Giáo án tự chọn tiếng anh 12 thí điểm soạn chi tiết 4 bước 2 cột (Hoạt động của GV-HS/ Nội dung)

GIÁO ÁN TIẾNG ANH TỰ CHỌN THÍ ĐIỂM

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Ths Nguyễn Thanh Tú eBook Collection DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

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 | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Date of preparation: 28/09/2017 TOPIC 1. GRAMMAR: TENSES OF VERBS I. Aims 1. Knowledge:Sts revise the use and form of tenses: Present simple, present progressive, Present perfect 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: Knowledge III. Methods: explanation, discussion, mainly communicative IV. Steps of teaching : 1. Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: No checking 3. New lesson: Teacher and students’ activities Content I. Revision 1. The present simple +Use: - show an action which happens at present, T: Helps sts to revise the use and habits, likes, truth form of present simple tense. +Form: (+) S + V/Vs/es + O (-) S + do/does + NOT + V + O - Helps Sts to revise the use and (?) Do/Does + S + V +O? form of present continuous tense +Adverbs : - often, usually, sometime, always, - everyday/week/year - once/twice a week/month/year … Sts: Listen to the teacher Eg: - She always goes to school at 6 o’clock - Water boils at 1000C - Remind the use and the form of 2. The present continuous present simple tense +Use:- show an action which is happenning at present - Write down into notebooks - show an action which happens in the future +Form: (+) S + is/am/are + V-ing + O - Give some 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

but the results still exist at present +Form: (+) S + have/has + VPII + O (-) S + have/has + NOT + VPII + O (?)Have/has + S + VPII +O? +Adverbs : - since, for - never, ever, several times….. Eg: - She has studied English for 5 years - Hhe has read this novel several times II. Practice Exercise 1. Present simple or present progressive 1. Dennis (usually, drink) coffee with his breakfast, but this morning he (drink) tea instead. 2. Janet (take) the bus to work everyday. She (wait) for the bus at the corner of Pine now. T: Helps sts to revise the use and 3. This morning it (rain). I can see Janet from my form of present perfect tense window. She (stand) at the corner of Pine. She (hold) her umbrella over her head. She (wait) for the bus. - Helps sts to revise the use and form 4. Mike (take) three classes this semester. Every of past progressive morning he (study) for two hours before he goes to - Helps sts to do exercise in next school. He (have) French class at 9 o’clock. He page (take,also) chemistry and accounting. KEY: - Calls on some sts to give answers 1. usually drinks - is drinking 2. takes - is waiting - Checks Sts’ answers with the 3. is raining – is standing – is holding – is waiting whole class 4. takes – studies – has – also takes Exercise 2. Present perfect - Gives and explains the keys to sts 1. How about more pie? No, but thanks. I can’t swallow another bite. I Ss: Write down into notebooks (already, eat) too much. 2. Our football team is having a great season. They - Give some example (win) all and will probably win the championship. +she were writng a letter when I 3. Jane (learn) English for ten years old. came 4. How long you (know) her? +I was watching TV at 8 o’clock 5. How many novels you (write) so far? yesterday Key: 1 have already eaten 2. have won - Listen to the teacher 3. has learnt 4. have you known - Give answers 5. have you written - 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 Huyền Date of preparation: 06/09/2017 TOPIC 2. SPEAKING: FAMILY RULES I. Aims 1. Knowledge: Students will be able to talk about their own family rules and friend’s family rules 2. Skills: Asking and answering; discussion 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: exercise Textbook 2. Student: knowledge III. Methods: Mainly communicative IV. Steps of teaching 1. Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: during the lesson 3. New lesson: Teacher and student’s activities Content T: Playing games. - Divide the class into pairs and ask students to work in pairs to talk about their family in 3 minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities we are going to discuss about our family Sts: Keep books close - Listen to the teacher - Work in groups to talk about family.

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

Activity 1: Practise reading the sentences 1, In my family ,only my father works. 2,Member of my family share the household chores . 3,My responsibility in the family is to wash the dishes. 4, In my family, the interest we share closely is watching football. 5,I often share my personal secrets with my father. T: Ask students to work in groups to 6, I always talk to my parent before making an important decision. speak the sentences 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 ? B: My mother mainly does it and sometimes my about their family. father help my mother. - Work in pairs . - 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 with ? B : I often share with my mother. A: Who do you talk to before making an 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 about the partner’s family in front of the class 3. Report and discussion: Teacher calls some to talk out and ask other to give comment 4. Feedback: Teacher feedbacks ss’performance

P1: I talked to Tuan . Both his parents go to work. But only his mother does the household chores. Tuan’s responsibility is cleaning the house at the weekend and prepare dinners P2 : In Loan’s family ,only her father goes to work and her mother is at home. Her father is so busy so her mother does most of housework. When Loan has freetime, she oftens help her mom with household chores. And she is responsibility for taking care of her little brother in the afternoon.

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

Vĩnh Chân, ngày 09 tháng 9 năm 2017 Lê Huyền

Date of preparation: 11/09/2017 TOPIC 3: TENSES OF VERBS I. Aims : 1. Knowledge: Sts revise the use and form of tenses: Past perfect, past simple, past progressive and apply to do some exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: exercise Textbook 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: No checking 3. New lesson: Teacher and students’ activities Content I. Revise tenses 1. Past perfect +Use: - show an action which happened before a specific time in the past or before another action in the past +Form: (+) S + had + VpII + O T: Helps sts to revise the use and (-) S +had + Not + VpII + O form of past perfect, past simple (?) Had + S + VpII + O? and past continous +Adverbs : before, after, by the time Eg:- We had bought a house before 1975 - call sts to give the form, usage - They had finished their work before they went and example of these tenses home + Before I was 18, I hadn’t been outside my hometown + they had gone to abroad after I came Sts: Remind the use and the form of past perfect - Give some examples - Listen to the teacher - Write down into notebooks

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 when 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 + Ving + O minutes to compare with partner (?)Was/ were + S+ Ving +O? +Adverbs : - at + time in the past 3. Report and discussion: Teacher calls some to give the - When, while answers and ask other to give Eg: - they were watching at 8pm TV lastnight comment - we were playing football at 3 pm yesterday II. Practice 4. Feedback: Teacher feedbacks ss’performance Give the correct form of the verb 1. As Geoff was introduced to Mrs Sanpe, he (realize) that he (meet) her before. 2. During the previous week, I (go) to the gym every morning 3. By the time I (get) back to the bathroom, the bath (overflow) 4. The boy told me that he (lose) his train ticket and (not/know) how he would get home. 5. I was just about to leave when I (remember) my Key: briefcase 1. realised - had met 6. She (walk) into the station only to find that the 2. went train (leave) 3. got – had overflown 7. At the conference, scientists reported that they 4. had lost – had not known (find) a cure for Malaria 5. remembered 8. On my last visit to Wixton I (find) that the village 6. walked – had left (not change) much 7. had found 9. In a surprise move the Prime Minister (resign) last 8. found – had not changed night 9. resigned 10. Jane didn’t want any dinner. She (eat) already. 10. had eaten 4. Consolidation: Revise past tenses and do exercises 5. Home work: Revise tenses and redo exercises Kí duyệt của TTCM

Vĩnh Chân, ngày 16 tháng 9 năm 2017 Lê Huyền

Date of preparation: 18/09/2017 TOPIC 4: Pronunciation:/s / and /ed/ I. Aims : 1. Knowledge: Sts will be able to how to pronunce the words ending /s / and /ed/, do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: exercise Textbook 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: form and usage of past tenses, then give examples to make it clear 3. New lesson: Teacher and students’ activities Content T: Have sts discuss in groups of I. Pronunciation four to list ways of pronouncing – 1. Pronouncing -s/ -es endings - Verb often ending with - ss,-s,-ch,-sh,- x,-z ,- o , s/es ending sound added -es - call ss to present the answer and Eg: give examples to make it clear watch-> watches brush -> brushes - give feedback with the whole fix->fixes miss-> misses class Ss: work in group to give example - Pronunciation: of pronunciation s/es ending sound /iz/ ending letters s, -ss,- ch,- sh,- x,-z( hoặc-ze),- o,ge,- ce Eg: changes/ iz/ practices/ iz/ T: Have sts discuss in groups of buzzes/iz/ recognizes /iz/ four to list ways of pronouncing – /s/ ending letters -p,-k,- t,- f ed ending sound Eg: cooks /s/ stops / s/ - call ss to present the answer and /z/ the rest ending letters give examples to make it clear Eg: plays /z/ stands /z/ - give feedback with the whole 2. Pronouncing – ed endings class /t/ ending letters: ch,-p,- f,-s,-k,- th,-sh Ss: work in group to give example Eg: watched /t/ cooked/ t/ of pronunciation ed ending sound /id/ ending letters - t ,- 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

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 whose pronunciation of –ed ending sound different from others 1. A. failed B. reached C. C.absorbed D. solved 2. A. invited B. attended C. C.celebrated D. displayed Exercise 1. 3. A. removed B. washed 1. D 2. D 3. D 4. A C. C.hoped D. missed Exercise 2. 4. A. looked B. laughed 1.B 2. D C.moved D. stepped 3. A 4. C 5. A. Interviewed B. performed 5. C 6. B C. finished D. Delivered 7.C 8. D 6. A. Allowed B. passed 9. B 10. A C. argued D. Raised Exercise 3. 7. A stopped B. talked 1. greeted /id/ C. married D passed 2. Wished /t/ 8. A. Married B. Learned 3. listened /d/ C. stayed D. Dropped 4. Crossed /t/ 9. A. decided B. Learned 5. lifted /id/ C. wanted D. Dropped 6. Joined /d/ 10. A. kissed B. killed 7. attempted /id/ 8. C. stayed D. controlled Dropped /t/ 9. served /d/ Exercise 3. Pronunciation of – ed Directions: Write the pronunciation of the –ed ending 10. Included /id/ after each word 11. reported /id/ 1. greeted 2. wished 12. Promised /t/ 3. listened 4. crossed 13. cooked /t/ 5. lifted 6. joined 14. Prepared /d/ 7. attempted 8. dropped 15. introduced /t/ 9. served 10. included 16. Allowed /d/ 11. 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 Lê Huyền

Date of preparation: 25/09/2017 TOPIC 5. SPEAKING: Giving and responding to compliments I. Aims : 1. Knowledge: Students will be able to practice giving and responding to compliments in different situations 2. Skills: asking and answering 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: exercise, textbook, handouts 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1. Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: During the lesson 3. New lesson: Teacher and students’ activities Introduction: we are going to talk about the different ways of communication. T: Ask students to work in groups to talk about some ways to attract to other people. - Give students some words and phrases - Ask students to practise speaking - Introduce the task: Now work in pairs, take turn to practise reading the dialogue, paying attention to how compliments are received in each situation. T: have sts study the reasons for using compliment - Go around the class to check and offer help. - Ask students to work in pairs to practise giving compliments to suit the responses using the outlines that they have already made - 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 Activity 1: Reasons for using compliments Suggested answer: - to express admiration or approval of someone’s work/appearance/taste - to establish/confirm/maintain solidarity - to replace greetings/gratitude/apologise/ congratulation - to soften face-threatening acts suchs as apologies, requests and criticism - to open and sustain conversation strategy - to reinforce desired behavior Activity 2. Study major compliments Major compliment topics can be classified into three categories: 1. Appearance/possessions 2. Performance/skills/abilities 3. Personality traits Sentence structure used to compliment can be classified into nine categories 1. Your blouse is/looks really beautiful/ Noun phrase + is/looks really + adjective 2. I really like/love your car I + really like/love + Noun phrase 3. That’s a really nice wall hanging.

