unit9 test yourself c GIÁO ÁN MÔN TIẾNG ANH LỚP 12

GA 12

GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS

Reading
I. Aim: By the end of the lesson, students will be able to:
- Undertand the passage about deserts.
- Scan read for specific details.
II. Language Contents:
 Grammar: Revision of the present simple, present perfect, future
 Vocabulary: Words/phrases used to express in the text:
1. aerial: [‘e∂ri∂l] (explanation): in the air; existing above the ground
(trên không)
2. dune (n) [
] (picture): ahill of sand near the sea or in a desert (đụn
cát)
3. stretch (n)[
](translation): a length or area of a road, water or
land (dải đất, dải nước…)
4. aborigine [,æb∂’rid ini:z] (n) (picture + explanation): a member of the
tribes that were living in Australia when Europeans arrived there;
aboriginal (thổ dân Úc).
5. hummock [‘hΛm∂k] (n) (picture+explanation): a small raised area of
ground like a very small hill; hillock (gò, đống)
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with the questions.
V. Procedure
Students’ and teacher’s activities

Ss close the books.
- Ss work in groups
- Ss’answers may vary.

Contents

1. Warm-up:
• Where are these pictures?
• Do you know about them?
2. Before you read
1. What kinds of plants and animals live in a desert?
2. Name some of the countries which have deserts?

- Teacher leads in the lesson: *Vocabulary and structures:
Today, we will talk about life in
 Stretch of sandy desert: dãi sa mạc cát
deserts
 To comprise: include
 Aerial (adj.) air
- Ss open the books page 96, 97,
 Slope: dóc
98 and look at the pictures.
 Steep(adj.): dốc đứng
 Hummock: gò
- Ss work in groups, answering
 Spinifex: cỏ lá nhọn
the questions:
 Crest: mào / bờm ngựa
 Eucalyptus: cây khuynh diệp/ bạch đàn
- T walks around and helps

 Cactus: cây xương rồng
students.
 Date palm: cây cha là
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GA 12

- Ss’answer may vary.
- T: Now we’ll study the reading
text about life in deserts
- T reads the text and explains
new words and phrases. (T uses
pictures & explanations)
- T reads each word & Ss repeat.
- Ss read after the tape to practise
pronouncing the new words.
- Ss work in pairs, reading the
text again to get the information
of the reading.
- T explains Task 1. - Ss work in
groups.
- T walks around & helps Ss.
- T can give the feedback before
the class by asking Ss to answer
- T explains Task 2: Now you
answer the questions in Task 3
- Ss work in pairs, asking and

answering the questions.
- Ss check the answers together.
- T goes around & helps Ss.
- T can give the feedback before
the class by asking Ss to ask and
answer the questions.
- T suggests Ss’ homework.

GV: Nguyễn Thị Như Thủy

 Lizard: con thằn lằn
 Oases: ốc đảo
 Acacia: cây keo
 Gazelle: dòng linh dương
 Antelope: loài linh dương
 Jackal: dog that lives in forest
3. While you read
Task 1. Give the Vietnamese equivalents to the
following words or phrases.
1. stretch
2. aerial survey: trắc lượng trên không
3. Royal geographical society of Australia: hội địa lí
hoàng gia Úc
4. Australian Aborigine: thổ dân Úc
Task2: Decide true or false
1. F
2. F
3. T
4. F
5. F

6. T
Task 3. Answer the following questions.
1. They are Great Victoria Deserts, Gibbon, Great
sandy and Tanami Deserts and Simpson Desert.
2. It lies between Lake Eyre in the south, the
Macdonnel Ranges in the north , the Mulligan
and the Diamantina Rivers and the Macumba and
Finke Rivers in the west
3. In 1845
4. He was the President of the South Australian
Branch of the Royal Geographical Society of
Australia.
5. They took camels across the desert.
6. In the western part, they are short, mostly less
than 10 metres high, and in the northern part, they
are parallel and are up to 20 metres high
7. Two. They are hummock grasses and spinifex
4. After you read
Read this story and answer the questions that follow
1. Yes, it is.
2. The fun is pronunciation. /dez t/ and /diz t/ món
ăn tráng miệng
5. Homework:
- Learn by heart new words
- Prepare speaking

