giao an bam sat hk1 lop 10

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (293.34 KB, 40 trang )

(1)<div class='page_container' data-page=1>

TRƯỜNG THPT HUỲNH THÚC KHÁNG
TỔ NGOẠI NGỮ

GIÁO ÁN BÁM SÁT HỌC KÌ I LỚP 10

PERIOD 1. THE PRESENT SIMPLE TENSE

PERIOD 2: EXERCISES: THE PRESENT SIMPLE AND THE PAST SIMPLE
PERIOD 3: READING

PERIOD 4: WH- QUESTIONS
PERIOD 5: PRONUNCIATION

PERIOD 6: REVISION OF UNIT 1, 2, 3
PERIOD 7: WRITING

PERIOD 8: SPEAKING

PERIOD 9: SIMPLE PAST AND PAST PERFECT
PERIOD 10: RELATIVE PRONOUN: WHO, WHICH, THAT
PERIOD 11: : READING

PERIOD 12: PRONUNCIATION
PERIOD 13: EXPRESSING REASONS
PERIOD 14: EXPRESSING CONCESSION
PERIOD 15: WRITING

PERIOD 16: SPEAKING

</div>
(2)<div class='page_container' data-page=2>

Period 1: THE PRESENT SIMPLE TENSE

A. Objectives:

1. Educational aim:

- Help Ss speak and write English exactly.

- Ps should revise the usage, form and the formation of verbs in the present simple tense.
- Help Ps to supply the verbs in the present simple tense.

2. General knowledge: By the end of the lesson, Ss may be able to understand the present
simple tense clearly.

3. Skills: Improve students’ speaking and writing skill.
B. Method: Integrated, mainly communicative.

C. Teaching aids: Handouts
D. Procedure:

Teacher’s activities Pupils’ activities

A. Organization. ( 5 minutes) 
- Greeting and checking attendance.
B. New lesson (35 minutes)

FORM

(+) S + V(inf/s/es) + O/ A

(-) S + don’t / doesn’t + Vo + O/A
(?) Does/ Do + S + Vo + A/ O?
Yes, S + do/ does

No, S + don’t/ doesn’t
[VERB] + s/es in third person

+If a verb ends in –ch, -sh, -s, -x, or –z, we add –
e before –s

+If a verb ends in a consonant + -y, we change
the –y to –ie before –s.

Examples:

 You speak English.
 Do you speak English?
 You do not speak English.
 She goes to school.

USE 1 Repeated Actions

Use the Simple Present to express the idea that
an action is repeated or usual. The action can be
a habit, a hobby, a daily event, a scheduled event
or something that often happens. It can also be
something a person often forgets or usually does

-Greeting

-listen and take notes.

Exercise 1:

Example:

The president of the USA lives (live)
in the White House

1.Jet engines ... (make) a lot of
noise.

2.I ... (not | live) in London. I ...
(live) in Brighton.

3.The sea ... (cover) two thirds of
the world.

4.Loud music ... (give) me a
headache.

5.We ... (not | come) from Canada.
We ... (come) from the USA.

6.She ... (work) from Mondays to
Fridays. She ... (not | work) at
weekend.

7.Andrew and Les ... (not | go) to
school by bus every day. Most
morning Andrew (go) ... by bicycle
and Les (walk) ...

</div>
(3)<div class='page_container' data-page=3>

Teacher’s activities Pupils’ activities

not do.

Examples:

 I play tennis.

 She does not play tennis.
 Does he play tennis?

 Does the Sun circle the Earth?
USE 2 Facts or Generalizations

The Simple Present can also indicate the speaker
believes that a fact was true before, is true now,
and will be true in the future. It is not important
if the speaker is correct about the fact. It is also
used to make generalizations about people or
things.

Examples:

 Cats like milk.

 Birds do not like milk.
 Do pigs like milk?

 New York is a small city. IT IS NOT
IMPORTANTTHATTHISFACTISUNTRUE.
USE 3 Scheduled Events in the Near Future

Speakers occasionally use Simple Present to talk
about scheduled events in the near future. This is
most commonly done when talking about public
transportation, but it can be used with other
scheduled events as well.

Examples:

 The train leaves tonight at 6 PM.

 The bus does not arrive at 11 AM, it
arrives at 11 PM.

 When do we board the plane?
USE 4 Now (Non-Continuous Verbs)

Speakers sometimes use the Simple Present to
express the idea that an action is happening or is
not happening now. This can only be done with
Non-Continuous Verbs and certain Mixed Verbs.
Examples:

 I am here now.

1. make

2. don’t live

3. covers

4. gives

5. don’t come/come

6. works/ doesn’t work
7. don’t go/goes/walks

Exercise 2:

Example: What time do you get up
every morning? I normally get up at
7 o’clock.

1... to the radio every morning? I
listen to it most morning.

2... in Manchester? No, He lives
in Newcastle.

3.What time ... work every day?
She usually finished at 5:30.

4.How often ...swimming? I go
about once a week

5... TV every evening? They
watch it most evening.

6... the guitar? Yes, she plays the
guitar and the piano.

7.How much money ... a month?
We earn about $800.

8... much in your country? Yes, it
snows a lot during the winter.

</div>
(4)<div class='page_container' data-page=4>

Teacher’s activities Pupils’ activities
 She is not here now.

 He needs help right now.
ADVERB PLACEMENT

The examples below show the placement for
grammar adverbs such as: always, only, never,
ever, still, just, etc.

Examples:

 You only speak English.
 Do you only speak English?
ACTIVE / PASSIVE

Examples:

 Once a week, Tom cleans the car.

ACTIVE

 Once a week, the car is cleaned by Tom.

PASSIVE

C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)

- Give examples using the present simple tense.

</div>
(5)<div class='page_container' data-page=5>

Period 2:

Exercises: The present simple

and the past simple

A. Objectives:
1. Educational aim:

- Help Ss speak and write English exactly.

- Ss should revise the usage, form and the formation of verbs in the present simple tense.
2. General knowledge: By the end of the lesson, students will be able to

- Use the present simple tense appropriately and distinguish it with the present simple
tense.

- Help Ps to supply the verbs in the present simple tense.
3. Skills: Improve students’ speaking and writing skill.
B. Method: Integrated, mainly communicative.

C. Teaching aids: Handouts

D. Procedure:

Teacher’s activities Students’ activities

A. Organization. ( 5 minutes) 
- Greeting and checking attendance.
B. New lesson (35 minutes)

1. Using the Simple Present tense, fill in the blanks 
with the correct forms of the verbs shown in brackets.
For example:

I ... to the radio. (to listen)
I listen to the radio.

He ... to the radio. (to listen)
He listens to the radio.

1. She ... the guitar. (to play)
2. We ... soccer. (to play)
3. They ... to talk. (to like)
4. He ... ice cream. (to like)

5. You ... your friends often. (to call)
6. He ... the office every day. (to call)
7. She ... regularly. (to practise)
8. They ... once a week. (to practise)
9. We ... here. (to shop)

10. It ... delicious. (to taste)

Exercise2: 1. Using the Simple past tense, fill in the
blanks with the correct forms of the verbs shown in
brackets

. 1. We (study) ……….. a very hard lesson the day
before yesterday.

2. We (watch) ………..an interesting program on
television last night.

3. My wife and I (travel) ……….. to Mexico by

-Greeting

Answers:

1. plays
2. play
3. like
4. likes
5. call
6. calls
7. practices
8. practice

9. shop

10. tastes
Exercise2:

Ss do exercise and go to the board and
write down their answer.