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: 9. Isn’t your ring beautiful! T: Divide the class into 7 groups of 8 - Ask students to work in groups to Isn’t + N + Adj? practise responding the compliments Activity 3. Study responses to compliments 1. Accept based on structures within 6 minutes 2. Do the task: Ss work in groups to - appreciation token: Thank/Thank you practise responding the compliments - comment acceptance: Yeah, it’s my favorite, too based on structures within 6 minutes - praise upgrade: Really brings out the blue in 3. Report and discussion: Teacher calls some groups to act out and my eyes, doesn’t it? 2. Mitigate ask other to give comment - comment history: I bought it for the trip to 4. Feedback: Arixona Teacher feedbacks ss’performance - shift credit: My brother gave it to me It really knitted itself - questioning or request reassurance/Repetition: Do you really like them? - return: So’s yours - scale down/downgrade: It’s really quite old 3. Reject - disagreeing utterance: A: You look good and healthy B: I feel fat 4. Request interpretation - addressee interprets the compliment as a request: You wanna borrow this one too? 4. Consolidation: Summarize the main points of the lesson: Giving and responding to compliments 5. Homework: Ask students to practise Giving and responding to compliments Kí duyệt của TTCM Vĩnh Chân, ngày 30 tháng 9 năm 2017 Lê Huyền

Date of preparation: 02/10/2017 TOPIC 6. Writing a paragraph I. Aims: 1. Knowledge: Students will be able to build sentences and make a paragraph . 2. Skills: asking and answering, writing 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: exercise, textbook, handouts 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1. Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: call 2 students to give and respond to compliment 3. New lesson: Teacher and students’ activities Content T: have ss study a sample writing to + Sample writing: the description of your house recognize the structure and + Practice: Reorder the ideas of paragraph: I live in a house in Izmit. It isn't old or connection in a paragraph modern. It's a normal Turkish house. We can say it is I live in a flat with my family. We have two bedrooms and a living room. near the sea. It takes about 10 minutes to go to the We have a garden and we have some sea side on foot. We have one bedroom, one living room. We also have two other rooms, too. We use flowers there. In weekdays I arrive home at five o'clock and I have lunch. them as a dining room. Naturally, we have a kitchen, a bathroom, and a toilet. I live with my parents. And Then I do my homework and go to our house has a little garden; my parents spend their bed. I had a computer but now it time there to grow vegetables and fruit. doesn't work. I have a brother and a sister and I think I am very lucky to + Find a sentence unrelated to the paragraph and live with them. Sometimes our omit it I want to talk about friendship. Friends relatives visit us. Our flat becomes very crowded sometimes but I like it. can change your life. So, you must know who is a real friend. Firstly, your friend must understand you - have ss look at the second one to and of course, you must understand her, too. I think, reorder the ideas: another important point in a friendship is confidence. 1. Where the house is You mustn't tell lies to each other. In addition, you 2. Type of the house must say everything about yourself. I think these are 3. The location important for a friendship. If you have a friend like 4. The rooms in the house this, you don't break up with her because a real friend 5. The fact that he lives with his is not found easily. parents 6. The garden + Write topic sentence for the following paragraph I hate lie. I always try not to tell lies and I Ss: want that from my friends, too. I think it is the most + Find a sentence unrelated to the

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 and it will become stronger. Thirdly, the talking time is important. I can talk with my friends for a long time, and during that time I must be happy. That's why we 1. Giving task: T: ask Ss to work individually to should like the same things. In conclusion, trust is the choose connector to complete the basics of a friendship. paragraph (Second; However; Also; + Choose connector to complete the paragraph On the other hand; Another reason is There are three major airports near that; First; For example; One reason is Washington, D.C., but the traveller to Washington that; Moreover; The best choice) to should be careful about which one he or she complete the paragraph within 8 chooses.(1)_________ Baltimore-Washington minutes International Airport, which is located near the city 2. Do the task: Ss work individually of Baltimore, is a good international airport. to choose connector to complete the (2)_________ it is not the best choice for a traveller paragraph to complete the paragraph who wants to visit Washington.(3) _________ it is within 8 minutes relatively far from the city of Washington itself. (4)_________ a passenger bus trip between 3. Report and discussion: Teacher calls some to write answer on Baltimore and Washington is somewhat expensive. board and ask other to give comment Dulles International Airport is a slightly better choice, since it is located closer to the city.(5) 4. Feedback: _________ if a traveller arrives in the early evening, Teacher feedbacks ss’performance he or she will encounter rush-hour traffic, which is 1. For example not a good way to begin a trip to the city.(6) 2. However _________ may be Washington-Reagan National 3. One reason is that Airport. There are two reasons for this.(7) 4. Also _________ this airport is the closest to the city.(8) 5. However _________ it is located on the Metro train system, 6. The best choice which is a convenient method of transportation, 7. First allowing a traveller to travel almost anywhere he or 8. Also she likes in the city of Washington. 4. Consolidation: writing a paragraph 5. Homework: complete the writing 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 Absence Note 12A7 2. Check old lesson: during the lesson 3. New lesson: Teacher and students’ activities Content I. Lối nói trực tiếp và gián tiếp (direct/ indirect speech) T: Have Ss revise the way to - Trong câu trực tiếp thông tin đi thẳng từ người thứ change from direct speech into nhất sang người thứ hai (người thứ nhất nói trực tiếp indirect speech với người thứ hai). Trong lời nói trực tiếp chúng ta - get ss to give example to make it ghi lại chính xác những từ, ngữ mà người nói dùng. clear Lới nói trực tiếp phải được đặt trong dấu ngoặc kép. - focus on: He said “I bought a new motorbike for myself + tenses of verbs yesterday”. + change in adverb of time and “I love you”, she said. places - Trong câu gián tiếp, thông tin đi từ người thứ nhất + change pronoun qua người thứ hai đến người thứ ba. Khi đó câu có biến đổi về mặt ngữ pháp. He said he had bought a new motorbike for himself the day before. Ss: work individually to revise the way to change from direct speech II. Quy tắc chuyển từ trực tiếp sang gián tiếp into indirect speech 1. Quy tắc chuyển từ lối nói trực tiếp sang gián - give the rules when rewriting the tiếp: lùi một thì sentences 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

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

2. Các chuyển đổi khác: – Đại từ nhân xưng: I –> he/she We –> they You –> I/ we - Statement: (tân ngữ và tính từ sở hữu chuyển theo nhân xưng S+ said (to sb)/told (sb) + (that) + S chủ ngữ) + V +O – Trạng từ chỉ nơi chốn: Here –> there - Yes/No questions: This –> that S+asked(sb)/wanted to – Trạng ngữ chỉ thời gian: know/wondered + if/whether Today –> that day +S+V+O Tomorrow –> the next day/ the following day Yesterday –> the day before/ the previous day - Wh-question: Last week –> the week before/ the previous week S+asked (sb)/wanted to The day after tomorrow –> in 2 days’ time know/wondered+whThe day before yesterday –> two days before. question+S+V+O Now –> then Ago –> before 3. Các trường hợp không đổi thời – Sự thật, sự việc luôn luôn đúng: 1. Giving task: T: give Ss some cases without “The earth moves round the sun” he said. changing tenses when using –> He said that the earth moves round the sun. indirect speech and give examples, – Câu điều kiện loại II và III: then ask Ss to give one more “If I were you, I would leave here” he said. example to make it clear –> He said that if he were me, he would leave there. 2. Do the task: Ss give one more – Wish + past simple/ past perfect: example to make it clear “I wish I lived in Da Nang”, he said. –> He said he wished he lived in Da Nang. 3. Report and discussion: Teacher calls some to write answer – Cấu trúc “it’s time somebody did something”: on board and ask other to give “It’s time he woke up”, she said. comment –> She said it was time he woke up. 4. Feedback: Teacher feedbacks ss’performance – Would/ should/ ought to/ had better/ used to không chuyển: “ You’d better work hard” he said –> He said that I had better work hard. 4. Consolidation: learn how to change the direct speech into indirect speech 5. Homework: learn how to change the direct speech into indirect speech Kí duyệt của TTCM

Vĩnh Chân, ngày 14 tháng 10 năm 2017 Trần Nga

Date of preparation: 11/10/2017 TOPIC 8: Grammar: Reported speech I.Aims : 1. Knowledge :Sts will be able to do some exercises about reported speech in some special cases 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations 1. Teacher: exercise Textbook, handouts 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: during the lesson 3. New lesson: Teacher and students’ activities Content T: introduce ss some useful structures Exercise 1. Change the sentences into indirect of reported verbs speech REPORTED VERB WITH V-ING 1. “Shall I help you with the exercises?” he said. Accused sb of Ving: buộc tội ai -> He offered to help me with the exercise Admitted Ving: thừa nhận việc gì 2. “Shall we give him a birthday cake?” he said. Apologised to sb for Ving: xin lỗi ai -> He asked if they should give him a birthday cake vì đã làm gì 3. “Could I leave early on Friday?” he said. Denied Ving: chối bỏ làm việc gì -> He asked for leaving early on Friday Suggested Ving: gợi ý làm gì 4. “Where shall we meet tonight?” she said. Warned sb about/against Ving: cảnh -> She asked where they should meet that night báo ai việc gì 5. “Will you have a drink?” he said. -> He asked if I would have a drink 6. “How far is it from here to college?” he said. REPORTED VERB WITH TO-V -> He asked how far it was from there to college Offered to V: đề nghị làm gì 7. “Do you often have breakfast at 6.30 a.m?” he Asked sb to V: yêu cầu ai làm gì Reminded sb to V: nhắc nhở ai làm gì said -> He asked if I often had breakfast at 630 Advised sb to V: khuyên ai làm gì 8. “Don’t swim too far, boys” she said. Agreed to V: đồng ý làm gì -> She warned boys not to swim too far 9. “Do come in and have a drink” he said. -> He told me to come in and have a drink 10. “Remember to wake me up” she said. -> She reminded me to wake her up 11. “If I were you, I would learn English”, she said. -> She advised me to learn English 12. “Why don’t we go camping this Sunday?” he

said. -> He suggested going camping that sunday 13. “Would you like to come to my birthday party next Sunday?” she said. ->She invited me to come to her birthday party the next Sunday 14. “Let’s have a talk on the new film”, he said. ->He suggested having a talk on the new film 15. “ Shall I do the cleaning up for you?” he said. -> He offered to do the cleaning up for me Exercise 2. Error identification 1. She says that she would have to close the shop unless business improves. 1. Giving task: T: get ss to work individually to do 3 2. Every teacher I’ve spoken to tell me that standard of spelling are in decline. exercises - go around the class and provide help 3. They asked me how long did it take to get to Paris by train. if necessary 2. Do the task: Ss work individually 4. My mother told me to watch the milk and don’t let it boil over. to do 3 exercises 5. Some engineers have predicted that, within 3. Report and discussion: Teacher calls some to write answer on twenty years, automobiles will be make almost board and ask other to give comment completed of plastic. 6. The woman accused to shoplift was found not 4. Feedback: guilty and was scquitted. Teacher feedbacks ss’performance 7. For centuries, people have wondered why have they particular dreams while they sleep. 8. Ron said that he wasn’t sure, but the storm might stop already. 1. would->will 2. tell -> tells 3. did it take-> it took 4. don’t-> not to let 5. make ->made 6. to shoplift -> of shoplifting 7. have they-> they have 8. stop-> have stopped 4. Consolidation: learn how to change the direct speech into indirect speech 5. Homework: revise knowledge, apply to do exercises

Kí duyệt của BCM

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 : 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: during the lesson 3. New lesson: Teacher and students’ activities Content Change active voice into passive voice 1. Giving task: T “I would like you to work in groups of 4 Active : S+V+O to revise structures of tenses and their ->Passive voice : S + tobe +VPII+ by +O passive voice Eg : she wrote a letter yesterday -> A letter was written yesterday by her 2. Do the task: Ss work in groups of 4 to - Passive voice is used to emphasize to the revise structures of tenses and their passive action, not emphasize to the agent which voice cause the action - Passive voice is uesd when the agent which cause the action is not clearly 3. Report and discussion: Teacher calls some ss to give structures and Eg: - Their car was stolen get others to comments - She was arrested ( by the police) Eg: My hair is being done by the hairdresser Special cases 4. Feedback: Teacher gives answers and feedback on 1. Causative form: ss’performance “Have” or “Get”. a. Have Passive voice. *active: S + have + O.1(person) + bare -V + Simple Present: S + be + PP.2 + by + O O.2 ( thing) Present Continuous * passive : S + have + O.2 (thing) + Vpp S + am/is/are + being + PP.2 + by + O Ex: I had him repair the roof yesterday. Present Perfect ---- I had the roof repaired yesterday. S + has/have + been + PP.2 + by + O b. Get Simple Past * active : S + get + O.1(person) + to- inf + S + was/were + PP.2 + by + O O.2 ( thing)

Past Continuous 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 write on board Ss: learn passive used with get/have; passive with verbs of opinion; passive with need - give examples - exchange with partner to peercorrect - listen to T’s feedback

* pasive : S + get + O.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: S1 + V of opinion + (that) + clause (S2 + V + O) * passive : It + be + V of opinion ( Vpp) + (that) + clause. Hoặc: S2 + be + V of opinion (Vpp) + to - inf Ex: - They said that John was the brightest student in class. -> It was said that John was the brightest student in class. -> John was said to be the brightest student in class. Nếu Verbs of Opinion ở thì hiện tại, mệnh đề được tường thuật ở quá khứ, ta dùng cấu trúc sau: * active: S1 + V of opinion + (that) + clause (S2+ V + O) * passive : It + be + V of opinion ( Vpp) + (that) + clause. Hoặc: S2 + be + V of opinion (Vpp) + to have Vpp Ex: They know that Mary won the competition. -> It is known that Mary won the competition -> Mary is known to have won the competition. 3. S (thing) + need + to be V pp Ex: These trees need to be watered every day or : S (thing) + need + V-ing These trees need watering every day

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

Date of preparation: 30/10/2017 TOPIC 10: Grammar: Passive voice I. Aims : 1. Knowledge: Sts will be able to know some special cases in passive and apply to do exercises. 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations 1. Teacher: exercise Textbook, handouts 2. Student: knowledge III. Method: Intergrated, maily communicative IV. Steps of teaching : 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: Give 10 examples on passive voice 3. New lesson: Teacher and students’ activities Content 1. Giving task: T “I would like you to work in groups of 4 to revise structures of tenses and their Passive voice. passive voice 2. Do the task: Ss work in groups of 4 to Simple Present: S + be + PP.2 + by + O Present Continuous revise structures of tenses and their S + am/is/are + being + PP.2 + by + O passive voice Present Perfect 3. Report and discussion: S + has/have + been + PP.2 + by + O Teacher calls some ss to give structures Simple Past and get others to comments S + was/were + PP.2 + by + O 4. Feedback: Past Continuous Teacher gives answers and feedback on S + was/were + being + PP.2 + by + O Past ss’performance Perfect S + had + been + PP.2 + by + O T: have ss work individually to do Simple Future exercises then exchange answers with a S + will + be + PP.2 + by + O partner Future Perfect - call ss to write answers on the board S + will + have + been + PP.2 + by + O - call on others to give feedback Be + going to Ss: work individually to do exercises S + am/is/are + going to + be + PP.2 - check with friend - give answers and listen to the feedback Modal Verbs S + modal verb + be + PP.2 + by + O Ex 1. 2. is played 3. Was discovered S + modal Verb + have been +P2 Exercise 1. Choose the suitable verb form in each 4. was written 4. Was built sentence. The first one is done as an example. 6. are spoken 7. Need 1 A kettle is used/uses to boil water. Ex 2.

