giáo án tự chọn tiếng anh 12 soạn chi tiết 4 bước

Date of preparation: 28/09/2017
TOPIC 1. GRAMMAR: TENSES OF VERBS
I. Aims
1. Knowledge:Sts revise the use and form of tenses: Present simple, present
progressive, Present perfect
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preprations:
1. Teacher: Exercises
2. Students: Knowledge
III. Methods: explanation, discussion, mainly communicative
IV. Steps of teaching :
1. Organization :
Class
Period
Date of teaching
Attendance
Absence
Note
12A7
2. Check old lesson: No checking
3. New lesson:
Teacher and students’ activities
Content


T: Helps sts to revise the use and
form of present simple tense.
- Helps Sts to revise the use and
form of present continuous tense

Sts: Listen to the teacher
- Remind the use and the form of
present simple tense
- Write down into notebooks
- Give some example

1. Giving task:
T: ask Ss to work individually to do
exercise 1 within 6 minutes then
have another 4 minutes to compare
with partner
2. Do the task: Ss work individually
to do exercise 1 within 6 minutes
then have another 4 minutes to
compare with partner
3. Report and discussion:
Teacher calls some to give answers
on board and ask other to compare
and and give comment
4. Feedback:
Teacher feedbacks ss’performance
T: Helps sts to revise the use and
form of present perfect tense
- Helps sts to revise the use and form

I. Revision
1. The present simple
+Use: - show an action which happens at present,
habits, likes, truth
+Form: (+) S + V/Vs/es + O

(-) S + do/does + NOT + V + O
(?) Do/Does + S + V +O?
+Adverbs : - often, usually, sometime, always,
- everyday/week/year
- once/twice a week/month/year …
Eg: - She always goes to school at 6 o’clock
- Water boils at 1000C
2. The present continuous
+Use:- show an action which is happenning at
present
- show an action which happens in the future
+Form: (+) S + is/am/are + V-ing + O
(-) S + is/am/are + Not + V-ing + O
(?) is/am/are +S + V-ing + O ?
+Adverbs :- at the moment, at present, now,
- at + time
Eg: - she is playing piano now
- They are going to Ha Noi tomorrow
3. Present perfect
+Use: - show an action which happened in the past
but the results still exist at present
+Form: (+) S + have/has + VPII + O
(-) S + have/has + NOT + VPII + O
(?)Have/has + S + VPII +O?
+Adverbs : - since, for
- never, ever, several times…..
Eg: - She has studied English for 5 years
- Hhe has read this novel several times
II. Practice
Exercise 1. Present simple or present progressive

1. Dennis (usually, drink) coffee with his breakfast,
but this morning he (drink) tea instead.
2. Janet (take) the bus to work everyday. She (wait)
for the bus at the corner of Pine now.
3. This morning it (rain). I can see Janet from my
window. She (stand) at the corner of Pine. She (hold)
her umbrella over her head. She (wait) for the bus.
4. Mike (take) three classes this semester. Every


of past progressive
- Helps sts to do exercise in next
page
- Calls on some sts to give answers
- Checks Sts’ answers with the
whole class
- Gives and explains the keys to sts
Ss: Write down into notebooks
- Give some example
+she were writng a letter when I
came
+I was watching TV at 8 o’clock
yesterday
- Listen to the teacher
- Give answers
- Listen and check answers

morning he (study) for two hours before he goes to
school. He (have) French class at 9 o’clock. He
(take,also) chemistry and accounting.

KEY:
1. usually drinks - is drinking
2. takes - is waiting
3. is raining – is standing – is holding – is waiting
4. takes – studies – has – also takes
Exercise 2. Present perfect
1. How about more pie?
No, but thanks. I can’t swallow another bite. I
(already, eat) too much.
2. Our football team is having a great season. They
(win) all and will probably win the championship.
3. Jane (learn) English for ten years old.
4. How long you (know) her?
5. How many novels you (write) so far?
Key: 1 have already eaten
2. have won
3. has learnt
4. have you known
5. have you written

4. Consolidation: Summarise the main points of the lesson: present tenses
5. Home work: Revise tenses and redo exercises
Kí duyệt của TTCM
Vĩnh Chân, ngày 30/09/2017
Lê Huyền
Date of preparation:
06/09/2017
TOPIC 2. SPEAKING: FAMILY RULES
I. Aims
1. Knowledge: Students will be able to talk about their own family rules and friend’s

family rules
2. Skills: Asking and answering; discussion
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise Textbook
2. Student: knowledge
III. Methods:
Mainly communicative
IV. Steps of teaching


1. Organization
Class
Period
Date of teaching
12A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and student’s activities

Attendance

Absence

Note

Content

T: Playing games.
- Divide the class into pairs and ask

students to work in pairs to talk about
their family in 3 minutes - Call of the
leaders of each groups to talk about
her/his family in front of the class
- Feedback and lead the class to the
topic of speaking activities
we are going to discuss about our
family
Sts: Keep books close
- Listen to the teacher
- Work in groups to talk about family.

Warm-up:

- Go around and listen to the students
– Give more suggestions if they need

Activity 2. Make a dialogue on family’s rules
A: Who works in your family ?
B : Both my father and mother.
A: Who often does the household chores ?
B: My mother mainly does it and sometimes my
father help my mother.
A: How is your responsibility to your family ?
B: I often clean the house and cook the meals
when I finish my studying.
A: How do the family members share the
interest ?
B: We often watch television each other in the
evening.

A: Who do you often share your secrets with ?
B : I often share with my mother.
A: Who do you talk to before making an
important decision?

A: In my family ,my parents both go to
work,.....................
B: In my family, ..........