T gives correct answers:
1.studied

</div>
(6)<div class='page_container' data-page=6>

Teacher’s activities Students’ activities
air last Summer.

4. I (read) ……….. that novel again during my
last vacation.

5. I (have) ……….. a little trouble with my car last
week.

3. Paying attention to which verbs change their 
spelling before adding s in the third person singular, 
fill in the blanks with the Simple Present of the verbs 
shown in brackets.

For example:

He always ... promptly. (to reply)
He always replies promptly.

She ... little. (to say)
She says little.

They ... bridge once a week. (to play)

They play bridge once a week.

1. He ... it. (to deny)

2. They ... to be on time. (to try)
3. It ... to be careful. (to pay)
4. She ... hard. (to study)

5. You ... good manners. (to display)
6. He always ... himself. (to enjoy)
7. She ... to Ireland once a year. (to fly)
8. We ... five people. (to employ)
9. He ... his friends. (to accompany)

10. She ... chocolate chip cookies every week. (to
buy)

4. Paying attention to which verbs take s and which 
take –s /-es in the third person singular, fill in the 
blanks with the Simple Present of the verbs shown in 
brackets.

For example:

He .... everywhere on foot. (to go)
He goes everywhere on foot.
It ... surprising. (to seem)
It seems surprising.

They ... skiing. (to teach)

They teach skiing.

1. She ... a great deal of work. (to do)

2. He ... television every evening. (to watch)
3. She ... a horse. (to own)

4. We ... the dishes every night. (to do)

</div>
(7)<div class='page_container' data-page=7>

Teacher’s activities Students’ activities
5. She ... she had a pair of skates. (to wish)

6. He ... us to call him. (to want)

7. She ... she made a mistake. (to confess)
8. He usually ... the truth. (to tell)

9. They ... apples to make cider. (to press)
10. It ... out easily. (to wash)

C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)

- Give examples using the present simple tense.

</div>
(8)<div class='page_container' data-page=8>

Period 3: READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve reading skills as scan for
specific information and choose the best answers.

II.TEACHING AIDS: handouts

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: No check

The handout:

READING COMPREHENSION

A. Read the passage, then choose the correct completion.

Last year 1 went to Nepal for three months to York in a hospital. When the hospital
let me have a few days' holiday, 1 decided to go into the jungle and I asked a Nepalese
guide, Kamal Rai, to go with me. In the jungle there was a lot of wildlife, but we were
trying to find big cats, especially tigers. We climbed onto the elephants' backs to get
better view, but it is unusual to find tigers in the afternoon because they sleep in the heat
o the day. Then, in the distance, we saw a tiger, and Kamal told me to be very quiet. We
crept nearer and found a dead deer. still bleeding. This was the tiger's lunch! Suddenly. I
started to feel very frightened.

We heard the tiger a second before we saw it. It jumped out like a flash of lightning,
five hundred kilos plus and four. meters long. I looked into its eyes and face, and saw
right down the animal's throat. It grabbed Kornal's between its teeth, but I managed to
pull Kamal away. One of our elephants ran at the tiger and made it go back into the grass,
so we quickly escaped to let the tiger cat its lunch. That night it was impossible to sleep!

1. The writer went to Nepal ...

a. for holiday b. for treatment c. for business d. on a visit
2. When having a few days off, he decided to go into...

a. the remote villages b. the mountains

c. the seaside d. the tropical forest

3. He wanted to see...

a. wildcats b. tigers c. wildlife d. wild animals

4. He felt very frightened when...

a. he saw a tiger b. he saw the tiger's lunch a. chat

c. he crept nearer d. he found a deer

5. The tiger ...
a.was like a flash of light

</div>
(9)<div class='page_container' data-page=9>

d.jumped out of the grass at about four meters.
6. Kamal made his escape when ...

a. one of the elephants ran at the tiger b. the tiger went back into the grass
c. the tiger ate its lunch d. the writer pulled him away

B. Choose the one option - a, b, c or d - that best fits each of the numbered blank.
David Evans is a farmer. He does farming on his own land in Wales. The farm has

(1)... his family for generations. The soil is poor. David (2)... sheep on his
land. He does not employ (3)... fulltime workers. His sons help him when they
are not (4)... school. His wife adds to the family income by (5) ... eggs
which her hens produce. In summer she often (6) ... paying guests into the
farmhouse. The guests from the city enjoy their quiet holiday in the clean country
(7)... and Mrs. Evans enjoys having some (8)... money to spend on clothes
for her children and herself. However, it is a lonely life for the Evans family when the
guests have gone. The question is that if his children want to (9) ... the farm when
Mr. Evans gives up working. Country life is quiet and (10) ... to them. It is
quite likely that they will leave the farm for the city some day.

1. a. been to b. belonged to c. possessed d. depended on

2. a. feeds b. Grows c. raises d. leads

3. a. some b. more c. much d. any

4. a. in b. for c. at d. on

5. a. selling b. sells c. to sell d. sell

6. a. take b. takes c. took d. is taking

7. a. wind b. sights c. life d. air

8. a. more b. free c. extra d. interest

9. a. take off b. take over c. take after d. take care

</div>
(10)<div class='page_container' data-page=10>

Period 4:

Wh- Questions

OBJECTIVES:

1. Educational aim: Help Ss speak and write English exactly.

2. Knowledge:

- General knowledge: Ss may have more practice on Wh - questions

3. Skills: Improve students’ speaking and writing skill.

METHOD: Integrated, mainly communicative.
TEACHING AIDS: handouts, textbooks.


PROCEDURE:

Teacher's Activities Students' activities

Wh- Questions allow a speaker to find out more
information about topics. They are as follows:

When?
Where?
Who?
Why?
How?
What?
Time
Place

Person
Reason
Manner
Object/Idea/Action

Other words can also be used to inquire about specific
information:
Which (one)?
Whose?
Whom?
How much?
How many?
How long?
How often?
How far?
What kind (of)?

Choice of alternatives
Possession

Person (objective formal)
Price, amount (non-count)
Quantity (count)

Duration
Frequency
Distance
Description

The "grammar" used with wh- questions depends on

whether the topic being asked about is the "subject" or
"predicate" of a sentence. For the subject pattern,
simply replace the person or thing being asked about
with the appropriate wh-word.

(Someone has my
baseball.)

(Something is bothering
you.)

Who has my
baseball?

What is bothering
you?

For the predicate pattern, wh- question formation
depends on whether there is an "auxiliary" verb in the
original sentence. Auxiliary or "helping" verbs are
verbs that precede main verbs. Auxiliary verbs are

italicized in the following sentences.
I can do it.

They are leaving.
I have eaten my lunch.

I should have finished my homework.

To make a question using the predicate pattern, first

1. They do their homework at night.
(when)...
2. Mr. Robertson came to the party alone.

(who)...
3. The car is across the street from the house.

(where) ...
4. I like the red blouse, not the blue one.

(which) ………..
5. She felt better after she took a nap.

(how) ………
6. That is an English book.

(what) ………
7. My sister called her boyfriend yesterday

(when) ………
………

8. She talked to him for an hour. (how
long) ………..
9. He studies piano at the university.

(what) ………..
10. The party lasted all night. (how

long) ……….
11. The check was for $5.50. (how

much) ………..
12. She was eating a sandwich.

(what) ………..
13. She is working hard.

</div>
(11)<div class='page_container' data-page=11>

form a yes/no question by inverting the subject and
(first) auxiliary verb. Then, add the appropriate wh-
word to the beginning of the sentence.

(You will leave some
time.)

? will you leave
When will you leave?
(He is doing something.) ? is he doing

What is he doing?
(They have been

somewhere.)