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 sentences using the passive voice 1 They didn’t buy anything from the supermarket ->Nothing was bought from the supermarket Ex 3. 1. It is known that the Prime Minister has 2. The hurricane has totally destroyed the town 3. The children are going to organise a surprise bought a holiday home/The Prime party Minister is known to have bought a 4. When did they design this building? holiday home. 2. Many people have been deprived of the 5. We could have taken the car to the garage today right to vote 3. Walkers were prevented from crossing 6. Jane will complete the reports tomorrow. Exercise 3. Rewrite each of the following1. 1. the field after it was fenced off. We know the Prime Minister has bought a 4. The President’s arrival will be holiday. announced 5. Far more money is being spent on food 2. The decision has deprived many people of the right to vote. now than was spent ten years ago 6. My paintings are to be exhibited for the 3. The farmer prevented walkers from crossing the field after he fenced it off. first time by the New Arts Gallery 4. They will announce the President’s arrival to 7. He expected to be offered a job 8. Normally this street is swept every day, the waiting journalists 5. People are spending far more money on food but yesterday it wasn’t swept 9. They recommended that new factories now than they spent ten years ago. 6. The New Arts Gallery is to exhibit my should be opened in the depressed area paintings for the first time 10. After a million pounds had been 7. He expected us to offer him a job spent, the scheme was given up 8. Normally men sweep this street everyday, but nobody swept it yesterday 9. They recommended opening new factories in the depressed area 10. After the government had spent a million pounds on the scheme, they gave it up. 4. Consolidation: learn how to change the sentences into passive 5. Homework: revise passive voices Kí duyệt của BCM Vĩnh Chân, ngày 04 tháng 11 năm 2017 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

Trần Nga Date of preparation: 06/11/2017

TOPIC 11. Grammar: Conditional sentences I. Aims : 1. Knowledge: Students will be able to know some kinds of conditional sentences and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations 1. Teacher: Exercises 2. Students:structures III. Method : intergrated, mainly communicative IV. Steps of teaching : 1. Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: during the lesson 3. New lesson : Teacher and students’ activities Content 1. Giving task: T “I would like you to work in three groups to discuss the usage of conditional sentences and give example in 5 minutes Group 1: conditional type 1 Group 2: conditional type 2 Group 3: Conditional type 3 Then you have another 5 minutes to exchange their seats and work in groups of 3, each comes from separated groups and exchange their work 2. Practice: Ss work in three groups to I. Conditional sentence type 1 discuss the usage of conditional Use: - show an action which may happen at present sentences and give example in 5 Form: minutes * :If + S + V/Vs/es + O, S + Will + V + O Group 1: conditional type 1 Ex : I will stay at home if it rains Group 2: conditional type 2 * habits:If + S + V/Vs/es+ O,S + V/Vs/es+ O Group 3: Conditional type 3 Ex : If I go to the market, I have a noodle soup Thenhave another 5 minutes to * command : V + O + If + S + V/Vs/es+ O exchange their 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 + O,S + 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 + S + O, S + would + V + O

Ex : Were I a teacher, I would teach well III. Conditional sentence type 3 Use: show an unreal action in the past If+S+had+VpII,S+would/should/could+have+VpII Ex : If I had had enough money, I would have T: have ss work individually to give the bought a new house last year correct form of the verbs in conditional Had+S+VVpII,S+would/should/could+have+VpII sentences, then they exchange the Ex:Had I had enough money,I’d have bought a answers with their partner house last year - call some ss to write answers on the Exercise : Put the verbs in brackets into the correct board and ask others to give feedback forms Ss: do exercise 1. If I (have)...................time, I will write to him. - write the answers on board 2. If it’s cold, I (need)........................a heavier coat. - listen to Teacher’s feedback 3. If I can go tomorrow, I (let).....you know. 4. If I Could meet Helen, I (give).her your Key to questions message. 1. have 5. If flowers don’t get any water, they (die). 2. willneed 6. If I (get)....a headache, I usually take some 3. will let aspirins. 4. gave 7. I will go to the party unless it (rain)........ 5. wll die 8. She will buy the car as long as it (not 6. get be).......................too expensive. 7. rains 9. Everything (be)....provided you tell the truth. 8. is not 10. If he (come)........................., please tell him that 9. will be I’ll be back in a few minutes. 10. comes 11. Don’t come if they (not call)...................you. 11. don’t call 12. If you (need)......, why don’t you tell me? 12. need 13. Suppose you (win)........................a lot of 13. won money, what would you do? 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) the exam, would you take it 17. were again? 18. had 17. If I (be)..... you, I would apply for the job. 19. had studied 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 and get others to comments 4. Feedback: Teacher gives answers and feedback on ss’performance

Trần Nga Date of preparation: 14/11/2017

Period 12

WRITING: WRITING A LETTER OF REQUEST

I. 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 Absence Note 12A7 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 Ss to new lesson. Ms. Helen Cornell, CAE, CMP Executive Director 1300 East Eight Mile, Suite 110 Pontiac, MI 43320 Dear Helen, I’m the author of Last Minute Meetings, a book I hope you’ll consider for possible inclusion in your catalog and offerings. This book would be an excellent fit with your current offerings. For people new to the industry, it explains in simple language the details involved in planning a successful event — giving lots of reallife examples and forms. Industry veterans can use the book as a resource guide to find vendors as well as definitive “best sources”.

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

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 on ss’performance - 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: S1: I think English language is the first problem we will face while studying abroad. We learn English in our country but we don’t have chance to speak English with native people. S2: The second problem is learning styles at tertiary level. We are not familiar with independent learning and modern study facilities. Suggested answer. 475/57 Le thanh Ton St. District 1 Ho Chi Minh City March 15th, 2008 Dear sir/madam, I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there. Now I am in the 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 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

Period 13. GRAMMAR: RELATIVE CLAUSES I. Aims: 1.Knowledge: Sts revise how to use relative clauses ( defining and non-defining clause) to make complex sentences and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: structures, knowledge III. Method : Intergrated, mainl communicative IV.Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: during the lesson 3. New lesson : Teacher and students’ activities Content * Who: Đại từ quan hệ đứng sau danh 1. Giving task: T “I would like you to work in four groups từ chỉ người, làm chủ ngữ cho động từ sau nó. to discuss the usage of relative pronouns and give example in 5 minutes VD: The women who lives next door is very Group 1: WHO friendly. Group 2: WHOM * Whom: Đại từ quan hệ đứng sau Group 3: WHICH danh từ chỉ người, làm tân ngữ cho động từ Group 4: THAT sau nó. Có khi người ta dùng Who thay cho Then you have another 5 minutes to Whom. exchange their seats and work in groups of VD: The man whom you saw yesterday is my 4, each comes from separated groups and uncle. exchange their work * Which: Đại từ quan hệ đứng sau danh 2. Do the task: Ss work in four groups to từ chỉ con vật, đồ vật làm chủ ngữ hoặc tân discuss the usage of relative pronouns and ngữ cho động từ sau nó. give example in 5 minutes VD: The book which has some Group 1: WHO wonderful pictures is about Africa. Group 2: WHOM * That: Đại từ quan hệ chỉ cả người, Group 3: WHICH vật, đồ vật dùng thay cho Who, Whom, Group 4: THAT Which, trong mệnh đề quan hệ thuộc loại Then have another 5 minutes to exchange Restrictive clauses (mệnh đề hạn định). their seats and work in groups of 4, each VD: The book that you lent me is interesting. comes from separated groups and This is the man that I met in Paris last month. exchange their work - That được dùng khi danh từ trước nó chỉ cả - go around to observe and give support if người, vật. necessary VD: I can see a girl and her dog that are running in the park. 3. Report and discussion: Teacher calls some ss to give answer and - “THAT” KHÔNG bao giờ được dùng SAU

DẤU PHẨY, SAU GIỚI TỪ,. Nếu Who, Whom, Which, That làm tân ngữ thì ta có thể bỏ đi. VD: She’s the person who(m) I met at the party. She ’s the person I met at the party. * Whose: thay cho tính từ sở hữu trước danh từ (HER / HIS / THEIR / ITS + DANH TỪ) VD: I’ve got a friend whose brother is an actor. John found a cat whose leg was broken. * When: Phó từ quan hệ đứng sau từ chỉ thời gian dùng để thay thế cho (at/on/in) Exercise. Complete the sentences with a which, then. suitable relative pronoun VD: I’ll never forget the day when 1. The street___ ______leads to my school (on which) I met her. is very wide. That was the time when (at 2. That man, ___ _____name I didn’t which) he managed the company. remember, is an architect. * Where: Phó từ quan hệ đứng sau từ 3. That was the reason______ ___I chỉ nơi chốn dùng để thay cho (at/on/in) couldn’t come early. which, there. 4. Do you know the girl____ _____Tom is VD: I went to the office where (in talking to? which) my father works. 5. The novel____ _____you need can’t be Dalat is the place where (to which) I like to found in the library. come. 6. Can you suggest the time _we can have another discussion about this problem. KEY: 7. Tell me the countries____ ___people 1. which drive on the left. 2 whose 8. Is there anyone__ _can help me do this? 3 why 9. Marie Curie, __ ___discovered radium, 4 whom is one of the greatest in our time. 5 which 10.The hotel__ _______we are looking at 6 when is the biggest in Ho Chi Minh city. 7 where 8 that 9 who 10 which get others to comments 4. Feedback: Teacher gives answers and fe T: Give usage of WHOSE, WHEN, WHERE and get ss to do exercise

4. Consolidation: relative pronoun – relative clause 5. Homework: relative pronoun – rellative clause Kí duyệt của BCM Vĩnh Chân, ngày 25 tháng 11 năm 2017 Trần Nga Date of preparation: 28/11/2017

Period 14. WRITING: WRITING A LETTER OF JOB APPLICATION I. Aims 1. Knowledge: Students will be able to practice writing some letters of job application 2. Skills: explanation 3.Attitude: notice the lesson II. Preprations: 1. Teacher: textbook,sample writing 2. Students: knowledge III. Method : Intergrated, mainly communication IV. Steps of teaching : 1. Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: the usage of relative pronoun THAT and give example 3. New lesson Teacher and students’ activities Content Warm-up : 1. Tour guide - have students list hot trend of jobs 2. teacher - Lead Ss to the new lesson: “Writing a 3. doctors formal letter of job application” 4. computer programmer - have students study a letter of application 5. MC - get students to draw outline 6. Journalists Ly Thuong Kiet Street, Hanoi 7. designer 16, October, 2004. Hanoi Vinatour 250, Nguyen Du Street, Hanoi Dear Sir or Madam, I am writing in reply to your advertisement in the Vietnam News for experienced English- Outline of a letter of application speaking local guides to accompany foreign Your name, address and date of writing visitors on trips throughout Vietnam. I think I meet all of the qualifications that you Name and address of the company specify. I was awarded High School • Greeting Certificate two years ago. After leaving high • Introduction: say where you saw the school, I worked as an accountant in a small advertisement and why you are writing the travel agency for one year, where I was given letter of application a training course on tourism. Then I had one • Body: mention your education, work year of experience as a tour guide so I know experience and your character / interests many tourist areas in Vietnam arid have a - type of job: ………………… basic knowledge of Vietnamese culture, - Level of education needed: … history and geography. I speak English - Work experience: … fluently. In addition, I am a sociable and - Character and interests: confident person and can work hard for long • Conclusion: express your willingness to

hours. I would like to work for you and would work for the company and when you are appreciate the opportunity to discuss this available for interview • Closing position with you in person. I am looking forward to hearing from you at your convenience. Yours faithfully, Nguyen Quoc Anh 1. Giving task: write a letter of application to Import and Export company for a part-time job using the following suggestion within 10 minutes Dear Ms. Brown, 1. I/interested/applying/post/part-time Import and Export clerk 2. I/20 3.I/third year/study/business administration/Brookfield Polytechnic 4. lectures/take place/mornings/be Export company for a part-time job using the suggestion: available/work/company/2-6pm Dear Ms.Brown, 5. speak/write fluent English/Italian I am interested in applying for the post of 6. I/one year experience/office work part – time Import and Export clerk. 7. typing/good/enjoy/deal/with people 8. let me know/you think/may be I am 20 years of age. I am in my third year studying business administration at suitable/post Brookfield Polytechnic. As my lectures take 9. come/interview/ any time convenient/you place only in the mornings I would be 10. look forward/hear/you available to work for your company in the Yours sincerely afternoons from 2pm to 6pm. 2. Do the task: I speak and write fluent English and Ialian. I Ss write their letter T goes around to observe and support if have one year experience of office work. My typing is quite fgood and I enjoy dealing necessary with people. 3. Report and discussion: Teacher takes some letters to read aloud in Please let me know if you think I may be suitable for the post. I can come for an front of the class and get others to comment interview at any time convenient for you. 4. Feedback: I am looking forward to hearing from you Teacher gives feedback on ss’performance - get students to work individually to write a Yours sincerely, letter 4. Consolidation: how to write a letter of job application 5. Homework: complete letter Kí duyệt của BCM Trần Nga Date of preparation: 04/12/2017

Vĩnh Chân, ngày 02 tháng 12 năm 2017

Period 15. GRAMMAR: RELATIVE CLAUSES I. Aims : 1. Knowledge :Sts will be able to know how to reduce relative clauses and omission of relative pronouns 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises, lesson plan 2. Students:structures III. Method : Intergrated, mainly communicative IV.Steps of teaching: 1. Organization: Class 12A7