Activity 1: Practise reading the sentences
1, In my family ,only my father works.
2,Member of my family share the household
chores .
3,My responsibility in the family is to wash the
dishes.
4, In my family, the interest we share closely is
watching football.
5,I often share my personal secrets with my
father.
T: Ask students to work in groups to 6, I always talk to my parent before making an
speak the sentences
important decision.

Sts: Practice speaking out their ideas
about their family.
- Work in pairs .
T: Let students ask and answer the
questions about their family.
- Listen and give the ideas to each pair.
- Ask students to use the questions

they have form to ask about her/his
family.
- Listen to the students and give
remarks.
- Let the students practice speaking


freely about their family.
-Go around to listen and give remarks

B: I often talk to my parents.

Sts: All students write some sentences
about their family and then stand up
to talk.
1. Giving task:
T: ask Ss to work individually to
report what they have asked about the
partner’s family in front of the class
2. Do the task: Ss work individually
to report what they have asked about
the partner’s family in front of the
class
3. Report and discussion:
Teacher calls some to talk out and ask
other to give comment
4. Feedback:
Teacher feedbacks ss’performance

P1: I talked to Tuan . Both his parents go to

work. But only his mother does the household
chores. Tuan’s responsibility is cleaning the
house at the weekend and prepare dinners
P2 : In Loan’s family ,only her father goes to
work and her mother is at home. Her father is so
busy so her mother does most of housework.
When Loan has freetime, she oftens help her
mom with household chores. And she is
responsibility for taking care of her little brother
in the afternoon.

4. Consolidation:
Summarize the main point of the lesson: talk about your family
5. Homework:
- Ask students to write a passage about a happy family (80 words)
Kí duyệt của TTCM

Vĩnh Chân, ngày 09 tháng 9 năm 2017

Lê Huyền
Date of preparation: 11/09/2017
TOPIC 3: TENSES OF VERBS
I. Aims :
1. Knowledge: Sts revise the use and form of tenses: Past perfect, past simple, past
progressive and apply to do some exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise Textbook
2. Student: knowledge

III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching
Attendance
Absence
Note
12A7
2. Check old lesson: No checking
3. New lesson:
Teacher and students’ activities
Content
I. Revise tenses
1. Past perfect
+Use: - show an action which happened before a
specific time in the past or before another action in
the past
+Form: (+) S + had + VpII + O
T: Helps sts to revise the use and
(-) S +had + Not + VpII + O
form of past perfect, past simple
(?) Had + S + VpII + O?
and past continous
+Adverbs : before, after, by the time
Eg:- We had bought a house before 1975
- call sts to give the form, usage

- They had finished their work before they went
and example of these tenses
home
+ Before I was 18, I hadn’t been outside my
hometown
+ they had gone to abroad after I came
Sts: Remind the use and the form
of past perfect
- Give some examples
- Listen to the teacher
- Write down into notebooks

1. Giving task:
T: ask Ss to work individually to
give the correct form of 10
sentences within 8 minutes then
have another 2 minutes to
compare with partner
2. Do the task: Ss work

2. Past simple: Tobe
Form:
(+) S+ was/ were
He was at school yesterday
(-) S+ was/ were + not
He was not at home last night
(?) (Wh-) was/ were + S...?
Ordinary verbs
Form:
(+) S+ V2/V-ed

He came to school yesterday
(-) S+ did + not+ Vo
He did not come home last night
(?) (Wh-) did + S+ Vo..?
Signals: yesterday/ last/ ago/ in…..
3. Past continuous
+Use: - show an action which was happening at a
specific time in the past
- show an action which was happening when


individually to give the correct
form of 10 sentences within 8
minutes then have another 2
minutes to compare with partner
3. Report and discussion:
Teacher calls some to give the
answers and ask other to give
comment
4. Feedback:
Teacher feedbacks ss’performance

another action happened
+Form: (+) S + was/were + Ving + O
(-) S + was/were + not + Ving + O
(?)Was/ were + S+ Ving +O?
+Adverbs : - at + time in the past
- When, while
Eg: - they were watching at 8pm TV lastnight
- we were playing football at 3 pm yesterday

II. Practice
Give the correct form of the verb
1. As Geoff was introduced to Mrs Sanpe, he
(realize) that he (meet) her before.
2. During the previous week, I (go) to the gym every
morning
3. By the time I (get) back to the bathroom, the bath
(overflow)
4. The boy told me that he (lose) his train ticket and
(not/know) how he would get home.
Key:
5. I was just about to leave when I (remember) my
1. realised - had met
briefcase
2. went
6. She (walk) into the station only to find that the
3. got – had overflown
train (leave)
4. had lost – had not known
7. At the conference, scientists reported that they
5. remembered
(find) a cure for Malaria
6. walked – had left
8. On my last visit to Wixton I (find) that the village
7. had found
(not change) much
8. found – had not changed
9. In a surprise move the Prime Minister (resign) last
9. resigned
night

10. had eaten
10. Jane didn’t want any dinner. She (eat) already.
4. Consolidation: Revise past tenses and do exercises
5. Home work: Revise tenses and redo exercises
Kí duyệt của TTCM

Vĩnh Chân, ngày 16 tháng 9 năm 2017

Lê Huyền
Date of preparation: 18/09/2017
TOPIC 4: Pronunciation:/s / and /ed/
I. Aims :
1. Knowledge: Sts will be able to how to pronunce the words ending /s / and /ed/,
do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations:


1. Teacher: exercise Textbook
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching
Attendance
Absence
Note

12A7
2. Check old lesson: form and usage of past tenses, then give examples to make
it clear
3. New lesson:


