turn, the contestans will go to the front of the
class and answer the questions made by the other
group. They must say ‘yes’ or ‘no’, nor nod or
shake their heads when they answer, but just give a
phrase in agreement or disagreement.
This is the example:
S1 : Are you a student?
S2: I am
S1: Do you like pop music?
S2: Very much./ Not very much. /I don’t think so.
Aims
- To raise interest,
to engage SS, and
to lead in to the
lesson
- Tell SS if they give a ‘nod’ or ‘shake’ or say ‘ yes’, or
‘no’, they lose the game.
- The contestant who can answer 10 questions without
breaking the rules wins the game.
- Ask SS if it is easy to answer questions without saying
‘yes’ or ‘no’, or without nodding or shaking their
heads.
- Transition: It’s not easy at all because it’s part of our
culture. But we can also learn about other cultures. The
cultural aspect we’ll learn and practise today is
compliments. How to make and prespond to a
compliment.
- Write on the board:
Unit 2 Cultural Diversity-Speaking
1. Giving models (Task a, p.27)
While
speak
- Put SS into pairs and ask them to act out the -To introduce the
you exchanges.
target language in
- Call on some close and open pairs to act out the ax context
changes.
- Ask SS which ones are more common in Vietnamese
cultures and which are common or acceptable in
Western cultures.
- Tell that polite in most Western cultures to say
‘thank-you’ in response to a compliment.
2. Introducing Useful Language
- Elicit from SS the expressions that may be use to
give compliments and those used to respond to
compliments.
- Introduce to SS the common structures used to
express compliments and some common example.
- Suggest some common expressions used to
- To provide
language input for
speaking activities
later
Page 12
respond to compliments.
Useful Expressions
Compliment:
o
How +adjective( S+ be) !
How beautiful( your dress is)!
o
What noun(S+be)!
What a nice hat( it is)!
o
Your parents must
o
Be proud of your …!
o
Amazin! You’ve made an excellent …!
Responses to compliments
o
Thank you.
o I’m glad you like it.
o It’s nice of you to say so.
Your compliment is
Activity 1: Life-like Situations (Task b, p.28)
- Arrange SS to work in pairs.
-To provide some
freer practice
- Ask SS to read the situations provided.
-To provide a
-Tell SS to play the roles and act out the conversations, meaningful
giving and responding to comliments.
activity where SS
After
speak
- Call on pair to act out their exchanges.
- Invite the class to give opinions and comments.
- Give feedback and comments.
you Activity 2: Persionalization
talk about
themselves
- Tell SS to look around the classroom, and make
compliments on their classmates, what they have or
what they have done.
- Tell SS to respond to their classmates’ compliments.
- Write down some prompts on the board and tell SS
they can give compliments on these things:
o Clothes: shirt, trousers, coat, scarf, …
o Hair style, hairpins, shose, …
o Scores, test results, project, …
- Give a model:
T: How nice your shose are!
S: Thank you.
- Call for volunteers to act out their exchanges.
- Invite SS to give comments on their friends’ work.
- Give feedback and comments: compliments or
encouragement on what SS have done.
-Sth to do at home
Language review
- Ask SS to revise the language used to express and to
respond to compliments.
Preparing date: 13th September, 2008
TiÕt sè: 07
REVISION ON PASSIVE VOICE
I. Objectives: After finishing the lesson, students should be able to:
- Consolidate the usage of passive voice.
- Develop writing skill.
II. Language content:
Exercises on passive forms of present simple, present past and modals.
III. Teaching aids and method:
Page 13
- Teaching aids: textbook, workbook, exercise books, grammar books …
- Method: Communicative approach.
IV. Procedures:
A. Presentation:
Teacher’s and students’ activities
Content
- T reviews grammar rules and I. Activities 1: Theory:
takes some examples.
- Sts listen and copy the rules.
Tenses
Formation
Present simple
S + Am / Is / Are + V3
Past simple
S + was / were + V3
Modals
S + modal+ be + V3
1. People don’t use this dictionary.
This dictionary isn’t used.
2. Someone gave Mary this present.
Mary was given this present.
3. They will organize a meeting.
A meeting will be organized.
B. Practice:
-
T asks sts to do the exercise.
Sts do the exercise.
Sts read their results.
T gives the feedback.
- T guides.
- Sts practice in pairs.
- Sts do the exercise individually.
- Sts write the answers on the board.
- Sts share the result with their partner.
- Sts read their sentences aloud.
- T gives remark and marks.
II. Activities 2: Pretest
*Answers:
1. national
4. did you
2. is used to
5. used to
3. so
6. feel
III. Activities 3: Change into passive voice:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
These products have to be tested.
This dictionary isn’t used very often.
Mary was given this hat an hour ago.
I was told me that our teacher was sick.
Our project must be finished on time.
A cure can be found for cancer in the future.
The old building ought to be knocked down.
The telephone was invented by Alexander Bell.
That play was written by Shakespeare.
French is spoken in France.
This exercise must be carefully done.
A meal isn’t cooked by in the kitchen by her mother.
Is the school the library visited by Nam
everyday?
The question wasn’t answered yesterday.
Was the living room decorated?
C. Consolidation:
- Remind tenses.
Page 14
- Guide how to review Home revision: Full—infinitive structures.
D. Homework:
- Learn your lesson at home.
- Do exercises (handouts)
- Prepare for the next lesson.
Preparing date: 17th September, 2008
TiÕt sè: 08
Writing: writing a letter of reply
1. Objectives:
By the end of the lesson:
- sts will able to understand the contents, vocabulary and structures of a reply letter.
2. Teaching aids:
Handouts, textbooks
3. Procedure:
Page 15
A. Organisation:
12A3.....
12A6.......
12A8.......
B. New lesson:
Time
7’
15’
Work
arrangemen
t
Steps
Warmer
Handouts:
Match the greetings and endings. Which are formal?
1. Dear
a. Yours (Maria)
2. Dear Sir or Madam
b. Yours faithfully (Mark Geogre)
3. Darling Rosie
c. Love (Teddy)
4. Dear Mr. Baker
d. Lots of love (Bob Charton)
5. Dear David
e. Yours sincerely (William)
- Sts work and discuss in pairs.
- T. goes around the class to check and give help if necessary.
- T. gets feedback and correct with the whole class.
Answers:
* 1 - c, 2 - b (formal), 3 - d, 4 - e (formal), 5 - a.
- T. elicits and repeat the format of a letter of reply.
Whole class
Writing
Pair work
Activity 1
and whole
class
- T. gives the handouts and explains how to complete.
- Pupils work and discuss in groups and choose the suitable
number to fill in gap so that sts can understand the way of
writing a formal letter of reply.
- In the meantime, T. goes around and checks.
Handouts:
Write the correct numbers of the following rules in the
correct boxes on the letter.
1
120 Ly Tu Trong St.
Quang Ninh Province.
22nd November 2007
20 Bach Dang St,
Ha Long City.
Dear Sir or Madam,
I have read the information about the English Speaking
Competition on your Language Centers Website. I am
interested in practising English with native speakers and I want
to get some information about the competition.
Could you please send me details of the competition, the
number of participants, entry procedures, venue, date and time?
Please provide me with your phone number and e-mail.
I look forward to hearing from you soon.
Yours truly,
Thu Anh
1. We write our own address in the top right hand corner.
Page 16
2. We end with an expression like: “I look forward to....”
3. We write the receivers name and address on the left hand side.
4. We sign off with “Yours truly”
5. We write our name under the signature.
6. We don’t use short forms.
7. We write the date under our address.
8. We start the letter with “Dear... ,”
9. We use “Sir or Madam” if we don’t know the persons name.
20’
- T. goes around the class and gives help if necessary.
- T. corrects and gives feedback.
Answers:
1 - 7 - 3 - 8 - 9 - 6 - 2 - 4 - 5.
Individual
Activity 2
work and
- T. gives the handouts for sts to further practice.
- sts work in groups / pairs to complete the suggestions and whole class
then compare.
Handouts:
Use the given words to make meaningful sentences which form a
letter.
Dear Sir,
1. I / read / information / Maths Contest / your school’s website.
2. I / be very interested / Maths / especially / mathematical
puzzles / I would like / have / information / contest .
3. You / please send / details / contest / include / place / time ?
4. Please / contact me / 0464 - 4975643
5. I / look forward / hear / you / soon.
Yours sincerely,
Thanh Nam.
Answer.
3’
Dear Sir,
I have read the information about the Maths Contest on your
school’s website. I am very interested in Maths, especially
mathematical puzzles and I would like to have some information
about the contest.
Could you please send me details of the contest, including the
place and time? Please contact me on the phone 0464 - 4975643
I look forward to hearing from you soon
Yours sincerely, Thanh Anh
Homework
- T. repeats the ways of writing a letter of reply: vocabulary,
structures, contents...
- T. asks sts to write a letter: You are working at the
Organising Committee for Maths Contest. Write Thanh Anh
a reply, basing on the letter above.
* Comments
Whole class
Page 17
Preparing date: 19th September, 2008
TiÕt sè: 09
REVISION ON REPORTED SPEECH
I. Aims
* By the end of the lesson, sts will be able to master the use of :
- Word combinations with home and house.
- Present simple expressing routine.
- Reported speech: statements and questions .
II. Materials
- Text books, colour chalk…..
IV. Procedure
Time
Teacher’s activities
10’
Sts’ activities
I. Grammar.
* Present simple expressing routine .
- Ask sts to revise the use of present simple to express - Work in pairs
daily routine .
- T can help if they can’t revise correctly .
- Ask sts to make questions for these answers .
1.What time does she put dirty dishes in the sink and wash them?
2.What time does she do the laundry and hang up wet clothes?
3.What time does she take the baby to kindergarten?
4.What time does she mail letters?
5.What time does she shop for food?
6.What time does she prepare lunch?
7.What time does she take a nap?
8.What time does she pick up the baby?
9.What time does she prepare dinner?
- Ask and
answer
- Ask sts to work in pair to ask and answer the questions
in the text book .
- Use these questions to ask each other .
Eg: What time do you put dirty dishes in the sink and
wash them ?
Page 18
20’
* Reported speech
T revises the way to change tenses,avd…into indirect speech
•
NÕu ®éng tõ giíi thiÖu ë th× hiÖn t¹i ®¬n, hiÖn t¹i hoµn -Take note
thµnh, or t¬ng lai ®¬n th× trong lêi trÝch dÉn ta chØ ®æi ®¹i tõ
(pronouns) or tÝnh tõ së h÷u sao cho thÝch hîp.
Ex. - The farmer says: “I hope it will rain tomorrow”
= The farmer says he hopes it will rain tomorrow.
She has said: “I’m tired now”
= She has said she is tired now.
NÕu ®éng tõ trong mÖnh ®Ò chÝnh ë th× qu¸ khø ®¬n, th×
trong lêi trÝch dÉn ta ph¶i ®æi th×, c¸c tõ hoÆc côm tõ chØ thêi
gian, vÞ trÝ, ®¹i tõ … .
1. Simple present
->
Simple past
S + Vs,es + ‘
->
S + Ved + ‘
2. Present continuous
->
Past continuous
S + am/is/are + Ving ->
S + was/were + Ving
-Take note
3. Present perfect
->
Past perfect
S + have/has + done ->
S + had + done
4. Present perfect continuous -> Past perfect continuous
S + have/has + been + Ving -> S + had been +Ving
5. Simple past
->
Simple past/ past perfect
S + Ved + ‘
->
S + had + done + ‘
6. Past continuous
->
Past continuous/ Past perfect
cont S + was/were + Ving -> S + had been + Ving
7. Simple future
->
Future in the past
S + will + V + ‘
->
S + would + V + ‘
8. Future continuous
->
Future cont in the past
S + will + be +Ving ->S + would + be + Ving + ‘
•
Time:
+ Yesterday
- The previous day/ the day before
+ Five days ago
- Five days before/ earlier
+ Last + N
- The previous + N
+ Now
- Then
+ Today
- That day
+ Tonight
- That night
+ Tomorrow
->
- The next day/ the following day
+ Next week
->
- The next week/ the following week
+ The day before yesterday
-> - Two days before
+ The day after tomorrow
->
- Two days after
•
Place
+ Here
- There
+ There
- There
•
Demonstrative
+ This
- That
+ These
- Those
- Ask sts to report the interview .
- T give feedback and correct answer .
First, the interviewer wanted to know how many children Mrs.
Green had. She said that she had two, a daughter and a son.
Then the interviewer asked about the conflicts between her
and her children. She said it was a long story. Her children
were always neglecting their domestic responsibilities and
arguing when being reminded.
Next, the interviewer wanted examples.
She let him know that she often battled with her daughter against
the latter's messy room or 'her irresponsibility for collecting and
disposing of the garbage can.
Finally, the interviewer wanted to know about the conflict with her
Page 19
son. She complained that her son was worse than his sister. He
never helped her with household chores. He was always taking out
things and never returning them to their places.
II. Read and report.
13’
- Ask sts to report
- T goes around to listen and takes notes of the typical errors
- T calls on some Ss to read' the sentences again and provides -Work in pairs
corrective feedback.
Virginia said that she remembered when she had been
her daughter's age, she had had twice as much work to
do around the house. She wouldn't have dreamed of
blowing off the responsibility. And that today's kids had
too easy responsibility.
HOMEWORK
- Ask sts to revise what they have learned .
- Prepare for the next lesson
Page 20
Preparing date: 20th September, 2008
TiÕt sè: 10
REVISION ON REPORTED SPEECH (continued)
I. Objectives: After finishing the lesson, students should be able to:
- Consolidate the usage of reported speech.
- Develop writing skill.
II. Language content:
Exercises on reported speech with Wh- / How questions and imperatives.
III. Teaching aids and method:
- Teaching aids: books, chalk, board, and a table on page 45…
- Method: Communicative approach.
IV. Procedures:
A. Presentation:
Teacher’s and students’ activities
T reminds sts of grammar rules
and takes examples.
- Sts listen and copy the rules.
Content
I. Activities 1: Reported speech.
- Wh- / How:
S+ asked B + Wh- / How + S + V2 + ‘‘
- Affirmative Imperative:
S+ told / asked B + to + V1 + ‘‘
- Negative Imperative:
S+ told / asked B + not + to + V1 + ...
1. I said to Tom, “Open the book for me.”
→ I told / asked Tom to open the book for me.
2. The teacher said to us, “Don‘t talk in class.”
→ The teacher asked us not to talk in class.
B. Practice:
- T asks sts to do the exercise.
- Sts do the exercise.
- Sts read their results.
T gives the feedback.
II. Activities 2: Change into reported speech:
(Wh- / How questions: Caâu nghi vaán coù töø hoûi)
1. Tom asked her mother where she was then.
2. Mary asked me, Jim where I would spend my
vacation that summer.
3. The policeman asked children why they were
playing football there.
4. She asked her son what he wanted her to help
him then.
5. The teacher asked the school girl: “What
subject she liked best.
6. Mary asked John who taught English that year.
7. The Lady asked the policeman what she had to
do in that situation.
8. My friend asked me how my brother could bring
Page 21
that tree home.
- T guides.
- Sts practice in pairs.
- Sts compare with their partner.
- Sts perform before the class.
- T gives remark and marks.
T guides.
- Sts practice in pairs.
- Sts compare with their partner.
- Sts perform before the class.
- T gives remark and marks.
III. Activities 3: Change into reported speech
(Imperatives: Caâu meänh leänh)
9. He told me not to make a noise.
10. She told the passer-by to go straight ahead for
two blocks and turn left.”
11. She told her classmate to be quiet.
12. The teacher told his student write those
sentences.
13. She told me not to believe everything my friend
told me.
IV. Activities 4: Rewrite sentences, keeping the
same meanings:
1. I have not seen him for two years.
2. Nam is the tallest in the class.
3. We were lucky enough to catch the bus.
4. It took us 30 minutes to get to the airport.
5. We wish he came to class on time.
6. Nam has just been met in the yard.
C. Consolidation:
- Remind tenses.
- Guide how to review Home revision: V-ing structure.
D. Homework:
- Learn your lesson at home.
- Do exercise
- Prepare for the next test.
- Copy your exercises onto your notebook.
Page 22
Preparing date: 24th September, 2008
TiÕt sè: 11
Grammar: reported speech with gerund
Date of teaching:
1. Objectives:
By the end of the lesson, sts will able to understand the contents, vocabulary and
structures: Verb + preposition + _ ing
2. Teaching aids:
Handouts, textbooks
3. Procedure:
A. Organization:
B. Procedure
(A) New lesson.
Verb + preposition + _ ing
a/ Many verbs have the structure verb + preposition (in/ for/ about...) + object.
For example:
- We talked about the problem.
- He thinks about her questions
→ verb + prep + object
If the object is another verb, it ends in _ ing
For example:
- They talked about going to Hanoi
→
verb + prep + _ing (object)
Here are some more verbs with this structures
- T. may use the poster or the handouts to save time, T. guides sts to make
sentences using these verbs.
- succeed (in) eg: they succeeded in finding a good job.
- insist (on) eg: she insisted on meeting his father
- think (of/about)
- dream (of) eg: he always dreams of being rich.
.........