Period

Date of teaching

Attendance

Absence

Note

2. Check up : use of relative pronouns: which, that 3. New lesson : Teacher and students’ activities Content Reduced form of relative clauses) 1. Giving task: T “I would like you to work in four groups to 1. Dạng 1: …N + who /which / that + be + Ving .. => discuss the cases when relative clauses are reduced in 5 minutes ….N + Ving…. (bỏ who /which / that + be ) Then you have another 5 minutes to exchange VD: The man who is talking to you is my their seats and work in groups of 4, each uncle. => The man talking to you is my uncle comes from separated groups and exchange (bỏ who is) their work 2. Dạng 2:… N + who /which/which + V => 2. Practice: Ss work in four groups to discuss …N + Ving …. (bỏ who/which/that) the cases when relative clauses are reduced VD: The path which leads to my and give example in 5 minutes village is very muddy. => The path leading Then have another 5 minutes to exchange to my village….. (bỏ which ) their seats and work in groups of 4, each 3. Dạng 3: comes from separated groups and exchange … N + who/which/that + be + V3ed .. => N + their work V3ed.. (bỏ who/which/that + be) - go around to observe and give support if VD: The book which was written by Jack necessary London was very interesting => The book written by Jack London 3. Report and discussion: Teacher calls some ss to give answer and get 4. Dạng 4:.. the first /second / last + others to comments N+ who/which/that + V => the first/second.. N + to Vo… 4. Feedback: Teacher gives answers and feedback on their ..the only /best…. performance VD: She was the last candidate who was - T revises sts when the raltive pronoun can interviewed last Sunday be omitted => She was the last candidate to be interviewed Exercise 1: choose the best answer 1. Yesterday was the day ____ they Ta có thể bỏ đại từ quan hệ: WHO, WHOM,

WHICH, THAT khi chúng làm tân ngữ trong celebrated their 21st wedding anniversary. MĐQH A. when B. then C. what D. which - Mr. Brown is a very nice teacher. We 2. That’s the house _ ___ he used to stay. A. in which B. of which studied English with him. C. on which D. which Mr Brown, whom we studied English 3. This house, _____ he bought in 1990, is with, is a very nice teacher. being repaired at the moment. Mr Brown, we studied English with, is a A. that B. which C. who D. what very nice teacher. 4. The woman ____ son is studying at PRACTICE: Hanoi University of Technology is a teacher. Exercise 1: choose the best answer A. whose B. what C. whom D. which 1A 2A 3B 4A 5D 6B 7B 8A 5. The boy __ ____ eyes are brown is my Exercise 2: Combine each pair of friend. sentences, using a relative pronoun and A. who B. whom C. which D. whose omission 6. He never talks about the people __ he has 1. The girl is my cousin who chatted with helped. you yesterday A. by whom B. whom C. which D. whose -> The girl is my cousin chatting with you 7. This school is only for children ___ yesterday ______ first language is not English. 2. The man who spent 15 minutes A. of whom B. whose measuring our kitchen is very kind C. who is D. who The man spending 15 minutes measuring 8. Mrs. John, _ son won the championship our kitchen is very kind last year lives next door to us. 3. The architect who has moved to HCM A. whose B. whatC. which D. who city designed these flats Exercise 2: Combine each pair of The architect having moved to HCM city sentences, using a relative pronoun and designed these flats 4. The young boy who rides an expensive omission 1. The girl is my cousin. She chatted with motorbike is naughty you yesterday. ->The young boy riding an expensive 2.The man is very kind. He spent 15 minutes motorbike is naughty measuring our kitchen 5. I am reading the book which I bought in 3.The architect designed these flats. He has 1996 moved to HCM City. -> I am reading the book bought in 1996 4.The young boy is naughty. He rides an 6. Do you know the man who is sharing the expensive motorbike. flat with me? 5. I’m reading the book. I bought it in 1996. -> Do you know the man sharing the flat with 6. Do you know the man? He is sharing the me? flat with me. 4. Consolidation: omission of relative clauses and omission of relative pronouns 5. Home work: Revise knowledge on omission of relative clauses and omission of relative pronouns Kí duyệt của BCM Vĩnh Chân, ngày 09 tháng 12 năm 2017 Trần Nga Date of preparation: 12/12/2017

Period 16. WRITING: WRITING ABOUT THE IDEAL WORLD I. Aims 1.Knowledge: Students will be able to write about the ideal world of 130-150 words 2. Skills: explanation 3.Attitude: notice the lesson II. Preprations: 1. Teacher: textbook, sample writing 2. Students: read new lesson III. Method : Intergrated, mainly communication IV. Steps of teaching : 1. Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: omission of relative clauses 3. New lesson Content Teacher and students’ activities Activity 1: use the words given to write - have students work in groups of 4 to completes sentences for the passage. Make use the words given to write completes some alternations or additions when necessary: sentences for the passage. Make some alternations or additions when necessary Suggested answer: 1. It/not so easy/imagine what life/be It’s not so easy to imagine what life will be like like/future in the future. But from what has happened and 2. But/from what/happened/and from from what is happening, we can make some what/happening,we/can/makepredictions predictions. First, in the future, life will become 3. First,/future/life/become/very very automatic. Many things will be done by automatic computerized control. People will eat more of 4. Many things/do/by computerized prepared and even pre-digested food. They will control wear disposable clothes to avoid the time and 5. People/eat more/prepare/and even/pre- the cost of washing. People will not have to digest/food move around very much while working because 6. They/wear disposable they can do things from their desks. Computers clothes/avoid/time/and/cost of washing will work miracles and with their help humans 7. people/not/have/move around very will have less need to use their brain. That is much while working because they can do reason why their ability to think, imagine, create things/their desks and enjoy will become less important. 8. computers/work miracles/and/their help humans/have less need/use their brain 9. That/why their Activity 2. Fantastic four ability/think,imagine,create/enjoy/become Suggested discussion: less important A: I can control the temperature all over the world. I’m in charge of balancing, the planet’s temperature so that there are no green house 1. Giving task:

effects, global warming, ice melting and increasing sea level. The Earth seems to be in ideal consitions forever with my help B: My ability is to control the rainfall and humidity rate. If people want more rain and moisture for their crops or other activities, I can provide them with sufficient amount. There will be no longer forest fire, droughts and dry deserts. I’m really important to agriculture and forestry C: I’m very special. I can purify both the air and water. Despite highest levels of pollution, I can make even the worst asmosphere clean and fresh or I can create drinking water from polluted rivers and lakes. I’m really inevitable in improving sea, rivers and lakes water quality as well as the freshness of the air D: I can cure any disease from ordinary ones to extremely severe diseases such as AIDS cancer. Thanks to my ability, every one can enjoy a 100-year-long-life without sickness. I think I’m the most important person in the world. Activity 3. Write on an ideal world Suggested answer: I would like to live in a green world where everyone can enjoy a healthy and peaceful environment. In that world the air is always fresh, clean and without noise. I can ride my - World peace: peaceful world, no war, no bike on clean, large streets with lots of green trees. Sources of water like lakes, rivers and conflicts, no threat of terrorism, people seas are uncontaminated and surely, there is love in harmony sufficient fresh water for everyone. Moreover, - Employment: everyone has a job. the eco-system is always balancing and the - Environment: clean and healthy, less noise, less pollution, larger parks, wildlife humankind live peacefully among other species of animals and plants. To build such a world is a is protected. difficult mega-task and needs strong worldwide - People: less materialistic, less selfish, co-operations, but for a better Earth, I know we less violent, and more loving. can. 4. Consolidation: Summarise the main ideas of the lesson: write on an ideal world 5. Home work: Complete the writing Kí duyệt của BCM Vĩnh Chân, ngày 16 tháng 12 năm 2017 T ask students to form groups of four and imagine that each of them is endowed with a random super-ability (all the abilities are to help protect the Earth and to keep the planet healthy) Four students in each group choose the ability of their interest, tell about their doings to make the world better within 7 minutes and act out in front of the class 2. Do the task: Ss form groups of four and imagine that each of them is endowed with a random super-ability Teacher advises ss in groups to combine their abilities to have greatest effects in the world - call one some groups to present their special abilities and their activities go around to observe and give support if necessary 3. Report and discussion: Teacher calls some ss to give answer and get others to comments 4. Feedback: Teacher feedbacks on their performance - ask students to work individually to write on an ideal world - suggest sts some cues

Trần Nga

Date of preparation: 17/12/2017 Period 17. GRAMMAR: PREPOSITIONS AND ARTICLES I. Aims: 1. Knowledge: Students will be abke to do some exercises about prepositions and articles 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: structures, knowledge III. Method: Intergrated, mainl communicative IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: Ss’ writings about the ideal world 3. New lesson: Teacher and students’ activities Content T: Give explanation on the usage of articles Indefinite articles (Mạo từ không xác định "a" a/an/the and give examples to make it clear và "an") Ss: listen and note down - Dùng "an" trước một danh từ bắt đầu bằng: 4 nguyên âm A, E, I, O. 2 bán nguyên âm U, Y. (uncle, unnatural, umbrella) Những danh từ bắt đầu bằng "h" câm 1. Giving task: T ask Ss to work in groupsof 4 within 7 (an heir/ hour/ herbal (Adj: thảo mộc)/ minutes to complete the sentences using honor) articles Những từ mở đầu bằng một chữ viết tắt (an S.O.S/ an M.P) Put a/ an, the or ∅ in each space to Lưu ý: Đứng trước một danh từ mở đầu complete the following sentences. bằng "uni..." phải dùng "a" (a university/ 1. I’m sorry. I didn’t mean to do that. It was a uniform/ universal/ union) (Europe, __ mistake. eulogy (lời ca ngợi), euphemism (lối nói 2. There were no chairs, so we had to sit on trại), eucalyptus (cây khuynh diệp) ) ___ floor. Definite articles: (Mạo từ xác định "The") 3. Lucy has just gotten__ job in _ ___ bank - Dùng trước một danh từ đã được xác định cụ in Chicago. thể về mặt tính chất, đặc điểm, vị trí hoặc được 4. There’s __ bookstore on ___ corner near nhắc đến lần thứ hai trong câu. my house. 5. It’s very cold in here. Can you close ____ - The + danh từ + giới từ + danh từ The girl in blue, the Gulf of Mexico. window, please? - Dùng trước những tính từ so sánh bậc nhất hoặc 6. If you go past ____ post office, can you only. The only way, the best day. get me some stamps? - Dùng cho những khoảng thời gian xác định 7. It was ___ very hot day. It was ___the__ (thập niên): In the 1990s hottest day of ____ year. 8. What’s ____ name of ___ woman who sat - The + danh từ + đại từ quan hệ + mệnh đề

beside you at the dinner? 9. How often do you go to _____ movies? 10. “Can you tell me where _____ Room 306 is, please?” “It’s on ____ third floor.”

phụ The man /to whom you have just spoken /is the chairman - Trước một danh từ ngụ ý chỉ một vật riêng biệt She is in the (= her) garden 2. Do the task: Ss form groups of four - The + danh từ số ít tượng trưng cho một within 7 minutes to complete the sentences nhóm thú; vật hoặc đồ vật using articles - The whale = whales (loài cá voi), the deep- go around to observe and give support if freeze (thức ăn đông lạnh) necessary Lưu ý: Nhưng đối với man khi mang nghĩa "loài người" tuyệt đối không được dùng the. 3. Report and discussion: Teacher calls some ss to give answer and get Since man lived on the earth (kể từ khi loài người others to comments sinh sống trên trái đất này) - Dùng trước một danh từ số ít để chỉ một nhóm, 4. Feedback: Teacher feedbacks on their performance một hạng người nhất định trong xã hội. T: Have ss do exercise then compare with The small shopkeeper: Giới chủ tiệm nhỏ/ The friend top offcial: Giới quan chức cao cấp - get ss to explain their choice Ss: do exercise EXERCISES Fill in each blank with the correct Put a/ an, the or ∅ in each space to complete preposition. the following sentences. 1. The price of electricity goes up _August. 2. They came to visit us __ my birthday. 1 a 2 the 3 a 4 a-the 5 the 6 the 3. Did you have a good time _ Christmas? 7 a-the-the 8 the-the 9 none 10 the-the 4. The children are really excited _____ their summer vacation. 5. We were very disappointed ____ the organization of the festival. 6. John missed a lot of lessons. He was ill ____ January to March. Fill in each blank with the correct preposition. 7. Helen had said goodbye to everybody in the class _ she left for the hometown. 1 in + tháng 2 on (birthday) 3 on (Christmas) 8. My cat is very fond ____ fish. 4 about (excited about) 5 by (passive) 6 from 9. I waited __ 10 o’clock and then went (to) 7 before (QKHT before QKĐ) 8 of (fond of) home. 9 until (+time) 10 about (khoảng) 10. I can’t remember exactly when the accident happened. I think it was ____ nine and half past nine. 4. Consolidation: Summarise the main ideas of the lesson: prepositions and articles 5. Home work: Give examples on articles Kí duyệt của BCM Vĩnh Chân, ngày tháng năm 2017 Trần Nga

