Giáo án tự chọn tiếng anh 12 thí điểm soạn chi tiết 4 bước 2 cột

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Ths Nguyễn Thanh Tú
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DẠY KÈM QUY NHƠN LESSON PLAN
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Giáo án tự chọn tiếng anh 12 thí điểm soạn
chi tiết 4 bước 2 cột (Hoạt động của GV-HS/
Nội dung)
WORD VERSION I 2021 EDITION
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Ths Nguyễn Thanh Tú
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Date of preparation: 28/09/2017
TOPIC 1 GRAMMAR: TENSES OF VERBS
I. Aims
1. Knowledge:Sts revise the use and form of tenses: Present simple, present progressive,

Present perfect
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preprations:
1. Teacher: Exercises
2. Students: Knowledge
III. Methods: explanation, discussion, mainly communicative
IV. Steps of teaching :
1. Organization :
Class
Period
Date of teaching
Attendance
Note
12A7
2. Check old lesson: No checking
3. New lesson:
Teacher and students’ activities
Content
I. Revision
1. The pre
+Use:
action which happens at present,
habits, likes, truth
T: Helps Sts to revise the use and
form of present simple tense.
m: (+J S + v/vs/es + o
- Helps Sts to revise the use and
(-) s + do/does + NOT + V + o
form of present continuous tense

(?) Do/Does + s + V +0?
dverbs : - often, usually, sometime, always,
£%veryday/week/year
- once/twice a week/month/year ...
Sts: Listen to the tea
Eg: - She always goes to school at 6 o’clock
- Water boils at 100°C
- Remind the use
2. The present continuous
present simpleftense
+Use:- show an action which is happenning at
present
- Write d
notebooks
- show an action which happens in the future
+Form: (+) s + is/am/are + V-ing + o
example
(-) s + is/am/are + Not + v.ing + o
(?) is/am/are +s + V-ing + o ?
+Adverbs :- at the moment, at present, now,
- at + time
Eg: - she is playing piano now
- They are going to Ha Noi tomorrow
3. Present perfect
1. Giving task:
T: ask Ss to work individually to do +Use: - show an action which happened in the past
—


exercise 1 within 6 minutes then

have another 4 minutes to compare
with partner
2. Do the task: Ss work individually
to do exercise 1 within 6 minutes
then have another 4 minutes to
compare with partner
3. Report and discussion:
Teacher calls some to give answers
on board and ask other to compare
and and give comment
4. Feedback:
Teacher feedbacks ss’performance

T: Helps Sts to revise the use and
form of present perfect tense
- Helps Sts to revise the use and form
of past progressive
- Helps Sts to do exercise in next
page
- Calls on some Sts to give answers
- Checks Sts’ answers with the
whole class

Xị

- Gives and explains the keys to STS], ỊT
4-4—t

-j—{

4
L-

I—f
4- —f
I—f
4—f

Ss: Write down into^ựotebồỊõỄs

4

<

I

-pa?

- Give some example \/ectorStock
+she were writng a letter
came
+1 was watching TV at 8 o’clock
w llvll

but the results still exist at present
+Form: (+) s + have/has + Vpn + o
(-) s + have/has + NOT + Vpn + o
(?)Have/has + s + Vpn +o?
+Adverbs : - since, for
- never, ever, several times.....

Eg: - She has studied English for 5 years
- Hhe has read this novel several times
II. Practice
Exercise 1. Present simple or present progressi
1. Dennis (usually, drink) coffee with his breạfefast,
but this morning he (drink) tea ins
2. Janet (take) the bus to work cveryday.Shc (wait)
for the bus at the corner of Pine now.
3. This morning it (rain). 1 can see Janet from my
window. She (stand) at the corner of Pine. She (hold)
her umbrella over her head. She (wait) for the bus.
4. Mike (take) threcclasses this semester. Every
morning he (study) foHwo hours before he goes to
school. He (h^vẽ) FẶnch class at 9 o’clock. He
(take,alsc
Mstry and accounting.
KEY:
1. ụsualty drinks - is drinking
2. Ttakes - IS waiting
islạining - is standing - is holding - is waiting
4. akes - studies - has - also takes
Ẽkercise 2. Present perfect
How about more pie?
No, but thanks. I can’t swallow another bite. I
(already, eat) too much.
2. Our football team is having a great season. They
(win) all and will probably win the championship.
3. Jane (learn) English for ten years old.
4. How long you (know) her?
5. How many novels you (write) so far?

Key: 1 have already eaten
2. have won
3. has learnt
4. have you known
5. have you written

tothc teacher
-Li
- Give
wers
- Listen and check answers
4. Consolidation: Summarise the main points of the lesson: present tenses
5. Home work: Revise tenses and redo exercises
Kí duyệt của TTCM
Vĩnh Chân, ngày 30/09/2017


Lê Huyên
Date of preparation:
06/09/2017
TOPIC 2. SPEAKING: FAMILY RULES
I. Aims
1. Knowledge: Students will be able to talk about their own family rules and friend’s family rules
2. Skills: Asking and answering; discussion
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise Textbook
2. Student: knowledge
III. Methods:
Mainly communicative

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

T: Playing games.
- Divide the class into pairs and ask
students to work in pairs to talk about
their family in 3 minutes - Call of the
leaders of each groups to talk abo
her/his family in front of the class
- Feedback and lead the clas
topic of speaking activities
we are going to discu
family
Sts: Keep books ctese
- Listen to the teacher^
lWbout family.
- Work in grou

Attendance

Absen ce X

Note

ontent

Warm-up:
A:
family ,my parents both go to
worK,.
B: In my family,

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

•

.

. t

4

Activity 2. Make a dialogue on family’s rules
A: Who works in your family ?
B : Both my father and mother.
Sts: Practice speaking out their ideas A: Who often does the household chores ?
about their family.
B: My mother mainly does it and sometimes my
- Work in pairs .
father help my mother.