* COMMENTS:
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GA 12

GV: Nguyễn Thị Như Thủy

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3


GA 12
Teaching date: 3/01/2011
Period: 56

GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS

Speaking
I. Aim: By the end of the lesson, students will be able to:
- Talk about natural features of deserts and desert life.
- Express their ideas about related matters.
II. Language Contents:
 Grammar: Revision of the present simple, present perfect, future
 Vocabulary: Words/phrases used to express in the text:crocodile, frog, horse ,buffalo,
sheep…..
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with the questions.
V. Procedure
Students’ and teacher’s activities
Ss close the books.

- Ss work in groups, talking about what
they’ve learnt
- T calls some representatives to tell
about
- T leads in the lesson: talk about the
trees and animals that exist in a desert
- Ss open the books.
- T explains Task1: Discuss in groups
about:
* to complete the task given
- Ss work in groups then exchange
together.
- T goes around & helps Ss.

Contents
1. Warm-up

Give some animals that live in desert
Unit 2: SPEAKING
Talking about the plants and animals that live in desert
2. Before you speak
Task 1. Check the trees and animals that you think might exist
in a desert
*Vocabulary and structures:
 Lizard: con thằn lằn
 Goat: con dê
They are cactus, date palm, grass and camel
Explain your choice.

3. While you speak

Task2: Find out as many natural features of a desert as
Ss’answers may vary.
- T can give the feedback before the possible. Use the cues.
• Climate: hot, dry
class by asking Ss to answer the
• Rainfall: very low
questions.
• Plants / trees: very few, some kinds of trees such as
palm trees
- T asks Ss to practise the exchanges in
•
Animals : very few , only camels
task fluently.
• Soil: sand
- T explains Task 2 : In pairs, you find
out as many natural features of a desert
• Seasons: hot season (during the day), cold season (at
possible
night)
- T can give suggested models:
- Ss work in pairs, give the prediction
- T goes around & helps Ss.
4. After you speak
Task 3 . You are going on an expedition across a desert with
some of your friends. Discuss and choose the five most
important things you should bring along with you. Explain
your choice.
• Water because there is no water we may die
• A camel because a camel is the best means of
T asks Ss to practise Task 3 the

transport in a desert.
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exchanges in task fluently.
- Ss work in groups , and do the ex

GV: Nguyễn Thị Như Thủy
•
•
•

- T suggests Ss’homework.

Food because it is almost impossible to find food in a
desert
A box of match because there is no electricity in a
desert
A blanket because it is very cold at night in a desert

5. homework
- To remind Ss to continue to write about the topic
discussed at home .
- New lesson : C. LISTENING

COMMENTS
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5


GA 12
Teaching date: 5/01/2011
Period: 57

GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS

Listening
I. Aim: By the end of the lesson, students will be able to:
- Listen for the understanding of the passage.
- Listen for specific details.
II. Language contents:

 Grammar: Revision of the present simple, present perfect, future
 Vocabulary: frightening, cool, canal, needle……..
III. Techniques: Integrated, mainly communicative.
IV. Teaching aids: Cassette, tape and some hand-outs with the questions.
V. Procedure
Students’ and teacher’s activities

Contents

Ss work in groups,

1. Warm-up

Answer the questions:

- T can give the feedback before the
class by asking a student to read the
answers.

1. What is a desert?
2. How is a desert formed?
3. Can human beings make a desert? Why or why not?
2. Before you listen

- T: Today, we’ll listen to an expert
talking about desert
- Ss open the books.
- T explains task1. Now you decide
whether the statements are true or false
- Ss work in pairs.
- T goes around & helps Ss.

*Vocabulary and structures:
- Frightening speed: tốc độ nhanh đến khủng khiếp
- firewood
- Cool sb down / off :to make sb fell cooler or make sb
calm: làm cho mát , làm cho ai trở nên bình tỉnh
- Canal : kênh dào
- Needle: lá kim
3. While you listen

- T gives the feedback by asking Ss to
read the sentences aloud before class.