Teacher and students’ activities
T: Have sts discuss in groups of
four to list ways of pronouncing –
s/es ending sound
- call ss to present the answer and
give examples to make it clear
- give feedback with the whole
class
Ss: work in group to give example
of pronunciation s/es ending sound
T: Have sts discuss in groups of
four to list ways of pronouncing –
ed ending sound
- call ss to present the answer and
give examples to make it clear
- give feedback with the whole
class
Ss: work in group to give example
of pronunciation ed ending sound
1. Giving task:
T: ask Ss to work individually to
do exercise within 12 minutes then
have another 3 minutes to compare
with partner

2. Do the task: Ss work
individually to do exercise within
12 minutes then have another 3
minutes to compare with partner
3. Report and discussion:
Teacher calls some to give the
answers and ask other to give
comment
4. Feedback:
Teacher feedbacks ss’performance
Exercise 1.
1. D 2. D
Exercise 2.
1.B
3. A
5. C
7.C
9. B
Exercise 3.
1. greeted
2. Wished
3. listened
4. Crossed
5. lifted

3. D

4. A

2. D

4. C
6. B
8. D
10. A
/id/
/t/
/d/
/t/
/id/

Content
I. Pronunciation
1. Pronouncing -s/ -es endings
- Verb often ending with - ss,-s,-ch,-sh,- x,-z ,- o ,
added -es
Eg:
watch-> watches brush -> brushes
fix->fixes
miss-> misses
- Pronunciation:
/iz/ ending letters s, -ss,- ch,- sh,- x,-z( hoặc-ze),- o,ge,- ce
Eg: changes/ iz/
practices/ iz/
buzzes/iz/
recognizes /iz/
/s/ ending letters -p,-k,- t,- f
Eg: cooks /s/
stops / s/
/z/ the rest ending letters
Eg: plays /z/

stands /z/
2. Pronouncing – ed endings
/t/ ending letters: ch,-p,- f,-s,-k,- th,-sh
Eg: watched /t/
cooked/ t/

/id/ ending letters - t ,- d
Eg: wanted /id/
decided /id/
/d/: rest of ending letters
Eg: played
stayed
cured
II. Practice
Exercise 1. Multiple choices: Choose the word
whose pronunciation of –s ending sound different
from others
1.A. proofs
B. books C. points
D. days
2.A. helps
B. laughs C. cooks
D. finds
3.A. neighbors B. friends C. relatives D. photographs
4.A. snacks
B. follows C. title
D. writers
Exercise 2. Multiple choices: Choose the word whose
pronunciation of –ed ending sound different from other
1 A. failed

B. reached
C. C.absorbed
D. solved
2 A. invited
B. attended
C. C.celebrated
D. displayed
3 A. removed
B. washed
C. C.hoped
D. missed
4 A. looked
B. laughed
C.moved
D. stepped
5. A. Interviewed
B. performed
C. finished
D. Delivered
6. A. Allowed
B. passed
C. argued
D. Raised
7. A stopped
B. talked
C. married
D passed
8. A. Married
B. Learned
C. stayed

D. Dropped
9. A. decided
B. Learned


4. Consolidation: pronunce the words ending /s / and /ed/
5. Home work: Revise to pronunce the words ending /s / and /ed/
Kí duyệt của TTCM
Vĩnh Chân, ngày 23 tháng 9 năm 2017
Lê Huyền
Date of preparation: 25/09/2017
TOPIC 5. SPEAKING: Giving and responding to compliments
I. Aims :
1. Knowledge: Students will be able to practice giving and responding to
compliments in different situations
2. Skills: asking and answering
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise, textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1. Organization
Class
Period
Date of teaching
Attendance
Absence
12A7
2. Check old lesson: During the lesson

3. New lesson:
Teacher and students’ activities
Introduction: we are going to talk about
the different ways of communication.
T: Ask students to work in groups to talk
about some ways to attract to other people.
- Give students some words and phrases
- Ask students to practise speaking
- Introduce the task: Now work in pairs,
take turn to practise reading the dialogue,
paying attention to how compliments are
received in each situation.
T: have sts study the reasons for using
compliment
- Go around the class to check and offer
help.
- Ask students to work in pairs to practise
giving compliments to suit the responses
using the outlines that they have already
made

Note

Content
Activity 1: Reasons for using compliments
Suggested answer:
- to express admiration or approval of
someone’s work/appearance/taste
- to establish/confirm/maintain solidarity
- to replace greetings/gratitude/apologise/

congratulation
- to soften face-threatening acts suchs as
apologies, requests and criticism
- to open and sustain conversation strategy
- to reinforce desired behavior
Activity 2. Study major compliments
Major compliment topics can be classified into
three categories:
1. Appearance/possessions
2. Performance/skills/abilities
3. Personality traits
Sentence structure used to compliment can be


- Go around the class to check and offer
help.
- Call on some couples to perform their
conversation in front of the class.
- Elicit feedback from the class and give
final comments.
Ss: study the reasons for using
compliment
- work in pairs to practise giving
compliments to suit the responses using
the outlines that they have already made
- some couples to perform their
conversation in front of the class.