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


T: Let students ask and answer the
questions about their family.
- Listen and give the ideas to each pair.
- Ask students to use the questions
they have form to ask about her/his
family.
- Listen to the students and give
remarks.
- Let the students practice speaking
freely about their family.
-Go around to listen and give remarks

A: How is your responsibility to your family ?
B: I often clean the house and cook the meals
when I finish my studying.
A: How do the family members share the

interest ?
B: We often watch television each other in the
evening.
A: Who do you often share your secrets \y
B : I often share with my mother.
A: Who do you talk to before
important decision?
B: I often talk to my parents

Sts: All students write some sentences
about their family and then stand up
to talk.

1. Giving task:
T: ask Ss to work individually to
report what they have asked about the
partner’s family in front of the class
2. Do the task: Ss work individually
to report what they have asked abou
the partner’s family in front of t
class
3. Report and discussion:
Teacher calls some to talk, out and ask
other to give comment
4. Feedback:
rformancc
Teacher feedbacks s
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4

Pl: I talked to Tuan . Both his parents go to
work. But only his mother does the household
chores. Tuan’s responsibility is cleaning the
house at the weekend and prepare dinners
P2 : In Loan’s family ,only her father goes to
work and her mother is at home. Her father is so
busy so her mother
does most of housework.
ectorStock.com/7<
When Loan has freetime, she < ftens help her
mom with household chores. And she is
responsibility for taking care of her little brother
in the afternoon.

Sum
ize the main point of the lesson: talk about your family
5. Homework:
- Ask students to write a passage about a happy family (80 words)

Kí duyệt của TTCM

Vĩnh Chân, ngày 09 tháng 9 năm 2017

Lê Huyền


Date of preparation: 11/09/2017
TOPIC 3: TENSES OF VERBS
I. Aims :

1. Knowledge: Sts revise the use and form of tenses: Past perfect, past simple, past progressive
and apply to do some exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise Textbook
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching
Attendance
Note
Absence X,
12A7
2. Check old lesson: No checking
3. New lesson:
_______ _____________________
JV^Content
Teacher and students’ activities
——
wpflf
I. Revise tenseirv
1. Past perfect
IT action which happened before a
4-Use: the past or before another action in
specific ti
the^past

_________________________

m: (+) s + had + VpII + o
(-) s +had + Not + VpII + o
(?) Had + s + VpII + o?

T: Helps Sts to revise the use and
form of past perfect, past simple
find past
nqct rnnônniie
Aj 4-Advcrbs : before, after, by the time
and
continous
:;• :Eg:- We had bought a house before 1975
- call Sts to give the fo
e
- They had finished their work before they went
home
+ Before I was 18,1 hadn’t been outside my
hometown
MMIMIIIBIIM
+ they had gone to abroad after I came

■”d

of f

Sts: R
d the use and the form
of past perfect

ive some examples
- Listen to the teacher
- Write down into notebooks

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

(+) s+ V2/V-ed


He came to school yesterday
(-) s+ did + not+ Vo
He did not come home last night
1. Giving task:
T: ask Ss to work individually to
(?) (Wh-) did + s+ Vo..?
give the correct form of 10
Signals: yesterday/ last/ ago/ in.....
sentences within 8 minutes then
3. Past continuous
have another 2 minutes to
+Use: - show an action which was happening at a
compare with partner

specific time in the past
2. Do the task: Ss work
- show an action which was happening
individually to give the correct
another action happened
form of 10 sentences within 8
+Form: (+) s + was/were + Ving + o
minutes then have another 2
(-) s + was/were + not + Vj
minutes to compare with partner
(?)Was/ were + s+ Vin
'4+Adverbs : - at + time in the
3. Report and discussion:
%
Teacher calls some to give the
- When, while
answers and ask other to give
Eg: - they were watching af8p
V lastnight
comment
- we were playing fbptbai
3 pm yesterday
II. Practice J
4. Feedback:
Teacher feedbacks ss’performance Give the correct
the verb
1. As Geoff
Hptroduced to Mrs Sanpe, he
t he (meet) her before.

2. During the^previous week, I (go) to the gym every
v
»±4.~
morning
the time I (get) back to the bathroom, the bath
overflow)
4. he boy told me that he (lose) his train ticket and
(not/know) how he would get home.
Key:
I was just about to leave when I (remember) my
1. realised - had met
briefcase
2. went
6. She (walk) into the station only to find that the
3. got - had overộo
train (leave)
4. had lost - h
7. At the conference, scientists
reported that they
ectorStock.com,
5. remembered
(find) a cure for Malaria
6. walke
ad left
8. On my last visit to Wixton I (find) that the village
d \
7. had
(not change) much
8.
d not changed

9. In a surprise move the Prime Minister (resign) last
♦
night
9.
eaten
10. Jane didn’t want any dinner. She (eat) already.
4. Consolidation: Revise past tenses and do exercises
5. Home work: Revise tenses and redo exercises
[I
1—

—I—r

nrv

*

I—I
-J—

Kí duyệt của TTCM

Vĩnh Chân, ngày 16 tháng 9 năm 2017

Lê Huyền


Date of preparation: 18/09/2017
TOPIC 4: Pronunciation:/s / and /ed/
I. Aims :

1. Knowledge: Sts will be able to how to pronunce the words ending /s / and /ed/,
do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise Textbook
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Absence ++u
Class
Period
Date of teaching
Attendance
Note
■ Hl, M
12A7
--- --------------------------------------------------2. Check old lesson: form and usage of past tenses, then give examples to make it clear
3. New lesson:____________
Teacher and students’ activities
Content
------- Ũ— --------T: Have Sts discuss in groups of
I. Pronunciation
four to list ways of pronouncing 1. Pronouncing -s/ -es endings
s/es ending sound
- Verb ofte
- call ss to present the answer and
added -es
give examples to make it clear