T explains the tasks then decide true or
false

Task1 Listen to his talk

- Ss read the sentences in Task
carefully.
- Ss listen to the tape twice or three
times and anwser the questions.
Ss check their answer sentences.(T can
give marks)
- T replays the tape twice.
- Ss work individually, answering the
questions then check the answers
together
- Ss listen to the tape twice or three
times and fill in.

- To explain the meaning .
- play the CD once or twice and have Ss listen
- To show Ss to decide the task
1. T 2. F
3. T
4. F 5. T
Task 2. Answer the questions
4. It examines deserts what they are and how they are formed
5. It is hot, dry, sandy place. It is also a beautiful land of
silence and space. The sun shines, the wind blows, and
time and space seem endless
6. Nature and humans.

7. They contribute by eating every plant they can find. This
makes the land become desert
Task 3. listen to part of the expert’s talk again and fill in the
missing word(s)
1. 90% 2. smaller plants 3. prevent

4. spreading
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GA 12

GV: Nguyễn Thị Như Thủy
5. capital

- Remind ss to do exercise

6. canals

4. After you listen
Summarize the main ideas of the expert’s talk. Use the
following suggestions:
1. What is a desert?
2. What causes the growth of a desert?
3. What should humans do to prevent the growth of deserts?
5. Homework:
- Prepare writing

* COMMENTS:
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7


GA 12
Teaching date: 10/01/2011
Period: 58

GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS
WRITING

I. Aim: By the end of the lesson, students will be able to:
- Describle the main features of a desert.
- Write a paragragh about the Sahara Desert.
II. Language Contents:
 Grammar: Revision of the present simple, present perfect, future.
 Vocabulary: extend, arid, oasis, tableland, gazelle, antelope, jackal.
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with the questions.

V. Procedure
Students’ and teacher’s activities

Contents

Ss close the books.
- Ss work in groups, answering the
questions.

1. Warm-up
Study the information in the table
* location (give a map)
2. Before you write
- T calls one or two Ss to answer the *Vocabulary and structures:
questions.
 Oases: ốc đảo
 Gazelle: linh dương nhỏ
- T leads in the lesson: write a
 Antelope: sơn dương
composition about the Sahara desert
 Jackal: a kind of wild dog that lives in a desert :chó
rừng
- Ss open the books.

Fox : con cáo
- T explains Task 1. Read the sentences
 Arid:khô cằn .
given and write.
Read the definitions of the words or show pictures and ask
- Ss work in pairs to ask and answer the
Ss to say the English words.
following questions about the Sahara
Go over the answers with the class.
Desert.
1. Where is the Sahara Desert?
- T goes around and helps Ss.
2. How large is it?
3. How is the climate?

4. Name some of the natural features of the Sahare.
5. What kinds of animals and plants can live in the desert?
General Outline of the Descriopition
- Introduction
- General description
T: To you. What tense do people often
+ Geography
use to write? (Present simple tense)
+ Area
+ Natural features
(climate/rainfall/elevation/trees/animals)
- Conclusion
- T explains: To describe thing It is 3. While you write
The Sahara desert is largest in the world. It has a total
usually written in the present tense and
area of more than 9,065,000 square kilometers with 1,610 km
used the special words for thing
wide and about 5,150 km long from the east to the west.
Located in northern Africa, it extends from the Atlantic Ocean
- T explains new words.
easterward past the Red Sea of Iraq. It lies mostly in Moroco,
Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, and
Sudan.
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GA 12

- T explains Task 2:Write an assay
- Ss work individually then check their
writing together.
-T goes around and helps Ss.