Date of preparation: 18/12/2017 Period 18. PRONUNCIATION: STRESS OF THE WORDS I. Aims: 1. Knowledge: Sts know how to mark stress and apply to some exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: Exercises 2. Students: structures III. Methods of teaching: mainly communicative, intergrated, , III. Steps of teaching: 1Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: Give examples on articles 3. New lesson: Teacher and students’ activities Content T: Give explanation some rules when STRESS - Một số quy tắc cơ bản để nhận biết pronouncing the words basing on main trọng âm stress of the words and give examples to 1/ Trọng âm thường ít rơi vào các tiền make it clear tố(prefix) và hậu tố (suffix) Ss: listen and note down ví dụ: dislike, unhappy, uncertain, disappointed, unashamed, forefather. ... * Ngoại lệ: 'foresight , 'forecast , 'unkeep , 1. Giving task: T ask Ss to work in pairs within 7 'upland , 'surname , 'subway .... minutes to choose the word that has the Dưới đây là vài hậu tố không thay đổi dấu main stress placed differently from the nhấn của từ gốc others within 10 minutes 2/ Nói chung, trọng âm thường rơi vào nguyên Exercise Choose the word that has the âm kép hoặc dài, ít rơi vào nguyên âm ngắn main stress placed differently from the như /∂/ hay /i/ * EX: a'bandon , 'pleasure , a'ttract , co'rrect , others 1. a. pollute b. contractual per'fect , in'side , 'sorry , 'rather , pro'duct , for'get , c. reject d. marvellous de'sign , en'joy 2. a. mechanic b. Military 3/ Một từ hai vần vừa là động từ vừa là danh từ c. apologize d. miraculous thì 3. a. compulsory b. intensity Động từ : trọng âm thường vào âm tiết thứ 2. c. kidding d. invaluable Danh từ : trọng âm thường vào âm tiết thứ 1 4. a. nursery b. focus EX: 'rebell(n), re'bell(v), export, import, increase, c. delicate d. secure object, perfect, permit, present, produce, record, 5. a. curriculum b. kindergarten refuse... c. contaminate d.conventional * Ngoại lệ : 'promise (n), (v)... 6. a. apology b. industrial c. Industry d. Disaster. 7. a. interview b. certificate 4/ Trọng âm thường rơi vào trước các hậu tố

c.applicant d. primary 8. a. certificate b. apartment c. individual d. biology 9. a. scientific b. availlable c. suspicious d. supportive 10. a. especially b. comfortably c. carefully d. possibly 11. a. importance B. subtraction c. algebra d. example 12. a. aspect b. careful c. require d. successful 13. a. terrific b. applicant c. banking d. ignorant 14. a. recognize b. challenge c. symbolize d. Continue 15. a. continent b. belong c. master d. access 2. Do the task: Ss work in pairs within 7 minutes to choose the word that has the main stress placed differently from the others within 10 minutes - go around to observe and give support if necessary 3. Report and discussion: Teacher calls some ss to give answer and get others to comments 4. Feedback: Teacher feedbacks on their performance

(suffixes) sau đây một vần : -ION, -IC, -IAL , ICAL, -UAL, -ITY, -IA, -LOGY, -IAN, -IOUS, -EOUS , -IENCE, -IENT, -GRAPHY , -NOMY , -METRY 5) Trọng âm rơi vào các vần cuối sau đây: ADE, -OO, -OON, -EE, -EEN, -EER, -ESE, AIRE, -SELF, -ETTE, -ESQUE . Ex: bamboo, millionaire, engineer, themselves, saloon, balloon, thirteen, Vietnamese, employee, agree, picturesque, Cartoon, guarantee, kangaroo, typhoon... *Ngoại lệ : 'centigrade , 'coffee , co'mmittee , 'cukoo , 'teaspoon… EX: 'vision, uni'versity, phy'sician, li'brarian, Ca'nadian, Au'stralian, ex'perience, im'patience, edu'cation, a'bility, elec'tricity, bi'ology, psy'chology, Au'stralia, 'Austria, 'Asia, ge'ography, pho'tography, e'ssential, ha'bitual, me'chanical, mathe'matical, po'litical, de'licious, pho'netics, scien'tific, ge'ometry, a'stronomy...

KEY: 1 d trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 2 b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 3 c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 4d trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 5b rọng âm rơi vào âm tiết 3 còn lại là âm tiết 2 6c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 7b trọng âm rơi vào âm tiết 2 còn lại là âm tiết1 8c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 9a trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 10a trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 11c trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 12b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 13 a trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 14d trọng âm rơi vào âm tiết 2 còn lại là âm tiết 1 15b trọng âm rơi vào âm tiết 1 còn lại là âm tiết 2 4. Consolidation: Summarise the main ideas of the lesson: stress of words 5. Home work: practice reading aloud the words Kí duyệt của BCM Trần Nga

Vĩnh Chân, ngày

tháng

năm 2017

Date of preparation: 07/01/2018 Period 19: SPEAKING: TALKING ABOUT ENDANGERED SPECIES I. Aims: 1. Knowledge: Students will be able to give their opinions about endanger species 2. Skill: Explanation 3. Attitude: Have good attitude about endangered species II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: no checking 3. New lesson: Teacher and students’ activities Content Activity 1. Study the information given below TIGER T: get ss to work in pairs to discuss the information in table Conservation Endangered by hunting and habitat - make sure ss understand all concerns destruction information given about tiger Range Siberia, Southeast Asia, southern Ss: work in pairs to discuss the India information in table Habitat Forests, grasslands, savannas, and swamps Size Length: 2 to 3m, not including tail Weight: 75 to 258 kg 1. Giving task: Feeding Tigers are carnivores; they prefer to T “I would like you to work in pairs Habits eat large mammals, including deer, to talk about the information in table buffalo and antelope within 6 minutes Offspring The female tiger may give birth to 2. Do the task: Ss work in pairs to two to four cubs. The cubs leave talk about the information in table the mother after about two years. within 6 minutes Only half of all cubs survive to 3. Report and discussion: adulthood Teacher calls some ss to give answer and get others to comments Activity 2. Talk about the tiger, using the information 4. Feedback: given in the table Teacher gives answers and feedback Tigers are mainly found in Siberia, Southeast Asia and on ss’performance southern India. They are widely known to live in forest, grasslands, savannas and swamps. Tigers are carnivores, they prefer to eat large mammals, including deer, buffalo and antelope. The female tiger

may give birth to two to four cubs. The cubs leave the mother after about two years. Only half of all cubs survive to adulthood. The adult has the length of 2 to 3 meters not including tail and the weight of 75 to 258 T: have students individually to read kilograms. However, tigers these days are in danger of information about the great panda extinction by hunting and habitat destruction. then write a paragraph describing the animal and suggest possible Activity 3 Study the information about the great solutions to protect it from extinction panda below then write a paragraph describing the GIANT PANDA animal and suggest possible solutions to protect it Habitat: Bamboo forests in from extinction mountains in central and western China GIANT PANDA Population: only about 600 Habitat: Bamboo forests in mountains in central and Height: 1.2 to 1.5 m western China Weight: 75 to 160 kg Population: only about 600 Food: Bamboo Height: 1.2 to 1.5 m Life span: about 20 to 30 years Weight: 75 to 160 kg Reason for decline: Habitat Food: Bamboo destruction and fur trading Life span: about 20 to 30 years Reason for decline: Habitat destruction and fur trading Solution: - provide pandas with natural Suggested writing: environment. The great panda or the panda is an endangered animal. - ban trading on panda fur It is found in bamboo forests in the mountains in central and western China. Nowadays, the panda population is estimated to be only 600. A panda is Ss: work individually to read from 1.2 to 1.5 meter long and its weight is from 75 to information about the great panda 160 kilograms. Pandas eat mainly bamboo and it can then write a paragraph describing the live from 20 to 30 years. The panda population animal and suggest possible decreases due to the destruction of their habitats and solutions to protect it from extinction they are hunted for fur. China has tried hard to protect this beautiful animal from extinction. Wildlife reserves have been established to provide pandas with natural environment. Trading on panda fur is banned. The results have been encouraging and panda population is increasing again. 4. Consolidation: Talk about problems and suggest solutions to endanger species 5. Homework: base on writing in activity 3 to talk about giant panda Kí duyệt của BCM Trần Nga

Vĩnh Chân, ngày 13 tháng 01 năm 2018

Date of preparation: 17/01/2018 Period 20: READING I. Aims: 1. Knowledge : Students will be able to practise reading skill 2. Skill : Explanation 3. Attitude : Have good attitude about endangered species II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: no checking 3. New lesson: Teacher and students’ activities Content T: give some notes on main idea Example 1: The passage: questions In the philosophy of John Dewey, a sharp - have Ss focus on word main idea, distinction is made between “intelligence” and main title, primary - get Ss to study the example and “reasoning”. According to Dewey, intelligence is the only absolute way to achieve a balance between answer the question realism and idealism between practicality and wisdom of life. Intelligence involves “interacting with other The question: things and knowing them”, while reasoning is merely What is the topic of this passage? the act of an observer, “…a mind that beholds or A. The intelligence of John Dewey B. Distinctions made by John Dewey grasps objects outside the world of things…” With C. Dewey’s ideas on the ability to reasoning, a level of metal certainty can be achieved, but it is through intelligence that control is taken of reason D. How intelligence differs from events that shape one’s life. reasoning in Dewey’s works Ss: study the example and answer Câu đầu tiên trong đoạn văn thảo luận về sự khác biệt giữa ý kiến về “intelligence” và “reasoning” theo triết the question lí của John Dewey do đó đây có thể là chủ đề. Nhìn lướt qua các câu tiếp thep của đoạn ta thây sự nhận định lại chủ đề đúng là sự khác biệt của 2 quan điểm này. Bây giờ kiểm tra các đáp án: đáp án A chỉ đề cập intelligence như vậy không đúng, đáp án B đề cập sự khác biệt của John Dewey nhưng không chỉ rõ sự khác biệt nào, Đáp án C chỉ đề cập đến reasoning như vậy

chưa đủ. Do đó câu trả lời đúng là đáp án D, được để cập ngay dòng đầu “a sharp distinction is made between “intelligence” and “reasoning”.”

T: give some notes on main idea questions - have Ss focus on word main idea, main title, primary - get Ss to study the example and answer the question The questions: 1. The pronoun “they” in line 5 refers to A humid areas B these plants C insects D digestive fluids 2. The pronoun “it” in line 8 refers to A a variety B the sundew C an insect D the leaf Ss: study the example and answer the question

NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI Ý CHÍNH CỦA BÀI ĐỌC CÂU HỎI VỀ Ý CHÍNH CỦA BÀI ĐỌC Các xác What is the topic of the passage? định What is the subject of the passage? dạng câu What is the main idea of the passage? hỏi What is the author’s main point in the passage? With what is the author primary concerned? Which of the following would be the best title? Nơi tìm Câu trả lời dạng câu hỏi này được tìm câu trả ở câu đầu mỗi đoạn văn lời Cách trả 1. Đọc câu đầu của mỗi đoạn văn lời dạng 2. Xác định chủ đề chính từ câu đầu này câu hỏi 3. Đọc lướt qua đoạn văn để chắc chắn chủ đề như vừa xác định được này 4. Loại bỏ đáp án sai và chọn đáp án đúng Example: The passage: Carnivorous plants, such as the sundew and the Venus flytrap, are generally found in humid areas where there is an inadequate supply of nitrogen in the soil. In order to survive, these plants have developed mechanisms to trap insects within their foliage. They have digestive fluids to obtain the necessary nitrogen from the insects. These plants trap the insects in a variety of ways. The sundew has sticky hairs on its leaves; when an insect lands on these leaves, it gets caught up in the sticky hairs, and the leaf wraps itself around the insect. The leaves of the Venus flytrap function more like a trap, snapping suddenly and forcefully shut around an insect. Để trả lời cho câu hỏi đầu tiên, hãy xem đại từ “they” thay thế cho danh từ số nhiều, các từ humid areas, insects và these plants đều xuất hiện trước đại từ này trong khi danh từ digestive fluids đứng sau đại từ nên nó sẽ không thể là đáp án. Hãy xem xét ngữ cảnh

“chúng có chất dịch lỏng tiêu hóa để lấy lượng nitơ cần thiết từ côn trùng” do đó từ “they” ở đây là these plants đáp án B Để trả lời câu hỏi 2 chúng ta hãy xem đại từ “it” thay 1. Giving task: T “I would like you to work in group thế cho danh từ số ít. A variety, the sundew và an to complete the table on note to insect đều đứng trước danh từ do đó chúng đều có thể answer question on pronoun là đáp án. Nhưng dựa vào ngữ cảnh trong câu when an insect lands on these leaves, it gets caught up in the CÂU HỎI VỀ TÌM ĐẠI TỪ sticky hairs – khi một con côn trùng đáp đến những THAY THẾ chiếc là này chúng sẽ bị mắc vào những sợi tóc bên Các xác định trong. Do đó đáp án đúng là C. dạng câu hỏi Nơi tìm câu trả lời Cách trả lời dạng câu hỏi này 2. Do the task: Ss work in group to NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI TÌM ĐẠI TỪ complete the table on note to answer THAY THẾ CÂU HỎI VỀ TÌM ĐẠI TỪ THAY THẾ question on pronoun Các xác định The pronoun “…” in line X refer 3. Report and discussion: to which of the following? Teacher calls some ss to give answer dạng câu hỏi Nơi tìm câu Danh từ mà đại từ thay thế đứng and get others to comments trả lời trước đại từ này 4. Feedback: Teacher gives answers and feedback Cách trả lời 1. Xác định câu có chưa đại từ mà dạng câu hỏi câu hỏi đang hỏi on ss’performance này 2. Tìm các danh từ đứng trước đại từ có th 3. Đọc phần đoạn văn trước đại từ 4. Loại bỏ phương án sai và chọn đáp án đúng nhất 4. Consolidation: how to answer main idea questions and pronoun references correctly 5. Homework: Study the passage and choose the best answer to the question that follows. PASSAGE 1 One identifying characteristic of minerals is their relative hardness, which can be determined by scratching one mineral with another. In this type of test, a harder mineral can scratch a softer one, but a softer mineral is unable to scratch the harder one. The Mohs’ hardness scale is used to rank minerals according to hardness. Ten minerals are listed in this scale, ranging from tale with a hardness of 1 to diamond with a hardness of 10. On this scale, quartz (number 7) is harder than feldspar (number 6) and is therefore able to scratch it; however, feldspar is unable to make a mark on quartz. 1. Which of the following best states the subject of this passage? A. the hardness of diamonds B. identifying minerals by means of a scratch test