Eg<
X
- give feedback with the whole
;h-> watches brush -> brushes
class
es
w miss-> misses
Ss: work in group to give example
nunciation:
of pronunciation s/es ending sound1 /lz/ ending letters s, -ss,- ch,- sh,- x,-z( hoặc-ze),- O,^^e,- ce
Eg: changes/ iz/
practices/ iz/
T: Have Sts discuss '
buzzes/iz/
recognizes /iz/
four to list ways of pronouncing - /s/ ending letters -ped ending soun
Eg: cooks /s/
stops I s/ 26802
- call ss to present
/z/ the rest ending 1 etters
give examỊ >sto make it clear
Eg: plays /z/
stands /z/
ck with the whole
- give f
2. Pronouncing - ed endings
cla^^
III ending letters: ch,-p,- f,-s,-k,- th,-sh
Ss orkiiri group to give example Eg: watched /t/

cooked/1/
of prohhnciation ed ending sound
/id/ ending letters -1,- d
Eg: wanted /id/
decided /id/
1. Giving task:
T: ask Ss to work individually to
/d/: rest of ending letters
do exercise within 12 minutes then Eg: played
stayed
cured
have another 3 minutes to compare II. Practice
with partner
Exercise 1. Multiple choices: Choose the word
lííĩí-


2. Do the task: Ss work
individually to do exercise within
12 minutes then have another 3
minutes to compare with partner
3. Report and discussion:
Teacher calls some to give the
answers and ask other to give
comment
4. Feedback:
Teacher feedbacks ss’performance

whose pronunciation of -s ending sound different
from others

1. A. proofs B. books c. points
D. days
2. A. helps
B. laughs c. cooks
D. finds
3. A. neighbors B. friends c. relatives D. photographs
4. A. snacks
B. follows c. title
D. writers
Exercise 2. Multiple choices: Choose the word whoi
pronunciation of -ed ending sound differe
1. A. failed
B. reached
c. c.absorbed
D. solve
B. attended
2. A. invited
Exercise 1.
c. c.celebrated
l.D 2. D 3. D
4. A
3. A. removed
Exercise 2.
c. c.hoped
l.B
4. A. looked
2. D
B. laughed
3. A
4. c

c.moved
Tf
p stepped
5.C
6. B
5. A. Interviewed
B. performed
7.C
8. D
c. finished
D. Delivered
9. B
10. A
6. A. Allow
B. passed
Exercise 3.
c. argu
D. Raised
1. greeted
/id/
B. talked
7. A s
2. Wished
/t/
D passed
A.
3. listened
/d/
8
B. Learned

4. Crossed
/t/
D. Dropped
5. lifted
/id/
B. Learned
6. Joined
/d/
D. Dropped
7. attempted
A. kissed
B. killed
Dropped
/t/
c. stayed
D. controlled
9. served
/d/
Exercise 3. Pronunciation of - ed
10. Included
Directions: Write the pronunciation of the -ed ending
11. reported
after each word
12. Promised
I. greeted
2. wished
/ \/ectorStock
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13. cooked
3. listened

4. crossed
14. Prep a
/d/
5. lifted
6. joined
15. intrổ
/t/
7. attempted
8. dropped
16
/d/
9. served
10. included
II. reported
12. promised
13.cooked
14. prepared
15. introduced
16. allowed
4. Consolidation: pronunce the words ending /s / and /ed/
5. Home work: Revise to pronunce the words ending /s / and /ed/
Kí duyệt của TTCM
Vĩnh Chân, ngày 23 tháng 9 năm 2017
I

Lê Huyền

I

I

Date of preparation: 25/09/2017
TOPIC 5. SPEAKING: Giving and responding to compliments
I. Aims :
1. Knowledge: Students will be able to practice giving and responding to compliments in
different situations
2. Skills: asking and answering
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise, textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
7, Organization
Attendance
Class
Period
Date of teaching
12A7
2. Check old lesson: During the lesson
3. New lesson:
Teacher and students' activities
Introduction: we are going to talk about
the different ways of communication.
T: Ask students to work in groups to talk
about some ways to attract to other people^
- Give students some words and phrases
- Ask students to practise speaking^
- Introduce the task: Now workĩịn pairs,

take turn to practise readingfhe dialogue,
paying attention to how compliments are
received in each situation.
HL 4I—

n<■Tn

1-1

, --

help.
- Ask studíặ to work in pairs to practise
givingcomplinicnts to suit the responses
using djie outlines that they have already
made ::
- Go around the class to check and offer
help.
- Call on some couples to perform their
conversation in front of the class.
- Elicit feedback from the class and give
final comments.

Content
i

easons for using compliments
s
ĩd answer:
- to yp^ẻss admiration or approval of

someone’s work/appearance/taste
to establish/confirm/maintain solidarity
- to replace greetings/gratitude/apologise/
congratulation
- to soften face-threatening acts suchs as
apologies, requests and criticism
- to open and sustain conversation strategy
- to reinforce desired behavior
Activity 2. Study major compliments
Major compliment topics can be classified into
three categories:
1. Appearance/possessions
2. Performance/skills/abilities
3. Personality traits
Sentence structure used to compliment can be
classified into nine categories
1. Your blouse is/looks really beautiful/
Noun phrase + is/looks really + adjective
2.1 really like/love your car
I + really like/love + Noun phrase
3. That’s a really nice wall hanging.
J


Ss: study the reasons for using compliment
- work in pairs to practise giving
compliments to suit the responses using
the outlines that they have already made
some couples to perform their
conversation in front of the class.

Pronoun + is really a + Adjective + Noun
phrase
4. You did a really good job
You + V + a really + ADJ + N
5. You really handled that situation well.
You + V + N +ADV
6. You habe such beautiful hair !
You have a ADJ + N
7. What a lovely baby you have!
What + article + Adj + N
8. Nice game !
Adj _ Noun
1. Giving task:
T: Divide the class into 7 groups of 8
9. Isn’t your ring beautiful
- Ask students to work in groups to Isn’t + N + Adj?
practise
responding the compliments Activity 3. Study res
compliments
based on structures within 6 minutes
1. Accept
2. Do the task: Ss work in groups to - appreciation token: TÍỈáttk/Thank you
practise
responding the compliments - comment acceptance: Yeah, it’s my favorite,
based on structures within 6 minutes
too
- praise wadel Really brings out the blue in
3. Report and discussion:
Teacher calls some groups to act out and my ■

ask other to give comment
2
t history: I bought it for the trip to
4. Feedback:
Teacher feedbacks ss’performance
rixona
hift credit: My brother gave it to me
It really knitted itself
- questioning or request reassurance/Repetition:
Do you really like them?
- return: So’s yours
- scale down/downgrade: It’s really quite old
3. Reject
- disagreeing utterance:
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A: You look g
B: I feel fat
4. Request interpretation
- addressee interprets the compliment as a
request:
You wanna borrow this one too?
4. Consolidation: Summarize the main points of the lesson: Giving and responding to
compliments
5. Homework: Ask students to practise Giving and responding to compliments
Kí duyệt của TTCM
Vĩnh Chân, ngày 30 tháng 9 năm 2017

