giao an tu chon 11

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (294.03 KB, 53 trang )

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

Period: 1st Date of preparation: August 27th, 2011
Lesson 1: Speaking

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to talk about a
famous friend.

2. Knowledge:

- Vocabulary: Words related to appearance and personality.
- Grammar/ Structures:

+ What…look like?
+ What is … like?
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

1. Warm-up: (5’)
- Give the handouts.

+ Fill the adjectives from the box with the parts of the body:
short – broad – straight – tall – crooked –

pointed – oval – turn-up - square – flat – 
large – wide – wrinkled – dyed – long -

curly

Parts of the body Adjectives
Face

Nose
Hair
Forehead
Height
Chin

- Expected answers:

Parts of the body Adjectives

Face oval, square, large, long
Nose crooked, turn-up, flat, straight

Hair Long, dyed, curly

Forehead wrinkled, wide, broad

Height tall

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

2. New lesson:

Teacher’s activities Students’ activities
A. Pre-speaking (10’)

- help Ss use some structures.

+ Useful language:

What does he / she look like?
 What is / she like?

Is he / she tall?

- elicit Ss to make question upon the
basic profile of the friend.

Whole class
- give the questions.

* What’s your friend’s/ his/ her 
name?

* When was he/ she born?
* What does he/ she look like?
* What are his/ her hobbies?
* What’s he/ she like?

* What makes him/ her a good 
friend?

* What made him/ her successful?
* How much time does he spend on
Math every day?

* What does he do in his free time?
B. While-speaking (20’)

- ask Ss to work in pairs to play roles
as a journalist and an interviewee,
then talk about the famous friend.

Pair work
- work in pairs: journalist &
interviewee.

Model dialogue:

J: Could you tell me something about
your friend?What’s his name?

I: His name is Khoa.
J: When was he born?
I: On 15th October in 1995.
J: What does he look like? 
I: Tall and good-looking.
J: What is he like?

I: Oh, he is friendly. 
J: What are his hobbies?

I: He likes reading books, especially 
fiction.

J: What does he do in his free time? 
I: He often plays badminton.

J: Why is he interested in Maths?
I: Because he finds it interesting.
J: How much time does he spend on 
Maths every day?

I: About 2 hours a day.

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

- get some pairs of Ss to play roles in
front of the class.

- ask Ss to give comments of their
friends’ conversation.

I: He is a person who is very helpful 
and understanding.

J: What makes him successful?
I: He is very intelligent and studious.
- each pair plays roles as guided.
- give comments on the interview.
C. Post-speaking (10’)

- ask the Ss to report the profile of
their partner’s famous friend.
- get Ss to give comments on the
reports.

Pair work
- report the profile of the
interviewee’s famous friend.

- give comments on the reports.

IV. HOMEWORK ASSIGNMENT:
- Report the profile of the famous friend.
V.

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

Period: 2nd Date of preparation: September 17th, 2011
Lesson 2: Grammar

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to use infinitive with
to and infinitive without to.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures: infinitive with to and infinitive without to
- (Pronunciation):

3. Skills:

II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

Warm-up: (5’)
Game: Ordering

Rearrange the sentences so that they become meaningful:
a. hair / cut / his / to / immediately / he / needs.

b. apple / I / to / an / eat / want.

c. saw / she / climb / tree / the / cat / a.

d. go / out / his / let / last night / mother / him.
Expected answer:

a. He needs to cut his hair immediately.
b. I want to eat an apple.

c. She saw a cat climb the tree.
d. His mother let him go out.
2. New lesson:

A. To – Infinitive (20’)
* Presentation:

- Hang a poster on the board.
a. He needs to cut his hair 
immediately.

b. I want to eat an apple.
c. He wants something to eat.
d. It is too cold to go out.

- Ask Ss to underline the to +

infinitive

- Ask the Ss to comment on the use

- underline the phrase to + infinitive.
a. He needs to cut his hair

immediately.

b. I want to eat an apple.
c. He wants something to eat.
d. It is too cold to go out.

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

of to + infinitive in these examples.
- Provide Ss with the use of to +
infinitive.

+ Use:

* to indicate the purpose :
Ex: I get up early to walk .

* as a modifier to replace a relative
clause

Ex: I have a lot of work to do ( which
I have to do)

* as an object of a verb 
Ex: I like to walk.

* as an subject

Ex: It is healthful to walk every
morning.

* in idiomatic expression :

Ex: The weather is too bad for me to
walk today.

* Practice:

- Task 1: (Exercise 1, page 7,
workbook)

- Ask Ss to work individually.

- Call on some Ss to give their
answers.

- Give feedback

1. the to + infinitive can be placed
after some verbs ( a, b )

2. the to + infinitive can be placed
after nouns/pronouns ( c )

3. the to + infinitive can be placed

after adjectives ( d )

Feedback:

1. That was a very rude remark to
make.

2. It was safer to go by train.

3. It was quite a surprise to see him
again.

4. That was very dangerous of Long
to give me 50,000 dong.

5. It was very difficult for her to
drive the motorbike.

6. That was a very odd place to visit.
7. It was very silly of the boy to do
that.

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

B. Bare infinitives ( without to ) 
(20’)

* Presentation:

- Hang a poster on the board.

- Ask Ss to underline the infinitive

without to

a. My father doesn’t let me use his
car.

b. Her boss made her finish the
report by 5 p.m

c. He saw the cat catch a fish.
d. You had better not smoke. 
e. She saw a cat climb the tree.
f. His mother let him go out.

- Ask the Ss to comment on the use
of infinitive without to in these
examples

- Write the structure on the Bb

S + Perceptive verbs + Object + 
Bare inf

- see - hear - listen to
 - watch - feel - smell - taste
 - observe , notice

- had better , would rather,
perceptive verbs ( see, smell, feel,
watch…)

* Other verbs : let make , help
* Practice:

Task 2: (Exercise 3, page 27,
workbook)

- Ask Ss to work individually.

- Call on some Ss to give their
answers.