C. feldspar on the Mohs’ scale D. recognizing minerals in their natural state 2. The main idea of this passage is that. A. the hardness of a mineral can be determined by its ability to make a mark on other minerals B. diamonds, with a hardness of 10 on the Mohs’ scale, can scratch all other minerals C. a softer mineral cannot be scratched by a harder mineral D. tale is the first mineral listed on the Mohs’ scale KEY: Đọc thông tin ở câu đầu ta thấy đặc tính của các khoáng sản là nằm ở mức độ cứng của nó được xác định bởi vết cắt của nó so với loại khác 1B 2A PASSAGE 2: Mardi Gras, which means “Fat Tuesday” in French, was introduced to America by French colonists in the early eighteenth century. From that time it has grown in popularity, particularly in New Orleans, and today it is actually a legal holiday in several southern states. The Mardi Gras celebration in New Orleans begins well before the actual Mardi Gras Day. Parades, parties, balls and numerous festivities take place throughout the week before Mardi Gras Day; tourists from various countries throughout the world flock to New Orleans for the celebration, where they take part in a week of nonstop activities before returning home for some muchneeded rest. 1. the pronoun “it” in line 2 refers to A Mardi Gras B French C that time D New Orleans 2. The pronoun “they” in line 6 refers to A numerous festivities B tourists C various countries D nonstop activities KEY 1A Danh từ số ít thay thế cho từ “it trong dòng số 2 xuất hiện đằng trước chỉ có từ Mardi Gras, như vậy đây chính là đáp án 2B Danh từ số nhiều thay thế cho đại từ “they” xuất hiện ở đằng trước gồm có các từ tourists, countries, dựa vào ngữ cảnh câu có chứa đại từ “they” “nơi mà họ tham gia vào các hoạt động liên tục trong tuần trước khi trở về nhà nghỉ ngơi.” Vậy từ “they” thay thế cho “tourists”

Kí duyệt của BCM

Trần Nga

Vĩnh Chân, ngày 20 tháng 01 năm 2018

Date of preparation: 23/01/2018 Period 21. WRITING: WRITING ABOUT MEASURES I. Aims 1. Knowledge: Students will be able to practise writing measures to protect endangered species 2. Skill: Explanation 3. Attitude: Have good attitude about endangered species II. Preprations: 1. Teacher: textbook, sample writing 2. Students: knowledge III. Method : Intergrated, mainly communication IV. Steps of teaching : 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: during the lesson 3. New lesson Teacher and students’ activities Content Activity 1. Work in groups to suggest solutions to T: Get Ss to work in groups of 4 to problems Problem 1:. suggest measures to problems Problem 1: People do not know much Measure: We should organize different activities to about the need to protect rare and raise people`s awareness of the need to protect these animals. endangered animals. Problem 2: Projects to save Problem 2: endangered animals do not have - raise/ funds/ projects to save endangered animals Measure: - raise sufficient funds for projects to save sufficient funds Problem 3: The habitats for endangered animals. endangered animals are being Problem 3: Measure: - keep water, air, and land clean to preserve seriously damaged and polluted. Problem 4: People who live in or near natural habitats for wild and endangered animals. endangered animals’ habitats have Problem 4: poor living conditions and rely mostly Measure: - have a good policy to improve the life of on wildlife products for their people who live in or near endangered animals’ habitats. livelihood. Problem 5: Some countries do not Problem 5: have laws to protect endangered Measure: - enact laws requiring some countries to protect endangered animals. animals. Problem 6: People keep buying - enact/ laws/ protect endangered animals. Problem 6: fashionable wildlife products. Problem 7: There are not enough Measure: - ban people to exploit and sell fashionable wildlife products wildlife habitat reserves. Ss: work in groups of 4 to suggest Problem 7:

measures to 7 problems - report the ideas in front of the class - listen to comment

Measure: - establish more wildlife habitat reserves to preserve endangered animals Measures to protect endangered animals

1. Giving task: I would like you to work individually to write a paragraph about measures to protect endangered animals based on discussion in activity 1 within 10 minutes 2. Do the task: Ss work individually to write a paragraph about measures to protect endangered animals based on discussion in activity 1 within 10 minutes 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 on ss’performance

1. organize different activities to raise people`s awareness of the need to protect these animals. 2. raise sufficient funds for projects to save endangered animals. 3. keep water, air, and land clean to preserve natural habitats for wild and endangered animals. 4. have a good policy to improve the life of people who live in or near endangered animals’ habitats. 5. enact laws requiring some countries to protect endangered animals. 6. ban people to exploit and sell fashionable wildlife products 7. establish more wildlife habitat reserves to preserve endangered animals.

Activity 2. Write a paragraph about measures to protect endangered animals Sample writing There are a number of measures that should be taken to protect endangered animals. First, we should organize different activities to raise people`s awareness of the need to protect these animals. Second, governments should raise sufficient funds for projects to save endangered animals. Moreover, humans had better keep water, air, and land clean to preserve natural habitats for wild and endangered animals. In addition, Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats. Next, organizations in the world must enact laws requiring some countries to protect endangered animals. Then, Governments should ban people to exploit and sell fashionable wildlife products. Finally, Governments had better establish more wildlife habitat reserves to preserve endangered animals. In summary, we should take as many measures as possible to protect rare and endangered animals. 4. Consolidation: how to write measures to protect endangered animals 5. Homework: complete writing Kí duyệt của BCM Vĩnh Chân, ngày 27 tháng 01 năm 2018

Trần Nga Date of preparation: 27/01/2018 Period 22: READING I. Aims: 1. Knowledge : Students will be able to practise reading skill 2. Skill : Explanation 3. Attitude : Have good attitude about endangered species II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: no checking 3. New lesson: Teacher and students’ activities Content T: give some notes on stated detail questions Example 1: - have Ss focus on word stated detail The passage: - get Ss to study the example and answer the Example: question The passage: The questions: Williamsburg is a historic city in Virginia 1. According to the passage, Williamsburg situated on a peninsula between two rivers, the is located York and the James. It was settled by English A on an island colonists in 1633, twenty-six years after the first B in the middle of a river permanent English colony in America was settled at C where the York and the James meet Jamestown. In the beginning the colony at D on a piece of land with rivers on two sides Williamsburg was named Middle Plantation because of its location in the middle of the 2. The passage indicates that Jamestown peninsula. The site for Williamsburg had been A was settled in 1633 B was settled twenty-six years after selected by the colonists because the soil drainage was better there than at the Jamestown location, and Williamsburg C was the first permanent English colony in there were fewer mosquitoes. America Câu trả lởi cho các câu hỏi này lần lượt được tìm D was originally named Middle Plantation 3. The passage states that the name Middle thấy ở bài đọc, do đó câu hỏi đầu tiên sẽ tìm thấy ở Plantation phần đầu bài. Câu hỏi 1 hỏi về Williamsburg ở đâu, A is a more recent name than Williamsburg câu trả lời nằm ngay câu một từ situated = located. B derived from the location of the colony on Đáp án A sai vì Williamsburg không nằm trên một the peninsula hòn đảo, thông tin trong bài là bán đảo. Đáp án B C refers to the middle part of England that sai vì thông tin trong bài nó nằm giữa 2 dòng sông was home to the colonists chứ không phải trên 1 dòng song. Đáp án C sai vì

D was given to the new colony because it was located in the middle of several platations Ss: study the example and answer the question 1. Giving task: T “I would like you to work in group to complete the table on note to answer question on pronoun CÂU HỎI VỀ THÔNG TIN CHI TIẾT Các xác định dạng câu hỏi Nơi tìm câu trả lời Cách trả lời dạng câu hỏi này 2. Do the task: Ss work in group to complete the table on note to answer question on stated detail questions 3. Report and discussion: Teacher calls some ss to give answer and get others to comments 4. Feedback: Teacher gives answers and feedback on ss’performance

bài không nói 2 con sông giao nhau ở Williamsburg. Đáp án đúng là D with rivers on two sides có nghĩa between two rivers Câu trả lời câu hỏi thứ hai nằm sau thông tin đáp án câu 1. Câu hỏi thứ hai hỏi về Jamestown nên chúng ta cần đọc lướt qua bài tìm thông tin liên quan đến chủ đề này. Câu trả lời được tìm thấy ở thông tin Williamsburg was settled by English colonists in 1633, twenty-six years after the first permanent English colony in America was settled at Jamestown. Đáp án đúng là C. Câu hỏi thứ 3 hỏi về the name Middle Plantation, chúng ta đọc và tìm nhanh thông tin về chủ đề này, câu trả lời nằm ở thông tin the colony at Williamsburg was named Middle Plantation because of its location in the middle of the peninsula như vậy câu trả lời đúng là đáp án B, có nghĩa giống với thông tin này nhất. NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI THÔNG TIN CHI TIẾT CÂU HỎI VỀ THÔNG TIN CHI TIẾT Các According to the passage,…? xác It is stated in the passage… định The passage indicates that… dạng The author mentions that… câu Which of the following is true….? hỏi Nơi Câu trả lời dạng câu hỏi này được tìm tìm thấy lần lượt trong bài câu trả lời 1. Tìm từ khóa của câu hỏi Cách trả lời 2. Đọc lướt thông tin trong bài nơi có dạng chứa từ khóa câu 3. Đọc câu có chứa từ khóa thật kĩ hỏi 4. Tìm câu trả lời có thông tin giống với này câu chứa từ khóa trong bài

T: give some notes on stated detail questions - have Ss focus on word stated detail - get Ss to study the example and answer the question PRACTICE: Study the passage and choose the best answers to the questions that follow Ice ages, those periods when ice covered extensive areas of the Earth, are known to have occurred at least six times. Past ice ages can be recognized from rock strata that show evidence of foreign materials deposited by moving walls of ice or melting glaciers. Ice ages can also be recognized from land formations that have been produced from moving walls of ice, such as U-shaped valleys, sculptured KEY

1C Đáp án nằm ở thông tin câu 1 ice covered landscapes, and polished rock faces extensive areas of the Earth lớp băng chiếm 1 diện 1. According to the passage, what happens during an ice tich lớn bề mặt trái đất age? 2B có hai hình thực để xác định thời kì kỉ băng hà là A Rock strata are recognized by geologists recognized by rock strata và recognized from land B Evidence of foreign materials is found formation C Ice covers a large portion of the Earth’s 3D đáp án D cụm từ substances from other areas surface bằng nghĩa với cụm từ trong bài foreign materials D Ice melts six times 2. The passage covers how many different methods of recognizing past ice ages? A one B two C three D four 3. According to the passage, what in the rock strata is a clue to geologists of a past ice age? A ice B melting glaciers C U-shaped valleys D substances from other areas 4. Consolidation: how to answer stated detail question correctly 5. Homework: Study the passage and choose the best answers to the questions that follow The human heart is divided into four chambers, each of which serves its own function in the cycle of pumping blood. The atria are the thin-walled upper chambers that gather blood as it flows from the veins between heartbeats. The ventricles are the thick-walled lower chambers that receive blood from the atria and push it into the arteries with each contraction of the heart. The left atrium and ventricle work separately from those on the right. The role of the chambers on the right side of the heart is to receive oxygen-depleted blood from the body tissues and send it on to the lungs; the chambers on the left side of the heart then receive the oxygen – enriched blood from the lungs and send it back out to the body tissues. 1. The passage indicated that the ventricles A have relatively thin walls B send blood to the atria C are above the atria D force blood into the arteries 2. According to the passage, when is blood pushed into the arteries from the ventricles? A as the heart beats B between heartbeats C before each contraction of the heart D before it is received by the atria 3. According to the passage, which part of the heart gets blood from the body tissues and passes it on to the lungs? A the atria B the ventricles C the right atrium and ventricle D the left atrium and ventricle KEY 1D Đáp án D cụm từ force blood into the arteries bằng với cụm từ push blood into the arteries 2A cụm từ as the heart beats của đáp án A chính là cụm từ with each contraction of the hea 3C thông tin được tìm thấy ở câu The role of the chambers on the right side of the heart is to receive oxygen-depleted blood from the body tissues and send it on to the lungs Kí duyệt của BCM Vĩnh Chân, ngày 03 tháng 02 năm 2018

Trần Nga Date of preparation: 05/2/2018 Period 23. MODAL VERBS I. Aims : 1. Knowledge: Students will be able to learn about the structure with modal verbs and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises, handouts, lesson plan 2. Students:structures III. Method : Intergrated, mainl communicative IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: Ss’ writings about measures to protect endangered animals 3. New lesson : Teacher and students’ activities Content T: Give explanation on the usage of modal MODAL VERBS 1.CAN verbs and give examples to make it clear CAN và COULD có nghĩa là "có thể", diễn tả Example: Can you swim? She could ride a bicycle when she was five một khả năng (ability). COULD là thì quá khứ đơn của CAN. years old. May I take this book? - Yes, you may. 3. MAY - MIGHT She asked if she might go to the party. MAY và dạng quá khứ MIGHT diễn tả sự xin You must drive on the left in London. phép, cho phép (permission). Must I do it now? - No, you needn’t. 4. MUST Need he work so hard? MUST có nghĩa là "phải" diễn tả một mệnh lệnh You needn’t see him, but I must. hay một sự bắt buộc. I hardly need say how much I enjoyed the Khi muốn diễn tả thể phủ định của MUST với ý holiday. nghĩa "không cần thiết" người ta sử dụng NEED Ex: John should have gone to the post office NOT (NEEDN’T). this morning. (He did not go to the post 5. NEED office) Có hai động từ NEED: một động từ thường và Maria shouldn’t have called John last night. một động từ khuyết thiếu. Khi là động từ khuyết (she did call him) thiếu NEED chỉ có hình thức Hiện tại và có đầy It may have rained last night, but I’m not đủ đặc tính của một động từ khuyết thiếu. sure. V. MODAL VERBS IN PAST John might have gone to the movies 1. COULD/ MAY/ MIGHT + HAVE + P.P yesterday. Hình thức này được dùng để chỉ khả năng trong Jane did very well on the exam. She must quá khứ. have studied hard. 2. SHOULD + HAVE +P.P