- Ss write their paragraph on the board
then they correct
Remind the task to do at home

GV: Nguyễn Thị Như Thủy
It is totally impossible to find moisture in the Sahara
desert. The land is arid and the climate is dry. It is very hot in
summer and very cold in winter. If you are in the desert you
can see few oases exist there and all spreads in front of you is
sandy land and large dunes of sand. Its tableland has an
average elevation from 400 to 500 m. there are a few forms of
animals and vegetable life. The main trees you can find there
are cactus, the date palm, and a form of acacia. The main
animals you are likely to see there gazelle, antelope, fox,
jackal and camel
4. After you write
Writing correction
5. homework:
- Prepare language focus

COMMENT:
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9

GA 12
Teaching date: 12/01/2011
Period: 59

GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS
LANGUAGE FOCUS

I. Aim: By the end of the lesson, students will be able to:
- Distinguish between the full form and contracted form of some auxiliaries.
- Use the conjunctions such as so, but, however…in the setences.

II. Language Contents:

 Grammar: Connectors
 Pronunciation: full and contracted forms of auxiliaries
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities

Contents

T gives some words then ss I. PRONUNCIATION: contracted forms of auxiliaries
pronounce
* Listen and repeat
Full forms

* Activity 1.
- Ss still close the books.
- Ss work in groups and find the
words are pronounced.
* Activity 2.
- T asks Ss to open the books.
- T explains the pronunciation.
- Ss work in pairs, pronunciation
and underlining the sounds

-

Write down these sentences
on the board:
1. It began to rain, so I opened
my umbrella.
2. They were late but they
didn’t hurry.
- Ask Ss to express the
sentences in another way so
that the meaning stays the
same.
Expected:

Contracted Full forms
contracted
f.
I am
I’m
I shall / will I’ll

You are
You’re
You will
You’ll
He is
He’s
He will
He’ll
She is
She’s
It will
She’ll
It is
It’s
We will
It’ll
We are
We’re
They will
They are
They’re
* Practise reading these sentences.
I think I’ll buy a motorbike.
You’ll notice that there’s a girl coming
It’ll be much better if you could do it
We’ll have to talk to her
She’s feeling much better now.
They’re students
He’ll be 17 next month
II. GRAMMAR

Linking words: BUT/SO/HOWEVER/THEREFORE
Connectives
1/ Coordinating conjunctions (liên từ kết hợp)
And : và (addition)
But : nhưng (contract)
For : vì (reason)
Or : hoặc là (choice)
So : vì vậy (result)
Yet: nhưng (giống liên từ but)
2/ Transition words (từ chuyển ý) là từ dùng để nối hai
ý liên quan lại với nhau trong câu. Chúng thường được
dùng với dấu phẩy hoặc chấm phẩy. Các từ chuyển ý
10

Me too.


GA 12

GV: Nguyễn Thị Như Thủy

1. It began to rain, so I opened
my umbrella.
2.They were late. However,
they didn’t hurry.

dùng là:
Moreover, furthermore: hơn nữa (addition
information)
However, nevertheless : mặc dù, tuy vậy (contrast)

Therefore, thus : do vậy (result)
Note:
- We can also express a contrast by using the
- Elicit the use of the
adverb “however” with two sentences.
conjunctions from Ss
- We use so, therefore, as a result or for this reason
Practice:
to introduce the result of something.
- Ask Ss to work in pairs to do the
- We use so (with or without and) before a clause.
exercise
- We use and, therefore before a clause.
- Call on Ss to give the anwers.
- Therefore can also go before the verb.
- Check with the whole class.
- We also use as a result, therefore and for this
reason at the beginning of a new sentence.
- We also use thought, to mean “however” at the
end of a sentence.
* Exercise 1. Presentation
Activity
1: sentence completion (Exercise 1)
- Ask Ss to work in pairs to do the
@ 1. so 2. but 3. so 4. but 5. so 6. but 7. but
exercise 1
Asking and answering the 8. so
questions.
- T goes arround to help Ss
* Exercise 2.