- Give feedback

-Copy down and underline the
structure.

a. My father doesn’t let me use his
car.

b. Her boss made her finish the
report by 5 p.m

c. He saw the cat catch a fish.
d. You had better not smoke.
e. She saw a cat climb the tree.
f. His mother let him go out.

- Comment on the use of infinitive
without to.

1. infinitive without to can be
placed after verbs of perceptions
such as feel, hear, see, watch, smell,
notice,.... -> refer to the complete
action.

2. infinitive without to can be
placed after let/make somebody;
had better (not)/ should....

Feedback:

1. The teacher let him stay at home to
finish the assignment.

2. She noticed the boy run away from
the house.

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

4. The policeman made the thief
empty his pockets.

5. I heard him leave the house early
in the morning.

6. She stood there and watch him
drive away.

7. I could feel the robber come from
the back door.

8. Do you think the school will make
me pay some extra money?

IV. HOMEWORK ASSIGNMENT:

- Pick out the inf in the following sentences and describe the function of
each

1To find fault is easy.

2.It is delightful to hear the sound of the see.
3.The dog wants something to eat.

4.I saw him run the mile in four minutes.
5.Everybody wishes to enjoy life.

6.He is too ill to do any work.
7.I am not afraid to tell the truth.

8.He went to Paris to perfect his knowledge of French.
V.

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

Period: 3rd Date of preparation: September 20th, 2011
Lesson 3: Grammar

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to use the past tense.
2. Knowledge:

- Vocabulary:

- Grammar/ Structures: the past simple, the past progressive and past
perfect.

- (Pronunciation):
3. Skills:

II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

1. Warm-up: (5’)

- Put the correct form of the verbs in to past form and past participle form.
See

Watch
Eat
Have
be
Expected answer:

See Saw Seen

Watch Watched Watched

Eat Ate Eaten

Have Had Had

be Was/Were Been

2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (10’)

- Hang on the poster ask the Ss to
pay attention to the verb form & the
use of the past tense.

- Look at the sentences and deduce
the form of past tense.

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

Poster:

1. I saw a horror film last night.
2. He was watching a film when his
friend came.

3 . I was eating dinner at 7 yesterday.
4. I was watching TV while he was
making dinner.

5 I had never seen such a beautiful
beach before I went to Dong Hoi
6. They had had dinner before 7

p.m.

7. We had had that car for 10 years
before it broke down.

- Give comments

- Give the use of the past tense.
+ Use:

* The simple past : - an action
started and finished at a specific time
in the past; a series of actions
completed in the past.

* The past continuous : - a longer
action in the past was interrupted
( the interruption is shorter in the
simple past ) an action happening at
specific time in the past ; some
actions were happening at the same
time.

*The past perfect: - action
happened before another action
expressed in the past or before a
specific time in the past; something
started in the past and continued up
until another action in the past.

I saw a horror film last night.
S + V(-ed/2) + O + Adv
* The past continuous :
Ex:

- He was watching a film when his
friend came.

- I was eating dinner at 7 yesterday.
- I was watching TV while he was
making dinner.

S + was/were + V-ing + O + Adv
* The past perfect:

Ex:

- I had never seen such a beautiful
beach before I went to Dong Hoi
- They had had dinner before 7 p.m.
- We had had that car for 10 years
before it broke down.

S + had + V(-ed/3) + O + Adv

B. PRACTICE (20’)

1. Task 1: (exercise 3, page 15,
workbook)

- Ask Ss to work individually.

- Call on some Ss to give their

- Work individually.
- Give the answers.
Feedback:

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

answers.

- Give feedback

2. Task 2: (exercise 4, page 15,
workbook)

- Ask Ss to work in pairs to do the
exercise.

- Call on some Ss to give their
answers.

- Give feedback

3. was driving
4. had gone
5. had eaten
6. was doing
7. were you doing
8. had told.

- work in pairs to do the exercise.
- Give the answers.

Feedback:
1. a. was trying
b. stopped
c. offered
2. a. didn’t see
b. had seen

3. a. was not wearing
b. didn’t see

c. was
4. a. lay

b. were feeding
5. a. did not answer
b. was having
6. a. felt
b. finished
c. fell

7. a. couldn’t
b. had explained.
C. PRODUCTION (8’)

- Give some adverbs:

Yesterday, before 2000, at 7:00 p.m

last night

- Ask Ss work in groups of four and
make sentences using those adverbs
in 3 minutes, which group have the
correct answers first will be the
winner.

- Call on the Ss to give the answers.
- Comment on Ss’ answers.

- Work in groups of four and make
sentences using the 3 adverbs.
- Give the answers in front of the
class.

Feedback:

1. I met Long at the school gate 
yesterday.

2. Mary had graduated from the 
university before 2000.

3. I was having dinner at 7:00 p.m 
last night.

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

- Do exercise 5 in page 16 in workbook.
V.

COMMENTS: ...
...
...

Period: 4th Date of preparation: September 29th ,2011
Lesson 4: Writing

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to write a letter of
invitation.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures:

+ Would you like + to infinitive ....? (invitation),
+ Present progressive (future plan)

- (Pronunciation):
3. Skill: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

1. Warm-up: (5’)
Game: Hang man

- give instructions

- divide class into 2 groups
- ask Ss to guess the word
- choose the winner

Lead-in:

In our reading lesson today, we’ll focus on how to write an invitation letter. 
2. New lesson:

Teacher’s activities Students’ activities
A. Preparing to write (10’)

-T shows the letter of invitation in

Whole class

- Listen to the T and note down the
I

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

Tieng Anh 11 at page 38 then asks Ss
to tell the parts of the letter and the
sentences following with those.
-T asks Ss some qustions like :
What is Minh Hanh going to do? Is

she going to write a letter to anwer
An Duc ?

If she accept / refuse to come , what
will she write in her letter?

- T asks Ss to make a list of phrases
used to express the interest for the
invitation / regret for not attending to
the event:.

knowledge about the outline of the
invitation letter.