? have they been
Where have they been?
If there is no auxiliary and the verb is "be," invert the
subject and verb, then add the appropriate wh- word to

the beginning of the sentence.

(He is someone.) ? is he
Who is he?
(The meeting was some

time.)

? was the meeting
When was the meeting?
If there is no auxiliary and the verb is not "be," add do

to the beginning of the sentence. Then add the

appropriate wh-question word. Be sure to "transfer" the
tense and number from the main verb to the word do.

(You want something.) ? do you want
What do you want?
(You went somewhere.) ? did you go (past tense)

Where did you go?
(She likes something.) ? does she like (third

person -s)

</div>
(12)<div class='page_container' data-page=12>

Period 5: PRONUNCIATION

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve their pronunciation.

II.TEACHING AIDS: handouts

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: No check

The handout:

EXERCISE:

I. Choose the word that has the underlined (letters) pronounced differently from the
others.

1. a. scream b. death c. ready d. peasant

2. a. traveled b. stared c. landed d. seemed

3. a. chat b. panic c. park d. passenger

4. a. frightening b. brigade c. pilot d. fire

5. a. technology b. teaching c. purchase d. lunch

6. a. chance b. teaching c. chemistry d. children

7. a. hard b. start c. party d. talk

8. a. son b. sunshine c. above d. woman

9. a. polite b. literature c. guide d. kind

10. a. great b. teacher c. street d. receive

II. Pick out the word that has the italicized letter pronounced // or /a:/.

marvelous far kind love cousin

maths hard subject games worry

much headmaster communicate study talk

director company charge complain package

father July discuss language during

money wrote travel party shop

/ ^/ _______________________________________________________________
________________________________________________________________
/a: / ________________________________________________________________

</div>
(13)<div class='page_container' data-page=13>

III. Choose the word whose main stress is placed differently from the others.

1. a. tobacco b. contented c. buffalo d. transplanting

2. a. passenger b. purchase c. district d. routine

3. a. technology b. comfortable c. activity d. experience

4. a. repair b. harrow c. arrive d. announce

5. a. interested b. serious c. wonderful
d. immediate

6. a. Physics b. History c. Boils d. Chemistry

7. a. important b. profession c. Geography d. Literature

8. a. entertain b. communicate c. receive d. complain

9. a. children b. student c. professor d. teacher

</div>
(14)<div class='page_container' data-page=14>

Period 6:

REVISION OF UNIT 1, 2,

3

UNIT 1,2

Pick out the word which has the underlined part pronounced differently from the 
rest

1.A. far B. dark C. target D. mat
2.A.heat B. repeat C. meat D. heart
3.A. beat B.tea C. lead D.head
4.A. month B.wonderful C. lovely D. woman
5. A.lunch B. sunny C. student D. subject
Choose the most suitable word or phrase

6. The children agree --- the candy equally.

A. divide B. to divide C.dividing D. having divided
7. My cousin is keen on --- the English club.

A.join B. to join C.having joined D. joining
8. They advise me --- a raincoat.

A. to wear B. wear C. wearing D. wore
9.We should avoid --- other people ‘s feeling.

A. hurt B. to hurt C. hurting D.having hurt
10.Don’t forget --- her message when you see her.

A. giving B. to give C. give D. gave
11. John --- in Paris for ten years before he moved to Rome.

A.have lived B. lived C. had lived D.was living
12. I --- for two hours every night.

A. study B. has studied C.has been studying D.studied
13. A. As a rule he gets up early.

B. He as a rule gets up early.
C. He gets as a rule up early.
D. He gets up early as a rule.
14.I --- snails.

A. have never eaten

B. have eaten never
C. never have eaten
D. has never eaten

15. I remember --- you somewhere last month.

A. meet B. met C. to meet D. meeting
16. He --- in time for meals.

A. always is B. is always C. were always D. always were
17. They --- up late all night.

A. sometimes stay B. stay sometimes C. sometimes stays D. stays sometimes
18.We ---- dinner at home on Saturdays.

</div>
(15)<div class='page_container' data-page=15>

A.use to go B. went C.gone D. go
20. I usually avoid --- to the parties.

A. go B. to go C. going D. gone
21. He’s expecting --- a trip to Ha Long Bay.

A. make B .making C. made D. to make
22. Students stopped --- noise when the teacher came in.

A. to make B .made C. making D. make
23.Would you mind --- a newspaper?

A. bought B . buying C. to buy D. buy
24. After the visistors --- climbing in the mountains, they enjoyed fresh air at the
seaside.

A. gone B .have gone C. has gone D. had gone
25. When they met again, they --- each other for ten years.

A. haven’t seen B. didn’t see C. don’t see D. hadn’t seen
26. The fire alarm went off when smoke rose.

A. burned B. rang C. shouted D. exploded
27. We use a ______ to break up the earth and plant seeds.

A. car B .plough C. dog D. land
28. We are contented with what we do.

A. satisfied with B. disappointed with C. interested in D. fond of
29.The plane is due to leave at 10 o’clock, so we should hurry up or we will be late for
it.

A. must B. needn’t C. had better D. shouldn’t
30. He had many interesting ___ while he was traveling in America.

a.experiment b.experienced c. experiences d. experience
31. Whenever you see a house on fire, call out the fire ______.

a.bridegroom b. brigade c. brigadier d. bridge
32.When her children are at school, Mrs Baker does her usual ____.
a.weather b. field c. routines d. rubbish
33.Turn the radio down, or you will wake the _____

a. neighbors b. neighbourly c. neighbourhood d.neighbouring
34. Another word for fasten is ____.

a. frighten b. loosen c. lengthen d. tighten

35. Mr Lam occasionally goes to work on foot. It means ____ he walks to work.
a. never b. sometimes c. often d. usually

36.Lam always ____ his bike to school.

a. runs b. drives c. travels d. rides
37. This schhol is ____ from most others.

a. same b. similar c. special d. different
38. In an English class, working in ______ seems helpful.
a. two b. couples c. pairs d. both
39.Nam is interested ____ taking an art course.
a. in b. on c. of d. with

40. Her good ____ for the test resulted in the fact that she got the best grade.
a. preparation b. prepare c. prepared d. preparedly

</div>
(16)<div class='page_container' data-page=16>

Choose the best answer among A , B , C or D that best completes each sentence :
1. John is always late for class , ……….annoys the teacher .

A. which B. this C. what D. that

2. Now I don’t go to school on foot as I ………

A. had been B. did C. used to D. was

3. Without the Braille Alphabet it would be very difficult for ………

A. the disabled B. the deaf C. the mute D. the blind

4. Thuy’s class is different……….other classes because the children
are disabled .

A. on B. from C. in D. at

5. Her job is………..of mentally retarded children in the area .

A. looking B. taking care C. taking notice D. watching

6. We’ve lost her phone number , which makes it difficult ………her .

A. contacting B. contacted C. to contact D. contact

7. Jane……….for the telephone company , but now she has a job at
the post office .

A. works B. used to work C. having worked D. working

8. By the time he arrived , his classmates………..

A. had left B. has left C. left D. was left

9. The little boy is helping……….cross the street .

A. the poor B. the rich C. the blind D. the young

10. Our teacher is very proud………her work .

A. in B. at C. of D. with

Choose the underlined part among A, B , C or D that needs correcting :
11. Jane couldn’t come to my birthday party , this made me feel sad .
A B C D
12. Dennis used to smoking a lot a year ago .