* to apologize to smb for doing smt.
b/ with some of the verbs in a/, you can use the structure verb + prep + smb +_ ing
For example:
- He looks forward to James coming soon.
c/ The following verbs can have the structure verb + prep + _ ing
- T. may use the poster or the handouts to save time, T. guides sts to make
sentences using these verbs.
- congratulate (on) eg: They congratulated her on passing the exam.
Page 23
- accuse (of) eg: he accused her of not telling the truth.
- suspect (of) eg
- prevent/ stop (from) eg: The police prevented him from driving home.
- thank (for) eg: I thanked him for helping me.
- warn (against) eg: James warned him against buying this house.
* Some of these verbs are often use in the passive:
For example:
- I was accused of telling lies.
- We are warned against going out with him.
(B) Practice.
- T. gives out the handouts for sts to reproduce these structures.
Exercise 1: Complete each sentence using only word.
1. I feel lazy. I don’t feel like doing any work.
2. I think you should apologized to Sue for being so rude to he.
.......
Exercise 2: Complete the sentences, without changing the meaning.
1. “I’ll drive you to the station” George said to her.
→ George insisted on driving her to the station.
......
(C) Homework.
- T. gives the handouts to further practice/reproduce.
For example: Fill a suitable preposition in gap.
1. They suspected her .......stealing their pens.
* Comments:
Page 24
Preparing date: 26th September, 2008
TiÕt sè: 12
Writing: personal letters
Date of teaching:
1. Objectives:
By the end of the lesson sts will be able to describe trends in graphs and write a
description of the information illustrated in graphs.
2. Teaching aids:
Handouts, textbooks
3. Procedure:
Warm - up
Brainstorming: Complete the sentences below with the exact information from the table
Literacy rate of the population aged 17 years of some Southeast Asia countries (1985)
Country
China
Cambodia
Malaysia
Philippines
Thailand
Vietnam
Literacy rate (%)
Male
90
53
88
88
95
96
Female
80
24
83
83
92
90
Handouts:
1. In Cambodia, .................of males can read and write, but only 24 per cent of
females are literate.
2. In China, the numbers are much higher for both males and females with rates
of .................and 80 per cent respectively.
3. Malaysia and Philippines rank slightly lower than China for males with ..........., but
they have a higher rate for females of 83 per cent.
4. Thailand has ................standard of literacy with 95 per cent for men and 92 per
cent for women.
5. Vietnam has .............ranking for males with 96 per cent, but the figure of 90 per
cent for females is lower than that of Thailand.
6. Malaysia and Philippines have exactly ............figures.
Answers:
1. 53 per cent
2. 90 per cent
3. 88 per cent
4. high
5. the highest
8. the same
Activity 1:
Paragraph: Each paragraph should have a clear topic and purpose. It can be helpful to
draw up an outline plan with a clear structure, in note form.
Section
Possible content
Introduction
Comment on the subject and the treatment proposed
Main body/Development Main points- supporting evidence or example,
Summary of argument so far and/ or clear statement
Conclusion
of conclusion if required.
Activity 2:
- T. elicits and teaches some main vocabulary.
Introduction;
The line graph reveals biểu lộ..............
The chart indicates ..........................
Describing similarities and differences:
Page 25
This stands in marked contrast to ..........
The greatest difference occurred in ..................
Describing increase :
There was a big increase in .............
There was a (dramatic / big ....) increase in..........
(To) rise steadily to .........
Describing decrease:
There was a huge drop in ...........
There was a sharp decline of ...............
reduce (dramatically......)to ..........
To remain steady throughout the period ..............
Describing steadiness
Conclusion- Summarize the main findings:
One of the most surprising finds was ................
In conclusion, ..................
- T. checks sts’ understanding and guides them to make new sentences.
Activity 3:
Writing a description of information in tables.
- T. elicits the general outline of a table description.
* A general statement (title, what the table is about)
* Trends at different times or significant points of change.
* Over trend.
- T. gets sts to work in groups to write a description of a table.
- T. collects some sts’ writings and correct with the class.
Homework
- T. gives the handouts to write a description of the table.
* Comments:
Preparing date: 28th September, 2008
TiÕt sè: 13
REVISION ON PASSIVE VOICE (continued)
I. Objectives: After finishing the lesson, students should be able to:
- Consolidate the usage of passive voice.
- Develop writing skill.
II. Language content:
Exercises on passive forms of Present progressive, past progressive and present perfect.
III. Teaching aids and method:
- Teaching aids: books, chalk, board, and a table on page 45…
- Method: Communicative approach.
IV. Procedures:
Page 26
A Presentation:
Teacher‘s and students‘ activities
Content
T reviews grammar rules and I. Activities 1 ‘ Theory:
takes some examples.
Tenses
Formation
Pres.
Progressive
S + Am / Is / Are
- Sts listen and copy the rules.
+being +V3
Past progressive
S + was / were +
being +V3
Present perfect
S + have/has+
been+V3
1. People are using this dictionary.
This dictionary isn’t being used.
2. Someone is giving Mary this present.
Mary was being given this present.
3. They have found oil in the Antarctic.
Oil has been found in the Antarctic.
B. Practice:
- T guides.
- Sts practice in pairs.
- Sts do the exercise individually.
- Sts write the answers on the
board.
- Sts share the result with their
partner.
- Sts read their sentences aloud.
- T gives remark and marks.
T reviews how to rewrite each
sentence.
- T gives the task and asks sts to
do it.
- Sts do the exercises (oral written).
- Sts practice in groups.
- T asks each student to do each
sentence on the board.
- T gives feedback and keys.
- Some sts read aloud their
answers.
II. Activities 2 - Change into passive voice:
1. Those posters have just been painted.
2. A new bridge was being built by the builders.
3. A report is being prepared by Ba now.
4. Coffee was being made when I came.
5. The room has not been changed.
6. Are your shoes being mended at the moment?
7. The flowers haven’t been bought yet.
8. He is being laughed at.
9. Our conversation was being recorded.
10. She has been seen since last week.
11. The computer is being used by Bill at the
moment.
12. Many people have been treated for burn by
doctors.
13. The match was being watched on T.V.
14. His watch hasn’t been stolen.
15. Are these cakes made?
III. Activities 3:Rewrite the sentences:
1. Many existing stands have to be built
2. Bananas shouldn’t be put in the bridge.
3. Nothing can be done unless we are given
more information.
4. Houses are being built for the poor.
5. This is the most interesting film I have ever
seen.
C. Consolidation:
- Remind tenses.
- Guide how to review Home revision: the structure of V-ing.
D. Homework:
- Learn your lesson at home.
- Do exercise Ex in your workbook.
- Prepare for the next test.
- Copy your exercises onto your notebook.
- Do part IV at home +Prepare for the next test
* Comments:
Page 27
.........................................................................................................................................
.........................................................................................................................................
-----------------------------------------------------------------
Preparing date: 29th September, 2008
TiÕt sè: 14
Grammar: SIMPLE FUTURE. PAST SIMPLE VS. PAST PERFECT
I. Objective: By the end of this lesson, student
- will be able to review some points of simple future. Past simple vs. past perfect.
- will love leaning English more
II. Preparation: color chalk, work workbook and handouts.
III. Procedures
A. Simple Future
Teacher and students have some example to review the usage and form of these tenses
Ex: He will go to the stadium next Sunday.
(Chuû nhaät tôùi toâi seõ ñeán saân vaän ñoäng)
We will / shall have the final test.
(Chuùng toâi seõ laøm kieåm tra cuoái cuøng.)
I will eat breakfast at 6 o’clock tomorrow.
(Vaøo luùc 6 giôø saùng mai, toâi seõ (baét ñaàu) duøng böõa ñieåm taâm.)
- I will be eating breakfast at 6 o’clock tomorrow.
(Vaøo luùc 6 giôø saùng mai, toâi seõ ñang duøng böõa ñieåm taâm.)
Chuù yù : WILL coøn ñöôïc duøng cho taát caû caùc ngoâi.
simple future
S + will + V
Khaúng
ñònh
Phuû ñònh S + will + NOT + V
future continuous
S + will + be +V-ing
S + will NOT+ be+ V-ing
Page 28
Nghi vaán
(Wh) + will (NOT) + S + V ?
(Wh) + will (NOT) + S + be+ Ving ?
Practice
1/ We (go) __________ out when the rain (stop) __________.
2/ I (stay) _________ here until he (answer) __________ me.
3/ Wait until I (catch) __________ you.
4/ I (be) _________ ready before you (count) _________ ten.
5/ John must eat his breakfast before he (go) __________ out.
6/ Miss Helen (help) ________ you as soon as she (finish) ________ that letter.
7/ He (tell) _________ you when you (get) __________ there.
8/ She (not come) __________ until you (be) _________ ready.
9/ He (tell) __________ you when you (ask) __________ him.
10/ I (come) _______ and (see) _____ you before I (leave) _____ for England.
Answer:
1. will go/stops
2. will stay/answers
3. catch
4. will be/count
5. goes
6. will help/finishes
7. will tell/ get
8. will not come/are
9. will tell/ask
10.will come and see/leave
B. Past simple vs. Past perfect
Ex: Thì Past Perfect (Quaù Khöù Hoaøn Thaønh) duøng ñeå chæ moät haønh ñoäng xaûy ra
tröôùc moät haønh ñoäng khaùc cuõng trong quaù khöù (past action).
- When he had finished his work, he went home.
(Khi ñaõ laøm xong vieäc, noù trôû veà nhaø)
-By the time I arrived at the station, the train had gone.
(Vaøo luùc toâi ñeán nhaø ga thì xe löûa ñaõ chaïy roài)
+ Thì Past Perfect coøn dieãn taû moät haønh ñoäng xaûy ra tröôùc moät ñieåm thôøi gian
xaùc ñònh ôû quaù khöù.
- By 10 o’clock last night, I had gone to bed.
(Toâi ñaõ leân giöôøng nguû tröôùc 10 giôø toái qua.)
Practice
1/ They (go) __________ home after they (finish) __________ their work.
2/ He (do) _________ nothing before he (see) ___________ me.
3/ He (thank) __________ me for what I (do) __________ for him.
4/ I (be) __________ sorry that I (hurt) __________ him.
5/ After they (go) ________ , I (sit) __________ down and (rest) __________.
6/ When I (arrive)___________, the dinner (already, begin) ______________.
7/ My friend (not see) ____ me for many years when I (meet) _____ last week.
8/ He (learn) __________ English before he (leave) __________ for England.
9/ In England, he soon (remember) __________ all he (learn) __________.
10/ They (tell) __________ him they (not meet) __________ him before.
Answer
1. went/had finished
2. had done/saw
3. thanked/had done
4. was/had hurt
5. had gone/sat/rested
Page 29
6. arrived/had already begun
7. hadn’t seen/met
8. had learned/left
9. remembered/had learned
10.told/hadn’t met
IV. Comments
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Preparing date: 01st October, 2008
TiÕt sè: 15
Grammar: INFINITIVE, TO-INFINITIVE AND GERUND
I. Objective: By the end of this lesson, student
- will be able to review some points of infinitive, to-infinitive and gerund.
- will love leaning English more
II. Preparation: color chalk, workbook.
III. Procedures
1. TO-INFINITIVE (®éng tõ nguyªn mÉu cã TO)
Ta duøng To-infinitive trong caùc tröôøng hôïp sau:
1. Chæ muïc ñích vaø keát quaû. Ex: I went to the post office to buy some stamps
2. Laøm chuû ngöõ vaø taân ngöõ. Ex: To get up early is not easy for me.
Ex: The most important thing is to study hardly.
3. Sau tính töø. Ex: It’s harmful to smoke cigarettes.
4. Sau caùc Question words: what, how, where, who… Ex: I don’t know how to
speak English fluently.
5. Sau for vaø of + tuùc töø.
Ex: It is very kind of you to help me.
Ex It is good for you to jog every day.
6. Sau moät soá ñoäng : Verb + To-infinitive
* want, refuse, prepare, mean, hope, fail, wish, seem, need, intend, agree, continue,
arrange, would like, would prefer, pretend(giaû vôø), learn, help, decide, expect,
promise, plan, threaten (ñe doaï), begin.
Ex: She promised to come here on time
Verb + Object + To-infinitive
* want, ask, like, advise, invite, tell, would like, persuade (thuyeát phuïc), force (thuùc
ñaåy, baét buoäc).
Ex: He asked me to phone him whenever I came home.
2. GERUND (DANH ÑOÄNG TÖØ) V-ING
Ta duøng Gerund trong caùc tröôøng hôïp sau:
1.
Chuû ngöõ: Drinking much water everyday is good for your health.
Page 30
2.
Taân ngöõ cho ñoäng töø TO BE: My hobby is playing soccer
3.
Laøm taân ngöõ cho giôùi töø: I am interested in listening to music.
4.
Laøm taân ngöõ tröïc tieáp cho moät soá ñoäng töø:
enjoy, consider, suggest, practice, mention, delay, postpone, admit, avoid, detest
(gheùt), hate, risk (lieàu), miss, give up, finish, dislike, mind, deny (choái), can’t
stand, can’t bear (khoâng theå chòu ñöôïc), can’t help (khoâng nhòn ñöôïc), it is no use
(voâ ích), it is no good (chaúng ích gì).
Ex: I can’t help laughing
Ex: It is no use waiting. There will not be another bus.
5.
Baét buoäc duøng V-ing sau caùc tính töø: busy vaø worth (ñaùng).
Ex: She is busy cooking. This book is worth reading.
3. V-ING VAØ TO-INFINITIVE ÑEÀU COÙ THEÅ DUØNG ÑÖÔÏC SAU CAÙC ÑOÄNG TÖØ
SAU ÑAÂY:
1.
Khoâng laøm thay ñoåi nghóa cuøa caâu: begin, start, intend (döï ñònh),
Ex: I begin to understand = I begin understanding
2.
Love, like, hate, remember, regret, forget + V-ING: dieãn taû thoùi quen hay
haønh ñoäng ôû quaù khöù.
Love, like, hate, remember, regret, forget + TO-INFINITIVE: noùi veá caùc haønh
®oäng ôû töông lai.
Ex: I love going to the theatre. (thoùi quen)
I love to have a big meal.
I remember seeing you somewhere but I have forgot your name.
* STOP +V-ING: ngöøng laøm vieäc gì.
Ex: I stop learning (toâi ngöøng vieäc hoïc)
+ TO-INFINITIVE: ngöøng ñeà laøm vieâc khaùc
Ex: I stop to learn (toâi ngöøng laïi ñeå hoïc).
3.
Permit, allow, advise + V-ing
permit, allow, advise + taân ngöõ + to-infinitive
Ex:
My parents don’t allow smoking.
My parents don’t allow me to smoke.
IV. Comments:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Page 31
Preparing date: 01st October, 2008
TiÕt sè: 16
Grammar: USED TO + INFINITIVE. WHICH AS A CONNECTOR
I. Objective: By the end of this lesson, student
- will be able to study more about the using of Used to and Which as a connector.
- will love leaning English more
II. Preparation: color chalk, work workbook.
III. Procedures
A. USED TO + Infinitive
à (ñaõ töøng…) chæ moät thoùi quen ôû quaù khöù
- My father used to smoke a lot.
(Tröôùc ñaây ba toâi thöôøng hay huùt thuoác nhieàu)
- When I was a little boy, I used to swim in the river.
(Khi coøn beù toâi thöôøng hay ñi taém soâng.)
B. BE USED TO + V-ing / Noun à (quen vôùi…) töông vôùi Be accustomed to
- My mother is used to getting up early.
- I have been used to the hot weather here.
PRACTICE
1/ I walked to work.
- I used________________________________________________
2/ I never made so many mistakes.
- I never used___________________________________________
3/ The accounting department was on the 18th floor.
- The accounting department used___________________________
4/ Tom was a good employee and worked hard.
- Tom used_____________________________________________
5/ I bought all my clothes in that store.
- I used_______________________________________________
6/ She doesn’t usually stay up late.
- She’s not used_________________________________________
Page 32
7/ They don’t usually drink beer.
- They aren’t used_______________________________________
8/ My brother quickly adapted to his new job at the bank.
- My brother quickly got used______________________________
9/ When you buy a new car, you need some time to practise driving it.
- When you buy a new car, you need some time to get used______
10/ My French friend finds driving on the left difficult.
- My French friend isn’t___________________________________
ANSWER
1.
2.
3.
4.
5.
6.
I used to walk to work
I never used to make so many mistakes
The accounting department used to be on the 18th floor
Tom used to be a good employee and worked hard
I used to buy all my clothes in that store
She isn’t used to usually stay up late
C. WHICH as a connector
I didn’t go to the party last nigh, which was a pity.
IV. Comments
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Preparing date: 2nd October, 2008
TiÕt sè: 17
conditional sentences (type 1 & 2)
Date of teaching:
Page 33
1. Objectives:
By the end of the lesson, sts will able to understand the contents, use and
structures: Conditional sentences (type 1 & 2)
2. Teaching aids:
Handouts, textbooks
3. Procedure:
(A) Warm - up:
Brainstorming: Matching
1 If he gets up late...
2 If she is lazy....
3 If it didn’t rain ....
4 If he knew the address...
5 If she won a lot of money...
A
B
C
D
E
..he would write to her.