1. Giving task:
T: Divide the class into 7 groups of 8

- Ask students to work in groups to
practise
responding the compliments
based on structures within 6 minutes
2. Do the task: Ss work in groups to
practise
responding the compliments
based on structures within 6 minutes
3. Report and discussion:
Teacher calls some groups to act out and
ask other to give comment
4. Feedback:
Teacher feedbacks ss’performance

classified into nine categories
1. Your blouse is/looks really beautiful/
Noun phrase + is/looks really + adjective
2. I really like/love your car
I + really like/love + Noun phrase
3. That’s a really nice wall hanging.
Pronoun + is really a + Adjective + Noun
phrase
4. You did a really good job
You + V + a really + ADJ + N
5. You really handled that situation well.
You + V + N +ADV
6. You habe such beautiful hair !
You have a ADJ + N
7. What a lovely baby you have!
What + article + Adj + N

8. Nice game !
Adj _ Noun
9. Isn’t your ring beautiful!
Isn’t + N + Adj?
Activity 3. Study responses to compliments
1. Accept
- appreciation token: Thank/Thank you
- comment acceptance: Yeah, it’s my favorite,
too
- praise upgrade: Really brings out the blue in
my eyes, doesn’t it?
2. Mitigate
- comment history: I bought it for the trip to
Arixona
- shift credit: My brother gave it to me
It really knitted itself
- questioning or request reassurance/Repetition:
Do you really like them?
- return: So’s yours
- scale down/downgrade: It’s really quite old
3. Reject
- disagreeing utterance:
A: You look good and healthy
B: I feel fat
4. Request interpretation
- addressee interprets the compliment as a
request:


You wanna borrow this one too?

4. Consolidation: Summarize the main points of the lesson: Giving and responding
to compliments
5. Homework: Ask students to practise Giving and responding to compliments
Kí duyệt của TTCM
Vĩnh Chân, ngày 30 tháng 9 năm 2017
Lê Huyền
Date of preparation: 02/10/2017
TOPIC 6. Writing a paragraph
I. Aims:
1. Knowledge: Students will be able to build sentences and make a paragraph .
2. Skills: asking and answering, writing
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise, textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1. Organization
Class
Period
Date of teaching
Attendance
Absence
Note
12A7
2. Check old lesson: call 2 students to give and respond to compliment
3. New lesson:
Teacher and students’ activities
Content
T: have ss study a sample writing to

+ Sample writing: the description of your house
recognize the structure and
+ Practice: Reorder the ideas of paragraph:
connection in a paragraph
I live in a house in Izmit. It isn't old or
I live in a flat with my family. We
modern. It's a normal Turkish house. We can say it is
have two bedrooms and a living
near the sea. It takes about 10 minutes to go to the
room. We have a garden and we have sea side on foot. We have one bedroom, one living
some flowers there. In weekdays I
room. We also have two other rooms, too. We use
arrive home at five o'clock and I have them as a dining room. Naturally, we have a kitchen,
lunch. Then I do my homework and
a bathroom, and a toilet. I live with my parents. And
go to bed. I had a computer but now it our house has a little garden; my parents spend their
doesn't work. I have a brother and a
time there to grow vegetables and fruit.
sister and I think I am very lucky to
+ Find a sentence unrelated to the paragraph and
live with them. Sometimes our
omit it
relatives visit us. Our flat becomes
I want to talk about friendship. Friends
very crowded sometimes but I like it. can change your life. So, you must know who is a
- have ss look at the second one to
real friend. Firstly, your friend must understand you
reorder the ideas:
and of course, you must understand her, too. I think,
1. Where the house is

another important point in a friendship is confidence.
2. Type of the house
You mustn't tell lies to each other. In addition, you


3. The location
4. The rooms in the house
5. The fact that he lives with his
parents
6. The garden

must say everything about yourself. I think these are
important for a friendship. If you have a friend like
this, you don't break up with her because a real friend
is not found easily.
+ Write topic sentence for the following
paragraph
Ss:
I hate lie. I always try not to tell lies and I
+ Find a sentence unrelated to the
want that from my friends, too. I think it is the most
paragraph and omit it
important behavior. I can believe everything my
I want to talk about friendship
friends say. In addition, a good friend must say his
+ Write topic sentence for the
ideas to me firstly. I mean, he shouldn't talk about me
following paragraph
with other people. Especially about the bad thing, he
->

doesn't have to talk because it might be wrong.
A good friend is a person who doesn't Secondly, a good friend must help me. He must do
tell me lies, who helps me and let me his best. He should ask help from me too. If we solve
help him, and who I can talk to in
problems together, our friendship will be better and it
trust.
will become stronger. Thirdly, the talking time is
important. I can talk with my friends for a long time,
1. Giving task:
and during that time I must be happy. That's why we
T: ask Ss to work individually to
should like the same things. In conclusion, trust is the
choose connector to complete the
basics of a friendship.
paragraph (Second; However; Also;
+ Choose connector to complete the paragraph
On the other hand; Another
There are three major airports near
reason is that; First; For example; One Washington, D.C., but the traveller to Washington
reason is that; Moreover; The best
should be careful about which one he or she chooses.
choice) to complete the paragraph
(1)_________ Baltimore-Washington International
within 8 minutes
Airport, which is located near the city of Baltimore,
2. Do the task: Ss work individually is a good international airport. (2)_________ it is not
to choose connector to complete the
the best choice for a traveller who wants to visit
paragraph to complete the paragraph
Washington.(3) _________ it is relatively far from

within 8 minutes
the city of Washington itself. (4)_________ a
3. Report and discussion:
passenger bus trip between Baltimore and
Teacher calls some to write answer on Washington is somewhat expensive. Dulles
board and ask other to give comment International Airport is a slightly better choice, since
4. Feedback:
it is located closer to the city.(5) _________ if a
Teacher feedbacks ss’performance
traveller arrives in the early evening, he or she will
1.
For example
encounter rush-hour traffic, which is not a good way
2.
However
to begin a trip to the city.(6) _________ may be
3.
One reason is that
Washington-Reagan National Airport. There are two
4.
Also
reasons for this.(7) _________ this airport is the
5.
However
closest to the city.(8) _________ it is located on the
6.
The best choice
Metro train system, which is a convenient method of
7.
First

transportation, allowing a traveller to travel almost


8.