Suggested answers:

1.The heading (place and time) : 67,
Ngoc Ha Steet

Hanoi , Viet Nam.

2.The greeting : Dear Minh Hanh
3.The body (the statement of

invitation, reason of invitation, venue
, date and time, some more detailed
information) I am going to have a
New year Ever Party at my house at 
7 pm , on 31st ,December. Would you
like to come?...

4. The closing and ending (request
for reply, social statement) : Please
let me know

Love

5. The signature
B. Writing (20’)

T tells Ss the format of a letter of
invitation.

-Go round to control the class and
help them if possible.

-Get two students to write their letter
on the board and get the class to give
their comments.

- T goes around to watch Ss, and
give them a need if necessery.

Individual work

- Work in individuals to write the
letters as requested.

Suggested ideas:

-I’m having a New Year’s Eve party
at …

- I’m going to turn 16 and I’m giving
a birthday party at …;

I’ve just won a national Math prize
and my parents are holding a big
party for me at …;

-At my house at 7 p.m. on

Wednesday -Most of our class mates
have been invited.

-There will be dancing and some
games with nice prizes for the
winners.

-There will be a lot of special foods
and soft drinks for all of us.

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

-where
-when
-guests
-activities
-food &drink
C. Production (10’)

T collects three letters from the

groups an correct them

Peer correction

- Exchange their piece of writing
together and self-correct

-Write the letter on the board.

- Give comments on the model letter.
IV. HOMEWORK ASSIGNMENT:

- Do the exercise again at home.
V.

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

Period: 5th Date of preparation: October 6th , 2011
Lesson 5: Grammar

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to:

- understand the term “infinitive”.

- use it exactly in some kinds of exercises.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures: to-infinitive, bare infinitive, passive infinitive,

perfect infinitive.

- (Pronunciation):
3. Skills:

II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

1. Warm-up:(5’)
Game: Variant

- Divide the class into 2 teams (A & B)

- Give a verb and ask them to give all the variants of this verb as quickly as
possible.

- The team give the answers fastest and have more correct words will win.
2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (15’)

Introduction:

The Infinitive is a base form of a verb.
Infinitives usually occur with the
marker to but they can occur without

the marker to the infinitive with to is
called ‘to-infinitive’. The infinitive
without to is known as the 
bare-infinitive.

1. To-infinitive

Whole class

- Listen to the T and note down the
knowledge about infinitives, bare
infinitives, passive infinitive,
perfect infinitive.

- Pay attention to the usage of
infinitives, bare infinitives, passive
infinitive, perfect infinitive, then
give each case an example.

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

- Give some common verbs which are
usually followed by to-infinitive.

afford decide intend
pretend want

agree expect manage
promise

appear fail offer
refuse

ask hope plan
seem

- Give an example
E.g:

I hope to see you soon.

- Give some verbs are followed by a
(pro)noun and then a to-infinitive.
advise expect order
teach would like

allow force permit
tell

ask invite remind
want

encourage need require
warn

E.g:

My mother allows me to go out.
2. Bare-infinitive

- Use after the modal auxiliaries
- After ‘let’ and ‘make’

- After some perceptive verbs:
feel hear listen to
look at notice observe

perceive see smell watch
E.g:

I hear someone talk in my room.
3. Passive Infinitive

V + To be + PP

Eg: I didn’t expect to be invited to the
party.

4. Perfect Infinitive
V+To have +

E.g:

She expects to pass the exams
easily.

2. Bare-infinitive
E.g:

He watches the cat climb the tree.
3. Passive Infinitive

Eg: I hope to be invited to his
house.

4. Perfect Infinitive

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

PP

Eg: The heavy rain seems to have
stopped.

B. Practice(15’)

- Divide the class groups of 4

- Give each small group a hand out and
ask Ss to do the task.

Insert ‘to’ where necessary before the 
infinitive in brackets:

1. He made me (do) it all over
again.

2. She can (sing) very well.

3. He’ll be able (swim) very soon.
4. It’s easy (be) wise after the

event.

5. Do you wish (make) a
complaint?

6. It’s better (travel) by train.
7. He was made (sign) a paper

admitting his guilt.

8. I advise him (ask) the bus

conductor (tell) him where (get)
off.

9. It’s better (be) sure than sorry
10.I saw the plane (crash) into the

hill and burst into flames.
- Go over the answers with the class.

Group work

- Work in groups of four and do
the exercise.

- Give the answers in front of the
class.

Expected answer:
1. do

2. sing
3. to swim
4. to be

5. wish to make
6. to travel
7. to sign

8. to ask-to tell to get
9. to be

10. crash

C. Production (10’)

Sentence Transformation

Rewrite these sentences with the 
words given. You’ll need to change 
some words

1. Why did he make that remark? It
was very rude.

 That………..

2. I enjoy going by train. It was
safe.

Pair work

- Work in pairs and rewrite the
sentences.

- Give the answers in front of the
class.

Expected answer:

1. That he made that remark was
very rude.

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

 It ……….. .
3. Long gave me 50,000 dongs. It

was very generous.

 That ………..

4. She couldn’t drive the

motorbike. It was very difficult.

 It……… .

5. Why did the boy do that? It was
very silly.

 It ………... .

4. It was very difficult to drive the
motorbike.

5. It was very silly for that boy to
do that.

IV. HOMEWORK ASSIGNMENT:
- Do the exercise again at home.

V.

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

Period: 6th Date of preparation: October 13th , 2011
Lesson 6: Grammar

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to:

- understand the term “gerund”.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures:
- (Pronunciation):
3. Skills:

II. PREPARATION:

1. Teacher: textbook, workbook, chalk.
2. Students: textbooks, workbooks.
III. PROCEDURE:

1. Warm-up:(5’)
Game: Pelmanism

- Stick on the board 5 cards with verbs and 5 cards with their gerunds,
numbered.

- Ask Ss to work into 2 teams (A and B)

- Tell the teams to take turns to choose the numbers which have the gerund
suits with the verb, the team scores 1 point. If not, the cards will be turned
face down again. Ss continue until all the cards are turned down.