..he will miss the train.
..she would buy this house.
..we wouldn’t go on holiday.
..she will not pass the exam.
* 1 - B,
2-E
3 - D,
4-A
5-C
(B) New lesson.
a/ Compare these example:
1/ Sue has lost her watch. She thinks it may be at Ann’s house.
- Ann: No, but I’ll have a look when I get home. if I find it, I will tell you.
(Ann feels there is a real possibility that she will find the watch).
2/ Ann says: if I found a watch in the street, I’d take it to the police.
(Ann is not thinking about a real possibility; she is imagining the situation and
doesn’t expect to find a wallet in the street).
When you imagine something like this, you use: if + past
(if I found/if you were/if you didn’t ....). but the meaning is not past.
For example:
- what would you do if you were a millionaire ?
- I don’t really want to go to their party, but I will go. If didn’t go they would be
unhappy.
- Sarah has decided not to apply for the job. She isn’t really qualified for it, so she
wouldn’t get it if she applied
b/ We do not normally use would in the if-part of the sentence:
- I’d be very frightened if someone pointed a gun at me.
c/ In the other part if the sentence (not the if-part) we use would (‘d) wouldn’t:
- if you took more exercise, you would feel healthier.
- would you mind if I used your phone ?
* could and might are also possible:
d/ do not use when in sentences like those on this page:
- They would be offended if we didn’t accept their invitation. (not ‘when we ..)
+ we use when for things which are sure to happen:
+ we use if for things that will possibly happen:
(C) Practice.
- T. uses the handouts to reproduce these structures.
Page 34
Exercise 1: Put the following verbs into correct form.
1. If they (not be) short, they would find a good job. → weren’t
2. If it didn’t rain too heavily, we (not come) back too late. → wouldn’t come.
3. David (travel) a lot if he has much money. → will travel.
4. William will meet you if he (finish) work early. → finishes.
........
Exercise 2: Rewrite the following sentences, without changing the meaning.
1. He loses the key so he doesn’t open the door.
→ If he didn’t lose the key he would open the door.
......
(D) Homework.
- T. gives out the handouts for sts to complete.
* Comments:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Preparing date: 2nd October, 2008
TiÕt sè: 18
conditional sentences
Date of teaching:
1. Objectives:
By the end of the lesson sts will be able to use and correct exercises related
conditional sentences.
2. Teaching aids:
Page 35
Handouts, textbooks
3. Procedure:
Warm - up
Brainstorming: Match the first and the second parts of the conditional sentences below.
- T. uses the handouts for sts to work in groups.
1. If you keep pulling the cat’s tail,
2. Unless the taxi arrives soon,
3. If his hair weren’t so long,
4. we would buy the house of our dream
5. If my parents had had more money,
6. I could have met you at the airport
New lesson
a/ they would have sent me to London.
b/ he’d look much smarter.
c/ she’ll scatch you.
d/ if I’d known you were arriving today.
e/ we’ll be late for the flight.
f/ if we won the lottery.
a) Presentation.
- T. checks sts’ answers and gives feedback, and then T. lead to the lesson.
Answers: 1 - c
2-e
3-b
4-f
5-a
6-d
Conditional sentences:
1. Real situations: Present + will
Eg: Here we think that the outcome is really possible.
If you keep driving like that, you will have an accident.
2. Hypothetical situations: past + would
Eg: These are imaginary situations.
If I knew the answer, I would tell you.
The verb be usually takes the form were for all persons in these sentences.
If I were you I would tell her the truth.
3. Hypothetical past situations: past perfect + would have past participle.
Eg: These refer to past events
If I had known your address, I would have written to you.
Note: with modals.
a/ if you get wet, you should change your clothes at once.
- if you come early, we can discuss the problem togther.
b/ if I had the money, I could help you.
c/ if you hadn’t reminded me, I might have forgotten.
4. if only: This adds emphasis to hypothetical situations. With past events it adds a
sense of regret. The second past of the sentence is often left out.
If only I had enough time.
If only I hadn’t driven so carelessly.
5. Unless = if ... not...
6. Past events with results in the present: past perfect + would.
Eg: If Jim hadn’t stayed up late, he wouldn’t feel sleepy now.
7. were to
Eg: This also makes an event seem more hypothetical.
If she were to speak well, she would find a good job (if she spoke well .. )
Page 36
8. if it were not for../if it had not been for ... = but for.
Eg: This describes how one event depends on another.
If it weren’t for her money, we wouldn’t buy this house.
(but for her money ....)
9. Others ways of making a conditional sentence.
- supposing that/ as long as / providing that / otherwise / ....
b) Practice.
- T. gives out the handouts for sts to practice and complete individually and then
they compare with their partners
Exercise 1: Put each verb in brackets into a right tense
Eg: If I (be)......you, I ( not do) ...........like that: were / wouldn’t do
Exercise 2: Rewrite each sentence so that it contains the word in capitals.
Eg: We won’t go away if the weather is bad:
UNLESS.
Unless the weather is bad, we will go away.
Exercise 3: Multiple choice.
- T. asks sts to retell their answers, T. calls on some sts to comment on the answers.
- T. checks and corrects with the whole class, gives feedback.
Homework
- T. guides sts to prepare the next lesson.
* Comments:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Preparing date: 4th October, 2008
TiÕt sè: 19
sequence of tenses
1. Objectives:
By the end of the lesson sts will able to understand and practise:
- sequence of tenses
- improve the use of the conjunctions: when, as, no sooner, by the time...
2. Teaching aids:
Handouts, textbooks.
3. Anticipated problems:
Sts may have difficulties reviewing tenses of English so T. should repeat the use and
the form.
4. Procedure:
Tim
e
Steps
Work
arrangement
Page 37
3’
Warm - up
- T. divides the class into the groups of 3 to rewrite all the Whole class &
Group work
conjunction they have learned.
Eg: because, if .....
- T. checks and sorts out these conjunctions sts write.
- T. explains and leads into the lesson.
New lesson
10’
1. Presentation.
In general, A sentence has more than two clauses, verbs have Whole class &
group
work,
sequence of tenses.
individual
work
a) Presentation: The sequence of verbs in main clauses and
subordinate clause:
Main clause
1. Simple Present
2. Simple Past
Subordinate clause
- Simple present
- Present perfect
- Present continuous
- Simple future/near future
- Simple past
- Simple past
- Past perfect
- Past continuous
- would/were/was going to
- Simple present
- Simple present
- Simple past
3. Present Perfect
4. Past Perfect
b) Practice.
- T. elicits and explains by using the handouts
Eg:
* People have said that London has fog
* She says she has finished her homework already.
* She said she would visit me again.
* They had done what was necessary.
10’
20’
a) Presentation: The sequence of verbs in main clauses and
adverbial clause of time:
Main clause
adverbial clause of time
1. Present Tenses
Present Tenses
2. Past Tenses
Past Tenses
3. Future Tense
Present Tenses
* Adverbial clause of time is often begun by:
- when
- until
- whenever
- just as
- as
- since
- while
- no sooner ...than
.....
....
* Present Tenses: For all present tenses are up to the context,
content.
* Past Tenses: For all past tenses are up to the context.
* Future Tenses: For all past tenses are up to the context of
the sentences.
b) Practice.
Eg:
- James never goes home before he has finished his work
- I often read a novel while I am waiting for the bus.
- It was raining hard when I got there.
- He had already left when I arrived home.
- By the time I come, she will have cleaned the room.
2. Practice.
- T. gives the handouts for sts to complete individually and
Whole class &
group
work,
individual work
Individual work
Page 38
2’
then compare with their partner.
Whole class &
- T. calls on some sts to write down their answer on the board group work
and asks other sts for their comments.
- T. checks with the whole class and gives the corrective
feedback, and comments.
Whole class
Homework
- T. summarizes the main points.
- T. gives the handouts for sts to complete.
* Comments:
Preparing date: 6th October, 2008
TiÕt sè: 20
THE SAHARA DESERT (advanced)
Lesson 4: Writing
A. Objectives:
1. By the end of the lesson Ss will be able to:
- Describle the main features of desert.
- Write a paragraph about the SAHARA DESERT.
B. Teaching aids: pictures, charts...
C. Organization
Class
Date of teaching
Absent students
12A3
12A6
12A8
D. Procedures
I.Warm up:
Teacher’s activities
Students’ activities
- T. shows the picture of SAHARA DESERT to Ss
- T. makes some questions such as:
+ What do you know about the SAHARA?
Ss tell what they see in the
...........
picture
* KEY: very big, sandy, dry climate, cactus,
the date palms..........
Today, you are going to write a paragraph about + Ss answer
the SAHARA DESERT.
II. NEW LESSON
1. Pre-writing
Act1: Vocabulary
- Arid (adj) kh« c»n
- Table land (n) b×nh nguyªn
- Dune (n) ®ôn c¸t
- Gazelle (n) linh d¬ng
- Antelope (n) s¬n d¬ng
Page 39
Checking:
Read the definitions of the words or show
Ss listen and repeat
pictures and ask Ss to say the English words
Act 2: Question and answer
- Tell Ss to answer the following questions about
the SAHARA DESERT by using information
given in the textbook.
- Call on some Ss to give the answers.
- Go over the answers with the class.
1, Is the SAHARA the largest in the world?
2, Where is the SAHARA DESERT?
3, How large is it?
4, How is the climate?
5, Name some of the natural features of the Ss answer
SAHARA?
6, What kinds of animals and plants can live in
the desert?
FEED BACK
- Correct the answers given by the Ss.
1, Yes, it is.
2,
Ss answer
3,
4,
5,
6,
2. While- writing
- Tell Ss to write a description of the SAHARA,
using the information in the table on page 102.
- Go around the class to control and give help
when necessary.
- Collect Ss' writing when they have finished.
3. Post- writing
- Break Ss into groups of 4 or 5.
- Give 4 pieces of writing to each group.
- Ask the groups to read the descriptions, correct
mistakes if needed and then choose the best one.
- Call on some Ss to write their group's best
descriptions on the board.
- Make corrections with the class and comments.
4. Homework.
- Review the lesson, and vocabulary.
Ss look at the board to see the
correct answers
Ss work in groups(4gs)
Page 40
Evaluation …………………………………………………………………………………………
Preparing date: 10th October, 2008
TiÕt sè: 21
Unit 9: Desert (advanced)
listening
I. Objectives:
By the end of the lesson, students will be able to listen for specific information
related to a lecture on food and water in the desert.
II. Teaching aids:
Pictures of a desert, textbook, white board makers, papers ….
III. teaching procedure:
Organisation:
Teacher‘s activities
I. Warm - up: ( 5m.s)
- Questions and answers.
What is the weather like in deserts?
Can people live easily in deserts? Why?
- Lead in the new lesson.
Students‘ activities
- Whole class
- Answer the
questions.
II. Pre-listening: (10m.s)
1. Vocabulay
+ oases (n):
+ bud (n)
+ stew (v)
2. Matching
A
B
1. The fruit of the date palm and the bud on
the top of it can be eaten as food.
2. People in the Gobi Desert make their soup
b. a goat
by crushing dried meat and mixing it with
boiling water.
The main food of people living in the
c. a sheep 3.
oases of the Sahara is the date .....
4. If people get lost in the desert, they may
get water from the stem and fresh of cacti, or
d. date
from drops of qater formed on the surface of
the stones during the cold night.
III. While - listening: (20m.s)
1. Task 1 (Part b. - P. 117)
- Ask to read and guess the inaccuracy information.
a. a camel
- Individual
Page 41
- Write down the guessing on the board.
- Let'ss listen 2 times.
- Ask students to show their answers on the board.
- Play the tape once more
- Ask ss to repeat the key sentences and correct their
answers on board
- Give marks for each Group.
2. Task 2 (Task c ‘ P. 117)
- Ask ss to read/ guess/ listen/ fill in the gaps.
- Play the tape once.
- Feedback by playing the tape again and ask ss to repeat - Group work
key words.
- Write the keys on board.
* Keys:
1. many parts of Asia and Africa/ the oases of the Sahara.
2. 3 – 6 centimeters: sugar and vitamins necessary for
people's health.
3. dried meet.
4. Goats.
IV. Post ‘ listening: (8m.s)
(Part d P. 117)
Tell your partner whether or not you live to live in a desert - Individual
and give reasons.
- Call some pairs to report their works.
- Peer correction.
- Correct.
V. Summary and Homework:
- Write a paragraph about how to find water and food in
deaserts.
- Pair work.
IV. Lesson Evaluation:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Page 42
Preparing date: 17th October, 2008
TiÕt sè: 21
Stress - Qui t¾c ®¸nh dÊu träng ©m
Träng ©m (stressed syllable) cña mét tõ lµ mét vÇn hay mét ©m tiÕt cña tõ ®ã ®îc ®äc
m¹nh vµ cao h¬n nh÷ng vÇn cßn l¹i, nghÜa lµ ph¸t ra ©m ®ã víi 1 ©m lîng lín h¬n vµ cao
®é h¬n,
1. §a sè c¸c ®éng tõ 2 ©m tiÕt th× träng ©m chÝnh nhÊn ©m tiÕt thø 2 :
Example :
enjoy
collect
escape
destroy
enjoy
repeat
allow assist
accept
relax
attract
accent
explain descend forget
allow maintain consent .....
Ngo¹i trõ : offer, happen , answer , enter , listen , open, finish, study, follow, narrow...
2. §a sè c¸c danh tõ vµ tÝnh tõ 2 ©m tiÕt th× träng ©m chÝnh nhÊn vµo ©m tiÕt thø nhÊt
Example :
mountain
evening
butcher
carpet
busy
village
summer
birthday porter
pretty
morning
winter
beggar
table
handsome
Ngo¹i trõ : machine mistake alone asleep .....
.....
3. Mét sè tõ võa mang nghÜa danh tõ hoÆc tÝnh tõ th× träng ©m chÝnh nhÊn vµo ©m tiÕt
thø nhÊt, nÕu mang nghÜa ®éng tõ th× träng ©m chÝnh nhÊn vµo ©m tiÕt thø hai:
Example :
record
object
produce
absent
import
export
present suspect
increase
contact
progress rebel
extract
desert
insult contrast
conflict
decrease protect
subject
Ngo¹i trõ : visit reply picture travel promise advise answer
4. Danh tõ ghÐp thêng cã träng ©m chÝnh nhÊn vµo tõ ®Çu tiªn :
Example :
raincoat
shortlist
airport
sunrise
tea- cup
film- maker
airline
bedroom
dishwasher passport
baseball
wastebasket
shorthand
typewriter
hot- dog
phonebook
bookshop
footpath
snowstorm suitcase
bathroom
speed limit
volleyball high school
5. TÝnh tõ ghÐp thêng cã träng ©m chÝnh nhÊn vµo tõ ®Çu tiªn, nhng nÕu tÝnh tõ ghÐp
mµ tõ ®Çu tiªn lµ tÝnh tõ hay tr¹ng tõ (Adjective or adverb) hoÆc kÕt thóc b»ng ®u«i ED th× träng ©m chÝnh l¹i nhÊn ë tõ thø hai . T¬ng tù ®éng tõ ghÐp vµ tr¹ng tõ ghÐp cã
träng ©m chÝnh nhÊn vµo tõ thø hai :
Example :
home - sick
air- sick praise- worthy
water- proof trust worthy lighting- fast ...
Nhng :
bad- temper
short- sighted
well- informed
upstairs
well - done
short- handed
north- east
down- stream
well - dressed ill - treated
downstairs
north - west ...
6. C¸c tÝnh tõ cã tËn cïng lµ : ant, - ent, - able, - al, - ful, - les, - y,- ly, - ous sÏ cã träng
©m chÝnh nhÊn vµo vÇn ®Çu :
constant competent natural
homeless
rocky
careful comfortable
distant
current
facial
careless
happy
powerful liable
absent
accent
practical
powerless
dirty
colorful passable
* Riªng ®éng tõ kÕt thóc b»ng -ENT sÏ nhËn träng ©m ë vÇn thø 2 :
accent
concent frequent
present
Page 43
Ngo¹i trõ : advisable
depenable reliable
disabled
7. C¸c tõ kÕt thóc b»ng c¸c ®u«i : how, what, where, .... th× träng ©m chÝnh nhÊn vµo
vÇn ®Çu :
anywhere
somehow
somewhere
whatever whoever ....
8. C¸c tõ 2 ©m tiÕt tËn cïng b»ng ®u«i EVER th× sÏ nhÊn m¹nh vµo chÝnh nã:
however whenever whatever .....
9. C¸c tõ 2 ©m tiÕt tËn cïng b»ng ®u«i -er , or th× träng ©m nhÊn vµo vÇn ®Çu :
father
teacher
flower
suffer
filmmaker
mother
builder
enter
dressmaker baker
Ngo¹i trõ : confer
prefer composer refer .