Lê Huyền

Date of preparation: 02/10/2017
TOPIC 6. Writing a paragraph
I. Aims:
1. Knowledge: Students will be able to build sentences and make a paragraph .
2. Skills: asking and answering, writing
3. Attitude: Notice the lesson
II. Preparations:
1. Teacher: exercise, textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
Absenpc
Class
Period
Date of teaching
Attendance
Note
12A7
"tL
+i_
—
2. Check old lesson: call 2 students to give and respond to Ợ
3. New lesson:
Teacher and students' activities_____ Content
T: have ss study a sample writing to
+ Sample writing: the description of your house
recognize the structure and
+ Practice: Reorder the ideas of paragraph:
connection in a paragraph
I Wverin a house in Izmit. It isn't old or

I live in a flat with my family. We
modern. It s amdrmal Turkish house. We can say it is
have two bedrooms and a living room. near the seL I takes about 10 minutes to go to the
We have a garden and we have some
sea-side on loot. We have one bedroom, one living
flowers there. In weekdays I arrive
rc m. We also have two other rooms, too. We use
home at five o'clock and I have lunch.
m as a dining room. Naturally, we have a kitchen,
Then I do my homework and go to 111 / a bathroom, and a toilet. I live with my parents. And
bed. I had a computer but now it ■
our house has a little garden; my parents spend their
doesn't work. I have a brother and ch+H-f time there to grow vegetables and fruit.
sister and I think I am ver
to
+ Find a sentence unrelated to the paragraph and
live with them. Sometime
omit it
relatives visit US. Ou
I want to talk about friendship. Friends
very crowded sometin
ĩ I like it. can change your life. So, you must know who is a
- have ss look at the second one to
real friend. Firstly, your friend must understand you
reorder the ideas:
and of course, you must understand her, too. I think,
1. Where
' ouse is
another important point in a friendship is confidence.
You mustn't tell lies to each other. In addition, you

2. Type of the house
3. Th
cation
must say everything about yourself. I think these are
4. The ro s in the house
important for a friendship. If you have a friend like
5. The fact that he lives with his
this, you don't break up with her because a real friend
parents
is not found easily.
6. The garden
+ Write topic sentence for the following
paragraph
Ss:
I hate lie. I always try not to tell lies and I
+ Find a sentence unrelated to the
want that from my friends, too. I think it is the most
______ T

—11
I—L

"T

-+

•f—


paragraph and omit it

I want to talk about friendship
+ Write topic sentence for the
following paragraph
->
A good friend is a person who doesn't
tell me lies, who helps me and let me
help him, and who I can talk to in
trust.

important behavior. I can believe everything my
friends say. In addition, a good friend must say his
ideas to me firstly. I mean, he shouldn't talk about me
with other people. Especially about the bad thing, he
doesn't have to talk because it might be wrong.
Secondly, a good friend must help me. He must do
his best. He should ask help from me too. If we solve
problems together, our friendship will be better a it
will become stronger. Thirdly, the talking tịm
important. I can talk with my friends fora~
and during that time I must be happy,
we
1. Giving task:
T: ask Ss to work individually to
should like the same things. In conclusj
st is the
choose connector to complete the
basics of a friendship.
paragraph (Second; However; Also;
+ Choose connector to com
le paragraph

ior-airports near
On the other hand; Another reason is
There are three
that; First; For example; One reason is Washington, D.C., but the^avejler to Washington
that; Moreover; The best choice) to
should be careful abo
ne he or she
timore-Washington
complete the paragraph within 8
chooses.(l)________
minutes
International Alport, which is located near the city
2. Do the task: Ss work individually of Baltimore,^
international airport.
to choose connector to complete the
i His not the best choice for a traveller
(2)
paragraph to complete the paragraph
who w
p\jsit Washington.(3)_________ it is
within 8 minutes
rom the city of Washington itself,
relati
tL
a passenger bus trip between
3. Report and discussion:
Teacher calls some to write answer on
ore and Washington is somewhat expensive.
board and ask other to give comment Ddlles International Airport is a slightly better
bice, since it is located closer to the city.(5)

4. Feedback:
Teacher feedbacks ss’performance
________ if a traveller arrives in the early evening,
1.
For example
he or she will encounter rush-hour traffic, which is
2.
However
not a good way to begin a trip to the city. (6)
One reason is
_________ may be Washington-Reagan National
3.
4.
Also
Airport. There are two reasons
for this.(7)
ectorStock.com,
T \/ectorStock
However
5.
_________ this airport is the closest to the city.(8)
6.
The b
oice
_________ it is located on the Metro train system,
7.
Firs
which is a convenient method of transportation,
8.
allowing a traveller to travel almost anywhere he or

she likes in the city of Washington.
4. Consolidation: writing a paragraph
5. Homework: complete the writing
5!

ill

Kí duyệt của TTCM

Vĩnh Chân, ngày 07 tháng 10 năm 2017
Trần Nga


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

Note
Absence +4x
■I 1111,
1*
1 1 ,
12A7
w----------2. Check old lesson: during the lesson
3. New lesson:___________
Teacher and students’ activities ________________ Content_______________
I. Lối nói trực tiếp và gián tiếp (direct/ indirect
I
T
speech)
- Trong câụ trực tiếp thông tin đi thẳng từ người thứ
T: Have Ss revise the way to
nhất sa
change from direct speech into
thứ hai (người thứ nhât nói trực tiêp
với ngườỉ thứ'hai). Trong lời nói trực tiếp chúng ta
indirect speech
- get ss to give example to make it
hi lại chính xác những từ, ngữ mà người nói dùng.
noiìtrực tiếp phải được đặt trong dấu ngoặc kép.
clear
- focus on:
He said “I bought a new motorbike for myself
+ tenses of verbs
yesterday”.
+ change in adverb of time
•‘I love you”, she said.