- The team that has more points will win.
- Declare the winner.

2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (15’)

Introduction:

Gerund is the “-ing form” of the
verb, function as a noun. A gerund
is used in the same way as a noun,

i.e., as a subject or as an object of
verbs or prepositions.

- Give sentences then ask Ss to

Whole class

- Listen to the T and note down the
knowledge about V-ing.

- Deduce the function of “gerund” in
the sentences.

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

deduce the function of “gerund” in
sentences

1. Playing tennis is not expensive
in England.

2. What I have to do now is
writing a letter to her.

3. I’m afraid of going out alone
in the dark.

4. I enjoy walking in the
countryside.

5. It’s a worrying problem.

 there are many cases we can

use either infinitive or gerund
after the main verb depending
on the context the interlocutors
are in, or whatever the

speakers want to convey:
attempt, begin, cease, 
commence, continue, hate, 
intend, like, love, omit, 
remember, start, stop, try .

 We do not use the ing form

after the progressive forms of
begin, cease, continue, start, .
e.g: We are beginning to realize
how good our teacher are.

- Ditinguish some structure:

 like to V like V-ing

 remember to V remember

V-ing

 stop to V stop V-ing
 try to V try V-ing

* Passive Gerund

Being + PP

* Perfect Gerund

Having + PP

Expected answers:

1. as the subject of a sentence.
2. as complement.

3. after prepositions.

4. after certain verbs: appreciate,
avoid, consider, delay, deny, 
discuss, enjoy, finish, forget, 
keep, like, mention, prevent, 
postpone, quit, remember, 
stop, suggest of a verb, can’t 
stand, can’t bear … .

5. as an adjective

* Passive Gerund

Eg: I appreciates being invited to
your wedding.

* Perfect Gerund

Eg: I appreciate having listened to
your sweet voice.

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

- Give each student a handout
- Ask them to do the task.

- Call on one student to do it on the
board.

- Give feedback and answers.
Put the verbs in brackets into the 
gerund

1. He gave up (smoke)

2. Stop (argue) and start (work)
3. After (read) this article you’ll

give up (smoke)

4. He’s thinking of (leave) his
job and (go) to America.
5. He lost no time in (get) down

to work.

6. They don’t allow (smoke)
here.

7. (Lie) on this beach is much
more pleasant than (sit ) in the
office.

8. I hear him (come) into the hall.
9. The girl (stand) over there is

Alice.

10. I often go (fish) in my free
time.

- Work in pairs and rewrite the
sentences.

- Give the answers in front of the
class.

Expected answers:
1. smoking

2. arguing – working
3. reading – smoking
4. leaving – going
5. getting

6. to smoke
7. lying – sitting
8. coming

9. standing
10. fishing

C. Production (10’)
Sentence Completion

- Ask Ss work in groups of four to do
the task.

- Ask Ss to compare the answers
with other groups.

- Go over the answers with the class.
1. Helen enjoys… English.

2. Do you mind…back in half an
hour?

3. Tina suggested … for a coffee.
4. My parents disliked …. me to a
different school.

5. Bill admitted … a serious mistake.

Group work

- Work in groups of four and do the
exercise.

- Give the answers in front of the
class.

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

IV. HOMEWORK ASSIGNMENT:
- Do the exercise again at home.

V.

COMMENTS: ...
...
...

Period 7th Date of preparation: October 27th, 2011
Lesson 7: Writing

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to write a passage about a 
charitable organization.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures:
- (Pronunciation):
3. Skill: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, notebook, workbooks, pens.
III. PROCEDURE:

1. Warm-up: (5’)
 Hangman

- Divide the class into 2 groups, have Ss guess the word corresponding to 7 cells.
1 2 3 4 5 6 7

- Tell the Ss from each team to take turns to guess the letter of the words.
3

4
2 5
6 7

10 9

- If the letter appears in the word. The teacher will write it in the cell.

- Each time they get wrong letter, a part of the body is drawn. If the picture is
complete, the Ss will lose the game.

- Answer key:

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

C H A R I T Y
- Lead-in:

Today, you will write a passage about charitable organization.

2. New lesson:

Teacher’s activities Students’ activities

A. Preparing to write (10’)
Vocabulay:

+ exist (v)

+ starving children (n)
+ project (n)

+ irrigation work (n)
+ contribution (n)

- Elicit the words and ask Ss to give the
meanings of the words.

- Help Ss to read the words.

- Give the meaning of the words.
- Read the words after teacher.
- Note down the words.

B. While-writing (20’)

- Ask Ss to read through the cues in part
D-page 33.

- Ask Ss to write the passage about
Oxfam, using the available suggestions.
- Give the first sentence as a model.

Oxfam is a charitable organization that 
was existed since the early 1940s.
- Move around the class and help Ss if
needed.

- Read the cues carefully.

- Write the passage individually.
Model passage:

Oxfam is a charitable organization that 
was existed since the early 1940s. It 
was founded originally to help feed 
starving children in European countries
during the Second World War. Oxfam 
has been working in almost every 
country all over the world.

Oxfam funds relatively small-scale, 
relatively inexpensive but quite effective
projects. Oxfam’s projects involve

feeding starving children, providing 
education for disadvantaged children, 
giving care and comfort to the poor and
the sick, rebuilding people’s own lives, 
carrying out irrigation work, planting 
trees, clearing roads, building schools 
and hospitals.

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

that’s in Latin America, Asia and 
America. Oxfam’s money comes 
entirely from voluntary contributions 
from the general public.

C. Production (9’)
Peer correction

- Ask Ss to exchange the writings
together and correct the mistake if
necessary.

- Exchange the writings together, give
the correction for the mistakes.

IV. HOMEWORK ASSIGNMENT: (1’)
- Rewrite the passage again at home.
V. COMMENTS:

……….
……….