Also
anywhere he or she likes in the city of Washington.
4. Consolidation: writing a paragraph
5. Homework: complete the writing
Kí duyệt của TTCM
2017

Vĩnh Chân, ngày 07 tháng 10 năm
Trần Nga

Date of preparation: 9/10/2017
TOPIC 7: Grammar: Reported speech
I. Aims:
1. Knowledge: Sts will be able to know how to use and how to make sentences in
reported speech and apply to do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise, textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1. Organization
Class
Period

Date of teaching
Attendance
Absence
Note
12A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
I. Lối nói trực tiếp và gián tiếp (direct/ indirect
speech)
T: Have Ss revise the way to
- Trong câu trực tiếp thông tin đi thẳng từ người thứ
change from direct speech into
nhất sang người thứ hai (người thứ nhất nói trực tiếp
indirect speech
với người thứ hai). Trong lời nói trực tiếp chúng ta
- get ss to give example to make it ghi lại chính xác những từ, ngữ mà người nói dùng.
clear
Lới nói trực tiếp phải được đặt trong dấu ngoặc kép.
- focus on:
He said “I bought a new motorbike for myself
+ tenses of verbs
yesterday”.
+ change in adverb of time and
“I love you”, she said.
places
- Trong câu gián tiếp, thông tin đi từ người thứ nhất
+ change pronoun
qua người thứ hai đến người thứ ba. Khi đó câu có

biến đổi về mặt ngữ pháp.
He said he had bought a new motorbike for himself
the day before.
Ss: work individually to revise the


way to change from direct speech
into indirect speech
- give the rules when rewriting the
sentences into indirect speech

II. Quy tắc chuyển từ trực tiếp sang gián tiếp
1. Quy tắc chuyển từ lối nói trực tiếp sang gián
tiếp: lùi một thì
Simple present –> simple past
Present progressive –> past progressive
Present perfect –> past perfect
Simple past –> past perfect
Past progressive –> past perfect progressive
Simple future –> would + V
Can/may/must –> could /might/had to
+ Note: reported verbs used in
2. Các chuyển đổi khác:
statement, yes/no question and wh- – Đại từ nhân xưng:
questions
I –> he/she
We –> they
You –> I/ we
- Statement:
(tân ngữ và tính từ sở hữu chuyển theo nhân xưng

S+ said (to sb)/told (sb) + (that) + S chủ ngữ)
+ V +O
– Trạng từ chỉ nơi chốn:
Here –> there
- Yes/No questions:
This –> that
S+asked(sb)/wanted to
– Trạng ngữ chỉ thời gian:
know/wondered + if/whether
Today –> that day
+S+V+O
Tomorrow –> the next day/ the following day
Yesterday –> the day before/ the previous day
- Wh-question:
Last week –> the week before/ the previous week
S+asked (sb)/wanted to
The day after tomorrow –> in 2 days’ time
know/wondered+whThe day before yesterday –> two days before.
question+S+V+O
Now –> then
Ago –> before
3. Các trường hợp không đổi thời
1. Giving task:
– Sự thật, sự việc luôn luôn đúng:
T: give Ss some cases without
“The earth moves round the sun” he said.
changing tenses when using
–> He said that the earth moves round the sun.
indirect speech and give examples, – Câu điều kiện loại II và III:
then ask Ss to give one more

“If I were you, I would leave here” he said.
example to make it clear
–> He said that if he were me, he would leave there.
2. Do the task: Ss give one more
– Wish + past simple/ past perfect:
example to make it clear
“I wish I lived in Da Nang”, he said.
3. Report and discussion:
–> He said he wished he lived in Da Nang.
Teacher calls some to write answer – Cấu trúc “it’s time somebody did something”:
on board and ask other to give
“It’s time he woke up”, she said.
comment
–> She said it was time he woke up.
4. Feedback:


Teacher feedbacks ss’performance

– Would/ should/ ought to/ had better/ used to không
chuyển:
“ You’d better work hard” he said
–> He said that I had better work hard.

4. Consolidation: learn how to change the direct speech into indirect speech
5. Homework: learn how to change the direct speech into indirect speech
Kí duyệt của TTCM
2017

Vĩnh Chân, ngày 14 tháng 10 năm

Trần Nga
Date of preparation: 11/10/2017
TOPIC 8: Grammar: Reported speech
I.Aims :
1. Knowledge :Sts will be able to do some exercises about reported speech in some
special cases
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching Attendance
Absence
Note
12A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
T: introduce ss some useful structures Exercise 1. Change the sentences into indirect
of reported verbs
speech
REPORTED VERB WITH V-ING
1. “Shall I help you with the exercises?” he said.

Accused sb of Ving: buộc tội ai
-> He offered to help me with the exercise
Admitted Ving: thừa nhận việc gì
2. “Shall we give him a birthday cake?” he said.
Apologised to sb for Ving: xin lỗi ai
-> He asked if they should give him a birthday cake
vì đã làm gì
3. “Could I leave early on Friday?” he said.
Denied Ving: chối bỏ làm việc gì
-> He asked for leaving early on Friday
Suggested Ving: gợi ý làm gì
4. “Where shall we meet tonight?” she said.
Warned sb about/against Ving: cảnh
-> She asked where they should meet that night
báo ai việc gì
5. “Will you have a drink?” he said.
-> He asked if I would have a drink
REPORTED VERB WITH TO-V
6. “How far is it from here to college?” he said.


