Giáo án bồi dưỡng tiếng anh 12

Preparing date: 10th August, 2012

TiÕt sè: 01

PERIOD 1: REVISION ON TENSES AND WISH - SENTENCES

I. Objectives:

- After finishing the lesson, students should be able to use the tenses.
- Consolidate the usage of the present simple, past simple, future simple
- Develop writing skill.
II. Language content:

A. Vocabulary: unit 1(textbook- English 12)
B. Structures: Wish - sentences
III. Teaching aids and method:

- Teaching aids: textbook, workbook, exercisebooks…
- Method: Communicative approach.

IV. Procedures:

A. Presentation:
Teacher’s and students’ activities

- T introduces the tenses and
explains how to use them.
- T asks sts to look at the extra
board.
- T gives some examples.
- Sts listen and repeat.

- Sts copy the notes.

Content

I. Activities 1 :
A –Tenses:
1. Present simple tense: diễn tả thói quen,
chân lý, hoat động thường ngày, và được dùng
kèm: Everyday, usually, after school never,
often, sometimes, always
+ KĐ: Sn, I + V.bare / Si + V-s/ es
+ PĐ: 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: Hành động xảy ra ở
QK xác đònh rõ tgian, và được dùng kèm:
Yesterday, ago, last… hoặc một thói quen, loạt
hành động trong QK
+ KĐ: S + V_ed/ V2 (Bất qui tắc)
+ PĐ: 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: Hành động xảy ra ở
tương lai, và được dùng kèm: Tomorrow,
tonight, soon, next,
S + WILL + V1

Ex: Where will you go tomorrow?
- I’ll be at home.
B – Wish sentence 2: Diễn tả một hành động
hay sự việc không thật ở hiện tại.
S + WISH (ES) + S + WERE / V 2, V–ED /
DIDN’T V1

Ví dụ:

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:
Diễn tả hành động xảy ra từ QK kéo
dài đến hiện tại, hành động vừa mới xảy
ra/ số lần xảy ra hoặc hành động xảy ra
không rõ thời gian/ chưa xảy ra:
Since: từ khi / For: trong khoảng/ So far = up
to now = up to present: (đến bây giờ), Just:
vừa mới, lately = recently: gần đây, once/
twice: một/ hai lần, Ever: đã từng, yet: chưa
Before: trước đây already: rồi
+ KĐ: Sn, I + HAVE + (ADV) + V3.
Si + HAS + (ADV) + V3.
+ PĐ: 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: diễn tả hành
động xảy ra lúc đang nói: Look! Nhìn kìa!
Listen! Hãy lắng nghe: Now = at present = at
the moment: bây giờ; hành động đã được sắp
xếp cho tương lai (Next/ Tomorrow) , kèm với
go / come / leave/ arrive.
+ KĐ: S + AM/ IS/ ARE + V- ing.
+ PĐ: S + AM/ IS/ ARE + NOT + V- ing.
+ NV: AM/ IS/ ARE + S + V- ing?
+ WH: WH + AM/ IS/ ARE + S + V-ing?
- Bỏ e: make making / come  coming
- Gấp đôi phụ âm: stop  stopping/ run
- Không bỏ 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: diễn tả hành
động xảy ra tại một thời điểm trong QK.
hoặc hai hay nhiều hành động song song:
Kèm với When/ While

At this time yesterday: vào lúc này hôm qua
At that time/ then: lúc đó.
+ KĐ: S + WAS/ WERE + V- ing. (I was)
+ PĐ: 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,avdinto indirect speech

Nếu động từ giới thiệu ở thì hiện tại đơn, hiện tại hoàn -Take note
thành, or tơng lai đơn thì trong lời trích dẫn ta chỉ đổi đại từ
(pronouns) or tính từ sở hữu sao cho thích hợp.
Ex. - The farmer says: I hope it will rain tomorrow
= The farmer says he hopes it will rain tomorrow.
She has said: Im tired now
= She has said she is tired now.
Nếu động từ trong mệnh đề chính ở thì quá khứ đơn, thì
trong lời trích dẫn ta phải đổi thì, các từ hoặc cụm từ chỉ thời
gian, vị trí, đại từ .
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

Tiết số: 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:

Teachers 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, Dont 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: Caõu nghi vaỏn coự tửứ hoỷi)

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