- Trong câu gián tiếp, thông tin đi từ người thứ nhất
places
qua người thứ hai đến người thứ ba. Khi đó câu có
+ change pronoun
biến đổi về mặt ngữ pháp.
t
He said he had bought a new motorbike for himself
1 \/ectorStock
s—- the day before.
Ss: work i
ually to revise the
II. Quy tắc chuyển tù’ trực tiếp sang gián tiếp
way to c
direct speech
1. Quy tắc chuyển tù’ lối nói trực tiếp sang gián
into
speech
es when rewriting the tiếp: Zih’ một thì
sentence into indirect speech
Simple present -> simple past
Present progressive -> past progressive
Present perfect -> past perfect
Simple past -> past perfect
Past progressive -> past perfect progressive
Simple future -> would + V
Can/may/must -> could /might/had to
/X

r

I ~t

-1

r’

r


4- Note: reported verbs used in
statement, yes/no question and whquestions

- Statement:
s+ said (to sb)/told (sb) + (that) +

s

+ v+o
- Yes/No questions:
S+asked(sb)/wanted to
know/wondered + if/whether
+S+V+O
- Wh-question:
S+asked (sb)/wanted to
know/wondered+whquestion+S+V+O

1. Giving task:
T: give Ss some cases without
changing tenses when using
indirect speech and give examples,

then ask Ss to give one more
example to make it clear
2. Do the task: Ss give one more
example to make it clear
3. Report and discussion:
Teacher calls some towrite answer
on board and ask othcrtogive
comment
x/ectorStock
4. Feedback:
Teacher fe
ks ss’performance

2. Các chuyển đổi khác:
- Đại từ nhân xưng:
I -> he/she
We -> they
You -> I/ we
(tân ngữ và tính từ sở hữu chuyên theo nhân xưng
chủ ngữ)
- Trạng từ chỉ nơi chốn:
Here -> there
This -> that
- Trạng ngữ chỉ thời gian:
Today -> that day
Tomorrow -> the next day/ the f
Yesterday -> the day before/ th
Last week -> the week bef
week
The day after tomorrow -> in 2 ys’ time

The day before yesterd
days before.
Now -> then
Ago -> before
đổi thịi
3. Các trườn
ơn ln đúng:
- Sự thật, st
“The earth moV' round the sun” he said.
-> e said that the earth moves round the sun.
ều Kiên loại II và III:
e you, I would leave here” he said.
e said that if he were me, he would leave there.
ish + past simple/ past perfect:
ish I lived in Da Nang”, he said.
-> He said he wished he lived in Da Nang.
- Cấu trúc “it’s time somebody did something”:
“It’s time he woke up”, she said.
VectorStock. com/7626802

-> She said it was time he woke up.
- Would/ should/ ought to/ had better/ used to không
chuyển:
“ You’d better work hard” he said
-> He said that I had better work hard.

4. Consolidation: learn how to change the direct speech into indirect speech
5. Homework: learn how to change the direct speech into indirect speech
Vĩnh Chân, ngày 14 tháng 10 năm 2017

Kí duyệt của TTCM
Trần Nga


Date of preparation: 11/10/2017
TOPIC 8: Grammar: Reported speech
I.Aims :
1. Knowledge :Sts will be able to do some exercises about reported speech in some special
cases
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
41
1 Organization
1
Class
Period
Date of teaching Attendance
Absence ++,
Note
Ỉ2A7
2. Check old lesson: during the lesson
3. New lesson:_______________
Teacher and students’ activities
Content
—------ 7 —

I H,777"
—7—77 7
T: introduce ss some useful structures Exercise 1. ChangẻiỊhe sentences into indirect
I
of reported verbs
speech
Bk
___
r
iff
.
REPORTED VERB WITH V-ING
1. “Shall I help you with the exercises?” he said.
Accused sb of Ving: buộc tội ai
offered to help me with the exercise
Admitted Ving: thừa nhận việc gì
2. AS hall wế*ếive him a birthday cake?” he said.
Apologised to sb for Ving: xin lỗi ai
> He asked if they should give him a birthday cake
vì đã làm gì
“^ould I leave early on Friday?” he said.
I
*1
Denied Ving: chối bỏ làm việc gì I I 1 ị->Tỉe asked for leaving early on Friday
-X
A
Suggested Ving: gợi ý làm gì
4. “Whcre shall we meet tonight?” she said.
T,
■_

Warned sb about/against Ving: canh :
She asked where they should meet that night
báo ai việc gì
5. “Will you have a drink?” he said.
L,
' I
-> He asked if I would have a drink
REPORTED VERB
6. “How far is it from here to college?” he said.
Offered to V: đề ndll
-> He asked how far it was from there to college
Asked sb to V: ^êu c
7. “Do you often have breakfast at 6.30 a.m?” he
Reminded sb to V: nhắc nhở ai làm gì said
Advised sb to V: khuyên ai làm gì
-> He asked if I often had breakfast at 630
Agrcedto.Vrđồng ý làm gì
8. “Don’t swim too far, boys” she said.
-> She warned boys not to swim too far
9. “Do come in and have a drink” he said.
-> He told me to come in and have a drink
10. “Remember to wake me up” she said.
-> She reminded me to wake her up
11. “If I were you, I would learn English”, she said.
-> She advised me to learn English
12. “Why don’t we go camping this Sunday?” he
L.
~1