Offered to V: đề nghị làm gì
Asked sb to V: yêu cầu ai làm gì
Reminded sb to V: nhắc nhở ai làm gì
Advised sb to V: khuyên ai làm gì
Agreed to V: đồng ý làm gì

-> He asked how far it was from there to college
7. “Do you often have breakfast at 6.30 a.m?” he
said

-> He asked if I often had breakfast at 630
8. “Don’t swim too far, boys” she said.
-> She warned boys not to swim too far
9. “Do come in and have a drink” he said.
-> He told me to come in and have a drink
10. “Remember to wake me up” she said.
-> She reminded me to wake her up
11. “If I were you, I would learn English”, she said.
-> She advised me to learn English
12. “Why don’t we go camping this Sunday?” he
said. -> He suggested going camping that sunday
13. “Would you like to come to my birthday party
next Sunday?” she said.
->She invited me to come to her birthday party the
next Sunday
14. “Let’s have a talk on the new film”, he said.
->He suggested having a talk on the new film
15. “ Shall I do the cleaning up for you?” he said.
-> He offered to do the cleaning up for me
Exercise 2. Error identification
1. She says that she would have to close the shop
1. Giving task:
unless business improves.
T: get ss to work individually to do 3 2. Every teacher I’ve spoken to tell me that standard
exercises
of spelling are in decline.
- go around the class and provide help 3. They asked me how long did it take to get to
if necessary
Paris by train.
2. Do the task: Ss work individually 4. My mother told me to watch the milk and don’t

to do 3 exercises
let it boil over.
3. Report and discussion:
5. Some engineers have predicted that, within
Teacher calls some to write answer on twenty years, automobiles will be make almost
board and ask other to give comment completed of plastic.
4. Feedback:
6. The woman accused to shoplift was found not
Teacher feedbacks ss’performance
guilty and was scquitted.
7. For centuries, people have wondered why have
they particular dreams while they sleep.
8. Ron said that he wasn’t sure, but the storm might
stop already.
1. would->will
2. tell -> tells
3. did it take-> it took


4. don’t-> not to let
5. make ->made
6. to shoplift -> of shoplifting
7. have they-> they have
8. stop-> have stopped
4. Consolidation: learn how to change the direct speech into indirect speech
5. Homework: revise knowledge, apply to do exercises
Kí duyệt của BCM
2017

Vĩnh Chân, ngày 14 tháng 10 năm

Trần Nga
Date of preparation: 15/10/2017
TOPIC 9: Grammar: Passive voice
I. Aims :
1. Knowledge: Sts will be able to know how to make, how to use sentences in passive
voice and apply to do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching Attendance
Absence
Note
12A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
1. Giving task:
Change active voice into passive voice
T “I would like you to work in groups of 4
Active :
S+V+O

to revise structures of tenses and their
->Passive voice : S + tobe +VPII+ by +O
passive voice
Eg : she wrote a letter yesterday
-> A letter was written yesterday by her
2. Do the task: Ss work in groups of 4 to
- Passive voice is used to emphasize to the
revise structures of tenses and their passive action, not emphasize to the agent which
voice
cause the action
- Passive voice is uesd when the agent which


3. Report and discussion:
cause the action is not clearly
Teacher calls some ss to give structures and Eg: - Their car was stolen
get others to comments
- She was arrested ( by the police)
Eg: My hair is being done by the hairdresser
4. Feedback:
Special cases
Teacher gives answers and feedback on
1. Causative form:
ss’performance
“Have” or “Get”.
a. Have
Passive voice.
*active: S + have + O.1(person) + bare -V +
Simple Present: S + be + PP.2 + by + O
O.2 ( thing)

Present Continuous
* passive : S + have + O.2 (thing) + Vpp
S + am/is/are + being + PP.2 + by + O
Ex: I had him repair the roof yesterday.
Present Perfect
---- I had the roof repaired yesterday.
S + has/have + been + PP.2 + by + O
b. Get
Simple Past
* active : S + get + O.1(person) + to- inf +
S + was/were + PP.2 + by + O
O.2 ( thing)
Past Continuous
* pasive : S + get + O.2 (thing) + Vpp
S + was/were + being + PP.2 + by + O Past Ex: I will get her to cut my hair
Perfect
---- I will get my hair cut.
S + had + been + PP.2 + by + O
2. Verbs of Opinion: Say, think, believe,
Simple Future
know, report, declare, report, announce....
S + will + be + PP.2 + by + O
Có 2 dạng bị động:
Future Perfect
* active: S1 + V of opinion + (that) +
S + will + have + been + PP.2 + by + O
clause (S2 + V + O)
Be + going to
* passive : It + be + V of opinion ( Vpp)
S + am/is/are + going to + be + PP.2

+ (that) + clause.
Modal Verbs
Hoặc: S2 + be + V of opinion (Vpp)
S + modal verb + be + PP.2 + by + O
+ to - inf
S + modal Verb + have been +P2
Ex: - They said that John was the brightest
student in class.
-> It was said that John was the brightest
student in class.
-> John was said to be the brightest student
T: introduce some special cases in using
in class.
passive voice
Nếu Verbs of Opinion ở thì hiện tại, mệnh đề
+ get/have
được tường thuật ở quá khứ, ta dùng cấu
+ verbs of opinions
trúc sau:
+ need
* active: S1 + V of opinion + (that) +
- give examples to make it clear
clause (S2+ V + O)
- have ss make their own example and write * passive : It + be + V of opinion ( Vpp)
on board
+ (that) + clause.
Hoặc: S2 + be + V of opinion (Vpp)
Ss: learn passive used with get/have;
+ to have Vpp

passive with verbs of opinion; passive with
need
- give examples
- exchange with partner to peercorrect
- listen to T’s feedback

Ex: They know that Mary won the
competition.
-> It is known that Mary won the
competition
-> Mary is known to have won the
competition.
3. S (thing) + need + to be V pp
Ex:
These trees need to be watered every day
or : S (thing) + need + V-ing
These trees need watering every day

4. Consolidation: learn how to change the sentences into passive
5. Homework: revise passive voices
Kí duyệt của BCM
Vĩnh Chân, ngày 21 tháng 10 năm
2017
Trần Nga
Date of preparation: 30/10/2017
TOPIC 10: Grammar: Passive voice
I. Aims :
1. Knowledge: Sts will be able to know some special cases in passive and apply to do
exercises.