A B C D

13. I look forward to have the resolution to the problem I have mentioned .
A B C D
14. We didn’t like the Club because the poor quality of its service .
A B C D

15. Our teacher sometimes encourages us do our homework in class when we have
time.

</div>
(17)<div class='page_container' data-page=17>

Period 7: WRITING

I. AIMS OF THE LESSON:

Language skills:

 Writing:

- building sentences

- choosing the suitable sentences

II. TEACHING AIDS:

handouts.

III. TEACHING METHOD:

communicative approach

IV. PROCEDURE

The handout:

I. Choose the best answer to complete the second sentence so that it has a similar 
meaning to the first one.

1. I wish I hadn't sold my bike.

I regret ______________________________________

a. to sell my bike. b. selling my bike.

c. I had sold my bike. d. not to sell my bike.

2. No one told me about the change of plan.

I_____________________________________
a. knew about the change of plan.

b. am not known about the change of plan.
c. was told about the change of plan.
d. didn't know about the change of plan.

3. Nigel felt sick from eating too many cakes. Nigel felt sick because _____________
a. he has eaten a lot of cakes. b. he was eating too many cakes.

c. there were too many cakes he ate. d. he had eaten too many cakes.

4. In the middle of our lunch there was a knock at the door.

When _____________________________________
a. we were having lunch, there was a knock at the door.
b. we knocked at the door, we were having lunch.

c. we had just finished lunch, there was a knock at the door.
d. our lunch were in the middle there Was a knock at the door.
5. Their game of badminton is always on Tuesday.

</div>
(18)<div class='page_container' data-page=18>

b. play badminton always on Tuesday.
c. always play badminton on Tuesday.
d. have always played badminton on Tue:
6. Adrian wears jeans all the time.

Adrian _____________________________________

a. always wears jeans. b. often wears jeans.

c. sometimes wears jeans d. usually wears jeans.

II. Choose the correct sentence - a, b, c or d - made from the suggested words.
1. Why/ you/ consider/ don't/ visit/ me

a. Why don't you consider to visit me?
b. Why you don't consider to visit me?
c. You consider why don't visit me.
d. Why don't you consider visiting me?
2. subject/ you/ what/ best/ like

a. What best subject you like? b. What subject you like best?
c. What subject do you like best? d. What subject do you best like?
3. really/ like/ up / I/ morning/ don't/ get / in early

a. I really don't like get up early in the morning.

b. Really I don't like to getting up early in the morning.
c. I don't really like getting up early in the morning.

d. I don't like really to get up early in the morning.
4. learn/ Son/ for/ four years/ English/ so/ he/ the language/ speak/ well

a. Son was learning the language for four years, so he can speak English quite well.
b. Son has spoken English for four years, so he learned the language quite well.
c. So Son has been learning English for four, he can speak the language well.
d. Son has been learning English for four years, so he can speak the language quite
well.

5. children/ work/ profession/ love/ interested/ because/ I/ teaching.
a.I love teaching profession because the children are in working with.

b.I am interested in teaching profession children. because I love working with children
c.I am interested in teaching profession because I love the children working.

</div>
(19)<div class='page_container' data-page=19>

Period 8: SPEAKING

I.Choose the sentences or phrases that best complete this dialogue.
A: (1)... in your exam!

B: (2)...I hope we both pass

A: Did you study all last night?

B: (3) ...I watched TV and went to bed. (4)...
A: I did the same. (5)... after the exam.

B: All right. (6) ...for a drink.

1. a. How are you b. Have a good c. Good luck d. What about you

2. a. Like you. b. Same to you. c. Same of you. d. You do.

3. a. Yes. I did. b. No, of course not c. Of course I did. d. I not do that.
4. a. What about you? b. How are you? c. And you did? d. What did you?
5. a. Good bye b. Nice to see you c. See you later d. Meet you again

6. a. We go b. Let's go c. Could you go d.
Don't you go

II.Choose the sentence or phrase that best completes the dialogue.
A: What do you usually do on your day off?

B: (1) ________________________________________________
A: Do you get much exercise?

A:(2) ________________________________________________
A: How often do you exercise?

A:(3) ________________________________________________
B:What do you usually do?

A:(4) ________________________________________________
A: Where do you go swimming?

A:(5) ________________________________________________
A: You're really in good shape!

A:(6) ________________________________________________
1. a. I usually drive to work. b. I will sleep all day.

c. I usually do not much. d. Nothing much. I always sleep until noon.
2. a. I usually do b. Yes. I do c. How about you? d. Very often.

3. a. No, I sometimes do. b. Yes, I often do.
c. About three times a week. d. Often I don't do.
4. a. I usually go swimming and play badminton.

b. No. I never do

c. I go straight home after work.
d. I watch TV a lot.

5. a. Every day from 5 to 6. b. I always go to the YWCA.

</div>
(20)<div class='page_container' data-page=20>

6. a. Yeah, I'm a real couch potato. b. Oh, are you?

c. Thanks a lot. d. Good for you!

III. What would you say? Put a circle round the letter of the best reply to each 
question.

1. Where's the nearest post office?
a. Turn left and then right.
b. It's about two kilometers.
c. It opens at nine o'clock.
2. What's your new address?

a. It's the old one.
b. Go straight on

c. Flat 42B, 225 Nathan Road, Kowloon.
1. How do we get there'?

a. Flat 42B Nathan Road.
b. Yes, you do.

c. Turn right just after the Bank of China.
4. How far is it from here?

a. Two kilometers, at least
b. No, it isn't.

c. Yes, it's rather far.

5. I think I'll go by bus. Where's the nearest bus stop':
a. Cross the road and turn left.

b. Five hundred metres, I suppose.
c. It's five minutes by bus.

6. What time is there a bus?

a. Twice a day. b. An hour and a half. c. Seven thirty
7. How often do the buses run?

a. Twice or three times. b. Every hour. c. From that bus stop over
there.

8. Can you tell me the way to Milus College from your flat?

a. Yes, I can b. It's round the corner. c. I know it
9. How long does it take to get to Dave's place from your flat?

a. It's a long way. b. About one kilometers. c. Thirty five minutes.
10. Do you know where there's a public telephone?

a. There's one at the bottom of the street.
b. Not very far from here.

</div>
(21)<div class='page_container' data-page=21>

Period 9: SIMPLE PAST AND PAST PERFECT

A. Objectives:

1. Educational aim:

- Help Ss speak and write English exactly.

- Ps should revise the usage, form and the formation of verbs in the past simple and past perfect
tense.

2. General knowledge: By the end of the lesson, students will be able to

- Use the present simple tense appropriately and distinguish it with the present simple tense.
- Help Ps to supply the verbs in the present simple tense.

3. Skills: Improve students’ speaking and writing skill.

B. Method: Integrated, mainly communicative.

C. Teaching aids: Handouts

D. Procedure:

Teacher’s activities Students’ activities

A. Organization. ( 5 minutes)

- Greeting and checking attendance.

B. New lesson (35 minutes)
1. Past Simple

FORM

(+) S + Ved/c2 + O/ A
(-) S + didn’t + Vo + O/A
(?) Did + S + Vo + A/ O?.

Rules:

+Regular verbs ending in -y preceded by a consonant form

the past tense by changing the -y into -ied.

USE 1 Completed Action in the Past

Use the Simple Past to express the idea that an action started
and finished at a specific time in the past.

 I saw a movie last month.

USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completed actions
in the past.

Examples:

 I finished work, walked to the beach, and found a
nice place to swim.

USE 3 Duration in Past

The Simple Past can be used with a duration which starts
and stops in the past.

Examples:

 I lived in Brazil for two years.