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

Period 8th Date of preparation: November 3rd, 2011
Lesson 8: Grammar

Gerund & Present participle

Perfect gerund & Perfect participle

I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to revise the uses of

Gerund & Present participle, Perfect gerund & Perfect participle

2. Knowledge:
- Vocabulary:

- Grammar/ Structures: Gerund & Present participle, Perfect gerund & Perfect 
participle

- (Pronunciation):
3. Skill: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, notebooks, workbooks, pens.
III. PROCEDURE:

1. Warm-up:
2. New lesson:

Teacher’s activities Students’ activities

I. Rewrite the sentences beginning with an 
appropriate participle (present, past or perfect). 
(15’)

1. When she saw the dog coming towards her, she
quickly crossed the road.

_______________________________________
2. If it is looked after carefully, the plant can live

through the winter.

_______________________________________
3. As I don't have a credit card, I found it difficult

to book an airline ticket over the phone.

_______________________________________
4. Keith spent a lot of time filling in job

application forms because he was unemployed.
_______________________________________

- Work indiviadually to do
the exercise.

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

5. Because I was walking quickly, I soon caught

up with her.

_______________________________________
Suggested answers:

1. Seeing the dog coming towards her, she quickly
crossed the road.

2. Looked after carefully, the plant can live through
the winter.

3. Not having a credit card, I found it difficult to
book.

4. Being unemployed, Keith spent a lot of time
filling in job application forms.

5. Walking quickly, I soon caught up with her.

of the class.

II.Choose the correct answer. (15’)

1. ______ for twelve hours, I felt marvelous.

a. Having slept b. have slept

c. Having been slept d. have been slept
2. By the time their baby arrives, the Johnson hope

______ painting and decorating the new
nursery.

a. having finished b. to have finished
c. having been finished d. to have been finished
3. She's angry about ______ to the farewell party

last night.

a. not having invited b. not to have invited
c. not having been invited d. not to have
been invited

4. We decided not to travel, ______ the terrible
weather forecast.

a. having heard b. to have heard
c. having been heard d. to have been
heard

5. I'd love ______ to the party, but it was
impossible.

a. having gone b. to have gone

b. having been gone d. to have been
gone

6. I don't recall ______ him at the conference.
a. having seen b. to have seen c. having been

seen d. to have been seen

7. ______ in dark colors, the room needed some
bright lights.

- Work indiviadually to do
the exercise.

- Give the answers in front
of the class.

Suggested answers:

1. a

2. b

3. c

4. a

5. b

6. a

7. c

8. c

9. a

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

a. Having painted b. To have painted
c. Having been painted d. To have been painted
8. The stockbroker denied ______ of the secret

business deal.

a. having informed b. to have informed
c. having been informed d. to have been informed
9. They now regret ______ their son by providing

too many material possessions.

a. having spoiled b. to have spoiled
c. having been spoiled d. to have been spoiled
10.______ to the party, we could hardly refuse to

go.

a. Having invited b. To have invited
c. Having been invited d. To have been invited
III. Complete the sentences with the correct 
form of the verbs in brackets. (14’)

1. The missing children were last seen ______
(play) near the river.

2. ______ (complete) the book, he had a holiday.
3. ______ (find) only in the Andes, the plant is

used by local people to treat skin diseases.
4. The accident seems ______ (happen) at around

1.00 p.m yesterday.

5. Do something! Don't just sit there ______
(twiddle) your thumbs.

6. Last year I studied abroad. I appreciate ______
(have) the opportunity to live and study in a
foreign country. .

7. ______ (look) down from the hill, the town
spread out before us towards the coast.

8. Marta doesn't like to have her picture ______
(take). She avoids ______ (photograph).
9. I don't agree with ______ (smack) children if

they do something wrong.

10.The book ______ (publish) last week is his first
novel.

- Work indiviadually to do
the exercise.

- Give the answers in front
of the class.

Suggested answers:
1. playing

2. having completed
3. found

4. to have happened
5. twiddling

6. having had
7. looking

8. taken-being photographed
9. smacking

10. punlished.

IV. HOMEWORK ASSIGNMENT: (1’)
- Revise the exercises at home.

V. COMMENTS:

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

Period 9th Date of preparation: November 10th, 2011
Lesson 9: Reading

Competitions
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to:
- guess the words in the context.

- scan the passage and answer the questions.
2. Knowledge:

- Vocabulary: content, chat, high-and-low bar, glance at, fellow.
- Grammar/ Structures:

- (Pronunciation):
3. Skill: Reading
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, notebooks, workbooks, pens.
III. PROCEDURE:

1.Warm-up: (5’)
Brainstorming

- Ask Ss to list the competition that they know.
Suggested answers:

Swimming

High jump Road to mount Olympia 
 Long jump 1 vs 100

Children are right

Lead-in: Today, you will read a passage about a competition.

2. New lesson:

Teacher’s activities Students’ activities

A. Pre-reading (5’)

- Elicit the vocabulary from the 
students.

Vocabulary:
+ gymnast (n)
+ equipment (n)

- Give the meaning of the words.

- Read the words correctly after teacher.
- Note down the words.

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

+ nod (v)
+ announce (v)
+ congratulate (v)

- Help Ss to read the words correctly.
B. While-reading

Exercise 1: (page 41, workbook) (10’)
Finding words

- Ask Ss to read through the passage
and find out the words that has the same

meaning as the expressions.

- Call on some Ss to give answers in
front of the class.

- Give the feedback.

Exercise 2: (page 41, workbook) (15’)
Answering questions

- Ask Ss to read the questions carefully
and underline the key words.

- Ask Ss to read the passage again and
find out the answers for each questions.
- Call on some Ss to give the answers in
front of the class.

- Work individually.

- Give the words that has the same
meaning as the expressions in front of
the class.

Suggested answers:
1. content to do
2. chat

3. high-and-low bars
4. glance at

5. fellow

- Work in pairs to discuss and find out
the answers for the questions.

- Give the answers in front of the class.
Suggested answers:

1. She was performing in her first
competition.

2. They each had to perform on three
pieces of equipment as well as the floor.
3. She did well and made no serious
mistakes.