2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching Attendance
Absence
Note
12A7
2. Check old lesson: Give 10 examples on passive voice
3. New lesson:
Teacher and students’ activities
Content
1. Giving task:
T “I would like you to work in groups of
4 to revise structures of tenses and their
passive voice
Passive voice.
2. Do the task: Ss work in groups of 4 to Simple Present: S + be + PP.2 + by + O
revise structures of tenses and their
Present Continuous
passive voice
S + am/is/are + being + PP.2 + by + O

3. Report and discussion:
Teacher calls some ss to give structures
and get others to comments
4. Feedback:
Teacher gives answers and feedback on
ss’performance

Present Perfect
S + has/have + been + PP.2 + by + O
Simple Past
S + was/were + PP.2 + by + O
Past Continuous
S + was/were + being + PP.2 + by + O Past
Perfect
T: have ss work individually to do
S + had + been + PP.2 + by + O
exercises then exchange answers with a
Simple Future
partner
S + will + be + PP.2 + by + O
- call ss to write answers on the board
Future Perfect
- call on others to give feedback
S + will + have + been + PP.2 + by + O
Ss: work individually to do exercises
Be + going to
- check with friend
S + am/is/are + going to + be + PP.2
- give answers and listen to the feedback Modal Verbs
Ex 1.

S + modal verb + be + PP.2 + by + O
2. is played
3. Was discovered S + modal Verb + have been +P2
4. was written
4. Was built
Exercise 1. Choose the suitable verb form in each
6. are spoken
7. Need
sentence. The first one is done as an example.
Ex 2.
1 A kettle is used/uses to boil water.
2. The town has totally been destroyed by 2. Tennis is played/played with a racket.
the hurricane
3. Uranium discovered/was discovered by Marie
3. A surprise party is going to be
Curie.
organised by the children
4. Shakespeare was written/wrote Hamlet.
4. When was this building designed?
5. The road was built/built in 1990
5. The car could have been taken to the
6. Pictures are spoken/speak more than words
garage today.
7. Flowers need/are needed water every day.
6. The report will be completed tomorrow Exercise 2. Rewrite the following sentences using
by Jane
the passive voice
1 They didn’t buy anything from the supermarket
Ex 3.
->Nothing was bought from the supermarket

1. It is known that the Prime Minister has 2. The hurricane has totally destroyed the town
bought a holiday home/The Prime
3. The children are going to organise a surprise
Minister is known to have bought a
party
holiday home.
4. When did they design this building?
2. Many people have been deprived of the 5. We could have taken the car to the garage
right to vote
today
3. Walkers were prevented from crossing 6. Jane will complete the reports tomorrow.
the field after it was fenced off.
Exercise 3. Rewrite each of the following1. 1. We
4. The President’s arrival will be
know the Prime Minister has bought a holiday.
announced
2. The decision has deprived many people of the
5. Far more money is being spent on food right to vote.
now than was spent ten years ago
3. The farmer prevented walkers from crossing


6. My paintings are to be exhibited for the
first time by the New Arts Gallery
7. He expected to be offered a job
8. Normally this street is swept every day,
but yesterday it wasn’t swept
9. They recommended that new factories
should be opened in the depressed area
10. After a million pounds had been

spent, the scheme was given up

the field after he fenced it off.
4. They will announce the President’s arrival to
the waiting journalists
5. People are spending far more money on food
now than they spent ten years ago.
6. The New Arts Gallery is to exhibit my
paintings for the first time
7. He expected us to offer him a job
8. Normally men sweep this street everyday, but
nobody swept it yesterday
9. They recommended opening new factories in
the depressed area
10. After the government had spent a million
pounds on the scheme, they gave it up.
4. Consolidation: learn how to change the sentences into passive
5. Homework: revise passive voices
Kí duyệt của BCM
Vĩnh Chân, ngày 04 tháng 11 năm
2017

Trần Nga
Date of preparation: 06/11/2017
TOPIC 11. Grammar: Conditional sentences
I. Aims :
1. Knowledge: Students will be able to know some kinds of conditional sentences
and apply to do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson

II. Preprations
1. Teacher: Exercises
2. Students:structures
III. Method : intergrated, mainly communicative
IV. Steps of teaching :
1 Organization :
Class
Period
Date of teaching Attendance
Absence
Note
12A7
2. Check up: during the lesson
3. New lesson :
Teacher and students’ activities
Content
1. Giving task:
T “I would like you to work in three
groups to discuss the usage of
conditional sentences and give example
in 5 minutes


Group 1: conditional type 1
Group 2: conditional type 2
Group 3: Conditional type 3
Then you have another 5 minutes to
exchange their seats and work in
groups of 3, each comes from separated
groups and exchange their work

2. Practice: Ss work in three groups to
discuss the usage of conditional
sentences and give example in 5
minutes
Group 1: conditional type 1
Group 2: conditional type 2
Group 3: Conditional type 3
Thenhave another 5 minutes to
exchange their seats and work in
groups of 3, each comes from separated
groups and exchange their work
- go around to observe and give support
if necessary
3. Report and discussion:
Teacher calls some ss to give answer
and get others to comments
4. Feedback:
Teacher gives answers and feedback on
ss’performance