-Greeting

- Listen and take notes

* Exercise 1: Supply the correct form of
the verbs in brackets.

- Ask Ps to work in pairs.

1. I suddenly remembered I ( leave)
………… my wallet on the bus.

2. Yesterday I (thank)……….her for what
she (do)………

3. When I got to the office, I (realize) ……..
that I (forget)………..to lock the door.
4. When they (finish)………..their work,
they (go)………home.

5. I ( call)………….you at 8 o’clock but you
(just/ go)……….out.

6. I took my family to Paris last year, I (be)
……..as a student, so I (know )………….
my way round.

7. When I (listen)………….the news, I (go)
…………to bed.

</div>
(22)<div class='page_container' data-page=22>

Teacher’s activities Students’ activities
USE 4 Habits in the Past

The Simple Past can also be used to describe a habit which
stopped in the past.

Examples:

 I studied French when I was a child.

2. Past Perfect
FORM

[had + past participle]
Examples:

 You had studied English before you moved to
New York.

USE 1 Completed Action Before Something in the Past

The Past Perfect expresses the idea that something occurred
before another action in the past.

Examples:

 I had never seen such a beautiful beach before I
went to Kauai.

USE 2 Duration Before Something in the Past 
(Non-Continuous Verbs)

use the Past Perfect to show that something started in the
past and continued up until another action in the past.
Examples:

 We had had that car for ten years before it broke
down.

IMPORTANT Specific Times with the Past Perfect

Unlike with the Present Perfect, it is possible to use specific
time words or phrases with the Past Perfect.

Example:

 She had visited her Japanese relatives once in 1993
before she moved in with them in 1996.

C. Comments (3 minutes)

- Give comments

D. Homework ( 2 minutes)

- Give examples using the present simple tense.

* Suggested answers:
- had left

- thanked - had done
- realized – had forgot

- had finished - went
- called – had just gone
- had been - knew
- had listened - went
- Ps take notes.

</div>
(23)<div class='page_container' data-page=23>

Period 10: RELATIVE PRONOUN:

WHO, WHICH, THAT

A. Objectives:

1. Educational aim:

- Help Ss speak and write English exactly.

- Help Ps to use correctly present perfect in passive.

2. General knowledge: By the end of the lesson, students will be able to
- Use relative pronoun: who, which, that appropriately

3. Skills: Improve students’ speaking and writing skill.

B. Method: Integrated, mainly communicative.

C. Teaching aids: Handouts

D. Procedure:

Time Teacher’s activities Students’ activities

A. Organization. ( 5 minutes)

- Greeting and checking attendance.

B. New lesson (35 minutes)
1. Presentation

We use relative clauses to give additional
information about something without starting
another sentence. By combining sentences with a
relative clause, your text becomes more fluent
and you can avoid repeating certain words.
A relative pronoun is a pronoun that marks a
relative clause within a larger sentence. It is
called a relative pronoun because it relates to the
word that it modifies.

A relative pronoun links two clauses into a single
complex clause. To this extent, it is similar in
function to a subordinating conjunction. Unlike a
conjunction, however, a relative pronoun stands
in place of a noun. Compare:

(1) This is a house. Jack built this house.

(2) This is the house that Jack built.

Sentence (2) consists of two clauses, a main
clause (This is the house) and a relative clause
(that Jack built). The word that is a relative

pronoun. Within the relative clause, the relative
pronoun stands for the noun phrase it references
in the main clause (its antecedent), which is one
of the arguments of the verb in the relative
clause. In the example, the argument is the house,
the direct object of built.

Relative pronoun:
who-> people

that-> people, things or animals

which-> things or animals

2. Practice:

Choose the letter (A, B, C or D) that best

Fill each blank with Who, Which or That.
1.A clock is an instrument………tells you
the time.

2.A fridge is a machine………is used for
keeping food fresh.

3. April 1st is the day……….is called
April Fool’s Day in the west.

4. A nurse is a person………… ….looks after
patients.

5.A teacher is a person……….gives
lesson to students.

6. A blind person is the one…………..can’t see
anything.

7. The man……….you visited last month
is a famous scientist.

8.Please think of a word…………....comes
from a foreign language.

9. These are the pictures……...my son
drew when he was young.

</div>
(24)<div class='page_container' data-page=24>

Time Teacher’s activities Students’ activities
completes each sentence.

1. She gave the man an injection. It made him go
to sleep.

A. She gave the man an injection, which made
him go to sleep.

B. She gave the man an injection which made
him go to sleep.

C. She gave the man an injection that made him
go to sleep.

D. All are correct.

2. Is Albert Schweitzer, ... works I respect
highly, still a doctor?

A. which
B. whose
C. what
D. who’s

3. Is that the man ...?
A. you lent the money to
B. you lend money

C. whom did you lend the money
D. whom lent the money

4. “Who is the new biology professor?”
“He’s the man ... to the secretary now.”
A. which is talking

B. talking

C. that he is talking
D. that talks

5. Do you know the beautiful girl ... in the
car?

A. sit
B. sat
C. sitting
D. who sit

6. The voters were overwhelmingly against the
candidate ... proposals called for higher taxes.
A. who is

B. whose

C. whom he had
D. that his

C. Comments (3 minutes)

- Give comments

D. Homework ( 2 minutes)

- Give examples using the present simple tense.

</div>
(25)<div class='page_container' data-page=25>

Period 11:

:

READING

READING COMPREHENSION

A. Choose the one option - a, b, c or d - that best fits each of the 
num-bered blank.

Marie Curie, the Polish-born French (1) ... was a courageous and
de-terminal woman. She left her home for Paris to (2)... her interest in science.

Living in (3)... , she still (4)... to undulate a: the top of her class. She met
Pierre Curie (5)... after graduation and (6)_ ……… him a year later.
Together, Pierre and tylarrie (7)... the most famous husband-and-wife
(8)... in science history. They (9)..._the Radioactive elements, Polonium
and Radium. They (10)... the Nobel Prize for Physics in 1903.

1 . a. biologist b. mathematician c. chemist d. physicist and chemist

2. a. follow b. take c. pursue d. satisfy

3. a. poverty b. loneliness c. wealth d. difficulty

4. a. made b. managed c. harbored d. worked'

5. a. immediately b. soon c. shortly d. rightly

6. a: married b. left c. divorced d. devoted

7. a. built b. organized c. established d. formed

8. a. couple b. partnership c. scientists partners

9. a. discovered b. invented c. built d. made d.

10. a. had awarded b. awarded c. were awarded d. were awarding
B. Read the passage, then choose the one best answer - a, b, c or d.

Personal computers, or PCs, are an important part of out eve everyday lives.
Many people cannot imagine life without them. One the most
important people in making these machines work is Bill Crams.

Bill Gates was born in 1955 in Washington State. He grep up in a rich family. His

parents sent him to a private school. There he met his business partner, Paul Alien. When
they were in the eight were in the eight grade, they were ere writing programs for
business computers and making mores.

In 1973, Gates was accepted at Harvard University. His parents were happy. They
thought he would get over his obsession with _ and become a lawyer like his father. Two
years later, Gates dropped out of Harvard to work on a computer program with his friend
Allen. They worked eighteen hours a day in 'a dormitory room at Harvard. They were
writing the program that would run one of the first personal computers. In 1975, they
created a company called Microsoft to sell their product.