[ I

said. -> He suggested going camping that Sunday
13. “Would you like to come to my birthday party
next Sunday?” she said.
->She invited me to come to her birthday party the
next Sunday
14. “Let’s have a talk on the new film”, he said.
->He suggested having a talk on the new film
15. “ Shall I do the cleaning up for you?” he sjid?
-> He offered to do the cleaning up for me
Exercise 2. Error identification
1. She says that she would have to closệ the s
unless business improves.
1. Giving task:
T: get ss to work individually to do 3 2. Every teacher I’ve spoken to
t standard
exercises
of spelling are in decline.
-pf
- go around the class and provide help 3. They asked me how lo
if necessary
Paris by train.
2. Do the task: Ss work individually 4. My mother told mcto wa
the milk and don’t
to do 3 exercises
let it boil over.
5. Some engineers haveprcdictcd that, within
3. Report and discussion:
m lies will be make almost

Teacher calls some to write answer on twenty years,
board and ask other to give comment complet
tic.
6. Th
ccused to shoplift was found not
4. Feedback:
Teacher feedbacks ss’performance
scquitted.
7jJRpr cenfuries, people have wondered why have
rticular dreams while they sleep.
on said that he wasn’t sure, but the storm might
^top already.
. would->will
2. tell -> tells
3. did it take-> it took
4. don’t-> not to let
5. make ->made
VectorStock. com/7626802
6. to shoplift -> of snopu
7. have they-> they have
8. stop-> have stopped
I

4.
nsolidation: learn how to change the direct speech into indirect speech
5. Homework: revise knowledge, apply to do exercises

Kí duyệt của BCM

Vĩnh Chân, ngày 14 tháng 10 năm 2017

Trần Nga


Date of preparation: 15/10/2017
TOPIC 9: Grammar: Passive voice
I. Aims :
1. Knowledge: Sts will be able to know how to make, how to use sentences in passive voice and
apply to do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
I
p
p
1 Organization
Class
Period
Date of teaching Attendance
Note
Absence
i
A
Ỉ2A7
2. Check old lesson: during the lesson
3. New lesson:___________________

Teacher and students’ activities
Content
1. Giving task:
ChangtĨ active voice into passive voice
T “I would like you to work in groups of 4
1
s+v+o
to revise structures of tenses and their
e voice : s + tobe +Vpn+ by +0
passive voice
e wrote a letter yesterday
-> A letter was written yesterday by her
2. Do the task: Ss work in groups of 4
- Passive voice is used to emphasize to the
revise structures of tenses and their pa
action, not emphasize to the agent which
voice
cause the action
X'
- Passive voice is uesd when the agent which
cause the action is not clearly
3. Report and discussion:
Teacher calls some ssjto g
tructures and Eg: - Their car was stolen
get others to comments
- She was arrested ( by the police)
Eg: My hair is being done by the hairdresser
T \/ectorStock
4. Feedback: I
Special cases

Teacher gives a iswers and feedback on
1. Causative form:
e
ss’perforri
“Have” or “Get”.
a. Have
♦
Pass!
^active: s + have + 0.1 (person) + bare -V +
Simple Ptesent: s + be + pp.2 + by + o
0.2 (thing)
Present Continuous
* passive : s + have + 0.2 (thing) + vpp
s + am/is/are + being + pp.2 + by + o
Ex: I had him repair the roof yesterday.
Present Perfect
— I had the roof repaired yesterday.
s + has/have + been + pp.2 + by + o
b. Get
Simple Past
* active : s + get + 0.1 (person) + to- inf +
s + was/were + pp.2 + by + Q
0.2 (thing)
rj

rn .
*1

'-t,

I I I .1 I

____


Past Continuous
s + was/were + being + pp.2 + by + o Past
Perfect
s + had + been + pp.2 + by + o
Simple Future
s + will + be + PP.2 + by + o
Future Perfect
s + will + have + been + pp.2 + by + o
Be + going to
s + am/is/are + going to + be + pp.2
Modal Verbs
s + modal verb + be + pp.2 + by + o
s + modal Verb + have been +P2

T: introduce some special cases in using
passive voice
+ get/have
+ verbs of opinions
+ need
- give examples to make it clear
- have ss make their own example and
on board

* pasive : s + get + 0.2 (thing) + Vpp
Ex: I will get her to cut my hair

— I will get my hair cut.
2. Verbs of Opinion: Say, think, believe,
know, report, declare, report, announce....
CÓ 2 dạng bị động:
* active: SI + V of opinion + (that) +
clause (S2 + V + O)
* passive : It + be 4- V of opinioi| (
+ (that) + clause
ise.
++, T
Hoặc: S2 + be + V of opinion, tvpp)
+ to - inf
Ex: - They said that Joh
rightest
student in class.
-> It was said that
as the brightest
student in class.
-> John was said to
the brightest student
in class. ' 4Neu Vefbs of inion ở thì hiện tại, mệnh
ròng thuật ở quá khứ, ta dùng cấu
A

-fe,

s 1 + V of opinion + (that) +
au§t (S2+ V + O)
* passive : It + be + V of opinion ( Vpp)
■+ (that) + clause.

Hoặc: S2 + be + V of opinion (Vpp)
Ss: learn passive used with gct/have;
+ to have Vpp
Ex: They know that Mary won the
passive with verbs of opiniqp; passive with
competition.
need
-> It is known that Mary won the
competition
I
- give examples
-> Mary is known to have won the
- exchange with partner
)art
- listen to T
edback
3. s (thing) + need + to be V pp
Ex:
These trees need to be watered every day
or : s (thing) + need + V-ing
These trees need watering every day

\J

4. Consolidation: learn how to change the sentences into passive
5. Homework: revise passive voices
Kí duyệt của BCM
Vĩnh Chân, ngày 21 tháng 10 năm 2017
Trần Nga