10. C¸c tõ 2 ©m tiÕt b¾t ®Çu b»ng ‘A‘ th× träng ©m nhÊn vµo vÇn 2 :
abed
about
above aback again alone achieve alike
alive
ago
asleep abroad
aside abuse afraid
11. C¸c tõ tËn cïng b»ng c¸c ®u«i: - acy, - age, - ate, - ure, - ety, - ity, - ion ,- sion, -cial, - ous, ian, - ior, - iar, - ence, - iency, - ient, - ier, - ic, - ics, -ent th× träng ©m nhÊn vµo tõ ngay tríc nã
: enjoyment, decision....
democracy
structure
dictation
librarian
experience premier
image
society
artificial
superior
efficiency
republic
vacate
mathematics
courageous familiar
convenient relics
Ngo¹i trõ : cathonic lunatic arabic politics arithmetic
12. C¸c tõ kÕt thóc b»ng - ate , nÕu 2 vÇn th× träng ©m nhÊn vµo vÇn thø nhÊt. NÕu 3
vÇn hoÆc trªn 3 vÇn th× träng ©m nhÊn vµo vÇn thø 3 tõ cuåi lªn.
senate
playmate
congratulate concentrate activate
complicate
communicate
regulate
consulate
nitrate
classmate
ofiginate
13. C¸c tõ tËn cïng b»ng ®u«i - ade, - ee, - ese, - eer, - eete, - oo, -oon ,- ain, th× träng
©m nhÊn ë chÝnh c¸c ®u«i nµy.
lemonade
Chinese
degree
pioneer cigarette
kangaroo saloon
colonnade
Japanese
absentee engineer bamboo typhoon
balloon
Vietnamese refugee guarantee
musketeer taboo afternoon
typhoon
Note : coffee, commitee...
14. TÊt c¸c tõ kÕt thóc b»ng ®u«i - ly ®Òu nhÊn träng ©m theo tÝnh tõ cña nã:
carelessly
differently patiently
diligently
difficultly
15. C¸c tõ chØ sè lîng nhÊn träng ©m ë tõ cuèi kÕt thóc b»ng ®u«i - teen . ngîc l¹i sÏ
nhÊn träng ©m ë vÇn ®Çu tiªn nÕu kÕt thóc b»ng ®u«i - y :
thirteen
fourteen............ // twenty
thirty , fifty .....
16. C¸c ®¹i tõ ph¶n th©n lu«n nhÊn m¹nh ë cuèi tõ : myself, himself, themselves ..
17. C¸c tiÒn tè (prefix) kh«ng bao giê mang träng ©m , mµ thêng nhÊn m¹nh ë tõ thø
2(tõ gèc ):
unusual
dislike
indefinite
reflect
--------------------
illegal
mistake .....
Exercise
Exercise 1 : Choose the word that has a different stress pattern from the others.
1. A. attract
B. advance
C. adventure
D. battle
2. A. borrow
B. canal
C. camera
D. button
3. A. design
B. cancer
C. cattle
D. dairy
4. A. favourite
B. effective
C. Egyptian
D. electricity
5. A. gather
B. environment
C. exist
D. export
6. A. government
B. experiment
C. expensive
D. explain
7. A. extinction
B. explorer
C. failure
D. creation
8. A. demonstration
B. disappear
C. distribution
D. discover
9. A. prevention
B. function
C. predict
D. protect
10. A. separate
B. protect
C. provide
D. release
Page 44
Exercise 2 : Choose the word whose underlined part is pronounced differently from those of the other.
1.A. good
B. food
C. soon
D. too
2. A. about
B. would
C. round
D. out
3. A. enough
B. cough
C. rough
D. through
4. A. chooses
B. houses
C. horses
D. rise
5. A. chair
B. machine
C. check
D. child
6. A. sit
B. sound
C. sun
D. sugar
7. A. gone
B. done
C. song
D. shop
8. A. mud
B. shut
C. push
D. but
9. A. sweat
B. heat
C. threat
D. thread
10. stone
B. zone
C. none
D. phone
Exercise3 : Choose the word that has a different stress pattern from the others.
1.A. sensitive
B. strangely
C. surgery
D. surprise
2. A. wonder
B. wealthy
C. vanish
D. variety
3. A. position
B. professor
C. population
D. possession
4. A. abandon
B. ancient
C. apply
D. attraction
5. A. annual
B. average
C. mother
D. bacteria
6. A. benefit
B. biology
C. chemical
D. cricket
7. A. function
B. demand
C. complain
D. request
8. A. inhabit
B. invent
C. material
D. opera
9. A. parachute
B. period
C. particular
D. solar
10. A. remedy
B. satellite
C. refusal
D. satisfy
------
TiÕt sè: 22
Preparing date: 4th January, 2009
Unit 9: DESERTS
Section D: Writing
1. Objectives: By the end of the lesson, sts will be able to:
- Write a paragraph about desert plants
- Improve their writing skill
2. Teaching aids: pictures, handouts, posters….
3. Procedure
Time
Steps/content
Teacher’s activities
Students’activities
Page 45
*WARM UP: Guesssing game
4’
cam
el
sand
catu
s
Give
instructions
Ask sts to play
game
- Lead sts to the
topic
Group( A-B)
DESERTS
7’
*PRE-WRITING
Guide
+Task a: Put the numbers in Ask sts to give
the correct order
answers
Keys: 3(Desert plants……..)
Check and correct
5( Most of them……….)
4(Some others………..)
2(The third kind………)
1( If desert plants……)
Pairswork
Do the task
8’
+ Task b: Write in the blanks
Keys: Topic sentence:3
- Supporting idea 1: 5
- Supporting idea 2: 4
- Supporting idea 3 : 2
Conclusion: 1
Guide
Call sts to speak
out the answers
correct
Group of
five]
Answer
15’
WHILE- WRITING
Deliver handouts
Ask sts to arrange
Ask sts to write a
paragraph
Pairs work
Do the task
+ Topic 1: Life in or near a
desert is very difficult
Keys: 1-5-2-4-3
1. Life in or near the desert is
very difficult
2. very little or no water
3. Harsh climate, scare food and
water shortage make it difficult
to live in or near a desert
4. very little or no food
5. Harsh climate
Individual
work
10’
*POST-WRITITNG
Correction
Pick up some
sts’writing
Correct
Pay attention
to the teacher
Take note and
correct
Page 46
1’
*HOMEWORK:
+Write a paragraph again
+ Write topic 2
Ask sts to
prepare at home
Do it as
directed
* Comments:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
TiÕt sè: 23
Preparing date: 12th February, 2009
unit10 : endangered species
lesson 2 : listening
I. Objectives:
By the end of the lesson, students will be able to:
-listen to a tour guide on endangered spiecies
II. Teaching aids:
Textbook, cassette, (upper book)
III. teaching procedure:
Teacher’s activities
Pupils’ activities
help
me
Page 47
I. Warm - up: ( 5m.s)
- Game Hangman .
-divide class into two groups
-give somes sugession or question about :
+ habitat
+ Food
+ extinction
-T explains the words ,ask sts for the anwsers
-group work
II. Pre - listening (10’)
Whole class
- Presenting vocal..
* offshore : (ADJ) : ngoµi kh¬i
* predator (N)
:
thó ¨n thÞt
* shallow (ADJ) : >< Deep
-Check ( rub out and remember )
- To ask sts to look at the task A on p 125-126
-to ask sts to group of 8 discuss and fill in the task
Go around the class and offer help if necessary
dugongs
dugongs
Habitat
causes
food
Group work
squirrel
monkey
pandas
pandas
- Call three Sts to go the board and write their answers
for each animal
III. While-listening
Whole class
(20’)
-give some instructions for the task
* Activity1 ( part A )
( can use T or F statements )
-Ask Sts to read through the sentences in part A, pay
attention to the two main information: habitat, and
causes of extinction.
- T. plays the tape.
- Ask if they’ve heard any information.
- Play the tape again, stop at the key sent..
- Ask sts to repeat them then give the answers
- Feedback
( 1-C
2-A )
* Activity 2 ( part B)
-Do the same activities in part A
- Key :
(1-C
2-A )
-Play the tape for sts to listen to both parts
Group work
Page 48
III Post-listening: (8’)
- Using task C on p127
- Ask sts to work in group of 4 to discuss and name
some endagered species in VN
- Ask sts to exchange their answers
- Call on some sts from some groups to speak out What
they’ve done
- feedback : ( suggessions )
+ Javan tigers in the western Highlands
forests
+ Pheasants in Bach Ma National Park
+ One-horned Rhinoceros in Nam Cat Tien
National Park
- Acting in roles of endangered animals in VNam
.
IV. Home work (2’)
-Write a short para...about one of the three animals
they’ve learnt (in task A)
IV/ Lesson Evaluation:
................................................................................................................................................................
................................................................................................................................................................
Adverb clause of concession
Page 49
I. Objectives
To review some main points of the last lessons
- Connectives
- Phrasal verbs
- Structure for making suggestions
- Adverb clause of concession
- Relative clauses
II. Exercises
1. Fill in each gap with the correct linking word from the list below
and
so
but
although
because
My sister and I like each other very much………………(1) we are very different.
She’s six years older than me ………………( 2) she work in a bank. I’m still at
school, …………………( 3) I don’t have a job. My sister likes her job ………………….( 4)
she earns a lot of money, …………………..( 5) she can go out and enjoy herself.
She’s very kind …………………..( 6) often invites me to go with her,……………….. (7) I’m
studying very hard at the moment……………….
(8) I want to pass my exams. I usually say no when she asks me, ………………..
( 9) last night I was tired of work ………………..( 10 ) I went with her to a dance. We
had a great time!
2. Combine each pair of sentences , using who, whom, which, whose
a. The woman is a famous singer. We met her son at the reception yesterday
b. The man came here last week. He is living next door to us
c. Here is the book. You asked for it
d. Is that the bus? It’s leaving for Hanoi tomorrow
III. TEST
1.Combine each pair of sentences, using proper relative pronouns: who,
whom, which, whose ( 2P)
a. The car is my father’s. It is painted red
b. The woman lives near here. Her dog bit me
c. These men were very warm and friendly. We met them at the party
yesterday
d. The flowers are beautiful. I bought them yesterday
2. Choose the correct phrasal verbs from the list below to complete these
sentences( 2P)
sit down
wake up
turn on
give up
turn off
a. “ …………………….!” he said. “ This is not the time for sleeping!”
b. “……………………..in that chair, please. “ said the doctor.
c. I’m going to …………………. smoking tomorrow.
d. May I …………………..the ceiling fan? It’s so hot here
Page 50
3.Fill in each gap with a suitable link word from the list below ( 2P)
and
before
because
so
but
a. It was very cold ………………………… we didn’t go out.
b. I sat in the kitchen ………………………… read a book
c. I do some exercises………………………. I go to work in the morning
d. I had to walk to work……………………….the car wouldn’t start
4. Rewrite the following sentences, beginning as shown, so that the
meanings stay the same (2P)
a. “ Why don’t you put a better lock on the door, John?”, Jane said
-Jane suggested…………………………………………………..
b. My class suggested that we should take part in many social activities
- My class suggested ……………………………………………
5. Make complete sentences with the cues given ( 2P)
a. Even though / Minh / have / flu / he / take / bath
b. My mother /do / lot / housework / although / she / go / work / whole / day
KEY
1. a. The car which is painted red is my father’s
b. The woman whose dog bit me lives near here
c. These men whom we met at the party yesterday were very warm and
friendly
d. The flowers which I bought yesterday are very beautiful
2. a. wake up b. sit down c. give up d. turn on
3. a. so b. and c. before d. because
4. a. Jane suggested John should put a better lock on the door
b. My class suggested taking part in many social activities
5. a. Even though Minh has a flu, he takes a bath
b. My mother does a lot of housework although she goes to work the whole
day
Comments
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Page 51
Unit 2: modal + have + past
participle
Form 1:Could, may, might + have + P2 = có lẽ đã
Diễn đạt một khả năng có thể đã xảy ra ở quá khứ song người nói không dám
chắc.
It may have rained last night, but I'm not sure.
He could have forgotten the ticket for the concert last night.
I didn't hear the telephone ring, I might have been sleeping at that time.
The cause of death could have been bacteria.
John migh have gone to the movies yesterday.
* could, might + have + P2 = có lẽ đã
Diễn đạt một khả năng có thể đã xảy ra ở quá khứ song người nói biết rõ rằng
thực tế không xảy ra.
If I hadn’t come along at that moment, Jim might/ counld have been the one
arrested instead one od real thief.
The plan might/ could easily have gone wrong, but in fact it was a great
success.
Form 2: Should have + P2 = Lẽ ra phải, lẽ ra nên
Chỉ một việc lẽ ra đã phải xảy ra trong quá khứ nhưng vì lí do nào đó lại không
xảy ra.
Maria shouldn't have called John last night. (She did call him)
John should have gone to the post office this morning.
The policeman should have made a report about the burglary.
Chúng ta cũng có thể dùng cụm từ was/were supposed to + [verb in simple
form] để thay cho should + have + past participle; should can be replaced by
“ought to”
John was supposed to go to the post office this morning.
The policeman was supposed to make a report about the burglary. (Anh ta đã
không lập biên bản vụ trộm).
Form 3: Must have + P2 = chắc là đã, hẳn là đã
Page 52
Chỉ một kết luận logic dựa trên những hiện tượng có đã xảy ra ở quá khứ
(nghĩa 2 của must ở phần trên). Chú ý rằng không bao giờ dùng cấu trúc này
với nghĩa 1. Chỉ được dùng had to hoặc should + have + past participle hoặc
be supposed to khi diễn tả một trách nhiệm bắt buộc ở quá khứ.
The grass is wet. It must have rained last night.
(It probably rained last night)
Jane did very well on the exam. She must have studied hard.
I didn't hear you knock, I must have been gardening behind the house.
* can’t/ couldn’t + have + P2 ( Negative )
He wasn’t there at the time. It couldn’t have been his fault.
Exercise 1
Type the correct perfect modal for the following sentences. Sometimes negative
forms are used. When you have answered all the questions
1. Your house looks great. You must have spent a lot of time painting it.
2. Michael went running in the rain. He could have gotten sick.
3. It was so dark that I fell down the stairs. I should have fixed the light.
4. Patty could have gone by bus. Why did she walk?
5. I called his apartment and nobody answered. He must have gone out.
6. You must have shovelled the front walk. It looks so clean.
7. He couldn't have stolen the car. He was with me all the time.
8. My bicycle is broken. I never should have ridden it down the stairs.
9. Jim looks happy. I think he must have gotten a new job.
10. The chocolate cake is all gone! Someone must have eaten it.
EXERCISES 2
1 Which sentence, (a) or (b), is most likely to follow the one given? (A)
1. Don't throw the picture away, give it to Tony.
a. He might have liked it.
B. He might like it.
2. When she went out this morning she left her briefcase here.
a. She might have meant to leave it behind.
B. She might mean
to leave it behind.
3. Nobody knows where the jewels have gone.
a They might have been stolen.
B. They might be stolen.
4. Don't throw away the rest of the meat.
a. We might have wanted it for dinner.
B. We might want it for
dinner.
5. Don't wait for me.
a. I might have been a few minutes late.
B. I might be a few minutes
late.
Page 53
2. Underline the word or words that are possible in each sentence. (A &
B)
1, 'Do you know where Mark left the car keys?' 'He might/can have left them
on the table.'
2, If Jerry hadn't grabbed my arm, I may/might have fallen off the bridge.
3, They might/could have chosen anyone for the job, but they picked me.
4, I could/may have stayed overnight with Don and Mary, but I thought I
should get home as
soon as possible.
5, In factories in the 19th century, a worker could/may be dismissed for being
ill.
6, I may/could have cleaned the house by the time you get home.
7, By the end of the day I can/may have finished painting the walls.
Tomorrow I'll start on the ceiling.
8, It can/could be possible one day to detect disease simply by looking at
people's eyes.
Exercise 3
Fill the spaces in the following sentences by using one of these forms + the
perfect infinitive of the verbs in brackets.
must + perfect infinitive is used for affirmative deductions.
can't/couldn't + infinitive is used for negative deductions.
1. Did you hear me come in last night? ~
No, I . must have been. . (be) asleep.
2. I wonder who broke the wineglass; it . can't/couldn't have been. (be) the cat
for she was out all day.
3. I had my umbrella when I came out but I haven't got it now. ~
You . must have left . . (leave) it on the bus.
4. He . can't/couldn't have escaped . (escape) by this window because it is
barred.
Perfect infinitive used with auxiliary verbs
Use the perfect infinitive of the verb in italics with the appropriate auxiliary
verb. Phrases in bold type should not be repeated, but their meaning
should be expressed by the auxiliary + perfect infinitive.
It is possible that he telephoned while we were out.
He may have telephoned while we were out.
You (thank) him for his present but you didn't.
You should have thanked him for his present.
(should is replaceable by ought to.)
Page 54
1. I realized that my house was on fire. ~
That must have been (be) a terrible moment.
2. I saw a ghost last night. ~
You can't/couldn't have seen (not see) a ghost: there aren't any ghosts. You
must have dreamt (dream) it.
3. It is possible that a child broke the window. may/might have broken
4.You looked at the new moon through glass. It is most unlucky. shouldn't
have looked
5. I've had a toothache for two days. ~
You should have gone (go) to the dentist when it started.