4. They came up to congratulate her.
5. She was delighted and very proud.
6. She wnt up to her trainer and thanked
her for all her help during her training.
C. Post-reading (9’)

Find out the title for the passage.
- Ask Ss to work in groups of four.
- Have Ss discuss together to find out
the title for the passage.

- Call on representatives from each
group to give the answer.

- Give comment.

- Work in groups of four and discuss
together to find out the title for the
passage.

- Give the answer in front of the class.

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

- Read the passage and revise the answers for the questions again.
V. COMMENTS:

……….
……….
………..
Period 10th Date of preparation: November 6th, 2011

Lesson 10: Grammar

Reported Speech with Gerund
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to revise the use of 
reported speech with gerund.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures: Reported speech with gerund.
- (Pronunciation):

3. Skill: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, notebooks, workbooks, pens.
III. PROCEDURE:

1. Warm-up:
2. New lesson:

Teacher’s activities Students’ activities

I.Complete the sentences to report what was said, 
using a to-infinitive or an- ing form of a verb. (20’)

1. 'It was nice of you to invite me to your birthday

party. Thanks very much.'Mike thankedMary.
__________________________________________

2. 3, 'I must have made a mistake in the calculations."
Mr Forest admitted

______________________________________________

3. 'I'll pay for the meal.'
Sarah insisted

______________________________________________

4. 'Perhaps we can go to Paris for the weekend.'

Neil suggested

______________________________________________

5. 'I'm sorry I couldn't come to visit you last summer.'

Kate apologized

_____________________________________________

6. 'I hear you won the championship. Congratulations!'

- Work individually and do
the exercise.

- Give the answers in front
of the class.

Suggested answers:
1. a

2. c
3. d
4. b
5. c
6. d
7. c

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

V. COMMENTS:

……….
……….
………..

Period 11th Date of preparation: November 24th, 2011
Lesson 11: Grammar

Reported Speech With Gerund
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to revise the use of 
reported speech with gerund.

2. Knowledge:
- Vocabulary:

- Grammar/ Structures: Reported speech with gerund

- (Pronunciation):

3. Skill: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, workbooks, notebooks, pens.
III. PROCEDURE:

1. Warm-up:
2. New lesson:

Teacher’s activities Students’ activities

A. Presentation: (15’)
Activity 1: Reporting 
- Give 3 situations:

1. Daisy said: “I want to be a 
famous singer.”

2. Jim said to Mary: “You won the 
game. Congratulation!”

3. Susan said: “Why don’t we stop 
smoking?”

- Ask Ss to report the words in each
situation by eliciting the questions:

1. What did Daisy dream of?

2. On what chance did Jim 
congratulate Mary?

3. What did Susan suggest?

- Show the answers on the screen and

- Read each situation and give the
answers.

Suggested answers:

1. Daisy dreamed of being a famous 
singer.

2. Jim congratulated Mary on 
winning the game.

3. Susan suggested stopping 
smoking.

- Give the usage.
Usage:

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

introduce about the Reported Speech
with Gerund.

- Elicit the usage of reported speech

with gerund.

- Give a direct speech sentence and
ask Ss to change it into reported
speech.

“It was very nice of you to help me 
with my homework yesterday”, Son 
said to Hoa.

- Ask Ss to pay attention to

pronouns, possessive pronouns and
adverbs, then elicit the changes of
these functions.

Activity 2: Giving formations &
verbs/phrasal verbs followed by
prepositions.

- Give the examples and the

formations of reported speech with
gerund.

- Elicit the verbs/phrasal verbs
followed by gerund from the Ss.
Ex1:

Jim congratulated Mary on winning

the game.

Ex2:

Daisy dreamed of being a famous
singer.

Ex3:

Susan suggested stopping smoking.

- Give the answer:

Son thanked Hoa for helping him 
with his homework the day before.
- Give the note.

Note:

When changing a direct speech into 
a repoted speech , we need to pay 
attention to the changes of pronouns
and possessive pronouns and

adverbs of time and places.

- Give the the verbs/phrasal verbs
followed by gerund.

Phrasal verbs with object and

preposition:

accuse … of, congratulate … on ,
warn … against, thank … for,
stop/prevent … from,…

Phrasal verbs with preposition:
apologize for, insist on, dream of,
think of, look forward to…

Verbs:

admit, deny, suggest , regret,
appreciate

B. Practice (29’)

Activity 1: (Exercise 2, 
workbook-page 43)

S+ V + O + prep + V-ing

S+V + prep + V-ing

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

- Ask Ss to do the exercise
individually and then compare and
check their answers with a peer.
- Go around and help them.

- Call on some Ss to speak out their

answers in front of the class.

- Comment and give correct answers.

Activity 1: (Exercise 3, 
workbook-page 44)

- Ask Ss to do the exercise
individually and then compare and
check their answers with a peer.
- Go around and help them.

- Call on some Ss to speak out their
answers in front of the class.

- Comment and give correct answers.

- Do the exercise individually.

- Compare and check the answers
with a peer.

Suggested answers:

1. John congratulated us on passing
our exams.

2. Mary apologised for not phoning
me earlier.

3. Bob has always dreamed of being
rich.

4. I warned Ann against staying at
the hotel near the airport.

5. Her mother prevented Jane from
going out that night.

- Do the exercise individually.

- Compare and check the answers
with a peer.

Suggested answers:

1. The police accused the thief of
stealing the bicycle.

2. The thief denied taking the bicycle.
3. Tom insisted on driving Kate to the
station.

4. Ba admitted breaking the mobile
phone.

5. Lan suggested going for picnic on
Sunday.

IV. HOMEWORK ASSIGNMENT: (1’)

- Review the exercise on reported speech with gerund at home.
V. COMMENTS:

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

Period 12th Date of preparation: December 1st, 2011

Lesson 12: Reading
 World Population
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to:

- scan for specific information and guess the meaning of words based on context.
- use the information they have read to discuss the topic.

2. Knowledge:

- Vocabulary:

- Grammar/ Structures:
- (Pronunciation):

3. Skill: Reading

II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: workbooks, notebooks, pens.