</div>
(26)<div class='page_container' data-page=26>

1. According to the writer,

a. people cannot live without personal computers
b. computers play an important part of our lives
c. Bill Gates invented personal computers

d. Bill Gates is the most important people in computer science
2. The words 'dropped out of in line 10 mean

a. graduated from b. got over

c. took part in d. stopped taking class at

3. According to the passage,

a. Bill Gate's parents wanted him to become a computer programmer.

b. Bill Gates and Paul Allen created Microsoft because they want to sell their
program for personal computers

c. Paul Alien left Microsoft because he wanted to start his own company.
d. Bill Gates met his business partner at Harvard.

4. How old was Bill Gates when he became the richest man in the United States?

a. 34 b. 51 c. 42 d. 44

5. Which of the following is not mentioned in the text?

a. In a few years, Microsoft became a very large company.

b. Bill Gates and Paul Allen first wrote programs for business computers when they
were about fifteen.

c. Bill Gates earned his success by working very hard.
d. Bill Gates is the richest man in the United States.

Read the passage, then choose the correct answer - b, c, or d.

Few men have influenced the development of American English to the extent that
Noah Webster did. Born in West Hartford, Connecticut. in .1758, his name has become

synonymous with American dictionaries. Graduated from Yale in 1778, he was admitted
to the bar in 178i and there after began to practice law in Hartford. Later, when he turned
to teaching, he discovered how inadequate the available schoolbooks were for the
children of a new and independent nation.

In response to the need for truly American textbook, Webster published A

Grammatical Institute of the English Language, a three-volume work that consisted of a
speller, a grammar, and a reader. The Compendious Dictionary of the English Language

was published in 1806.

In 1807 Noah Webster began his greatest work. An American dictionary u/ the
English Language. In preparing the manuscript, he devoted ten years to the study of

English and its relationship to other languages. and seven more years to the writing itself.
Published in two volumes in 1828. An American Dictionary of the English Language has
become the recognized authority for usage in the United States. 'Webster's purpose in
writing. it was to demonstrate that the American language was developing distinct

meanings, pronunciations, and spelling from those of British English. He is responsible
for advancing_ simplified spelling forms: develop instead of the British form developed;
theater and center instead of theatre and center; color and honor instead of color and

honor.

46. Which of the following would be the best title for the passage`?

</div>
(27)<div class='page_container' data-page=27>

c. Webster's School d. Webster's Life
47. How old was Webster when he graduated from Yale?

a. 18 b. 19 c. 20 d. 21

48. Why did Webster write A Grammatical burial& - the English Language?

a.He wanted to supplement his income.

b.There were no books available after the Revolutionary War.

a.He felt that British books were not appropriate for American children.
b.The children did not know how to spell.

49. In how many volumes was .4n American Diction the of the English Language

published?

a. One volume b. Two volumes c. Three volumes d.. Four volumes
50. According to the author, what was `Webster' purpose in writing An American
Dictionary of the English Language?

a. To respond to the need for new schoolbooks.

b. To demonstrate the distinct development of

the E language in America.

b. To promote. spelling forms based upon

British models

</div>
(28)<div class='page_container' data-page=28>

Period 12: PRONUNCIATION

A. Choose the word that has the letter (s) pronounced differently fro the others. 
1. a. language b. package c. mathematics d. marvelous

2. a. chemistry b. prepare c. receive d. degree

3. a. private b. diploma c. guide d. writer

4. a. trouble b. study c. tutor d. subject

5. a. received b. worked c. obtained d. harbored

6. a. disabled b. forced c. believed d. realized

7.a. rubbish b. suburb c. lunch d. consume

8. a. deaf b. teach c. read d. sleep

9: a. pity b. children c. blind d. finger

10. a. proper b. course c. force d. talk

B. Choose the word whose main stress is placed differently from the others

1. a. background b. career c. secondary d. private

2. a. scientific b. atomic c. impossible d. professor

3. a. obtain b. determine c. award d. harbour

4. a. ambitious b. difficulty c. brilliant d. mature

5. a. education b. difficulty c. champion d. institute

6. a. photography b. determinated c. exhibition d. professional

7. a. disabled b. mentally c. retarded d. consuming

8. a. subtract b. suffer c. effort d. primary

9. a. gradually b. proper c. origin d. opposition

10. a. nationality. b. disability c. activity d.demonstration.

C. Pick out the words that have the italicized letter is not pronounced /n/ or / :/

1. commune rob condition follow

2. organize money force for _______________

3. sport stall talk shake _______________

4. sorrow employ organize work _______________

5. occupation opposition obligation obtain _______________

</div>
(29)<div class='page_container' data-page=29>

PERIOD 13: EXPRESSING REASONS

I. Objectives:

1. Educational aim: Ss should have good awareness of the target language of because, because
of

2. Knowledge

- General knowledge: By the end of the lesson, Ss know how to express their reasons
- Language: because, because is used to express reasons

3. Skills: Improving practicing skill.

II. Method: Integrated, mainly communicative.

III. Teaching aids: Posters
IV. Procedure:

Time Teacher’s activities Students’ activities

A. Organization. ( 5 minutes)

- Greeting and checking attendance.

B. New lesson (35 minutes)
1. Presentation

Grammar patterns

1 because | + clause | + clause

clause | + because | + clause

Because the children don’t like fish, I bought some
sausages.

We had to take the train because all the buses were full.
▲ to talk about the situation that is the reason for
something

2 because | + of | + NP

Why couldn’t you sleep? ~ Because of the noise.
Because of the delay, we missed the connecting flight. I
gave up my job because of her.

▲ to talk about the thing or person that is the
reason

for something

Collocations

Because is commonly preceded by mainly, partly, and
simply:

It’s mainly because they are cheap that people choose
package holidays.

She was chosen partly because of her qualifications but
mainly because of her experience.

Most people put on weight simply because they don’t
get enough exercise.

Because often occurs after not:

It’s not because I’m your brother that I’m telling you
this. It’s because…

They didn’t sack him because he was lazy, but because of

</div>
(30)<div class='page_container' data-page=30>

Time Teacher’s activities Students’ activities

his attitude.

She didn’t marry him because of his money.

Because often follows clauses with must, and
introduces the reason for making a deduction:
Jim must be at home because his lights are on.

They must’ve been starving because look how much
they ate.

Set phrases
• just because

Just because I’m 16, it doesn’t mean I’m a baby.
▲ to say that, because one thing is true, it’s not
the case that another thing is also true.

• because/’cause/cos I want to. = commonly used
to justify a decision:

Why are you leaving? ~ Cos I want to.

2. Practice:

1 Add of to these sentences, but only if it is 
necessary:

1 Because ---the fire, they lost everything.
2 It’s not because .---your money, it’s because
--- like you.

3 Just because --- you’re tired doesn’t mean you
can’t do the washing up.

4 Why did she go and live in the country? ~ Because
her health.

5 I didn’t do it because --- you; I did it because
---you

asked me.

6 Mainly because --- not looking in the
mirror, he failed his driving test.

2 Match the two parts of these sentences:

a Because it was getting cold
b It must have been getting cold
c Just because it’s cold

d It wasn’t because of the cold
e We decided to go inside
f Why are we going inside?
1 Because I want to.

2 because Richard was wearing gloves.
3 doesn’t mean we have to go inside.
4 we decided to go inside.

5 that we decided to go inside.
6 because of the cold.

C. Comments (3 minutes)

- Give comments

D. Homework ( 2 minutes)

- Give examples using because, because of

1. of
2. of
3. x
4. of
5. of
6. of

</div>
(31)<div class='page_container' data-page=31>

PERIOD 14:

EXPRESSING CONCESSION

A. Objectives:

1. Educational aim:

- Help Ss speak and write English exactly.

- Ps should revise the usage of expressing concession: although, though, despite, in spite of...