7. As I was standing in the hall your dog bit me. ~
It can't/couldn't have been (not he) my dog; he was with me all day. It must have
been (be) my brother's
8. I feel terribly ill today. ~
You shouldn't have eaten (not eat) those mushrooms yesterday. Mushrooms
don't agree with you.
UNIT 11:BOOKS
CLASS:
Date:
LESSON : LISTENING
Aims: By the end of the lesson, sts will be able to listen to get information
ABOUT READING
Lexical items: Words or phrases related to the listening
Teaching aids needed : Textbook, teacher’s book, cassette player & cassette tape
Procedure:
TIM
E
3’
7’
CONTENT
* WARM-UP
T B R
I
O E
T O A
L K D
E X A
I
N D
TEACHER
R
I
T
E
M
E
S
K
I
L
L
X
P
U
B
L
I
C
Asks students
to work in two
groups
STUDENT
S
Work in two
groups
Decides which
group is the
winner.
* PRE-LISTENING
a) What are your reasons for reading ? Check
Page 55
your choices then present
1. I enjoy reading.
2. I have to read for my exams.
3. My teacher asks me to read.
4. My parents want me to read.
5. My close friends have recommended the
book to me.
6. Many people are reading the book and
discussing it.
b) Match the words with their meanings
1. the title
a .detailed list of names and
2. the
subjects discussed in the
foreword or book.
preface
b. list of the main subjects in
3.the table
a book and the page numbers
of contents
where you can fnd them
4.the index
c. name of a book
d. what the book is about and
why it was written
c) True /False prediction (sgk page 138)
25’
* WHILE-LISTENING
c) Listen and check whether the statements
are true or false (textbook page 138)
d) Listen again and answer the questions
( textbook page 139 )
10’
* POST- LISTENING
e) To which of the following do you think
skimming should apply ? Eplain your choices
(textbook page 139)
* HOMEWORK
Prepare for the next
Listen the conversation again
Asks students
to work in
pairs
Asks students
to discuss and
then present
Asks student
to work in two
groups then
give the
answer
(supporting
game)
Work in
pairs
Discuss and
present
Do the
requirement
Corrects
Discuss and
Asks students Play the
to predict the
game
statements are
true or false
(supporting
game)
Plays the tape
Asks students
to work in
groups of four
to listen again
and answer
the questions
Corrects
Listen and
do the
exercise in
individuals
Do the
requirement
Asks students
work in groups Dicuss and
Page 56
of four
present
UNIT 12 - READING
(Chöông trình naâng cao)
Aims: to improve reading and speaking skills
Aids: textbook, wallchart, picture.
Teaching steps:
Time
Main content
5’
I – Warm up
1. classroom procedure
2. game: “Net work”
10’
sport
s
II – Pre-reading
swimming
1. Lead in: Water sports
2. Vocab.
- windsurfing (n)
- to dive (v)
- watercraft (n)
- obstacle (n)
- trap (v)
- scuba diving (n)
* checking new words: “ Rub
out and remember”
3. Task 1: Match the pictures
with the names of sports
Answer: 1 E 2 H 3 D 4 I
5C 6J 7F 8A 9B
10 G
4. Task 2: Discuss which
equipment below is needed
when people practice each
of these sports.
Sport
T’ activities
Ss’ activities
- divide class into - discuss and
2 groups
write the sports
- give instructions they know on
the BB
- picture
- situation
- picture
- situation
- situation
- explanation
- follow the
steps of
teaching
vocabulary
- wallchart
- discuss then
write the
answer in the
chart
Equipment
Page 57
needed
swimming
water polo
surfing
windsurfing
kayaking
rowing
water
skiing
jet-skiing
15’
diving
scuba
diving
a mask or goggles
a ball
a life vest
a board
a boat or
watercraft
an oar
a boat, a life vest
a watercraft, a life
vest
a board
breathing
apparantus
III – While-reading
1. task 3: Where are the extracts
above most likely found?
(textbook P. 148)
Answer: 2
2. task 4: scan the extracts for the
precaution tips about 4 sports.
Check the correct boxes (page
149)
Answer:
- diving: 1, 2, 3
- jet skiing: 1, 3, 4, 5, 7
- water skiing: 2, 3, 4, 5, 7
- scuba diving: 2, 3, 5, 6
- read the
question aloud,
wait a few
seconds then ask
one st to answer
- listen to the
question and
answer
- explain and ask
some ss to
answer
- work alone
then compare
the answer with
their partners
3. task 5: Discuss and answer the
questions:
Answer:
1. Because they won’t be able to
control the movements of their
limbs or operate the machines
well.
2. They may be struck by lighting
or get an electric shock.
3. He/she may suffer the bends, a
severe pain and difficulty in
Page 58
breathing, as gas bubbles are form
in his / her bodyfluids due to
sudden decrease in pressure.
8’
IV – Post reading
Practice speaking the questions
above
- Control ss’
practice
- call some of
them to present
- work in pairs
to ask and
answer the
questions above
V – Homework:
- give homework
- takenote
2’
- learn new words
- prepare for the next period
“Listening”
UNIT 12 : WATER SPORTS
C. SPEAKING
Objectives : By the end of this lesson, Ss will be able to :
- Use phrases in expressing opinions and in expressing
preferences fluently
- Practise advantages and disadvantages in water sports
Procedure
time
5’
Stages
I.Warm up : A matching game
Five photos
1
2
4
a.swimming
b. water polo
c.surfing
d. rowing
3
5
Teacher’s act
Sts’ act
- Divides the class
into small groups of
3 and 4 and
introduces the
game: Ss are to
match these five
photos with five
water sports’ name
- Calls out the
teams in any order
and the
representative Ss
should run to the
board and stick the
- Do as teacher
ask
Page 59
10’
e.scuba diving
Answers: 1. 2. 3. 4. 5.
II. Pre Speaking : Pick out the
expressions Tom uses to mention his
views and his preferences to
complete the following table. You
can add more expression to the list
name under the
correct photo.
Which group has
quicker and more
correct answers will
win the game.
- Check correct
game
- Work in group
Handout
Expressing
Opinions
I must say ….
Expressing
preferences
I prefer to ….
Answer:
Expressing
Opinions
I must say ….
The point is ….
I find ….
In my opinion,
….
I feel that ….
I think ….
20’
Expressing
preferences
I prefer to ….
I’d rather ….
I like …. Better /
more than ….
I have a strong
preference for
….
III.While speaking : Work with a
partner. Choose two water sports
and tell your partner which you
prefer and why. Use the structure in
a) when expressing your opinions
and preferences.
Guiding about talking:
Cost , speed , weather
- Ask Ss read the
conversation
- Divide class into
four group and ask
them to find out
phrases ( where it is
Expressing Opinions
or Expressing
preferences ) in the
conversation
- Go around and
guide Ss how to find
out.
- Give correct
answers
- Find out
advantages and
disadvantages
of the water
sports.
- Look at the
board
Page 60
7’
restrictions , equipment , safety ,
health restrictions
- Cost :
+High cost windsurfing ,
surfing.
+Low cost swimming , water
polo.
- Equipment :
+Special equipment kayaking
, surfing , windsurfing , rowing ,
water polo.
+No special equipment
swimming.
- Speed :
+Moderate to high speed
rowing ,
kayaking.
+Low speed swimming ,
water polo
- Safety :
+ Dangerous surfing ,
windsurfing , diving.
+Safe rowing , kayaking.
- weather restrictions (good or
bad weather):
+ with weather restrictions
surfing , windsurfing , swimming
( in the sea ).
+ without weather restrictions
Swimming ( in the swimming pool )
water
Polo.
- Health restrictions :
+With health restrictions
swimming ( in the swimming pool )
when
Having skin diseases.
+Without health restrictions
most
Sports.
Give example:
- Work in pair
- Guiding Ss how to
find out advantages
and disadvantages
of the water sports.
- Gives some cue
words
- Ask Ss work in
pair. Each of them
chooses two water
sports and ask them
which game they
prefer and ask them
to show their
reason.
-Look at the
board and
prictise
- Work in pair
-Give an example
Page 61
3’
A: B, tell me what sports you like.
B: Diving and surfing.
A: Which do you prefer?
B: Well, I must say I’d rather go in
for diving because it’s cheaper.
What I need is a swimming suit …
that’s all. I think surfing is
interesting, but it’s more costly. You
have to buy or hire a surfboard for
yourself.
IV: Post speaking:
Give some cards which they contain
the name of water sports on.
V: Homework:
Date: 28/3/2007
about water sports
- Work in pair
- Choose one
card
- Work in pair
- Stand in front
of class to show
their
opinion or their
preferences
about the sport
they choose.
- Ask Ss choose one
a card
- Ask Ss work in
pair about the sport - Listen
on the card
carefully and do
- Ask Ss show their as teacher ask
opinion or their
preferences about
the sport they
choose.
- Ask Ss practice
water sports at
home
- Ask Ss prepare the
next lesson
Period 19-20: ADVERB CLAUSE OF
CONCESSION
I.Kieán thöùc cô baûn:
Adverbial clause of concession :(meänh ñeà chæ söï nhöôïng boä)
Meänh ñeà chæ söï nhöôïng boä baét ñaàu baèng: though, although, even though,
despite, in spite of
- Although, even though, though:
Although
even though
+ clause
though
Ex: Although it rained heavily, they went out with their friends
- Despite and in spite of:
Despite
in spite of
+ noun phrase
Page 62
Ex: Despite his poverty, he succeeded in his life
II. Baøi taäp maåu:
Combine these sentences using: though, although, even though
a. My father has to go to work .It is raining hard.
My father has to go to work though it is raining hard
Though it is raining hard, my father has to go to work
b. It is very cold, Mr Brown is waiting for the bus.
Although it is very cold, Mr Brown is waiting for the bus
Mr Brown is waiting for the bus, although it is very cold.
III. Vaän duïng:
*Baøi taäp baùm saùt:
1. Combine these sentences using: though, although, even though
a. Lion dancing is very popular in Viet Nam. My friend Anny does not enjoy it.
b. Bob always walks to work. He is living in the city
c. My house is near the beach. I rarely go swimming.
d. My brother is working in Ha Noi. He comes home on every public holiday
e. Paul is an Australian, he enjoys Vietnamese New year.
f. Most children go to see the firework show, Linh and Mai stay home watching
TV
g. Nick used to smoke. He seems to be in good health
h. I couldn’t sleep. I was tired
i. Henry’s friend is a millionaire. He hates spending money
j. We couldn’t get tickets. We queued for an hour
2. Rewrite the sentences, beginning with the words in parentheses
a. She has plenty of money, but she is very mean. ( although)
b. They have a car, but they rarely use it. ( though)
c. He was innocent, but he was sent to prison.( although)
d. He has a number of relatives living nearby, but he never visits them (even
though)
e. She never takes any kind of exercise, but she is quite fit and healthy. (even
though)
*Baøi taäp naâng cao:
1. Match the sentences in column A with the sentences in column B, using
“Though”:
A
B
1. They injury was serious
a. She always buys me a birthday
2. The result seem unlikely
present
3. She was tired
b. There is still room for
4. She is poor
improvement
5. The invention is ingenious
c. It didn’t keep her out of the game
6. They were outnumbered
d. They are nevertheless correct
Page 63
7. The food is excellent
e. Sandra walked home
f. Nobody will ever buy it
g. They put up a good performance
2. Complete the sentences with your own words:
a. Although my moom ca sing very well,___________________________
b. Although _______________________, I can’t sing English song.
c. Sue didn’t come to my birthday party last Sunday
though__________________
d. Although my school is far from the city, many students__________________
e. We really enjoyed the trip to the museum last week
though________________
f. Although my sister can draw very beautifully, she_________________
IV. Cuûng coá:
Giaùo vieân yeâu caàu caùc em nhaéc laïi caùch söû duïng cuûa Though, Although, even
though
V. Baøi taäp veà nhaø:
-OÂn laïi caùch söû duïng cuûa Though, Although, even though
- Laøm baøi taäp hoaøn chænh vaøo trong taäp
RUÙT KINH NGHIEÄM
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
Period:
Unit 14: International Organization
Date:
B- Listening
I. Objective: By the end of the lesson, Ss will be able to listen for specific
information related to activities of UNICEF.
II. Teaching aids: English book, picture, catsette
III. Procedure:
Tim
e
5’
Contents
I. Warm-up: Guessing word.
U N I C
E
F
(A word has 8 letters. It is an
international organization.)
Teacher’s
activities
-Divide class into
2 groups
- Introduction
game.
Ss’
activities
- Work in
group
- Play
game
Page 64
- Introduction.
15’
14’
II. Pre –listening:
* vocabulary:
- ravage (v): taøn phaù
Flood-ravaged
- benefit (v): laøm lôïi cho
- unattended (a): khoâng ñöôïc
chaêm soùc.
- evacuate (v): sô taùn
- recede (v): ruùt
* Checking : Multible choice:
( b SGK page 178)
Answer:1B 2C 3D 4C 5D 6C
* Matching: Look at some
photos taken in a floodaffected area. Match the
photos with the phrase.(page
177).
Question: when do people
need a floating medical
clinic?
II. While – listening:
1. T/F statements: (page 179)
Answer: 1F
2T
3F
4T
5F
2.Fill in the blanks:(page
179).
Answer: 1. supplies
-Controll
-Lead the new
lesson
- Runthrough
vocabulary.
- Listen &
copy.
- Aks ss to do
exercise to check
vocabulary.
- Ask ss to give
answer.
- Correct
- Work in
pairs to do
it.
- Give
answer.
-Ask ss to look at
the photos &
match.
-Ask ss to give
some infor
mation.
-Aks ss to read
the sentences in
3’
- Ask ss to listen 3
times the tape to
decide T/F
- Ask ss to share
answer in 2
groups
- Call ss to give
answer on board
- Check answer
-Work in
pairs
-Matching
- Give
some
ideas.
-Read the
sentences
- Listen
-Share
answer
with group.
- Get
answer.
Page 65
2. materials
3. conditions
4. staff.
10’
1’
-Aks Ss to listen
again to fill in the
blanks.
-Calls 4 ss to
IV. Post-listening: Discussion write answer on
board
What you can contribute to
-Correct.
help the people in floodaffected areas in viet nam.
- Divide class into
4 groups.
- Ask ss to discuss
-Call each group
present.
V. Home work:
- Give correct
- Learn vocabulary by heart
mistakes.
- Prepare the new part
-Listen the
tape again
to do it
- Write
answer on
the board.
- Dicuss in
group.
- Present
idea in
front class.
- Correct.
- Listen &
copy
-Aks Ss to do at
TRANSITIVE AND INTRANSITIVE VERBS
1. Direct objects
Most of the verbs examined so far have been in the Active Voice. When a verb is in
the Active Voice, the subject of the verb refers to the person or thing performing the
action described by the verb; and the object of the verb refers to the person or thing
receiving the action described by the verb.
In the following examples, the objects of the verbs are printed in bold type.
e.g. He read the book.
I did not see the balloon.
They ate the potatoes quickly.
She rode her bicycle along the sidewalk.
Do we understand it?
In these sentences, the verbs read, did see, ate, rode and do understand are in the
Active Voice; and the words book, balloon, potatoes, bicycle and it are the objects
of the verbs. These objects are said to be direct objects, because they refer to things
which receive directly the actions described by the verbs.
Page 66
2. Lay and Lie, Raise and Rise, and Set and Sit
Verbs which take an object are usually called transitive verbs. Verbs which do not
take an object are usually called intransitive verbs.
Many English verbs can be used either intransitively or transitively. For instance, in
the sentence Most birds can fly, the verb to fly is intransitive, since it is used
without an object. But in the sentence This pilot will fly the plane, the verb to fly is
transitive, since it takes the object plane.
However, some English verbs can be used only intransitively. A few pairs of verbs
should be noted. The two verbs of each pair have similar meanings, but one of the
verbs can take an object, and the other cannot. In the following table, the verbs
labeled intransitive are those which cannot take an object.
Transitive:
Intransitive:
Infinitive
to lay
to lie
Simple Past
laid
lay
Past Participle
laid
lain
Transitive:
Intransitive:
to raise
to rise
raised
rose
raised
risen
Transitive:
Intransitive:
to set
to sit
set
sat
set
sat
Particular care must be taken not to confuse the verbs to lay and to lie, since, as
shown above, the Simple Past of the verb to lie has the same form as the bare
infinitive of the verb to lay.
a. To Lay and To Lie
To lay is a transitive verb, which can take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to lay. The verbs are underlined, and the objects of the verbs are printed in
bold type.
e.g. I am laying the table.
He laid a bet on the white horse.
The hen has laid an egg.
To lie is an intransitive verb, which cannot take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to lie.
e.g. She is lying on the sofa.
We lay on the beach in the sun.
He has lain in bed for a week.
In these examples, it might appear that the words sofa, beach, and bed act as objects
of the verb to lie. However, this is not the case.
Page 67
Not only verbs, but also prepositions have the ability to take objects. A few
commonly used English prepositions are at, by, for, from, in, of, on, to and with.
Prepositions will be discussed in detail in a later chapter.