Date of preparation: 30/10/2017
TOPIC 10: Grammar: Passive voice
I. Aims :
1. Knowledge: Sts will be able to know some special cases in passive and apply to do exercises.
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preparations
1. Teacher: exercise Textbook, handouts
2. Student: knowledge
III. Method: Intergrated, maily communicative
IV. Steps of teaching :
1 Organization
Class
Period
Date of teaching Attendance
Absen
Ỉ2A7
2. Check old lesson: Give 10 examples on passive voice
3. New lesson:
Teacher and students’ activities
Content
1. Giving task:
T “I would like you to work in groups of
4 to revise structures of tenses and their
passive voice
2. Do the task'. Ss work in groups of 4 to
feesent: s + be + pp.2 + by + o
revise structures of tenses and their
ontinuous

passive voice
+ am/is/are + being + pp.2 + by + o
esent Perfect
3. Report and discussion:
Teacher calls some ss to give st
s + has/have + been + pp.2 + by + o
and get others to comments
Simple Past
s + was/were + pp.2 4- by + o
4. Feedback:
Teacher gives answers a
Past Continuous
s s ’ performance
s + was/were + being + pp.2 + by + o Past
Perfect
s + had + been + pp.2 + by 1 o
T: have ss work i
Simple Future
™
exercises then^exchahge answers with a
partner
s + will + be + PP.2 + by + o
- call ss to
te answers on the board
Future Perfect
- c al L on others to give feedback
s + will + have + been + pp.2 + by + o
ỉvidually to do exercises
Be + going to
Ss:

- check Spilth friend
s + am/is/are + going to + be + pp.2
- give answers and listen to the feedback
Modal Verbs
Ex 1.
s + modal verb + be + pp.2 + by + o
2.is played
3. Was discovered s + modal Verb + have been +P2
4. was written
4. Was built
Exercise 1. Choose the suitable verb form in each
6. are spoken
7. Need
sentence. The first one is done as an example.
Ex 2.
1 A kettle is used/uses to boil water.


2. Tennis is played/played with a racket.
3. Uranium discovered/was discovered by Marie
Curie.
4. Shakespeare was written/wrote Hamlet.
5. The road was built/built in 1990
6. Pictures are spoken/speak more than words
7. Flowers need/are needed water every day.
Exercise 2. Rewrite the following sentenpesTiftin
the passive voice
1 They didn’t buy anything from t
Ex 3.
->Nothing was bought from the sujperm

1. It is known that the Prime Minister has 2. The hurricane has totally d
town
bought a holiday home/The Prime
3. The children are going to organ a surprise
Minister is known to have bought a
party
holiday home.
4. When did they design this building?
2. Many people have been deprived of the 5. We could have taken th® car to the garage
right to vote
today
3. Walkers were prevented from crossing 6. Jane will co
the reports tomorrow,
the field after it was fenced off.
Exercise
ewrite each of the following 1.1.
4. The President’s arrival will be
We knotty the Prime Minister has bought a
announced
hoi
5. Far more money is being spent on food
dsion has deprived many people of the
now than was spent ten years ago
ote.
4 rigl.
6. My paintings are to be exhibited for
3. The farmer prevented walkers from crossing
first time by the New Arts Gallery
e field after he fenced it off.
7. He expected to be offered a job,, A

4. They will announce the President’s arrival to
8. Normally this street is swept dyeryt^k
the waiting journalists
but yesterday it wasn’t swept A-|||tA >I
5. People are spending far more money on food
9. They recommended that nS\¥ factories now than they spent ten years ago.
should be opened inTJie depressed area
6. The New Arts Gallery is to exhibit my
10. After a million pounds had been
paintings for the first time
spent, the schem
7. He expected US to offer him a job
8. Normally
t everyday, but
nobody swept it yesterday
9. They recommended opening new factories in
the depressed area
10. After the government had spent a million
pounds on the scheme, they gave it up.
4. Consolidation: learn how to change the sentences into passive
5. Homework: revise passive voices
Kí duyệt của BCM
Vĩnh Chân, ngày 04 tháng 11 năm 2017
2. The town has totally been destroyed by
the hurricane
3. A surprise party is going to be
organised by the children
4. When was this building designed?
5. The car could have been taken to the
garage today.

6. The report will be completed tomorrow
by Jane

T

2'

I

Trần Nga
Date of preparation: 06/11/2017


TOPIC 11. Grammar: Conditional sentences
I. Aims :
1. Knowledge: Students will be able to know some kinds of conditional sentences and apply to
do exercises
2. Skill: Explanation
3. Attitude: Notice the lesson
II. Preprations
1. Teacher: Exercises
2. Students structures
III. Method : intergrated, mainly communicative
IV. Steps of teaching :
1. Organization :
Class
Period
Date of teaching Attendance
Absen
Ỉ2A7

2. Check up: during the lesson
3. New lesson :
Teacher and students’ activities
1. Giving task:
T “I would like you to work in three
groups to discuss the usage of
conditional sentences and give example
in 5 minutes
Group 1: conditional type 1
Group 2: conditional type 2
Group 3: Conditional type 3
Then you have another 5 minutes
exchange their seats and work in
groups of 3, each comes fro epa
groups and exchange thei
2. Practice: Ss work in
s to I. Conditional sentence type 1
discuss the usage of conditiona
Use: - show an action which may happen at present
sentences and give
Form:
VectorStock. com/7626802
minutes
I
* :If + s + v/vs/es + o, s + Will + V 4- o
Group 1: conditional type 1
Ex : I will stay at home if it rains
Group 2: conditional type 2
* habits:If 4- s + v/vs/es+ o,s + v/vs/es+ o
Grou

itional type 3
Ex : If I go to the market, I have a noodle soup
đthêr 5 minutes to
Then
* command : V 4- o 4- If 4- s 4- v/vs/es+ o
exchangêTheir seats and work in
Ex : Tell him if he comes
groups of 3, each comes from separated II. Conditional sentence type 2
groups and exchange their work
Use : show an unreal action at present
- go around to observe and give support Form : 2 kinds :
if necessary
* If+S + Ved 4- o,s 4- would/ should/could+v+ o
Ex:If I had a lot of money,I would buy a new car
3. Report and discussion:
Teacher calls some ss to give answer
*cleft: Were 4- s 4- o, s 4- would 4- V 4- o
.▼j


and get others to comments
4. Feedback:
Teacher gives answers and feedback on
ss’performance

Ex : Were I a teacher, I would teach well
III. Conditional sentence type 3
Use: show an unreal action in the past
If+S+had+Vpn,S+would/should/could+have+Vpn
Ex : If I had had enough money, I would have