2. General knowledge: By the end of the lesson, students will be able to
- Use phrases or clause after although, though, despite, in spite of...

3. Skills: Improve students’ speaking and writing skill.

B. Method: Integrated, mainly communicative.

C. Teaching aids: Handouts

D. Procedure:

Teacher’s activities Students’ activities

A. Organization. ( 5 minutes)

- Greeting and checking attendance.

B. New lesson (35 minutes)

Definition: The use of a word, phrase or sentence that
diminishes and may contradict implications of a statement or

description.

They are similar in meaning. They all serve to record
something that is surprising or unexpected. But the
difference in usage is that although, though and even 
though are all conjunctions, whilst in spite of and despite

are both prepositions. So usage requires:
in spite of + noun

although + clause
despite + noun
though + clause
even though + clause

Although and though can be used in the same way. Though

is perhaps more common in informal speech and writing,
whereas although can be used in a wide variety of styles.
Compare:

 'Our new neighbors are quite nice, though their dog

is a bit of a nuisance.'

 'She insisted on keeping her coat on, although it

was extremely warm in the house as the central
heating was on.'

'Although she was commended for completing the
Millennium Dome project on time and within budget,
management felt that it was now time for a new person with
different talents to take over.'

Though is often used with even in order to give emphasis:

-Greeting
Exercise 1:

Complete the sentences below with

although - despite - in spite of.

1. ... the weather was bad, we
enjoyed our trip.

2. The children slept well ... the noise.
3. ... earning a low salary, Linda
gave money to her parents.

4. John rarely sees Paul ... they live in
the same town.

5. Julie failed the exam ... of working
very hard

6. ... it was cold, she didn't put on her
coat.

7. Tom went to work ... not feeling
very well.

8. Anna never learned the language ...
she lived there for two years.

9. ... of the difficulty, they managed
to climb to the top of the mountain.

10. I couldn't eat ... I was very hungry.
Answer:

</div>
(32)<div class='page_container' data-page=32>

Teacher’s activities Students’ activities
'I managed to get good results in my exams, even though I

went out four times a week when I was supposed to be
revising.'

Whilst despite might be thought more formal than in spite 
of - it is, after all, one word rather than three - there is really
very little difference in usage between the two:

 'Despite the appalling weather, they succeeded in

walking to the top of Ben Nevis.'

'They decided to get married in spite of the huge differences
in their ages.'

So, to summarize: despite and although: similar meanings,

but different syntax required. Compare:

 'Although it was raining heavily, we finished the

game of football.'

 'We finished the game of football in spite of the

heavy rain.'

 'Despite his strong Welsh accent, we understood

most of what he was saying.'

 'Even though he had a strong Welsh accent, we

understood most of what he was saying.'
One further word. Although, despite and in spite of are
normally used as prepositions, they can also be used in
adverbial constructions with -ing, thus:

 'I managed to pass my exams, despite going out four

times a week during the revision period.'

 'In spite of feeling terribly sick, I went to work every

day that week.'

'Despite being severely handicapped, he managed to

complete the race.'

C. Comments (3 minutes)

- Give comments

D. Homework ( 2 minutes)

- Give example using although, despite, in spite of..

</div>
(33)<div class='page_container' data-page=33>

PERIOD 15:

WRITING

A. Choose the sentence (a, b, c, or d) which is closest in meaning to the sentence 
printed before.

1. When did you last ride a bike?
a. How often did you ride a bike?
b. How long is it since you rode a bike?
c. What time is it since you ride a bike?
d. How much time did you ride a bike?
2. The train was due to leave five minutes ago.

a. The train was supposed to leave five minutes ago.
b. The train is five minutes late in leaving.

c. The train left five minutes ago.
d. a and b are correct

3. I didn't use to like football.
a. I don't like football.

b. When I was young I liked football, but now I don't.
c. Once I didn't like football, but now I do.

d. I wasn't accustomed to football.

4. The police blocked off the road, which caused a traffic jam.

a. The road that caused a traffic jam was blocked off by the police.
b. The police blocked off a traffic jam on the road.

c. The police blocked off the road because it caused a traffic jam.
d. The fact that the police blocked off the road caused a traffic jam.

5. Henry should have done his homework last night. but he watched TV instead.
a. Henry didn't watch TV last night because he had to do his homework.
b. Henry watched TV last night instead of doing his homework.

c. Henry did his homework while watching TV.

d. Henry had already done his homework before he watched TV.
6. It was breakfast-time when Susan rang.

a. When Susan rang I have just finished my breakfast.
b. Susan rang after 1 had had my breakfast.

c. I was having my breakfast when Susan rang.
d. I was going to have my breakfast as soon as Susan rang.
7. Adrian's job interview is on 17 October.

a. Adrian will be called for a job interview on 17 October.
b. Adrian is giving a job interview on 17 October.

c. Adrian had an interview for a job on 17 October.
d Adrian is having a job interview on 17 October.
8. You can get off this train at Bath.

a. This train stops at Bath. b. This train is going to stop at
Bath.

</div>
(34)<div class='page_container' data-page=34>

a. We helped with the project.
b. We must help with the project.
c. We will help with the project.

d. We are going to help with the project.

10. The last time 1 went swimming was when we were in Spain.
a. I swam a lot when we were in Spain.

b. I hadn't been swimming before we moved to Spain.
c. I haven't been swimming since we were in Spain.
d. I went swimming while we lived in Spain.

11. They spoke too quickly for us to understand.
a. They spoke so quickly that we couldn't understand it.
b. They spoke so quickly that we couldn't understand.
c. They spoke so quickly that we couldn't understand them.

d.. They spoke quickly enough so that we couldn't understand them.

B. Choose the correct sentence (a, b, c, or d) made from the suggested words. 
1. Global communication be/ transform/ the invention/ Internet

a. Global communication was transformed the invention of the
Internet.

b. The invention of the Internet was transformed the global
communication.S

c. Global communication .was transformed by the invention of the
Internet.

d. Global communication was transformed invention of Internet. ?:
2. What/ use/ fax machine/ for

a. What are you used fax machine for? b. For what fax machine is used?
 c. What is the use for fax machine? d. What is fax machine used for?
3. Inventions/ like/ electric light bulb/ change/ way/ people/ live

a. Inventions like the electric light bulb changed the way people lived.

b. The inventions like the electric light bulb has changed the way that people lived.
c. The way people lived has been changed by inventions like electric light bulb.

d. The invention§ like the electric light bulb changed way people .had lived.
4. I/ give away/ my computer/ be/ three years old

a. 1 gave away my computer which was only three years old.
b. I gave away my computer, which was only three years old.
c. My computer which I gave away was only three years old.

d. My computer, that I gave away; was only three years old.
5. new school/ open/ recently/ New Road

a. A new school recently opened in New Road.

b. A new school has been recently opened in New Road.
c. A new school has recently opened in New Road.
d. A new school opened recently in New Road.

6. Belgian! call/ Etienne Lenoir/ make/ the first/ motor car
a. A Belgian made the first motor car called Etienne Lenoir.

</div>
(35)<div class='page_container' data-page=35></div>
(36)<div class='page_container' data-page=36>

PERIOD 16: SPEAKING

I. Choose the appropriate sentence to fill in each gap to complete the following 
conversation.

A: Goodbye everyone! (1) ________________________________________
B:. Where are you going? _________________________________________
A: To Australia. (2) ______________________________________________
C: When are you coming back?

A: Well. (3) ____________________________________________________
B: It sounds great! (4) ____________________________________________
A: Thanks. (5) __________________________________________________

a. I'll send you postcards.

b. we're going on a two-week tour of Australia.

c. I'm taking my family to visit the Great Barrier Reef.
d. I'm going on holiday.

e. Have a good time!