In the examples above, sofa, and beach are objects of the preposition on; and bed is
the object of the preposition in.
b. To Raise and To Rise
To raise is a transitive verb, which can take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to raise. The verbs are underlined, and the objects of the verbs are printed in
bold type.
e.g. She is raising poodles.
He raised the window.
They have raised a crop of wheat.
To rise is an intransitive verb, which cannot take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to rise.
e.g. The moon is rising in the east.
They rose to the occasion.
The temperature has risen by five degrees.
In these sentences, the verbs have no objects. The words east, occasion and degrees
are the objects of the prepositions in, to and by.
c. To Set and To Sit
To set is a transitive verb, which can take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to set. The verbs are underlined, and the objects of the verbs are printed in
bold type.
e.g. They are setting a record.
We set the jars on a shelf.
Have you set the date for your trip?
To sit is an intransitive verb, which cannot take an object. The following examples
illustrate the use of the Present Continuous, Simple Past, and Present Perfect tenses of
the verb to sit.
e.g. They are sitting by the front steps.
I sat at my desk for an hour.
You have sat on the couch all afternoon.
In these sentences, the verbs have no objects. The words steps, desk, and couch are
the objects of the prepositions by, at and on.
Page 68
3. Indirect objects
In addition to taking direct objects, some verbs also take indirect objects. In the
following examples, the direct objects are printed in bold type, and the indirect
objects are underlined.
e.g. We gave the child a toy.
I sent the man the information.
In these examples, the words child and man are said to be the indirect objects of the
verbs gave and sent. Indirect objects refer to things which receive indirectly the
actions described by the verbs. In the above examples, the words toy and
information are the direct objects of the verbs.
Indirect objects usually refer to living things.
It is possible for a sentence containing an indirect object to be rewritten by placing a
preposition before the indirect object. When this is done, the original indirect object
can be regarded either as the indirect object of the verb, or as the object of the
preposition.
For example, the sentence We gave the child a toy, can be rewritten as follows:
We gave a toy to the child.
In the rewritten sentence, child can be regarded either as the indirect object of the
verb gave, or as the object of the preposition to.
The following examples illustrate the position of the indirect object in a sentence.
The direct object, toy, is printed in bold type, and the indirect object, child, is
underlined.
e.g. We gave the child a toy.
We gave a toy to the child.
When an indirect object is not preceded by a preposition, the indirect object must be
placed before the direct object. Thus, in the sentence We gave the child a toy, the
indirect object child is placed before the direct object toy.
However, when an indirect object is preceded by a preposition, the indirect object
must be placed after the direct object. In the sentence We gave a toy to the child, the
indirect object child is preceded by the preposition to. Therefore, the indirect object,
child is placed after the direct object toy.
The object which is placed last in a sentence tends to receive greater emphasis than
the object which is placed first. Thus, the word order of a sentence can be varied in
order to give greater emphasis to one object or the other. For instance, in the sentence
We lent the teacher a book, the direct object book is slightly emphasized. However,
in the sentence We lent a book to the teacher, the indirect object teacher is
emphasized.
Page 69
A few English verbs, such as to describe, to distribute, to explain and to say, can
take an indirect object only when the indirect object is preceded by a preposition. In
the following examples, the direct objects are printed in bold type, and the indirect
objects are underlined.
e.g. He described his experiences to the reporters.
They distributed the leaflets to their friends.
We explained the situation to the participants.
She said something to her teacher.
These verbs cannot take an indirect object which immediately follows the verb. One
reason for this may be to avoid creating sentences which are ambiguous or confusing.
For instance, a sentence which began with the words He described the reporters...
would create the impression that it was the reporters who were being described.
When the reporters is preceded by the preposition to, there is no ambiguity.
Unit 15: Women in society
Lesson 4: Writing
N©ng cao
Date of preparing: 11th August, 2008.
Date of teaching
I. Aims: By the end of the lesson, sts will be able to write a request for recommendation.
II. Teaching aids: Textbooks, posters, handouts.
III. Procedures:
Time
5’
Steps
Work arrangement
Warm -up
Jumbled words.
Group work
- T asks Ss to work in groups to put the jumbled letters
in order to make a meaningful word.
C m r e m e n o n t i d a
* Key: recommendation.
- T. gives any explanations if necessary.
Page 70
12’
Pre - writing.
Activity 1: Ordering
- T gives Ss handouts:
Pair work
a. I would be most grateful if you could say....my
behalf.
b. Although you have not be......... high school.
c. Dear Mr. Tan.
d. Yours sincerely
e. The scholarship of..... a recommendation letter.
- T. asks Ss to work in pairs to put the paragraphs in
order to make a complete letter.
- T checks with the whole class.
* Key: 1- c,2- e,3- b, 4- a, 5 - d.
* Checking: T asks Ss some questions to check Ss’
understanding of the letter.
Group work
- What is the first paragraph about?
- .......
Activity 2: Out lining.
- T. asks Ss to work in groups to make an out line for
the writing task given in part B (p.191), basing on the
given out line.
Eg:
a.
Introduction:
b. Body:
c. Conclusion:
16’
10’
I have decided to apply for the
position of reporter...
Would you please speak about my
time in your class at.....
I would be most grateful if you could
say a few words on my behalf
While - writing
- T. asks sts to work individually to write the first draft Individual work
based on their groups’ outlines.
- Peer correction
Post - writing.
- T. collects some typical writings.
Whole class
- T. checks with the whole class and correct mistakes
if necessary.
* Sample writing:
“Dear Mr. Nam,
I have decided to apply for the position of reporter,
which is open at the TV station in Ho Chi Minh city...
Page 71
2’
Home work.
- Rewrite the letter.
Unit 15: Women in society
Lesson 5: Language focus
(n©ng cao)
Date of preparing: 11th August, 2008
Date of teaching:
I. Aims: By the end of the lesson, sts will be able to understand
- phrasal verbs with get
- sentences and clause connectors
- Adverbial clauses of manner with as and as if
II. Teaching aids: textbooks, posters and handouts.
III. Procedures:
Time
5’
Steps
Warmer.
- T. gives a picture and ask Ss to describes it by
asking:
Work arrangement
Individual work and
whole class
What are they going to do?
( They are going to get out of the fire)
- T. elicits some phrasal verbs with “get”
+ get on with
+ get out...
....
10’
- T. leads to the new lesson.
Word study
Whole class
* Act 1: Matching
- T. asks Ss to work in pairs to do the matching ( p.
192)
- Peer correction
- T checks the meaning of the phrasal verbs if
necessary
Page 72
18’
* Act 2: Gap- filling
- T. asks Ss to work individually to do the task. (part Pair work
b) p. 192)
- T. calls on some Ss to read aloud the complete sentences.
- T. gives feedback.
B. Grammar.
* Presentation 1. Sentence and clause connectors Whole class
- T. gives some examples using connectors
Eg:
Mr. David is handsome and rich
Mr. David is rich but he is very mean
- T. asks sts to underline the connectors and asks Ss to
distinguish the meaning of the sentences.
- T. collects sts’ answers and asks Ss to give some
more connectors.
- T. introduces the table of sentences and clause of
connectors ( p. 192)
Pair work
* Practice 1: Pair work
- T. asks SS to work in pairs to connect the sentences
using the connectors.
- T. gives a model:
Many women work outside the home, however, their
husbands do not help them with the housework.
- T. checks by asking Ss to read the whole sentences. Group work
* Presentation 2: Adverbial clauses of manner As
and As If
- T. gives examples;
- The weather turned very bad as we expected.
- He looks as if he was very poor.
- T. explains how to use “ as” and “as if”
Main clause
As if/ as though
Present simple
Past simple
As if/ as though
Adverbial clause of
manner
Past ( subjunctive)
Past perfect
As: .......
* Practice 2:
* Act 1:
- T. asks Ss to work in pairs to do the exercise 1
(p.193)
* Act 2:
Page 73
10’
2’
- T. asks Ss to work individually to do Ex 2 (part b p. 194)
* Act 3:
- T. asks SS to work individually to do Ex3 (p. 193)
C. Production.
Game: Noughts and Crosses.
As if
As
But
Moreover
Although
While
Group work
However
And
In contrast
- T. guides and controls sts to play game.
Homework
- T. asks sts to redo the exercises.
- Prepare next lesson.
Inversion In English
In this case, the question form (auxiliary + subject + main verb) takes the place of the
standard positive sentence structure (i.e. He goes to work every day)
Seldom has the boss been so upset!
C«ng thøc:
Adverb
adverbial phrase +
V
+ S + ......
C¸c
cÊu tróc ®¶o ng÷ dîc
sö dôngVthêng xuyªn vµ réng
Clause
Auxiliary
V r·i nhÊt.
1. §¶o ng÷ trong 1 sè trêng hîp c©u phñ ®Þnh.
( Inversion in nagative sentences)
a. Mét sè tr¹ng tõ phñ ®Þnh ®øng ®Çu c©u.
Hardly (ever)
Barely
Scarely (ever)
+ Inversion
Rarely
Never again/ before
Never
Seldom
Little
barely
You can hardly see anyone wear a hat nowadays.
scarely
Barely
--> Hardly can you see anyone wear a hat nowadays.
Scarely
(Ngµy nay b¹n khã mµ tr«ng thÊy ai ®éi nãn)
Such a situation should never be allowed to arise again
--> Never again should such a situation be allowed to arise.
(Kh«ng bao giê t×nh huèng nh thÕ ®îc phÐp dÊy lªn n÷a.)
The thief little realized that the police had thrown a cordon around the
bank.
Page 74
--> Little did the thief realize that the police had thrown a cordon around the bank.
(HÇu nh tªn trém kh«ng nhËn ra r»ng c«ng an ®· xiÕt chÆt vßng v©y xung quanh ng©n
hµng)
This remedy rarely failed
--> Rarely did this remedy fail
Hardly/ Scarely ever did they manage to meet unobserved
I had never before been asked to accept a bribe.
-->Never before had I been asked to accept a bribe.
Little did he understand the situation.
Little have I read concerning nanotechnology.
Never have I been more insulted!
Seldom has he seen anything stranger.
Never does he go to the cinema.
Seldom did he sing
Rarely do we agree with each other
Scarcely had I got out of bed when the doorbell rang.
b. §¶o ng÷ trong c©u b¾t ®Çu b»ng “Not”
Not + noun phrase
Not + till + phrase
+ Inversion.
Not + until + clause.
She didn’t shed a tear even though the story ended in tragedy.
--> Not a tear did she shed even though the story ended in tragedy.
(§Õn mét giät níc m¾t c« ta còng kh«ng nhá ra mÆc du c©u chuyÖn kÕt thcs trong bi
kich.)
The whole truth didn’t become known un til many years later.
--> Not until many years later did the whole truth become known.
(M·i tíi nhiÒu n¨m sau toµn bé sù thùc míi ®îc ngêi ta biÕt ®Õn)
I didn’t realize how difficult the exercise was until I was half way through it.
--> Not until I was half way through the exercise did I realize how difficult it was.
( M·i ®Õn khi t«i lµm ®îc nöa bµi t«i míi nhËn ra lµ bµi khã)
He didn’t realize that he had lost it till he got home
--> Not till he got home did he realize that he had lost it.
Note:
Tuy nhiªn trêng hîp côm danh tõ b¾t ®Çu b»ng “No” hoÆc “Not” lµm chñ ng÷ trong
c©u th× kh«ng gäi lµ ®¶o ng÷.
No example of this word is given in this dictionary.
(Cuèn tõ ®iÓn nµy kh«ng ®a ra vÝ dô nµo vÒ tõ nµy.)
MÆt kh¸c víi “Not until + clause” th× ®¶o ngõ ë vÕ cau chÝnh chø kh«ng ph¶i lÊy ë vÕ
ngau sau “Not until”
c. §¶o ng÷ víi cÊu tróc “Not only.............. but also..............”
Not only + clause (®¶o ng÷) + but + S + also + V
She dances beautifully and she sings sweetly, too.
--> Not only does she dance beautifully but she also sings sweetly.
(Kh«ng n÷ng c« ¸y nh¶y ®Ñp mµ cßn h¸t hay.)
Not only do I enjoy classical music, but I also have a season ticket to the
symphony
d. §¶o ng÷ víi c¸c côm tõ co “No”, “Not” ®øng ®Çu c©u.
Under no circumstances
In no circumstances
On no condition
On no account
At no time
+ Inversion
Page 75
Nowhere
In no way
No longer
The bus driver can’t be blamed for the accident in any way.
--> In no way can the bus driver be blamed for the accident.
( Trong bÊt cø trêng hîp nµo còng kh«ng ®îc ®æ lçi vô tai n¹n cho ngîi l¸i xe buýt.)
The doctor told his patient that he should on no account return to work un til
he had made a complete recovery.
--> The doctor told his patient that on no account should he return to work until he
had made a complete recovery.
(B¸c sü nãi víi bÖnh nh©n trong bÊt cø trêng hîp nµo «ng ta còng kh«ng ®îc lµm viÖc
cho ®Õn khi «ng ta håi phôc hoµn toµn.)
Remote villages don’t have a regular bus service any longer.
--> No longer do remote villages have a regular bus service
(C¸c lµng quª xa x«i hÎo l¸nh kh«ng cßn dÞch vô xe buýt ®Òu ®Æn n÷a)
The accused never expressed regret for what he’d done.
--> At no time did the accused express regret for what he’d done.
(Cha bao giê kÎ bÞ buéc téi hèi tiÕc v× nh÷ng g× h¾n ®· lµm)
This switch must not be touched on any acount
--> On no acount must this switch be touched.
Nowhere will you find better roses than these.
2. §¶o ng÷ trong cÊu tróc cã “Only”
a.
noun phrase
Only prepositional phrase + Inversion
later
(only by, only after, only in this way)
You can make yourself heard only by shouting at the top of your voice.
--> Only by shouting at the top of your voice can you make yourself heard.
( ChØ cã hÐt to hÕt søc th× ngêi ta míi nghe thÊy b¹n nãi g×.)
The facts were not all made publicity until later.
--> Only later were the facts all made publicity.
( ChØ m·i tíi sau nµy th× thùc tÕ ®ã míi dîc ph¬i bµy tríc c«ng chóng)
He mentioned it to me only yesterday
--> Only yesterday did he mention it to me.
( M·i tíi h«m qua anh ¸y míi ®Ò cËp tíi chuyÖn ®ã.)
Only after understanding the situation does the teacher make a comment.
b.
Only
if (clause)
when (clause) + Inversion
then
You will understand what true responsibility is only when you became a
parent.
--> Only when you become a parent will you understand what true responsibility is.
( ChØ khi b¹n trë thµnh ngêi cha ngêi mÑ th× b¹n míi hiÓu tr¸ch nhiÖm ®Ých thùc cña
hä lµ g×.)
You can enter the competition to meet the cast noly if you purchase a ticket for
a show.
--> Only if you purchase a ticket for a show can you enter the competition to meet
the cast.
(NÕu b¹n mua vÐ th× b¹n míi gÆp ®îc c¸c diÔn viªn.)
We realized, only then, what a mess we had got ourselves in.
--> Only then did we realize what a mess we had got ourselves in.
Page 76
( M·i ®Õn sau nµy chóng t«i míi nhËn ra sù bõa bén cÈu th¶ khi chóng t«i bíc vµo)
Only then did I understand the problem.
Note:
NÕu “Only” ¸m chØ t×nh tr¹ng duy nhÊt th× kh«ng sö dông ®¶o ng÷.
Ex. Only Mary realized that the door was unlocked.
( ChØ cã Mary nhËn ra cöa kh«ng khãa.)
3. §¶o ng÷ víi c¸c côm tõ thêi gian.
Dïng ®Ó diÔn t¶ hµnh ®éng diÔn ra ngay sau 1 hµnh ®éng kh¸c. Thêng th×
nh÷ng hµnh ®éng ®ã ®ªu ë qu¸ khø.
C«ng thøc:
Hardly
Scarely
Inversion
when
Barely
(past perfect)
(past simple)
No sooner
had he put down the receiver with a great signthan
of relief than the phone
No sooner
rang again.
(Anh ta võa thë phµo nhÑ nhâm ®Æt èng nghe xuèng thi chu«ng ®iÖn tho¹i l¹i reo)
Hardly/ Scarely/ Barely had the train left the station when there was a terrible
explosion.
No sooner had he finished dinner, when she walked in the door.
He had no sooner drunk the coffee than he began to fell drowsy
--> No sooner had he drunk the coffee than he began to feel drowsy.
Note:
§i víi c¸c cÊu tróc trªn cã thÓ dïng c¶ c¸c th¬× kh¸c nhng kh«ng nhiÒu. ý nghÜa cña
c¸c hµnh ®éng trong m·u ph¶i mang tÝnh ®èi lËp.
4. §¶o ng÷ trong c¸c nhËn xÐt ®Ó diÔn ®¹t sù hîp ý.
Sö dông c¸c liªn tõ so/ neither/ nor ............ víi ®¶o ng÷ cña ®éng tõ chÝnh.
Chóng ®îc dïng trong c©u trÇn thuËt ®Ó rót gän lêi nãi, tr¸nh lÆp l¹i c¸c ý kiÕn ®· ®îc
®a ra tõ tríc.