Mary looks very tired. She must have stayed Hình thức này để chỉ một bổn phận, trách nhiệm up late last night. được cho là xảy ra ở quá khứ, nhưng vì một lý do Ss: listen and note down nào đó đã không xảy ra. 3. MUST + HAVE + P.P: chỉ một sự suy luận 1. Giving task: T ask Ss to work individually to underline the hợp lý trong quá khứ. best answer from each group in italics within 7 minute 1. Bookings need/ must be made at least seven days before departure. 2. In most developed countries, people mustn’t/ don’t need to boil water before they drink it. Đáp án: 3. You needn’t/ mustn’t go on the beach 1. must: bắt buộc phải làm gì when the tide’s coming in. It’s very Việc đặt vé phải được thực hiện ít nhất 7 ngày dangerous. trước khi khởi hành. 4. We’ve been told that we don’t have to/ 2. don’t need to V: Không nhất thiết phải làm gì mustn’t be at work until 10:00 tomorrow. Ở các quốc gia phát triển mọi người không nhất 5. When you have time, we must/ have to get thiết phải đun nước sôi để uống. together for a weekend. 3 needn’t V không được 6. We mustn’t/ needn’t allow our speed of Bạn không được đến bờ biển khi thủy triều lên. production to drop. Nó rất nguy hiểm 7. As you worked late yesterday you needn’t/ 4 don’t have to: không phải mustn’t come tomorrow morning. Chúng ra đã được thông báo về việc không phải 8.Employees will have to/ have got to accept đến nơi làm việc cho đến tận 10 giờ sáng mai the new conditions or be dismissed. 5 have to: phải 9. Of course the first thing I did was to call Khi có thời gian chúng ta phải dành cho nhau the police and I mustn’t/ didn’t have to wait cuối tuần very long for them to get there. 6 needn’t V không được 10. You mustn’t/ needn’t have a university Chúng ta không được để tốc độ sản xuất giảm degree to become a police officer. 7 mustn’t cấm được Vì bạn đã đến muốn ngày hôm qua nên cấm được 2. Do the task: Ss work individually to underline the best đến muộn sáng mai answer from each group in italics within 7 8 will have to: sẽ phải minute Công nhân sẽ phải chấp nhận điều kiện làm việc T goes around to observe and support if mới hoặc vị sa thải necessary 9 mustn’t không phải Dĩ nhiên thứ đầu tiên tôi phải làm là gọi cảnh sát 3. Report and discussion: Teacher collects answers and get others to và tôi không phải chờ quá lâu để họ đến đây comment 10 needn’t không nhất thiết phải Bạn không nhất thiết phải có 1 bằng đại học để 4. Feedback: Teacher gives feedback on ss’performance trở thành nhân viên an ninh 4.Consolidation: Revise the usage of modal verbs 5.Home work: give examples on usage of modal verbs Kí duyệt của BCM Vĩnh Chân, ngày 10 tháng 02 năm 2018

Trần Nga Date of preparation: 15/02/2018 Period 24: READING I. Aims: 1. Knowledge : Students will be able to practise reading skill 2. Skill : Explanation 3. Attitude : Have good attitude about endangered species II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: no checking 3. New lesson: Teacher and students’ activities Content T: give some notes on unstated details Example 1: questions The passage: - have Ss focus on word unstated details Example: questions The passage: - get Ss to study the example and answer the In English there are many different kinds of question expressions that people use to give a name to Ss: study the example and answer the anything whose name is unknown or momentarily question forgotten. The word gadget is one such word. It was first used by British sailors in the 1850s and 1. Giving task: T “I would like you to work in group to probably came from the French word gachette, complete the table on note to answer which was a small hook. In everyday use, the word question on pronoun The questions: has a more general meaning. Other words are also 1. Which of the following is NOT true about used to give a name to something unnamed or unknown, and these words tend to be somewhat the word “gadget”? imaginative. Some of the more commonly used A It is used to name something when the expressions are a what-d’ye-call-it, a whatsis, a name is not known thingamabob, a thingamajig, a doodad, or a B It was used at the beginning of the doohickey. nineteenth century Câu hỏi đầu tiên hỏi về điều nào không đúng vì vậy C it most likely came from a word in the sẽ có 3 đáp án đúng và đáp án còn lại chính là câu French language D Its first known use was by British sailors trả lời. Đáp án B là câu trả lời vì từ gadget được đầu 2. Which of the following is NOT tiên sử dụng vào năm 1850 đó là giữa thế kỉ 19 chứ mentioned in the passage as an expression không phải đầu như đáp án B nói do đó B chính là for something that is not known? câu trả lời. A. A thingamabob Câu hỏi thứ hai hỏi về thông tin không được đề cập,

B. A gadget C. A doohickey D. A what-is-it CÂU HỎI VỀ THÔNG TIN KHÔNG ĐƯỢC ĐỀ CẬP Các xác định dạng câu hỏi Nơi tìm câu trả lời Cách trả lời dạng câu hỏi này 2. Do the task: Ss work in group to complete the table on note to answer question on unstated details questions 3. Report and discussion: Teacher calls some ss to give answer and get others to comments 4. Feedback: Teacher gives answers and feedback on ss’performance T: give some notes on unstated details questions - have Ss focus on word unstated details questions - get Ss to study the example and answer the question PRACTICE: Study the passage and choose the best answers to the questions that follow

như vậy sẽ có 3 thông tin được đề cập trong bài và thông tin còn lại chính là câu trả lời “thingamabob, gadget, doohickey” đều được tìm thấy ở trong bài do đó đáp án A,B,C không phải là câu trả lời. Như vậy đáp án D là câu trả lời. NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI THÔNG TIN KHÔNG ĐƯỢC ĐỀ CẬP

CÂU HỎI VỀ THÔNG TIN KHÔNG ĐƯỢC ĐỀ CẬP Các xác Which of the following is not stated…? định Which of the following is not dạng mentioned…? câu hỏi Which of the following is not discussed…? All of the following are true except… Nơi tìm Câu trả lời dạng câu hỏi này được tìm câu trả thấy lần lượt trong bài lời Cách 1. Tìm từ khóa của câu hỏi trả lời 2. Đọc lướt thông tin trong bài nơi có dạng chứa từ khóa câu hỏi 3. Đọc câu có chứa từ khóa thật kĩ này 4. Tìm 3 đáp án mà đúng theo thông tin của bài, những đáp án này sẽ bị loại và đáp án còn lại là đáp án của câu hỏi

KEY 1C Đáp án nằm ở thông tin câu 1 ice covered extensive areas of the Earth lớp băng chiếm 1 diện tich lớn bề mặt trái đất 2B có hai hình thực để xác định thời kì kỉ băng hà là recognized by rock strata và recognized from land 1. All of the following are true about blood formation 3D đáp án D cụm từ substances from other areas plasma EXCEPT bằng nghĩa với cụm từ trong bài foreign materials A it is a deeply colored liquid B blood cells have been taken out of it PRACTICE: C patients are often transfused with it D it is generally more important to the Study the passage and choose the best answers to the questions that follow patient than other parts of whole blood Blood plasma is a clear, almost colorless 2. Which of the following is NOT stated liquid. It consists of blood from which the red and about whole blood? white blood cells have been removed. It is often A It is different from plasma used in transfusions because a patient generally B It cannot be dried needs the plasma portion of the blood more than the

C. It is impossible to keep it in storage for a other components. long time Plasma differs in several important ways D It is a clear, colorless liquid from whole blood. First of all, plasma can be mixed for all donors and does not have to be from the right blood group, as whole blood does. In addition, plasma can be dried and stored, while whole blood cannot. KEY 1A Thông tin trong bài Blood plasma is a clear, almost colorless liquid, trong khi đáp án A là huyết thanh có mầu nên đây là đáp án sai 2D các thông tin trong đáp án A,B,C đều có trong bài 4. Consolidation: how to answer stated detail question correctly 5. Homework: Study the passage and choose the best answers to the questions that follow Elizabeth Cochrane Seaman was an American journalist at the turn of the century who wrote for the newspaper New York World under the pen name Nellie Bly, a name which was taken from the Stephen Foster song Nelly Bly. She achieved fame for her exposes and in particular for the bold and adventuresome way that she obtained her stories. She felt that the best way to get the real story was from the inside rather than as an outside observer who could be treated to a prettified version of reality. On one occasion she pretended to be a thief so that she would get arrested and see for herself how female prisoners were really treated. On another occasion she faked mental illness in order to be admitted to a mental hospital to get the real picture on the treatment of mental patients. 1. Which of the following is NOT true about Nellie Bly? A Nellie Bly’s real name was Elizabeth Cochrane Seaman B Nellie Bly was mentally ill C The name Nellie Bly came from a song D The name Nellie Bly was used on articles that Seaman wrote 2. Which of the following is NOT mentioned as something that Nellie Bly did to get a good story? A She acted like a thief B She got arrested by the police C She pretended to be ill D She worked as a doctor in a mental hospital KEY 1B Thông tin Nellie Bly bị bệnh thần kinh không có trong bài chỉ là giả vờ she faked mental illness 2D các thông tin trong đáp án A, B, C đều tìm thấy trong bài she pretended to be a thief so that she would get arrested and see for herself how female prisoners were really treated she faked mental illness. Kí duyệt của BCM

Vĩnh Chân, ngày 24 tháng 02 năm 2018

Trần Nga Date of preparation: 26/02/2018 Period 25 WRITING: DESCRIBING A BOOK I. Aims 1. Knowledge: Students will be able to describe a book that they like best using suggestion 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: textbook, new words, structures, sample writing 2. Students: Newwords, read new lesson III. Method: Intergrated, mainly communication IV. Steps of teaching : 1. Organization : Class Period Date of teaching Attendance Absence Note 12A7 2. Check old lesson: no checking 3. New lesson Teacher and students’ activities Content Warm-up: Netword on Kinds of Thriller Short book fiction story Divide the class in two big groups and call on the representative to Reference BOOK finish the network in two minutes novel book K Get all class to check and decide which group will be the winner T: Get ss to work in groups of 4 to Activity 1. Study the model writing on Describing a read the sample writing and suggest book: Model Answer 2: The book that I recently read is ‘The Fortunate Pilgrim‘. the parts of book report It is a novel by Mario Puzo which was first published in Ss: work in groups the year 1965. The writer Mario Puzo is well-known for his - give answer famous mafia book ‘The Godfather’ and was critically acclaimed for his book ’The Fortunate Pilgrim”. The writer HEADINGS had adopted the story of this novel based on his mother’s + General introduction: immigration struggling for respectability in the United - the title of the book States. Mario Puzo himself considered this novel to be his - the author finest though Godfather earned him much more fame and - type of book earning. + Summary of the book’s content: The novel tells the story of an immigrant family living in - the book set New York city. The mother of the family, Lucia Santa is - the main theme of the story the protagonist. It is her formidable will that steers the - the main characters family members through the Great Depression and early - the plot of the story years of World War ||. The story, places and the characters + Conclusion: became so real that the readers can’t stop wondering about - your opinion of the book

- your recommendation

them. The writer has been brilliantly able to tell a known story in a known tone that makes us feel them in our lives and that’s why the characters and stories got the power keep a reader awake whole night. Mario Puzo has shown 1. Giving task: T “I would like you to work literacy excellence in this story. individually to write a report within I liked the book very much and finished it within 3 days. I 10 minutes on the book you have have always been a great admirer of Puzo’s writing and read recently. The report should this one was a really different book than his famous mafia include: books. This is a book that touches the reader’s mind. The - the title of the book story and the storytelling ability were so attractive that I - the author had a very hard time putting the book down. Whenever I - the main character could I read the book and I thoroughly enjoyed it. - what you like and/or what you Activity 2. Write a report on the book you have read don’t like about the book recently. The report should include information about - you would recommend the book or the following points: not - the title of the book - the author - the main character 2. Do the task: Ss work individually to write a - what you like and/or what you don’t like about the book report within 10 minutes on the book - you would recommend the book or not you have read recently Suggested answer: T observes and provide help if I have started reading the book ‘Sense and Sensibility’ by necessary Jane Austen 2-3 weeks ago and got so busy with other stuff that I am yet to finish it. 3. Report and discussion: Teacher calls 2 students to read aloud This book was written by a very famous writer named Jane their writings Austen and it was about the love and life of two sisters. - ask others to give comments This novel is best known as a work of romantic fiction of comedy and manners. I usually read books on my day-off 4. Feedback: Teacher gives answers and feedback and at night after I return from my work. ss’performance I have been reading it for more than 2-3 weeks and have finished more than half of the book. Since I got busy with my work and exam, I had not been able to finish it yet. I usually read about one hour at night and sometimes more than an hour if I have a day off next day. The writing and narration of Jane Austen are incomparable. She is one of the most revered women writers who had a great charisma to depict the society, people and culture of the old England. This book represents such characters and I like the way the story was told. It vividly represents the good and bad manners and characteristics we have and then shows a perfect balance of those characteristics and morality. 4. Consolidation: write about a book report 5. Homework: revise how to write a book report Kí duyệt của BCM Vĩnh Chân, ngày 03 tháng 03 năm 2018