II. Choose the sentences or phrases that best complete these conversations.
1. A: _______________________________

B: Well, a microwave is used to cook or heat food.
a. Could you tell me what is a microwave used for?
b. Please tell me how to use a microwave?

c. Can you tell me what is used 'for cooking'?

d. Could you tell me what a microwave is used for? 7.

A: What will we do when we want to call the Fire Service?
B: _______________________________

a. Dial 113 b. Dial 114 c. Dial 115 d. Dial 116

3. A: _______________________________
B: Let me see, since September 2003.
a. When did you attend this school?

b. How long have you studied at this school?
c. Since when did you studied at this school?
d. How-often do you attend this school?

4. A: Would you like a coffee?

B: _______________________________

a. Not at all b. Ye, let's. c. Yes. I would d. Yes. I'd love
one.

4. A: What should you do if you don't want to hear the sound?
B: _______________________________

a. Press the MUTE button. b. Press the VOLUME button.
c. Press the PROGRAM button. d. Press the POWER button.

III. Choose the sentence or phrase that best completes the dialogue.

</div>
(37)<div class='page_container' data-page=37>

B: Oh, my weekend was, terrific. thanks.

A: (2) ____________________________________________________________
B: On Saturday, I participated in the local charity society to visit Nguyen Dinh Chieu

Special School for the Blind.

A: (3) ________________________________________________________________
B: Well, they were having a music lesson.

A: Really? (4)

_________________________________________________________They listened
and used their fingers to touch the music notes in Braille and sang.

A: Great! Next time (5) _________________________________________________

1. a. What did you do on weekend? b. How was your weekend?

c. Did you have a good weekend? d. How did you spend your weekend?

2. a. What do you do? b. Where did you go on Saturday?

c. What did you do on Saturday? d. What were you doing on Saturday?
3. a. What were the visually impaired students doing when you came?

b. What did the visually impaired students do when you came?
c. What were the visually impaired students doing before you came?
d. What did the visually impaired students do after you had come?
4. a. How they can learn music without seeing?

b. How can they learn music if they not see?
c. What do they do to learn music?

d. How can they learn music without seine

5. a. I'll go. b. I'd like to visit, too.

</div>
(38)<div class='page_container' data-page=38>

PERIOD 17: REPORTED SPEECH WITH

STATEMENT

Procedure:

Teacher’s activities Students’ activities

A. Organization. ( 5 minutes)

- Greeting and checking attendance.

B. New lesson (35 minutes)

Indirect Speech (also referred to as 'reported
speech') refers to a sentence reporting what
someone has said. It is almost always used in
spoken English.

1) If the sentence starts in the present, there is no
backshift of tenses in Reported speech.
Example: Susan: "I work in an office." Susan says

that she works in an office.

2) If the reporting verb (i.e. said) is in the past, the
reported clause will be in a past form. This form is
usually one step back into the past from the
original.

Example: Susan: "I work in an office." Susan said

that she worked in an office.

Tense change

As a rule when you report something someone has
said you go back a tense: (the tense on the left
changes to the tense on the right):

Direct speechIndirect speech

Present simple  Past simple

Present continuous  Past continuous

Present perfect simple  Past perfect simple

Present perfect continuousPast perfect continuous

Past simple  Past perfect

Past continuous  Past perfect continuous

Past perfect  Past perfect (no change)

Past perfect continuous  Past perfect continuous

(no change)

Modal verb forms also sometimes change:

Direct speech Indirect speech

will would

can could

must had to

shall should

may might

!Note - There is no change to; could, would,
should, might and ought to.

You can use the present tense in reported speech if
you want to say that something is still true i.e. my
name has always been and will always be Lynne
so:

-Greeting

-listen and take notes.

Ss pay attention and work in pair to do
exercises.

Exercise1:

Change these following sentences in to
reported speeches

1. ‘I couldn’t get into the house
because I had lost my key, so I had to
break the window,’ he said.

2. ‘The mirror is there so that you
can see yourself when you are

dancing,’ the instructress told him.
3. ‘I wrote to him the day before
yesterday. I wonder why he hasn’t
rung up,’ she said.

4. ‘If the ground is dry on the day of
the race, my horse might win,’ said
the own.

5. ‘You’d better slow down. There’s
a speed limit here,’ she said to me.
(use advise )

6. ‘If Tom wants seats, he’d better
apply early,’ she said.

7. ‘We walked 50 miles last night to
see the Minister and protest about our
rents being raised. He was very polite
and promise to do what he could for
us,’ said one of the tenants.

8. ‘They should put traffic light here,
otherwise there’ll be more accidents,’
she said.

9. ‘It’s time we began training for
our next match,’ the coach said to
them.

10. ‘If you leave home at six, you
should be here at nine,’ he said to me.
11. ‘If it rains this afternoon it will be

too wet to play the match tomorrow,’
the captain said.

</div>
(39)<div class='page_container' data-page=39>

Teacher’s activities Students’ activities

Direct speech Indirect speech

"My name is Lynne", she said. She said her name
was Lynne.

She said her name is Lynne.

You can also use the present tense if you are
talking about a future event.

Direct speech (exact quote) Indirect speech (not
exact)

"Next week's lesson is on reported speech ", she
said. She said next week's lesson is on reported
speech.

Time change

If the reported sentence contains an expression of
time, you must change it to fit in with the time of
reporting.

For example we need to change words like here
and yesterday if they have different meanings at
the time and place of reporting.

Expressions of time if reported on a different
day

this (evening)  that (evening)

today › yesterday ...
these (days) those (days)

now › then

(a week) ago  (a week) before

last weekend  the weekend before last /

the previous weekend
here  there

next (week)  the following (week)

tomorrow  the next/following day

In addition if you report something that someone

said in a different place to where you heard it you
must change the place (here) to the place (there).

Pronoun change

In reported speech, the pronoun often changes.
"I teach English online."

>She said she teaches English online.

When changing from direct speech to indirect
speech, it is often necessary to change the pronouns
to match the subject of the sentence.

C. Comments (3 minutes)

- Give comments

D. Homework ( 2 minutes)

- Give examples using the past simple tense.

blanket but I plugged in the electric
kettle by mistake. I’m always doing
silly things like that,’ she told her
guest.

13. ‘I was intending to do it

tomorrow,’ he said,’ but now I don’t

think I’ll able to.’

14. ‘Bill should do very well at the
university, Mrs. Smith,’ said the
headmaster. ‘He’s done very well
here.’

15. ‘I don’t think your father like me,’
said the young wife. ‘You mustn’t
think that,’ she said her husband; ‘it is
just that he is old and finds it hard get
used to new people.’ ( leave mustn’t

unchanged )

16. ‘The steak is overdone again. I’m
not complaining; I’m just pointing it
out,’ said her husband.

‘I wish you’d stop pointing things
out,’ said his wife.

17. ‘They couldn’t open the safe on
the spot so they carried it away with
them,’ the night watchman reported.
18. ‘If you saw my father, you’d

recognize him at one. He is the most
extraordinary-looking man,’ she said
to me.

19. ‘I found an Roman coin in the
garden yesterday,’ he said,’ and I’m
going to take it to the museum this
afternoon.’

20. He said,’ I’m got out of my boat,
leaving the engine running, but while
I was standing on the quay the gears
suddenly engaged themselves.’

-Ss pay attention and take notes in their
notebook.

- Listen

</div>
(40)<div class='page_container' data-page=40></div>