CÊu tróc:
Statement
Affirmative sentence
so + inversion
(and)
Nagative sentence
neither
+ inversion
Jack went out last night and we went out last night,nor
too.
--> Jack went out last night and so did we.
He has never been to London and I’ve never been there, either.
--> He has never been to London and neither have I.
nor have I.
The boys cheated and so did the girls.
I’m having a tooth out tomorrow and so is she.
Tom never goes to concert, neither does his wife.
Ann hasn’t any spare time. ~ Neither/ Nor have I.
I didn’t get much sleep last night. ~ Neither/ Nor did I
H¬n n÷a “Nor” cßn dîc dïng ®Ó nèi 2 c©u phñ ®Þnh víi nhau kh«ng tÝnh ®Õn nghÜa
cña chóng cã gièng nhau hay kh«ng.
To be a scientist, you don’t need a lightening fast speed mind nor is it
necessary that you get very high grades at school. The only point that counts is you
have a high degree of interest.
( §Ó trë thµnh nhµ khoa häc b¹n kh«ng cÇn ph¶i cã ®Çu ãc nhanh nhËy kh¸c thêng
vµ b¹n còng kh«ng cÇn ph¶i cã b»ng cÊp cao khi häc ë trêng. §iÒu duy nhÊt mµ kÓ
®Õn ë ®©y lµ b¹n ph¶i cã niÒm say mª lín víi khoa häc.)
Page 77
5. Sö dông ®¶o ng÷ trong 3 lo¹i c©u ®iÒu kiÖn ®Ó gi¶n lîc “If”.
Nã lµm cho c©u v¨n cã tÝnh nghi thøc nhiÒu h¬nmvµ sù kiÖn cµng it cã thÓ x¶y
ra h¬n. (CÇn ph©n biÖt víi v©u hái d¹ng ®¶o.)
Conditional type 1
If + S + should + V, main clause --> Should + S + V, main clause
Conditional type 2
If + S + were to V, main clause --> Were + S +to V, main
clause
If
there
should
be
any
letters,
please
send to this address.
Conditional type 3
--> Should there be any letters, .......................................................
If Mr Smith were to resign, I might stand a chance of getting his job.
--> Were Mr Smith to resign, I ........................................................
If I had known that you can’t eat octopus I wouldn’t have bought it for last
Sunday’s dinner.
--> Had I known you can’t ............................................................................
Had he understood the problem, he wouldn't have committed those mistakes.
Should he decide to come, please telephone.
Note:
ë c©u ®iÒu kiÖn lo¹i 2, S + Ved thùc chÊt còng lµ S + were/ weren’t + to V ®Ó chóng
ta sö dông ®¶o ng÷, nã chØ mang tÝnh chÊt gi¶ thiÕt nhiÒu h¬n mµ th«i. Cßn c©u
®iÒu kiÖn lo¹i 1, dïng “should” ë vÕ ®iÒu kiÖn ®Ó nãi tíi 1 sù viÖc cã thÓ x¶y ra nhng rÊt it thµnh hiªn thùc.
6. §¶o ng÷ dïng trong mÖnh ®Ò chØ kÕt qu¶ víi “so, such” ®Ó nhÊn m¹nh ý kiÕn h¬n.
S + V + so + adj/adv + that - clause
S + V + such + that - clause
-->= soSomuch/
+ adj/adv
(such
great)+ clause (inversion) + that - clause
Th«ng thêng
dïng:
Suchta+hay
clause
(inversion) + that - clause
So + adjective ... that' combines with the verb 'to be'.
'Such + to be + noun ... (that)':
The snow fall was so heavy that all the train had to be cancelled
--> So heavy was the snow that all the train had to be cancelled.
The force of the storm was such that
all the tree were
so great/ terrible that
uprooted.
--> Such was the force of the storm that all the tree were uprooted.
So strange was the situation that I couldn't sleep.
So difficult is the test that students need three months to prepare
Such is the moment that all greats traverse.
Such is the stuff of dreams.
7. §¶o ng÷ sau “As”
§îc sö dông nhiÒu nhÊt trong ng«n ng÷ viÕt vµ v¨n phong cã tÝnh x· giao. Nã chØ
dïng cã tÝnh chÊt phï hoa nªn nã ph¶i ®îc dïng nh 1 bé phËn trong c©u, kh«ng thÓ
t¸ch lÎ thµnh c©u riªng biÖt.
I thought, as did my colleagues, that the inflation would be over.
I supposed, as did most people, that I’d be retiring at 60.
8. §¶o ng÷ b¨ng viÖc thay ®æi trËt tù cña tr¹ng tõ, tr¹ng ng÷ vµ ®éng tõ.
Thùc chÊt ®©y lµ sù thay ®æi c¸c tõ trong c©u. Tõ, côm giíi tõ nhÊn m¹nh ®îc
®a lªn dÇu c©u, ®ång thêi ®éng tõ còng ®Æt lªn tríc chñ ng÷ lµ 1 danh tõ. NÕu chñ ng÷
lµ mét ®¹i tõ th× kh«ng sö dông ®¶o ng÷.
Suddenly the train came down.
--> Suddenly came down the train.
Page 78
The balloon went up into the air.
--> Up into the air went the balloon.
Away went the runners (Away they went)
Down fell a dozen apples
Out sprang the cuckoo
Round and round flew the plane (Round and round it flew )
From the rafters hung strings of onions ( Hanging from the rafters were strings
of onions)
In the doorway stood a man with a gun.( Standing in the doorway was a man
with a gun)
On a perch beside him sat a blue parrot ( Sitting on a perch beside him was a
blue parrot)
Over the wall came a shower of stones.
Here’s Tom (Here I am)
There’s Ann (There he is)
Here comes the train (Here it comes)
There goes our bus
Mét sè mÖnh ®Ò kh«ng bao giê ®øng tríc mÖnh ®Ò chÝnh, nhng ®Ó nhÊn m¹nh
ngêi ta cã thÓ ®Æt lªn ®Çu c©u. Trêng hîp nµy lµ nhÊn m¹nh c¶ mÖnh ®Ì vµ thêng x¶y
ra víi mÖnh ®Ò t©n ng÷.
I don’t know where the money came from.
--> Where the money came from I don’t know.
CLAUSES AFTER WISH- IF ONLY- AS IF - AS THOUGH
IT‘S TIME ‘ IT‘S HIGH TIME- WOULD RATHER
A. CLAUSES AFTER WISH- IF ONLY:Là mệnh đề danh từ bắt đầu liên từ that
(rằng) chỉ một điều ao ước không thật
1. Future wish: next week, tomorrow, tonight
S +V+ WISH(ES) + (THAT) + S + WOULD + V (BARE)
IF ONLY
He wishes he would buy a ticket.
If onlly I would take the trip with you next Sunday.
2. Present wish: now, at the moment….
S + WISH(ES) + S + V2/ DIDN‘T + V (BARE)
IF ONLY
WERE (cho tất cả các ngôi)
I wish I were rich.
I can’t swim. I wish I could swim.
3. Past wish: yesterday, last, ago….
S + WISH(ES) + S + HADN‘T + V3/ COULD HAVE V3
IF ONLY
I wish I hadn’t failed my exam last year, but I did.
If only I had met her yesterday, but I didn’t.
She wishes she could have been there, but she couldn’t.
B. CLAUSES AFTER AS IF/AS THOUGH: Là mệnh đề trạng ngữ chỉ sự so
sánh bắt đầu các liên từ: as if/as though (như thể) chỉ một điều không thật hay sự
trái ngược với thực tế.
1. S + V (SIMPLE PRENT) + AS IF/AS THOUGH + S + V2/ DIDN‘T + V (BARE)
Page 79
các ngôi)
WERE (cho tất cả
She talks as though she knew the true. ( She didn’t know the true.)
2. S + V (SIMPLE PRENT) + AS IF/AS THOUGH + S + HADN‘T + V3/ COULD
HAVE V3
Tom looked tired as if he had worked very hard.
C. CLAUSES AFTER IT‘S TIME ‘ IT‘S HIGH TIME: Là mệnh đề danh từ
bắt đầu liên từ that (rằng) chỉ một điều nên được làm ngay.
1. IT‘S TIME
+ S + V2/ DIDN‘T + V (BARE)
IT‘S HIGH TIME
WERE (cho tất cả các ngôi)
It’s high time you started your work now.
D. CLAUSES AFTER WOULD RATHER: Là mệnh đề danh từ bắt đầu liên từ
that (rằng) chỉ một điều mong muốn.
1. 1. Future wish: S + WOULKD RATHER (THAT) + S + V (BARE)
She would rather (that) she know the true.
2. Present wish: S + WOULKD RATHER (THAT) + S + V2/ DIDN‘T +
V (BARE)
WERE (cho tất
cả các ngôi)
Jane would rather that it weren’t winter now.
3. Past wish: S + WOULKD RATHER (THAT) + S + HADN‘T + V3/
COULD HAVE V3
I would rather I had passed my exam last year
E. NOTES:
1. S + WISH(ES) + To V
I wish to meet you there.
2. IT‘S TIME / IT‘S HIGH TIME + (O) + To V
It’s time for her to go to bed.
3. S + WOULD RATHER + V (BARE)
I would rather stay at home tonight.
4. S + WOULD RATHER + V (BARE) ‘ + than ‘.
Hanh would rather go to class tomorrow than today.
5. S + WOULD RATHER + HAVE + V3 + + than ‘.
I would rather have gone to class yesterday than today.
EXERCISES
I. Give the correct form of the verbs in parentheses:
1. She wishes her father (be) here now to help her.
2. I wish you (not give) them my phone number yesterday.
3. If only I (can) take the trip to Hanoi next summer.
4. If only I (have) more time to do this job.
5. I wish someday I (be) able to marry her.
6. He acts as if he (know) English perfectly.
7. It’s time for you (go to work.
8. I would rather you (do not) it.
9. I felt as though I (already meet) her.
10.You’d rather (pay) me now.
11. He’d rather (stay) at home than (go) out.
II. Write sentences with I wish... / If only‘
1 I can’t give up smoking. (But I’d like to).
I wish I ....................................................................................................................
2 I haven’t any cigarettes (and I need one).
If only…...................................................................................................................
3 George isn’t here (and I need him).
I wish George ..........................................................................................................
4 It’s cold (and I hate cold weather).
If only…....................................................................................................................
Page 80
5 I live in London (and I hate London).
I ................................................................................................................................
6 Tina can’t come to the party (she’s your best friend).
If only…I...................................................................................................................
7 I have to work tomorrow (but I’d like to stay in bed) ...........................................
.................................................................................................................................
8 I don’t know anything about cars (and my car has just broken down).
..................................................................................................................................
9 I’m not lying on a beautiful sunny beach (and that’s a pity).
If only…....................................................................................................................
10 There aren’t any river in my hometown.
If only…....................................................................................................................
III. You have to imagine that you are in a situation. For each situation, make a
sentence with I wish ...
1 You’ve just painted the door red. Now you decide that it doesn’t look very nice.
You say: I wish I ..............................................................................................................
2 You are walking in the country. You would like to take some photographs but you
didn’t bring you camera.
You say: I .........................................................................................................................
3 Your good friend visited your town but unfortunately you were away when he
came. So you didn’t see him.
You say: ............................................................................................................................
4 You’ve just come back from your holiday. Everything was fine except for the hotel
which wasn’t very good.
You say: ............................................................................................................................
V. Read a situation and then write a sentence with I wish... would ...
1 You’re waiting for Tom. He’s late and you’re getting impatient. You want him to
come.
What do you say?
I wish ..................................................................................
2 A baby is crying and you’re trying to sleep. You want the baby to stop crying.
What do you say?
I ..........................................................................................
3 You’re looking for a job - so far without success. You want somebody to give
you a job.
What do you say?
I wish somebody ...............................................................
4 Brian has been wearing the same old clothes for years. You think he needs
some new clothes and you want him to buy some.
What do you say to him?.
V. Use I wish ... wouldn‘t ...
1 You are telling your friend about the man in the next flat. He often plays the
piano in the middle of the night and you don’t like this.
What do you say to your friend?.............................................................................
2 A lot of people drop litter in the street. You don’t like this.
What do you say?I wish people ..............................................................................
3 Jack always leaves the door open. You don’t like this.
What do you say to him? I ......................................................................................
VI. Use “I‘d rather you (did something)”.
You are talking to a friend. You say you’ll do something but really you want your
friend to do it.
1 I’ll phone Tom if you really want me to but I’d rather ..........................................
2 I’ll do the washing-up if you really want me to but ..............................................
3 I’ll go to the bank if you really want me to but .....................................................
4 I’ll tell Ann what happened if you really want me to but ......................................
VII. IT’S TIME SOMEONE DID SOMETHING
65.1 Read each situation and write a sentence with It‘s high time‘
1 Ann suddenly begins to feel ill. You think she should sit down.
What do you say to her?It‘s high time ................................................................
2 You and Tom are going to the theatre. You’ve just missed the bus. You think
you should take a taxi. What do you say to Tom?
...........................................
3 Ann wants to play the piano late at night. You know that she’ll wake up the
people next door.
Page 81
What do you say to Ann?
..................................................................................
4 You and Ann are going to a restaurant for a meal. You think you should reserve
a table because the restaurant might be crowded. What do you say to Ann?.. .
5 Tom has just cut himself. You think he should put a plaster on the cut.
What do you say to him? ........................................................................................
6 You are going to take your car on holiday. You think you should have it
serviced before you go.
What do you say (to yourself)
.........................................................................
7 You are by a river. It’s a very warm day and your friend suggests going for a
swim. You don’t think you should do this because the river looks very dirty.
What do you say?.....................................................................................................
VIII. Write sentences with It‘s time someone did something.
1 You think you should have a holiday because you haven’t had one for a very
long time.
It’s time ...................................................................................................................
2 You think Tom should write to his parents. He hasn’t written to them for ages.
It’s time ...................................................................................................................
3 This room should be redecorated. It looks awful.
It’s ............................................................................................................................
4 You’re waiting for Ann. She is late. She should be here by now.
..................................................................................................................................
5 You’re sitting in a train waiting for it to leave. It’s already five minutes late.
..................................................................................................................................
6 You feel very strongly that governments should stop spending money on arms
and should concentrate on raising the standard of living.
..................................................................................................................................
7 You think you should start getting the dinner ready. It’s nearly dinner-time
now.
..................................................................................................................................
8 You haven’t been to the dentist for nearly a year. You should go every six
months.
..................................................................................................................................
IX. Write sentences with as if / as though;
1. My head seems to be on fire now.
I feel as if ...............................................................................................................
.......................................................................................................................................
2. I had a feeling that I was walking in the air.
I feel as though ........................................................................................................
3. He spent his money like a prince.
He spent his money as if..........................................................................................
4. You speak like a prophet.
You speak as though................................................................................................
5. She pretended not to know me.
She looked as if she..................................................................................................
LESSON PLAN
UNIT 16: ASSOCIATION OF SOUTHEAST ASIAN NATIONS.
SECTION: LISTENING
Page:
198 - 200
I.Teaching Aim: Give the information aboutAssociation of Southeast Asian
Nations
Page 82
The spirit of co-operation in Asean
II. Teaching Aids: textbook, posters.
III. Procedures:
Time
Contents
T.’s
activities
3’
-write words
I.Warm-up: Jumbled words.
on the board.
sivit, NASEA, spas,
Keys: visit, ESEAN , pass => VAP
II. Pre-listening:
-Explain the
Vocabulary:
new words
- launch (v)
- attract
10’
- fare
- reduce
- expense
- coupon
-have ss
-Discuss: -Do you know VAP? (task a)
discuss about
-When was it launched?
the VAP
-What is its purpose?
-give
III. While - listening:
10’
information
Task c: Listen to a part of the discussion
12’
8
2’
and choose the correct answer
1.d 2.c 3.c 4.b 5.d 6.b
Task b: Circle the letter (A B C D)
corresponding to the correct meaning of the
word in Italics
1b 2c 3c 4a 5d
IV. Post - listening:
Task d: Discuss the advantages we can
have when Vietnam airlines offers low rate
tickets
-save time
-go abroad easily to broaden
knowledge
V. Homework:
Prepare next part
Ss’activitie
s
-Group
work
-Repeat
and copy on
ss’notebook
-pair work
-play
cassetter
-have ss to
listen
-correct
individiuals
- have ss
discuss
Give
information
and correct
-group
work
Page 83
Page 84
Các dạng so sánh của tính từ và phó từ
19. Các dạng so sánh của tính từ và phó từ
19.1 So sánh ngang bằng
Cấu trúc sử dụng là as .... as
S + V + as + {adj/ adv} + as + {noun/
pronoun}
My book is as interesting as yours.
His car runs as fast as a race car.
John sings as well as his sister.
Their house is as big as that one.
His job is not as difficult as mine.
They are as lucky as we.
Nếu là câu phủ định, as thứ nhất có thể thay bằng so.
He is not as tall as his father.
He is not so tall as his father.
Sau as phải là một đại từ nhân xưng chủ ngữ, không được là một đại từ tân
ngữ.