III. PROCEDURE:
1. Warm-up: (7’)

Game: Word Search
- Hang the poster on the board.

P U R N I S H M E N T s
O B R I S I D A U I N Q
U N E M P L O Y M E N T
T A W S R L D F G M J N
I T A O O I Y G R P K I
O F R Q B T D B C L J O
N B D W E E X E R C I S
P N Q E L R I Y G T H L
L M F Y M A I E H T W U
A L B N H T J K L P O T
I M P L E E M N T W Y O

- Ss are divided into small groups of four. Ss find all words that are related to
“overpopulation” as quickly as possible.

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

Expected answer:

1.population
2.reward
3.purnishment
4.illiteracy
5.unemployment
6.problem

7.exercise
8.solution
9.implement

Lead-in: Today, you will read the passages about world population.

2. New lesson:

Teacher’s activities Students’ activities
A. Pre-reading (8’)

- Elicit some vocabulary from Ss.

+ Estimate (v)
+ Famine (n)
+ Epidemics (n)
+ Constrain (v)

- Help Ss read the words.

- Give the meanings of the words after
teacher’s eliciting.

- Read the words carefully after teacher.
- Note down the words.

B. While-reading (20’)

Activity 1: Reading the passage and
choosing the best answers

- Ask Ss work in pairs to discuss
together.

- Call on some Ss to give the answers.
- Give the feedback.

Activity 2: Reading the passage and
filling the words into the gaps

- Ask Ss work in pairs to discuss
together.

- Call on some Ss to give the answers.
- Give the feedback.

- Work in pairs to discuss together and
choose the best answers.

- Give the answers in front of the class.

Suggested answers

1. D
2. C
3. B
4. A
5. C

- Work in pairs to discuss together and

choose the best answers.

- Give the answers in front of the class.

Suggested answers

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

9. because
10. travel

C. Post-reading (9’)

Discussion

- Give the questions to Ss.

1. How many people are there in
Vietnam?

2. Do Vietnamese faced any problem
about population?

- Ask Ss work in groups of six.
- Call on some representatives from
each groups give the answers.
- Comment on Ss’ answers.

- Work in groups of six.

- Some representatives from each group
give the answers.

IV. HOMEWORK ASSIGNMENT: (1’)

- Learn by heart the vocabulary.

- Revise the exersises.

V. COMMENTS:

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

Period 13th Date of preparation: December 1st, 2011

Lesson 13: Grammar

Infinitive with to, infinitive without to and gerund
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to use infinitive with to,
infinitive without to and gerund correctly and able to do some related exercises.

2. Knowledge:

- Vocabulary:

- Grammar/ Structures:
- (Pronunciation):

3. Skills: Writing 
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, workbooks, notebooks, pens.

III. PROCEDURE:
1. Warm-up: (5’)
Word arrangement.

T gives verbs and ask Ss to arrange them into three categories: verbs which
combine with infinitive with to, infinitive without to and gerund: make, decide,
risk, love, enjoy, let, threaten, practice, suggest, want, pretend, hope, go on, finish,
mind

Suggested answers:

Arrange verbs in 3 categories

Verbs which can combine with inf. with to: decide, threaten, want, pretend, hope

Verbs which can combine with infinitive without to: make, let

Verbs which can combine with gerund: risk, love, enjoy, practice, suggest, go on,
finish, mind.

2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (15’)

1. Infinitive with to: infinitive with to
appear in following cases

a. V to inf.

hope, pretend, threaten, want, decide,

Listen to the teacher, take note, repeat
and make up examples with these words.
eg. I want to go out tonight.

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

manage, attempt.
b. N/Pronoun + to V
c. Adj. + to V

d. V + wh. + to V

e. V + something/anything/nothing… +
to V

f. the +ordinal number, the next, the last,
the only, the + superlative + to V

2. Infinitive without to: infinitive
without to appear in following cases:
a. Make, let +O + inf.

b. Modal verb + inf.

c. Inf. is used in imperative form

3. Gerund: T help Ss review (as Ss

learned this in 10th form’s English)

* Some special cases

a. advise, recommend, allow, permit,
forbid + inf.

+ O + to inf

b. see, hear, watch, feel, smell + O +
Ving

Inf.

c. Adj. enough + to V
too + Adj. + to V

eg. I have three letters to write
W will have a lot of exercises to do 
eg. It is important to learn English
He is pleased to come to your party
eg. We haven’t decided where to go
She doesn’t know how to do this
eg: We need something to eat
She has nothing to say

eg. Who was the first person to clim
Mount. Everest?

eg: His father made him study hard

eg: We will hold a party next month
eg: Close your eyes, give me your hand

eg: She doesn’t allow smoking in her
room

She doesn’t allow us to smoke in her
room

eg: I saw her fall off the window.
I saw him waiting a taxi this afternoon

He is too young to get married
He isn’t old enough to get married

B. Practice (15’)

Ask Ss to put the verbs in the brackets
in their correct forms

1. It’s important (hold) the meeting
at 7.00

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

2. He advises us (see) the dentist
immediately.

3. Let him (do) what he wants
4. I heard them (talk) in the next

room.

5. Although people keep (blame)
him for his behavior, he goes on
his own way.

6. Peter can (swim) very well
7. This dress makes me (look) fatter
8. The man on the ground pretends
(be) death when the bear
approaches him.

9. He objected to people (insult)
him.

10.My friend recommended (stay) in
the first-class hotel.

T asks for answer and give feedback

4. Talk
5. Blaming
6. Swim
7. Look
8. To be
9. Insulting
10. Staying

C. Production (9’)

- Elicit the answers from the Ss.

- Correct the mistakes if necessary.

- Give the answers.

- Correct the exercises and mark them to
evaluate the test.

IV. HOMEWORK ASSIGNMENT: (1’)
- Revise the exercise.

V. COMMENTS:

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

Period: 14th Date of preparation: December 1st, 2011

Lesson: Grammar
PAST TENSES
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to understand and do some
exercise about the past tense.