Practice
@ 1. but 2. however 3. yet
4. so 5. but 6.
- T explains Exercise 2.
however
- Ss work in groups.
7. however 8. but
- T goes around and helps Ss.
*
Production
- Ss make sentences by using the
following words and phrases:
@ 1. therefore 2. so 3. so
4. therefore
- T suggests Ss’homework.
5. however 6. therefore 7. so 8. however
Activity 2
- Ask Ss to work in pairs to do the
Choose the best answer.
exercise
1. He is intelligent (so/ but/ and) he can’t answer my
1. so
questions.
2.and
2. The boy doesn’t wrote (and/ so/ but) read this
lesson.
3.or
3. He doesn’t come (so/ for/ or) he is afraid of
crowds..
4.but-so

4. The test was very long (or/ and/ but) easy (so/ or/
and) we can do.
5.so
5. This book was (so/ or/ but/ for) exciting.
6. He didn’t work hard (therefore/ however/ so) he
6.so
couldn’t get good job.
7. They know exactly the questions, (therefore/
7therefore
nevertheless/ for) they can’t answer it quickly
because they are new ours.
- Call on Ss to give the anwers.
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GA 12

- Check with the whole class.

GV: Nguyễn Thị Như Thủy

5. Homework
Do exercise in workbook
- Prepare Unit 10

COMMENT

12

GA 12

GV: Nguyễn Thị Như Thủy

Week:
/ Second term
EX OF BUT, SO, HOWEVER
Period: 55
I. Aim: By the end of the lesson, students will be able to:
- Use the conjunctions such as so, but, however…in the setences.

II. Language Contents:

 Grammar: Connectors
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities

Contents

Write down these sentences on the
board:
1.It began to rain, so I opened
my umbrella.
2.They were late but they
didn’t hurry.
- Ask Ss to express the
sentences in another way so
that the meaning stays the

same.
Expected:
1. It began to rain, so I opened
my umbrella.
2.They were late. However,
they didn’t hurry.

II. GRAMMAR
Linking words: BUT/SO/HOWEVER/THEREFORE
Connectives
1/ Coordinating conjunctions (liên từ kết hợp)
And : và (addition)
But : nhưng (contract)
For : vì (reason)
Or : hoặc là (choice)
So : vì vậy (result)
Yet: nhưng (giống liên từ but)
2/ Transition words (từ chuyển ý) là từ dùng để nối hai
ý liên quan lại với nhau trong câu. Chúng thường được
dùng với dấu phẩy hoặc chấm phẩy. Các từ chuyển ý
dùng là:
Moreover, furthermore: hơn nữa (addition
information)
However, nevertheless : mặc dù, tuy vậy (contrast)
Therefore, thus : do vậy (result)
Note:
- Elicit the use of the
- We can also express a contrast by using the
conjunctions from Ss
adverb “however” with two sentences.

Practice:
- We use so, therefore, as a result or for this reason
- Ask Ss to work in pairs to do the
to introduce the result of something.
exercise
- We use so (with or without and) before a clause.
- Call on Ss to give the anwers.
- We use and, therefore before a clause.
- Check with the whole class.
- Therefore can also go before the verb.
- We also use as a result, therefore and for this
reason at the beginning of a new sentence.
* Exercise 1. Presentation
- We also use thought, to mean “however” at the
- Ask Ss to work in pairs to do the
end of a sentence.
exercise 1
Activity 1: sentence completion (Exercise 1)
Asking and answering the @ 1. so 2. but 3. so 4. but 5. so 6. but 7. but
questions.
8. so
- T goes arround to help Ss
* Exercise 2.
Practice
- T explains Exercise 2.
- Ss work in groups.
@ 1. but 2. however 3. yet
4. so 5. but 6.
- T goes around and helps Ss.
however

13


GA 12

GV: Nguyễn Thị Như Thủy

*
Production
- Ss make sentences by using the
following words and phrases:
- T suggests Ss’homework.
- Ask Ss to work in pairs to do the
exercise
1. so
2.and
3.or
4.but-so
5.so
6.so
7therefore
- Call on Ss to give the anwers.
- Check with the whole class.