Peter is as tall as I. (ĐÚNG)
Peter is as tall as me. (SAI)
Danh từ cũng có thể được dùng để so sánh, nhưng nên nhớ trước khi so sánh
phải đảm bảo rằng danh từ đó phải có các tính từ tương đương.
adjectives
nouns
heavy, light
weight
wide, narrow
width
deep, shallow
depth
long, short
length
big, small
size
Khi so sánh bằng danh từ, sử dụng cấu trúc sau:
S + V + the same + (noun) + as +
{noun/ pronoun}
Page 85
My house is as high as his.
My house is the same height as his.
Chú ý rằng ngược nghĩa với the same...as là different from... Không bao giờ
dùng different than. Sau đây là một số ví dụ khác về so sánh bằng danh từ.
These trees are the same as those.
He speaks the same language as she.
Her address is the same as Rita’s.
Their teacher is different from ours.
She takes the same course as her husband.
19.2 So sánh hơn kém
Trong loại so sánh này người ta chia làm hai dạng: tính từ và phó từ ngắn (chỉ
có một hoặc hai âm tiết khi phát âm) và tính từ, phó từ dài (3 âm tiết trở lên).
Khi so sánh không ngang bằng:
Đối với tính từ và phó từ ngắn chỉ cần cộng đuôi -er. (thick – thicker;
cold-colder; quiet-quieter)
•
•
Đối với tính từ ngắn có một phụ âm tận cùng (trừ w,x,z) và trước đó là
một nguyên âm, phải gấp đôi phụ âm cuối. (big-bigger; red-redder; hothotter)
•
Đối với tính từ, phó từ dài, thêm more hoặc less trước tính từ hoặc phó
từ đó (more beautiful; more important; more believable).
•
Đối với tính từ tận cùng là phụ âm+y, phải đổi y thành -ier (happyhappier; dry-drier; pretty-prettier).
Đối với các tính từ có hậu tố -ed, -ful, -ing, -ish, -ous cũng biến đổi bằng
cách thêm more cho dù chúng là tính từ dài hay ngắn (more useful, more
boring, more cautious)
•
•
•
Trường hợp đặc biệt: strong-stronger; friendly-friendlier than = more
friendly than.
Chú ý khi đã dùng more thì không dùng hậu tố -er và ngược lại. Các ví
dụ sau là SAI: more prettier, more faster, more better
Chú ý:
1. Chỉ một số phó từ là có đuôi –er, bao gồm: faster, quicker, sooner, latter.
2. Nhớ dùng dạng thức chủ ngữ của đại từ sau than, không được dùng dạng
Page 86
tân ngữ.
Ví dụ về so sánh không ngang bằng:
John’s grades are higher than his sister’s.
Today is hotter than yesterday.
This chair is more comfortable than the other.
He speaks Spanish more fluently than I. (không dùng than me)
He visits his family less frequently than she does.
This year’s exhibit is less impressive than last year’s.
So sánh không ngang bằng có thể được nhấn mạnh bằng cách thêm much
hoặc far trước cụm từ so sánh.
A waterlemon is much sweeter than a a lemon.
His car is far better than yours.
Henry’s watch is far more expensive than mine.
That movie we saw last night was much more interesting than the one on TV.
She dances much more artistically than her predecessor.
He speaks English much more rapidly than he does Spanish.
Danh từ cũng được dùng để diễn đạt phép so sánh ngang bằng hoặc hơn/kém.
Chú ý dùng tính từ bổ nghĩa đúng với danh từ đếm được hoặc không đếm
được.
He earns as much money as his brother.
They have as few classes as we.
Before payday, I have as little money as my brother.
Page 87
I have more books than she.
February has fewer days than March.
Their job allows them less fredom than ours does.
Khi so sánh một người/ một vật với tất cả những người hoặc vật khác phải
thêm else sau anything/anybody...
He is smarter than anybody else in the class.
Lưu ý:
•
•
Đằng sau as và than của các mệnh đề so sánh có thể loại bỏ chủ ngữ
nếu nó trùng hợp với chủ ngữ thứ nhất, đặc biệt là khi động từ sau than
và as ở dạng bị động. Lúc này than và as còn có thêm chức năng của
một đại từ quan hệ thay thế.
Their marriage was as stormy as had been expected
(Incorrect: as it had been expected).
He worries more than was good for him.
(Incorrect: than it/what was good for him).
Các tân ngữ cũng có thể bị loại bỏ sau các động từ ở mệnh đề sau THAN
và AS:
Don’t lose your passport, as I did last year.
(Incorrect: as I did it last year).
They sent more than I had ordered.
(Incorrect: than I had ordered it).
She gets her meat from the same butcher as I go to.
(Incorrect: as I go to him).
19.3 Phép so sánh không hợp lý
Khi dùng câu so sánh nên nhớ các đối tượng dùng để so sánh phải tương
đương nhau: người với người, vật với vật. Các lỗi thường mắc phải khi sử dụng
câu so sánh không hợp lý được chia làm 3 loại: sở hữu cách, that of và those
of.
19.3.1 Sở hữu cách:
Incorrect: His drawings are as perfect as his instructor.
(Câu này so sánh các bức tranh với người chỉ dẫn)
Correct: His drawings are as perfect as his instructor’s.
(instructor's = instructor's drawings)
19.3.2 Dùng thêm that of cho danh từ số
ít:
Incorrect: The salary of a professor is higher than a secretary.
(Câu này so sánh salary với secretary)
Correct: The salary of a professor is higher than that of a secretary.
(that of = the salary of)
Page 88
19.3.3 Dùng thêm those of cho các danh
từ số nhiều:
Incorrect: The duties of a policeman are more dangerous than a teacher .
(Câu này so sánh duties với teacher)
Correct: The duties of a policeman are more dangerous than those of a teacher
(those of = the duties of)
19.4 Các tính từ và phó từ đặc biệt
Một số ít tính từ và phó từ có dạng thức so sánh đặc biệt. Chúng không theo
các quy tắc nêu trên. Nghiên cứu bảng sau:
Tính từ hoặc
trạng từ
So sánh hơn
kém
So sánh nhất
far
farther
further
farthest
furthest
little
few
less
least
much
many
more
most
good
well
better
best
bad
badly
worse
worst
I feel much better today than I did last week.
He has less time now than he had before.
This magainze is better than that one.
He acts worse now than ever before.
Lưu ý: farther dùng cho khoảng cách; further dùng cho thông tin hoặc các
trường hợp trừu tượng khác.
The distance from your house to school is farther than that of mine.
If you want further information, please call to the agent.
Next year he will come to the U.S for his further education.
19.5 So sánh bội số
So sánh bội số là so sánh: bằng nửa (half), gấp đôi (twice), gấp ba (three
times),...
Page 89
Không được sử dụng so sánh hơn kém mà sử dụng so sánh bằng, khi so sánh
phải xác định danh từ là đếm được hay không đếm được, vì đằng trước chúng
có many/much
This encyclopedy costs twice as much as the other one.
Jerome has half as many records now as I had last year.
At the clambake last week, Fred ate three times as many oysters as Bob.
Các lối nói: twice that many/twice that much = gấp đôi ngần ấy... chỉ được
dùng trong khẩu ngữ, không được dùng trong văn viết.
We have expected 80 people at that rally, but twice that many showned up.
(twice as many as that number).
19.6 So sánh kép
Là loại so sánh với cấu trúc: Càng... càng... Các Adj/Adv so sánh phải đứng ở
đầu câu, trước chúng phải có The. Dùng một trong hai mẫu câu sau đây để so
sánh kép:
The + comparative + S + V + the + comparative + S
+V
The hotter it is, the more miserable I feel.
(Trời càng nóng, tôi càng thấy khó chịu)
The sooner you take your medicince, the better you will feel.
(Anh càng uống thuốc sớm bao nhiêu, anh càng cảm thấy dễ chịu bấy nhiêu)
The bigger they are, the faster they fall.
(Chúng càng to bao nhiêu thì càng rơi nhanh bấy nhiêu)
The more + S + V + the + comparative + S + V
The more you study, the smarter you will become.
(Càng học, anh càng thông minh hơn)
The more I look into your eyes, the more I love you.
(Càng nhìn vào mắt em, anh càng yêu em hơn)
Sau The more ở vế thứ nhất có thể thêm that nhưng không mẫu câu này
không phổ biến.
The more (that) you study, the smarter you will become.
Trong trường hợp nếu cả hai vế đều có chủ ngữ giả it is thì có thể bỏ chúng đi
The shorter (it is), the better (it is).
Hoặc nếu cả hai vế đều dùng to be thì bỏ đi
The closer to the Earth’s pole (is), the greater the gravitational force (is).
Page 90
Các cách nói: all the better (càng tốt hơn), all the more (càng... hơn), not...
any the more... (chẳng... hơn... tí nào), none the more... (chẳng chút nào)
dùng để nhấn mạnh cho các tính từ hoặc phó từ được đem ra so sánh. Nó chỉ
được dùng với các tính từ trừu tượng và dùng trong văn nói:
Sunday mornings were nice. I enjoyed them all the more because Sue used to
come round to breakfast.
He didn’t seem to be any the worse for his experience.
He explained it all carefully, but I was still none the wiser.
Cấu trúc này không dùng cho các tính từ cụ thể:
Those pills have made him all the slimmer. (SAI)
19.7 Cấu trúc No sooner... than (Vừa mới ... thì đã...)
Chỉ dùng cho thời quá khứ và thời hiện tại, không dùng cho thời tương lai. No
sooner đứng ở đầu một mệnh đề, theo sau nó là một trợ động từ đảo lên trước
chủ ngữ để nhấn mạnh, than đứng ở đầu mệnh đề còn lại:
No sooner + auxiliary + S + V + than + S + V
No sooner had we started out for California than it started to rain.
Một ví dụ ở thời hiện tại (will được lấy sang dùng cho hiện tại)
No sooner will he arrive than he will want to leave.
Lưu ý: No longer có nghĩa là not anymore. Không dùng cấu trúc not longer cho
các câu có ý nghĩa không còn ... nữa.
He no longer studies at the university.
(He does not study at the university anymore.)
S + no longer + Positive Verb
19.8 So sánh hơn kém không dùng than (giữa 2 đối tượng)
Khi so sánh hơn kém giữa 2 người hoặc 2 vật mà không dùng than, muốn nói
đối tượng nào đó là tốt hơn, giỏi hơn, đẹp hơn,... thì trước adj và adv so sánh
phải có the. Chú ý phân biệt trường hợp này với trường hợp so sánh bậc nhất
dưới đây (khi có 3 đối tượng trở lên). Trong câu thường có cụm từ of the two +
noun, nó có thể đứng đầu hoặc cuối câu.
Harvey is the smarter of the two boys.
Of the two shirts, this one is the prettier.
Pealse give me the smaller of the two cakes.
Of the two books, this one is the more interesting.
Page 91
19.9 So sánh bậc nhất (từ 3 đối tượng trở lên)
Dùng khi so sánh 3 người hoặc 3 vật trở lên, một trong số đó là ưu việt nhất so
với các đối tượng còn lại về một mặt nào đó. Để biến tính từ và phó từ thành
dạng so sánh bậc nhất, áp dụng quy tắc sau:
Đối với tính từ và phó từ ngắn: thêm đuôi -est.
•
•
Đối với tính từ và phó từ dài: dùng most hoặc least.
Trước tính từ hoặc phó từ so sánh phải có the.
•
•
•
Dùng giới từ in với danh từ số ít đếm được.
Dùng giới từ of với danh từ số nhiều đếm được.
John is the tallest boy in the family.
Deana is the shortest of the three sisters.
These shoes are the least expensive of all.
Of the three shirts, this one is the prettiest.
Sau cụm từ One of the + so sánh bậc nhất + noun phải đảm bảo chắc chắn
rằng noun phải là số nhiều, và động từ phải chia ở số ít.
One of the greatest tennis players in the world is Johnson.
Kuwait is one of the biggest oil producers in the world.
Các phó từ thường không có các hậu tố -er hoặc –est. Chúng được chuyển
sang dạng so sánh tương đối bằng cách thêm more hoặc less; sang dạng so
sánh tuyệt đối bằng cách thêm most hoặc least phía trước chúng.
Sal drove more cautiously than Bob.
Joe dances more gracefully than his partner.
That child behaves most carelessly of all.
Một số các tính từ hoặc phó từ mang tính tuyệt đối thì không được dùng so
sánh bậc nhất, hạn chế dùng so sánh hơn kém, nếu buộc phải dùng thì bỏ
more, chúng gồm: unique/ extreme/ perfect/ supreme/ top/ absolute/prime/
primary
His drawings are perfect than mine.
Page 92
[...]... contact me on the phone 0464 - 4975643 I look forward to hearing from you soon Yours sincerely, Thanh Anh Homework - T repeats the ways of writing a letter of reply: vocabulary, structures, contents - T asks sts to write a letter: You are working at the Organising Committee for Maths Contest Write Thanh Anh a reply, basing on the letter above * Comments Whole class Page 17 Preparing date: 19th September,... Objectives: By the end of the lesson: - sts will able to understand the contents, vocabulary and structures of a reply letter 2 Teaching aids: Handouts, textbooks 3 Procedure: Page 15 A Organisation: 12A3 12A6 12A8 B New lesson: Time 7’ 15’ Work arrangemen t Steps Warmer Handouts: Match the greetings and endings Which are formal? 1 Dear a Yours (Maria) 2 Dear Sir or Madam b Yours faithfully (Mark Geogre)... vận động) We will / shall have the final test (Chúng tôi sẽ làm kiểm tra cuối cùng.) I will eat breakfast at 6 o’clock tomorrow (Vào lúc 6 giờ sáng mai, tôi sẽ (bắt đầu) dùng bữa điểm tâm.) - I will be eating breakfast at 6 o’clock tomorrow (Vào lúc 6 giờ sáng mai, tôi sẽ đang dùng bữa điểm tâm.) Chú ý : WILL còn được dùng cho tất cả các ngôi simple future S + will + V Khẳng đònh Phủ đònh S + will... student are able to express compliments - By the end of the lesson, student are able to respond to compliments Skills: - Speaking: making and responding to compliments Teaching aids: - Handouts, Textbooks (12 advanced) Stages Procedure Game: ‘Yes/ No Contest‘ - Divide SS into two groups, A and B Before you - Tell each groups to choose 2 representatives as speak contestants - In turn, the contestans will... sts can understand the way of writing a formal letter of reply - In the meantime, T goes around and checks Handouts: Write the correct numbers of the following rules in the correct boxes on the letter 1 120 Ly Tu Trong St Quang Ninh Province 22nd November 2007 20 Bach Dang St, Ha Long City Dear Sir or Madam, I have read the information about the English Speaking Competition on your Language Centers Website... details of the competition, the number of participants, entry procedures, venue, date and time? Please provide me with your phone number and e-mail I look forward to hearing from you soon Yours truly, Thu Anh 1 We write our own address in the top right hand corner Page 16 2 We end with an expression like: “I look forward to ” 3 We write the receivers name and address on the left hand side 4 We sign off... like / have / information / contest 3 You / please send / details / contest / include / place / time ? 4 Please / contact me / 0464 - 4975643 5 I / look forward / hear / you / soon Yours sincerely, Thanh Nam Answer 3’ Dear Sir, I have read the information about the Maths Contest on your school’s website I am very interested in Maths, especially mathematical puzzles and I would like to have some information... compliments - Introduce to SS the common structures used to express compliments and some common example - Suggest some common expressions used to - To provide language input for speaking activities later Page 12 respond to compliments Useful Expressions Compliment: o How +adjective( S+ be) ! How beautiful( your dress is)! o What noun(S+be)! What a nice hat( it is)! o Your parents must o Be proud of your …!... Change into reported speech (Imperatives: Câu mệnh lệnh) 9 He told me not to make a noise 10 She told the passer-by to go straight ahead for two blocks and turn left.” 11 She told her classmate to be quiet 12 The teacher told his student write those sentences 13 She told me not to believe everything my friend told me IV Activities 4: Rewrite sentences, keeping the same meanings: 1 I have not seen him for... gives the handouts to further practice/reproduce For example: Fill a suitable preposition in gap 1 They suspected her .stealing their pens * Comments: Page 24 Preparing date: 26th September, 2008 TiÕt sè: 12 Writing: personal letters Date of teaching: 1 Objectives: By the end of the lesson sts will be able to describe trends in graphs and write a description of the information illustrated in graphs 2 Teaching ... structures of a reply letter Teaching aids: Handouts, textbooks Procedure: Page 15 A Organisation: 12A3 12A6 12A8 B New lesson: Time 7’ 15’ Work arrangemen t Steps Warmer Handouts: Match the greetings... DESERT B Teaching aids: pictures, charts C Organization Class Date of teaching Absent students 12A3 12A6 12A8 D Procedures I.Warm up: Teacher’s activities Students’ activities - T shows the picture... , group work III Materials : Textbook 12 (advanced), pictures , tape , CD IV Procedures : Time Teacher's activities sts' activities I Before you listen 12' - T asks Ss work in pairs to match
Ngày đăng: 11/10/2015, 06:53
Xem thêm: Giáo án bồi dưỡng tiếng anh 12 , Giáo án bồi dưỡng tiếng anh 12 , Các dạng so sánh của tính từ và phó từ