2. Knowledge:

- Vocabulary: verbs
- Grammar/ Structures:
- (Pronunciation):

3. Skills: Writing
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, workbooks, notebooks, pens.

III. PROCEDURE:

1. Warm-up: (5’) Vocabulary game.

T gives Ss different infinitive verbs and they have to find out the past tense and the
part participle of those verbs.

get, invite, cut, smell, feel, go, think, drink, work, sing, swim, come, move, love,
beat.

Ss will work in groups. The group which do quicker and with more correct answers
will be the winner.

Provide the past form and past participle of the verbs.
1 get got got

2 invite invited
invited

3 cut cut cut
4 smell smelt

smelt

5 feel felt felt
6 go went gone

7 think thought

thought

</div>
(41)<div class='page_container' data-page=41>

9 work worked
worked

10 sing sang sung
11 swim swam

swam

12 come came come
13 move moved moved
14 love loved loved

2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (15’)

1. Past simple

T reviews the use and the form of past
simple

form: S + V(ed)
 S + didn’t + V

Use: to talk about things that happened

and finished in the past.

Advs: last, yesterday, ago, in + year,
from….to, …

2. Past continuous

T reviews the use and the form of past
continuous

form: S + was/were + Ving

Use: to talk about things that was
happening at a certain time in the past or
at the time that another things happened
(when, while are used)

3. Past perfect

T reviews the use and the form of the
past perfect.

form: S+ had PII

Use: to talk about things that had happen
before a certain time in the past or
before the other action happened in the
past.

Conjunctions: When, After, Before, By,

By the time…

4. Past perfect continuous

T reviews the use and the form of past
perfect continuous.

form: S + had been+ Ving

take notes and give example

eg: We had a nice holiday last year.

eg. When we saw him, he was playing
football.

He was watching TV between 7 and 8
pm.

eg. By the time we arrived, the train had
left.

After he had finished his homework, he
went to bed.

</div>
(42)<div class='page_container' data-page=42>

Use: to talk about things that had

happened and were happening till a time
in the past.

B. Practice (15’)

Ask Ss to put the verbs in the brackets
into their right tense.

1. In this story, a boy (find) a time
machine and (travel) through time.
2. Yesterday, I (turn) the corner very
fast and almost (hit) me.

3. Last night I (eat) four serving of food
ant the “all you can eat” special dinner
at the Village Restaurant. Until that
time, I (never eat) so much in one meal.
4. this story is about a boy who (make)
friends with a snake which he (find) in
the garden. Then he (go) away but he
(not forget) the snake and some years
later he (return) and (look) for it.

5. I (think) my train (leave) at 7.00, and
(be) disappointed when I (arrive) at 6.50
and (learn) that it just (leave). I (find)
that I (use) an out of date timetable.

Individual work
Suggested answer

1. Finds, travels

2. Was crossing, turned, hit
3. Ate, had never eaten

4. Makes, finds, goes, doesn’t
forget, returns, looks

5. Thought, left, was, arrived, found,
had used.

. Production (9’)

- Elicit the answers from the Ss.
- Correct the mistakes if necessary.

- Give the answers.

- Correct the exercises and mark them to
evaluate the test.

IV. HOMEWORK ASSIGNMENT: (1’)
- Do the exercise again.

V. COMMENTS:

</div>
(43)<div class='page_container' data-page=43>

Period: 15th Date of preparation: December 21st, 2011

Lesson: Grammar
PASSIVE VOICE
I. OBJECTIVES:

1. Aim: By the end of this lesson, students will be able to do some exercises about
the passive voice.

2. Knowledge:

- Vocabulary:

- Grammar/ Structures:
- (Pronunciation):

3. Skills:Writing 
II. PREPARATION:

1. Teacher: textbook, workbook, chalk.

2. Students: textbooks, workbooks, notebooks, pens.

III. PROCEDURE:
1. Warm-up: (5’)

Game: noughts and crosses

- Divide the class into 2 groups: A and B.

- T hangs a paper containing 9 nouns. Ask Ss to make passive sentences with those
nouns.

A boy A tiger A car

Some students The doctors The water
The treet The house My school

- T declares the winner with more correct sentences.
Lead-in: Today, you will learn about the passive voice.

2. New lesson:

Teacher’s activities Students’ activities
A. Presentation (15’)

Passive voice

eg: People speaks English all over the
world.

Individual work

</div>
(44)<div class='page_container' data-page=44>

Passive: English is spoken all over the
world

Nguyen Du wrote Kieu’s story

Passive: Kieu’s story was written by
Nguyen Du.

T elicits the use and the form of passive
voice.

Use: We use passive voice when we

want to focus listeners’ attention on the
action or the happening, not on the
person who does it, or when the subject
of the action is unknown.

Form: S + to be + PII.

Passive voice for common tenses

1. present simple: am/is/are +PII
2. Present continuous: am/is/are

being PII

3. Present perfect: have/has been
PII

4. Past simple: was/were PII

5. Past continuous: was/were being
PII

6. Future: will be PII

7. Future perfect: will have been
PII

8. Modal verb: modal be PII

Some notices:

When the sentence has two objects: one
is person and one is object, the person is
often used to make the subject of the
passive sentence

When the passive sentence has two
adverbs: one is time adverb and the
other is place adverb, the order of them
will be as follows:

Place _ by O _ Time

teacher

</div>
(45)<div class='page_container' data-page=45>

B. Practice (15’)

Change the following sentences into
passive voice

1. Somebody has taken my
briefcase

2. The teacher returned our written
work to us

3. She had finished her report by
noon

4. The mad dog bit the little boy

5. The police have arrested five

suspects.

6. The doctor ordered him to take a
long rest.

7. Lightning struck the house
8. A group of students have met

their friend at the station

9. They didn’t allow Tom to take
these books home

The teacher won’t correct exercise
tomorrow.

giao an tu chon 11

Tài liệu liên quan

Tài liệu bạn tìm kiếm đã sẵn sàng tải về