7. however

8. but

@ 1. therefore 2. so 3. so
4. therefore

5. however 6. therefore 7. so 8. however
Activity 2
Choose the best answer.
8. He is intelligent (so/ but/ and) he can’t answer my
questions.
9. The boy doesn’t wrote (and/ so/ but) read this
lesson.
10. He doesn’t come (so/ for/ or) he is afraid of
crowds..
11. The test was very long (or/ and/ but) easy (so/
or/ and) we can do.
12. This book was (so/ or/ but/ for) exciting.
13. He didn’t work hard (therefore/ however/ so) he
couldn’t get good job.
14. They know exactly the questions, (therefore/
nevertheless/ for) they can’t answer it quickly
because they are new ours.
5. Homework
Do exercise in workbook
- Prepare ex of modal verbs

COMMENTS
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………...

Week:

/ Second term

Period 56
MAY, MIGHT, MUST, MUSTN’T, NEEDN’T
I. Aims: Learning again about modal verbs and using them correctly in writing,
reading, or speaking.
II. Language content:
1. Grammar: modal verb.
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GA 12

2. Vocalbulary: all new words.
III. Techniques: inductive method.
IV. Teaching aid: hand out.
V. Proceduce:
Teacher’ and sts’ activeties

GV: Nguyễn Thị Như Thủy

Content

I. Greeting.
II. Revision.
Sts do ex.
Fill in the blanks with but, so…(10m).
1. but
1.
Fred is antisocial____he has a
few friends.
2. for

2.
____he is afraid of crowds.
3. or
3.
____at least he seems the
4. so
way.
4.
____many people don’t like
- The teacher explains the grammar points.
him.
- Sts listen and write down then make
III. Today’s lesson.
sentences by using “may or might”
Modal verbs: may, might, must, need.
Work in pairs and do ex by using the grammar.
1. May/ might.
- We use may or might to say that sth
is a possibility. Usually you can use
Ex: 1. The bus doesn’t always come on time.
may or might, so you can say.
We might have to wait for a few minutes.
Ex: It may be true or it might be true
(perhaps it is true)
- We use may and might to talk about
possible actions or happening in the
Ex: She isn’t well ( perhaps she won’t come)
future.
She may not come to the party to night.
Ex: Take an umbrella with you when ou o

out. It rain later (perhaps it’ll rain).
2. Must/ mustn’t
- We use “must” to say that it is
Ex: You haven’t got much time
necessary to do sthing. Sometimes it
You must hurry.
doesn’t matter which you use:
Ex: oh, it’s later than I thought. I must go
home.
Ex: The boy is asleeo.
- “Must” can be used to talk about the
You mustn’t shout.
present or future but not the past.
- “Must” is personal. We use must
when we give our personal feelings.
Ex: you must do something.
Mustn’t: It is necessary that you do not do it.
Ex: You have got plent of time
Ex: You must keep it a secret. You mustn’t
You needn’t hurry.
tell anyone.
3. Needn’t: It’s not necessary that you
Ex: I can her you quite cleary
do it.
You needn’t shout.
- Instead of needn’t, you can be don’t/
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Read these sentences carefully and do the ex
correct after that.
1. must.
2. need.
3. must.
1.
2.

Work in pairs and discuss how to write
for each sentence.
We must go now.
You mustn’t tell anybody about this.

Key:
1. He may/might have gone shopping (He
may/ might be playing tennis).
2. She may/might be watching TV in her
room. (She may/might have gone out).
3. It may/might be in the car. (You
may/might have left it in the restaurant last
night).
4. He may/might have been in the bath. (He
may/might not have heard the bell).

doesn’t need to. So you can say.
Ex: We needn’t hurry or we don’t need to
hury.

- Needn’t and don’t need to are similar
to don’t have to.
- Note: Maybe is a combination of may
and be, but it is one word and is not
an auxiliary. It means the same as
perhaps.
IV. Consolidation.
I/ Fill in the blank with an approriate
word.
1. I haven’t written to them for a month
I ___write to them.
2. My litte sister’s eyes are not good
She____wear glasses for reading.
3. You don’t have much time. You
_____hurry.
II/ Write the answer for these
sentences.
1. The bus is coming. It’s time.
2. That new is very importance.
III/ Read the situations and make
sentences from the words in brackets. Use
may or might.
1. I can’t find George anywhere. I
wonder where he is.
2. I’m looking for Helen. Do you know
where she is?
3. I can’t find my umbrella. Have you
seen it?
4. Why didn’t Tom answer the
doorbell? I’m sure he was in the house at

the time.