T: have ss work individually to give the bought a new house last year
correct form of the verbs in conditional Had+S+VVpii,S+would/should/could+have+VpI^
sentences, then they exchange the
Ex:Had I had enough money,?d have bought a
answers with their partner
house last year
- call some ss to write answers on the
Exercise : Put the verbs in brackets intotlu
board and ask others to give feedback forms
I
T
Ss: do exercise
1. If I (have).................. time, I
write to him.
- write the answers on board
2. If it’s cold, I (need)........ ...L,...lbhcavicr coat.
- listen to Teacher’s feedback
3. If I can go tomorrow, I (1 yr..you know.
4. If I Could meet
ve).her your
Key to questions
message.
4
±
1. have
5. If flowers don’t get any water, they (die).
2. willneed
6. If 1 (get)....a headache, 1 usually lake some
3. will let
aspirins^. I

4. gave
7. I will go to thee party
pi
unless it (rain)...
5. wll die
8. She.
the car as long as it (not
bq^^
....... too expensive.
6. get
7. rains
9. Everything (be)....provided you tell the truth.
10. If he (come)........................ ., please tell him that
8. is not
9. will be
u I’Jl be back in a few minutes.
10. comes
Ị. Don’t come if they (not call).................. you.
11. don’t call
12. If you (need)I..... , why don’t you tell me?
\,iiAr43. Suppose you (win)....................... a lot of
12. need
money, what would you do?
13. won
14. wouldn’t
14. If I got up earlier, I (not be)........ late for work.
15. would go
15. If I didn’t feel so tired, I (go) out with you.
16. didn’t pass
16. If you (not pass) theectorSto

exam, would you take it
x/ectorStock
17. were
again?
18. had
17. If I (be).... you, I would apply for the job.
19. had studi
18. I could repair the car if I (have) the right tools.
20. hadn’t been
19. If I (study.hard, I would have passed the exam.
20. If I (not be.busy yesterday, I would have visited
you.
4. Consolidation: revise conditional sentences
5. Homework: conditional sentences
Kí duyệt của BCM
Vĩnh Chân, ngày 11 tháng 11 năm 2017
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Trần Nga
Date of preparation:
14/11 /2017

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Period 12

WRITING: WRITING A LETTER OF REQUEST

1. Aims
1. Knowledge: Students will be able to practice writing some letters of request
2. Skills: Explanation, writing
3. Attitude: Have good attitude toward future jobs
II. Preprations:
1. Teacher: textbook, new words, structures, sample writing
2. Students: Newwords, read new lesson
III. Method: Intergrated, mainly communication
IV. Steps of teaching :
1. Organization :
Class
Period
Date of teaching Attendance
Absen
Ỉ2A7
2. Check old lesson: conditional sentences
3. New lesson
Teacher and students’ activities
Warm-up:
- Ask students some questions about how

to write a letter of request.
- Do you want to study abroad? Why or
why not?
- Call some students to answer then give
remarks
- Give feedback and lead s
lesson.
Ms. Helen Cornell, CAE
Executive Director
1300 East Eight
Pontiac, MI 43320
Dear Helen,
I’m the authoj' of Las
etings, a
book I hope you’ll consider for possible
inclusioninyour catalog and offerings.
ould be an excellent fit with
you urgent offerings. For people new to
the ihdustry, it explains in simple
language the details involved in planning
a successful event — giving lots of reallife examples and forms. Industry
veterans can use the book as a resource
guide to find vendors as well as definitive
“best sources”.

_______
ontent
Possible ảnsyvers:
-Yes,
tjto study abroad because the

le
vironment there is better than in

. I don’t want to study abroad because
the cost of studying and living there is much
igher in Vietnam.
- have Sts study on sample letter and find out
ouline of a request letter
- Study the task carefully.
- Work in pairs to give outlines
OUTLINE
a) Introduction:
- State the reasons why you are writing, your
interest in tertiary study in England (mention
the name of the programme/the universities/
...)
b) Request:
- State what information you would like
them to provide: tuition fee, accommodation,
exams,
d) Further information:
- Say you would be happy to supply further
information about yourself such as your
English proficiency and record of secondary
education study,...


I have enclosed a review copy. Last
Minute Meetings is published by Career
Press (Franklin Lakes, NJ; December

2000) and retails for $11.99. I’ve
included a few recent book reviews as
well as a brief bio.
I look forward to the possibility of
working together to bring this book into
your offering
Fern Dickey, CMP
1. Giving task:
Teacher introduces the task: You want to
apply for an undergraduate programme in
a university in England. Write a letter of
request for the information about the
admission requirements to the university
- you work individually in 7 minutes
2. Do the task'. Ss write their letter
T goes around to observe and support if
necessary
3. Report and discussion:
Teacher takes some letters to read aloud
in front of the class and get others to
comment
4. Feedback:
Teacher
gives
feedback
I I p
ss’performance
ĩ
__ w 1
- get students to work individually to

write a letter to Im

c) Conclusion:
- End with a polite closing.
- Some groups make discussion in front of
the class; others listen and give comments
Possible discussion:
SI: I think English language is the first
problem we will face while studying abro
We learn English in our country but
don’t have chance to speak E
native people.
S2: The second problem is
les at
with
tertiary level. We are
independent learning ar
study
facilities.

Suggested ans
475/57 Le t
St. District 1
Ho Chi in
March
D
a lot about tertiary study in the UK
a
impressed by the reputation of
many famous universities there. Now I am in

4hc last year of the high school and will
finish secondary education in 3 months. I am
very much interested in an undergraduate
course in economics in Bermingham
University. Could you please send me some
information
about
the
admission
requirements, tuitions fees, accommodation
and details of the
course? I am ready to
ectorStock.com,
supply any information about myself if
necessary.
I look forward to hearing from you soon.
Yours faithfully,
Hoang Thanh Nam.

4. Consolidation: write a letter of request
5. Homework: revise how to write a letter of request
Kí duyệt của BCM
Vĩnh Chân, ngày 18 tháng 11 năm 2017
Trần Nga
Date of preparation: 22/11/2017