I. Conditional sentence type 1
Use: - show an action which may happen at present
Form:
* :If + S + V/Vs/es + O, S + Will + V + O
Ex : I will stay at home if it rains
* habits:If + S + V/Vs/es+ O,S + V/Vs/es+ O
Ex : If I go to the market, I have a noodle soup
* command : V + O + If + S + V/Vs/es+ O
Ex : Tell him if he comes
II.Conditional sentence type 2

Use : show an unreal action at present
Form : 2 kinds :
* If+S + Ved + O,S + would/ should/could+V+ O
Ex:If I had a lot of money,I would buy a new car
*cleft: Were + S + O, S + would + V + O
Ex : Were I a teacher, I would teach well
III. Conditional sentence type 3
Use: show an unreal action in the past
If+S+had+VpII,S+would/should/could+have+VpII
Ex : If I had had enough money, I would have
T: have ss work individually to give the bought a new house last year
correct form of the verbs in conditional Had+S+VVpII,S+would/should/could+have+VpII
sentences, then they exchange the
Ex:Had I had enough money,I’d have bought a
answers with their partner
house last year
- call some ss to write answers on the
Exercise : Put the verbs in brackets into the correct
board and ask others to give feedback
forms
Ss: do exercise
1 If I (have)...................time, I will write to him.
- write the answers on board
2 If it’s cold, I (need)........................a heavier coat.
- listen to Teacher’s feedback
3 If I can go tomorrow, I (let).....you know.
4 If I Could meet Helen, I (give).her your
Key to questions
message.
1. have

5 If flowers don’t get any water, they (die).
2. willneed
6 If I (get)....a headache, I usually take some
3. will let
aspirins.
4. gave
7 I will go to the party unless it (rain)........
5. wll die
8 She will buy the car as long as it (not


6. get
I. Aims
7. rains
8. is not
9. will be
10. comes
11. don’t call
12. need
13. won
14. wouldn’t
15. would go
16. didn’t pass
17. were
18. had
19. had studied
20. hadn’t been

be).......................too expensive.
9 Everything (be)....provided you tell the truth.

10 If he (come)........................., please tell him that
I’ll be back in a few minutes.
11 Don’t come if they (not call)...................you.
12 If you (need)......, why don’t you tell me?
13 Suppose you (win)........................a lot of
money, what would you do?
14 If I got up earlier, I (not be).........late for work.
15 If I didn’t feel so tired, I (go) out with you.
16 If you (not pass) the exam, would you take it
again?
17 If I (be)..... you, I would apply for the job.
18 I could repair the car if I (have) the right tools.
19 If I (study.hard, I would have passed the exam.
20 If I (not be.busy yesterday, I would have visited
you.
4. Consolidation: revise conditional sentences
5. Homework: conditional sentences
Kí duyệt của BCM
Vĩnh Chân, ngày 11 tháng 11 năm
2017
Trần Nga
Date of preparation:
14/11/2017
Period 12 WRITING: WRITING A LETTER OF REQUEST

1. Knowledge: Students will be able to practice writing some letters of request
2. Skills: Explanation, writing
3. Attitude: Have good attitude toward future jobs
II. Preprations:
1. Teacher: textbook, new words, structures, sample writing

2. Students: Newwords, read new lesson
III. Method: Intergrated, mainly communication
IV. Steps of teaching :
1. Organization :
Class
Period
Date of teaching Attendance
Absence
12A7
2. Check old lesson: conditional sentences
3. New lesson
Teacher and students’ activities
Warm-up:

Content
Possible answers :

Note


- Ask students some questions about how
to write a letter of request.
- Do you want to study abroad? Why or
why not?
- Call some students to answer then give
remarks
- Give feedback and lead Ss to new
lesson.
Ms. Helen Cornell, CAE, CMP
Executive Director

1300 East Eight Mile, Suite 110
Pontiac, MI 43320
Dear Helen,
I’m the author of Last Minute Meetings, a
book I hope you’ll consider for possible
inclusion in your catalog and offerings.
This book would be an excellent fit with
your current offerings. For people new to
the industry, it explains in simple
language the details involved in planning
a successful event — giving lots of reallife examples and forms. Industry
veterans can use the book as a resource
guide to find vendors as well as definitive
“best sources”.
I have enclosed a review copy. Last
Minute Meetings is published by Career
Press (Franklin Lakes, NJ; December
2000) and retails for $11.99. I’ve
included a few recent book reviews as
well as a brief bio.
I look forward to the possibility of
working together to bring this book into
your offering
Fern Dickey, CMP
1. Giving task:
Teacher introduces the task: You want to
apply for an undergraduate programme in
a university in England. Write a letter of
request for the information about the
admission requirements to the university

- you work individually in 7 minutes
2. Do the task: Ss write their letter

-Yes, I want to study abroad because the
learning environment there is better than in
Vietnam.
- No. I don’t want to study abroad because
the cost of studying and living there is much
higher in Vietnam.
- have sts study on sample letter and find out
ouline of a request letter
- Study the task carefully.
- Work in pairs to give outlines
OUTLINE
a) Introduction:
- State the reasons why you are writing, your
interest in tertiary study in England (mention
the
name
of
the
programme/the
universities/ ... )
b) Request:
- State what information you would like
them to provide: tuition fee, accommodation,
exams,
d) Further information:
- Say you would be happy to supply further
information about yourself such as your

English proficiency and record of secondary
education study, ...
c) Conclusion:
- End with a polite closing.
- Some groups make discussion in front of
the class; others listen and give comments
Possible discussion:
S1: I think English language is the first
problem we will face while studying abroad.
We learn English in our country but we don’t
have chance to speak English with native
people.
S2: The second problem is learning styles at
tertiary level. We are not familiar with
independent learning and modern study
facilities.
Suggested answer.
475/57 Le thanh Ton St. District 1