VI. Homework:
Do ex again. Learn by heart structures. Prepare must/can have PP
Comment:

Week:

/ Second term

Period 57
MUST/ CAN’T HAVE + PAST PARTICIPLE.
I. Aims: Sts can regconize the differences between mus/ can + V-inf and mus/
can have PP. They can draw out the importance when they use it.
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II. Language content:
1. Grammar: must/ can’t have PP
2. Vocalbulary: all new words.
III. Techniques: Fill in the blank.
IV. Teaching aid: hand out.
V. Proceduce:
Teacher’ and sts’ activeties

- Write down on board.

- Check and correct.
Write down some note after the teacher’s
explaining.
Give examples.
Ex: It may have rained last night, but I’m not
sure.
Ex: John night have gone to the movies
yesterday.
Ex: John should have gone to the post office
this morning. (he didn’t go there).
Ex: Mary shouldn’t have called John last
night. (She did call him).
Ex: The grass is wet. It must have rained last
night. (It probadly rained last night)

Work in pairs and do ex.
1. a
2.

a

3.

b

4.

a

Content

II. Greeting.
III. Revision.
- Make sentences by using relative
pronous.
- Make 2 sentences by using modal
verbs.
IV. Today’s lesson.
- A modal is always followed by the
simple form of the verb. Thus, have/
can never be has or had.
1. Could/ may/ might + have PP.
Use any of these modals + perfective to
indicate a past possibility.
2. Should have PP: This is used to
indicate an obligation that was supposed to
our in the past, but for some reason it did
not occur.
3. Must + have PP: This is not used to
indicate a past obligation. To use only had
to, should + perfective, or be supposed to
indicate a past obligation.
Must + perfective can only mean a logiccal
conclusion in the past.
V. Consolidation.
Choose the correct answer in each of the
following sentences according to meaning and
tense.
1. If I had a bicycle, I (would/ I’ll) rida it
every day.
2. Geoger (would have gone/ would go)

on a trip to Chicago if he had had time.
3. marcela didn’t come to calss yesterday.
She (‘ll have had/ may have had) an
accident.
4. Where do you think Tuan is today. He
(might have had/ might).
Choose between must + perfective and should
+ perfective in the following sentences.
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1.

Should have had

2.

Must have been

3.

Must have damaged

4.

Should not have parked

5.

Must have studied

6.

Should have studied

7.

Must have been

8.

Should have deposited

9.

Must have forgotten

10. Must not have studied.
Key:
1. He couldn’t have driven her to the
airport.
2. Ken couldn’t have gone out on Friday
evening.
3. Ken could have played tennis on
Monday afternoon.
4. He couldn’t have lent Jack 50 pounds.

5.

He could have come to Jane’s party.

1. Henri was deported for having an
expired visa. He (have) his visa renewed.
2. Julietta was asbent for the first time
yesterday. She (be) sick.
3. The photos are black. The X rays at the
airport (damage) them.
4. Blanca got a parking ticket. She (park)
in a reserved spot, since she had no permit.
5. Carmencita did very well on the exam.
She (study) very hard.
6. Jeanette did very badly on the exam.
She (study) harder.
7. German called us as soon as his wife
had her baby. He (be) very proud.
8. Eve had to pay 5.00 because she wrote
a bad check. She (deposit) her money before
she wrote a check.
9. John isn’t here yet. He (forget) about
our meeting.
10. Alexis failed the exam. He (study)
enough.
Write sentences to follow the information:
1. Ken’s aunt wanted him to drive her to
airport on Tuesday.
2. A friend of his wanted him to go out for
a meal on Friday evening.

3. Another friend wanted him to play tennis
on Monday afternoon.
4. Jack wanted Ken to lend him 50 pounds
last week.
5. Jane wanted Ken to come to her party on
Saturday evening.

VI. Homework:
Do ex again. Learn by heart structures.
Comment:
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Unit 9: DESERTS
Vocabulary and structures:
 Stretch of sandy desert: dai sa mac cat
 To comprise: include
 Aerial (adj.) air
 Slope: doc
 Steep(adj.): doc dung
 Hummock: go
 Spinifex: co la nhon
 Crest: mao / bom ngua
 Eucalyptus: cay khuynh diep/ bach dan

 Cactus: cay xuong rong
 Date palm: cay cha la
 Lizard: con than lan
 Oases: oc dao
 Acacia: cay keo
 Gazelle: dong linh duong
 Antelope: nai sung tam
 Goat: con de
 Frightening speed
 firewood
 Jackal: a kind of wild dog that lives in a desert
I. PRONUNCIATION: contracted forms of auxiliaries
* Listen and repeat
Full forms
Contracted f. Full forms
contracted
I am
I’m
I shall / will
I’ll
You are
You’re
You will
You’ll
He is
He’s
He will
He’ll
She is
She’s

It will
She’ll
It is
It’s
We will
It’ll
We are
We’re
They will
They are
They’re
*Practise reading these sentences.
I think I’ll buy a motorbike.
You’ll notice that there’s a girl coming
It’ll be much better if you could do it
We’ll have to talk to her
She’s feeling much better now.
They’re students
He’ll be 17 next month
I- SIMPLE SENTENCES :
- A simple sentence has one independent clause. There are 5 elements that can be part of a
clause : subject (S), verb (V), direct object (Od), indirect object (Oi), complement (C), and
adverbial (Adv).
- Here are some basic sentence patterns :
1. S + V (intransitive)
2. S + V + Adv
3. S + V + C
4. S + V (transitive) + O
5. S + V + Oi + Od

John has come.
John is over there.
John is friendly.
John bought this book.
John gave me this book.
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6. S +V + Od + prep + Oi
John gave this book to me.
7. S + V + O + C
John made me happy.
8. S + V + O + Adv
John put the book on the table.
II- COMPOUND SENTENCES :
- A compound sentence contains 2 or more main clauses (independent clauses), and they
are combined by conjunctions or conjunction adverbs (transitions).
- Conjunctions : for, and, nor, but, or, yet, so, etc.
- Transitions : therefore, however, consequently, nevertheless, moreover, etc.
* Examples : - I was tired, so I went to bed early.
- I was tired; therefore I went to bed early.
III- COMPLEX SENTENCES :
- A complex sentence contains one main clause and one or more subordinate clauses.
- These subordinate clauses are adjective clauses, adverb clauses, and noun clauses.
Complex sentence = main clause + adjective clause
noun clause

adverb clause
* Examples : - I have met the man who won the race. (adjective clause)
- I know who won the race. (noun clause)
- I met that man when I arrived at the airport. (adverb clause)
- I know the man who won the race when I arrived at the airport.
(adjective clause)
(adverb clause)
UNIT 10
ENDANGERED SPECIES
VOCABULARY & STRUTURES
• To extinct / extinction: without living in the earth
• Habitat: place where animals live
• Destruction / to destroy
• Wetland: dam lay
• De forestration: urbanization: change the urban into the cities
• Verge: flower- bed that formed on the street / near
• Impact: affect
• Vulnerable: dangerous
• To enact: give the laws
• Sub- adult
• Civil war: noi chien
• Forest rangers
• Awareness: knowledge
• Reserve: place where animals are protected
I. PRONUNCIATION: The pronunciation: rhythm
1. Tell me the time.
2. Show me the way
3. He bought some carrots and cabbages.
4. Come for a swim
5. Look at the clock on the mantelpiece

6. I think he wants to go tomorrow.
7. It’s not the one I want
8. Most of them have arrived on the bus.
9. Walk down the path to the end of the canal.
10. I’m going home today for Christmas
11. A bird in the hand is worth two in the bush
12. If you don’t have the best, make the best of what you have
II. GRAMMAR: Modal verbs
May / might, must / mustn’t, needn’t
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