Trần Nga Date of preparation: 05/03/2018 Period 26: READING I. Aims: 1. Knowledge: Students will be able to learn about the structure with modal verbs and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: write a book report 3. New lesson: Teacher and students’ activities Content Example 1: Dạng câu hỏi tìm đại từ thay thế là dạng The passage: câu hỏi cần hiều 1 danh từ được đề cập ở Example: đằng trước và đại từ thay thế xuất hiện phía The passage: sau, đối với dạng câu hỏi này ta cần tìm Carnivorous plants, such as the sundew and danh từ ở phía trước đại từ đang được hỏi. the Venus flytrap, are generally found in humid T: give some notes on pronoun reference areas where there is an inadequate supply of questions nitrogen in the soil. In order to survive, these plants - have Ss focus on word pronoun reference have developed mechanisms to trap insects within questions - get Ss to study the example and answer the their foliage. They have digestive fluids to obtain question the necessary nitrogen from the insects. These Ss: study the example and answer the plants trap the insects in a variety of ways. The question sundew has sticky hairs on its leaves; when an insect lands on these leaves, it gets caught up in the 1. Giving task: T “I would like you to work in group to sticky hairs, and the leaf wraps itself around the complete the table on note to answer insect. The leaves of the Venus flytrap function question on pronoun reference: more like a trap, snapping suddenly and forcefully shut around an insect. 1. The pronoun “they” in line 5 refers to Để trả lời cho câu hỏi đầu tiên, hãy xem đại từ A humid areas B these plants “they” thay thế cho danh từ số nhiều, các từ humid C insects D digestive fluids areas, insects và these plants đều xuất hiện trước đại 2. The pronoun “it” in line 8 refers to từ này trong khi danh từ digestive fluids đứng sau A a variety B the sundew đại từ nên nó sẽ không thể là đáp án. Hãy xem xét C an insect D the leaf ngữ cảnh “chúng có chất dịch lỏng tiêu hóa để lấy

lượng nitơ cần thiết từ côn trùng” do đó từ “they” ở đây là these plants đáp án B Để trả lời câu hỏi 2 chúng ta hãy xem đại từ “it” thay thế cho danh từ số ít. A variety, the sundew và an insect đều đứng trước danh từ do đó chúng đều có thể là đáp án. Nhưng dựa vào ngữ cảnh trong câu when an insect lands on these leaves, it gets caught up in the sticky hairs – khi một con côn trùng đáp đến những chiếc là này chúng sẽ bị mắc vào những sợi tóc bên trong. Do đó đáp án đúng là C.

CÂU HỎI VỀ TÌM ĐẠI TỪ THAY THẾ Các xác định dạng câu hỏi Nơi tìm câu trả lời Cách trả lời dạng câu hỏi này 2. Do the task: Ss work in group to complete the table on note to answer NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI TÌM ĐẠI question on pronoun reference questions TỪ THAY THẾ 3. Report and discussion: Teacher calls some ss to give answer and get CÂU HỎI VỀ TÌM ĐẠI TỪ THAY THẾ others to comments Các xác The pronoun “…” in line X refers 4. Feedback: định dạng to which of the following? Teacher gives answers and feedback on câu hỏi ss’performance Nơi tìm câu Danh từ mà đại từ thay thế đứng trả lời trước đại từ này Cách trả lời 1. Xác định câu có chưa đại từ mà dạng câu câu hỏi đang hỏi T: give some notes on pronoun reference hỏi này 2. Tìm các danh từ đứng trước đại questions từ có thể là đáp án - have Ss focus on word pronoun reference 3. Đọc phần đoạn văn trước đại từ questions 4. Loại bỏ phương án sai và chọn - get Ss to study the example and answer the đáp án đúng nhất question

PRACTICE: Study the passage and choose the best answers to the questions that follow 1. The pronoun “It’ in line 2 refers to A the equinox B the Sun C the harvest moon D the night 2. The pronoun “they” in line 2 refers to A farmers B nights C times of the year D northern and southern hemispheres

PRACTICE: Study the passage and choose the best answers to the questions that follow The full moon that occurs nearest the equinox of the Sun has become known as the harvest moon. It is a bright moon which allows farmers to work late into the night for several nights; they can work when the moon is at its brightest to bring in the fall harvest. The harvest moon of course occurs at different times of the year in the northern and southern hemispheres. In the northern hemisphere, the harvest moon occurs in September at the time of the autumnal equinox. In the southern hemisphere, the harvest moon occurs in March at the time of the vernal equinox.

KEY 1C Danh từ đứng trước đại từ “it” ở dạng số ít có thể là đáp án gồm có the equinox, the sun và the harvest moon. Dựa vào ngữ cảnh của câu chứa từ “it” nó là 1 vầng trăng sáng cho phép người nông dân làm việc vào buổi tối trong vài ngày. Như vậy ta xác định được it thay thế cho the harvest moon 2A Danh từ số nhiều thay thế cho “they” đứng trước gôn farmers và nights, dựa vào ngữ cảnh câu có chứa từ “they” họ có thể làm việc khi mặt trăng tròn sáng rõ nhất vào vụ mùa. Như vậy “they” thay thế cho farmers 4. Consolidation: how to answer pronoun reference question correctly 5. Homework: Study the passage and choose the best answers to the questions that follow Mardi Gras, which means “Fat Tuesday” in French, was introduced to America by French colonists in the early eighteenth century. From that time it has grown in popularity, particularly in New Orleans, and today it is actually a legal holiday in several southern states. The Mardi Gras celebration in New Orleans begins well before the actual Mardi Gras Day. Parades, parties, balls and numerous festivities take place throughout the week before Mardi Gras Day; tourists from various countries throughout the world flock to New Orleans for the celebration, where they take part in a week of nonstop activities before returning home for some much-needed rest. 1. the pronoun “it” in line 2 refers to A Mardi Gras B French 2. The pronoun “they” in line 6 refers to A numerous festivities B tourists

C that time

D New Orleans

C various countries

D nonstop activities

KEY 1A Danh từ số ít thay thế cho từ “it trong dòng số 2 xuất hiện đằng trước chỉ có từ Mardi Gras, như vậy đây chính là đáp án 2B Danh từ số nhiều thay thế cho đại từ “they” xuất hiện ở đằng trước gồm có các từ tourists, countries, dựa vào ngữ cảnh câu có chứa đại từ “they” “nơi mà họ tham gia vào các hoạt động liên tục trong tuần trước khi trở về nhà nghỉ ngơi.” Vậy từ “they” thay thế cho “tourists” Kí duyệt của BCM

Vĩnh Chân, ngày 10 tháng 03 năm 2018

Trần Nga

Date of preparation: 12/03/2018 Period 27. GRAMMAR: MODAL VERBS IN THE PASSIVE I. Aims: 1.Knowledge: Students will be able to use and to make sentences with modal verbs in the passive and do some exercises 2.Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises, handouts, lesson plan 2. Students:structures III. Method: Intergrated, mainly communicative IV. Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: homework on reading 3. New lesson: Teacher and students’ activities Content T: asks sts to remember modals in the passive Modal verbs in the passive voice. - S + Modal + be + PP + (by + agent) ...... writes on the board: Eg: John can solve this problem. - gives exercise 1 and lets sts work individually --> This problem can be solved by John do the task. T gives sts handouts. - S+ Modal + have + been + PP (+ by + - goes around the class to provide help. agent) - helps sts to understand new words. Eg: The bag might have been left on the - call 5 ss to go to the board to give examples on bus. modal verbs in passive Sts: - do the task then exchange the anwers. Practice Exercise 1. Choose the best answer to Exercise 1. Choose the best answer to complete the following sentences. complete the following sentences. 1. It’s raining heavily. The match ________. 1C Trời mưa rất to, trận đấu bóng chắc chắn A. must cancel B. must be canceling C. must have canceled D. must be canceled phải hoãn lại 2C 2. If I didn’t do my job properly, I _______. Điều kiện loại 2 A. will be sacked B. will sack C. would be sacked D. would sack Nếu tôi không làm việc hiệu quả, tôi sẽ bị 3. The television _______ . It’s not working sa thải now. 3B A. should repair B. should be repaired TV nên được sửa. Nó giờ vẫn chưa hoạt C. should repaired D. should be repair. động 4. We _______ the trip if the weather had been 4A nice last Sunday. Điều kiện loại 3 Chúng ta sẽ không bị hoãn A. wouldn’t have delayed B. would be delayed chuyến đi nếu thời tiết tốt vào chủ nhật C. would delay D. will be delayed trước

5 Tomatoes ___ because there are a lot left in fridge A needn’t have been bought B Can buy C can be bought D must have bought 1. Giving task: T ask Ss to work individually to change the following active sentences into passive within 10 minutes then compare answers with friends 1. People should save pandas from extinction. 2. People must obey all traffic laws. 3. Someone ought to repair this broken window. 4. Someone should have supplied the hotel guests with clean towels. 5. Someone had better take this garbage to the dump soon. 6. People can pick tomatoes before they are completely ripe. 7. Someone is supposed to divide the profits among the shareholders. 8. Someone must have hurt Peter`s feeling. 9. Someone has to finish this work today. 10. Someone ought to have reported the accident to the police. 2. Do the task: Ss work individually to change the following active sentences into passive within 10 minutes then compare answers with friends T goes around to observe and support if necessary 3. Report and discussion: Teacher collects answers and get others to comment 4. Feedback: Teacher gives feedback on ss’performance

5A Khoai tây không cần được mưa vì vẫn còn nhiều trong tủ lạnh

Exercise 2. Change the following active sentences into passive.

1. Pandas should be saved from extinction. 2. All traffic laws must be obeyed. 3. This broken window ought to be repaired. 4. The hotel guests should have been supplied with clean towels. 5. This garbage had better be taken to the dump soon. 6. Tomatoes can be pick before they are completely ripe. 7. The profits is supposed to be divided 8 Peter’s feeling must have been hurt 9 This work has to be finished today 10 The accident ought to have been reported to the police 4.Consolidation: Revise the way to change modal verbs in active into passive 5.Home work: give examples on modal verbs in passive based on structures Kí duyệt của BCM Vĩnh Chân, ngày 17 tháng 03 năm 2018 Trần Nga

Date of preparation: 18/03/2018 Period 28: READING I. Aims: 1. Knowledge: Students will be able to learn about the structure with modal verbs and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preparations: 1. Teacher: sample speaking 2. Students: notebook, newwords III. Method: Intergrated, maily communicative IV. Steps of teaching: 1 Organization Class Period Date of teaching Attendance Absence Note 12A7 2. Check old leson: write a book report 3. New lesson: Teacher and students’ activities Content Example 1: The passage: Dạng câu hỏi thông tin ngụ ý là dạng câu Example: hỏi phải rút ra kết luận từ thông tin chi tiết được đề cập trong bài The passage: T: give some notes on implied detail The Hawaiian language is a melodious language in which all words are derived from an questions alphabit of only twelve letters, the five vowels a, e, I, - have Ss focus on word implied detail o, u and the seven consonants h, k, l, m, n, p, w. Each questions syllable in the language ends in a vowel, and two - get Ss to study the example and answer consonants never appear together, so vowels have a the question much higher frequency in the Hawaiian language Ss: study the example and answer the than they do in English. question This musical-sounding language can be heard 1. Giving task: regularly by visitors to the islands. Most Hawaiians T “I would like you to work in group to speak English, but it is quite common to hear complete the table on note to answer Englishthat is liberally spiced with words and question on implied detail: expressions from the traditional language of the 1. Which of the following is probably NOT culture. A visitor may be greeted with the expresson aloha and may be referred to as a malihini because a Hawaiian word? A. mahalo B. he is a newcomer to the island. This visitor may mahimahi C. meklea D. moana attend an outside luau where everyone eats too much 2. It is implied that a luau is and may be invited afterwards to dance the hula. A. a dance B. a feast C. a concert D. a language Để trả lời cho câu hỏi thứ nhất, tìm thấy thông tin về ngôn ngữ Hawaii trong dòng two consonants never CÂU HỎI THÔNG TIN NGỤ Ý appear together, có nghĩa hai phụ âm không đứng Các xác định

dạng câu hỏi Nơi tìm câu trả lời Cách trả lời dạng câu hỏi này 2. Do the task: Ss work in group to complete the table on note to answer question on implied detail questions 3. Report and discussion: Teacher calls some ss to give answer and get others to comments 4. Feedback: Teacher gives answers and feedback on ss’performance

T: give some notes on implied detail questions - have Ss focus on word implied detail questions - get Ss to study the example and answer the question

gần nhau do đó đáp án câu 1 là C Để trả lời cho câu hỏi thứ 2 tìm thông tin từ khóa luau: luau where everyone eats too much từ đó ta có thể đưa ra kết luận luau là a feast, 1 bữa cỗ.

NHỮNG LƯU Ý VỀ DẠNG CÂU HỎI TÌM ĐẠI TỪ THAY THẾ CÂU HỎI VỀ TÌM ĐẠI TỪ THAY THẾ Các xác định It is implied in the passage that… dạng câu hỏi It can be inferred from the passage that It is most likely that…. What probably happened…. Nơi tìm câu trả Câu trả lời được lần lượt tìm thấy lời trong bài Cách trả lời dạng 1. Xác định từ khóa trong câu hỏi câu hỏi này 2. Đọc lướt đoạn tìm vị trí từ khóa trong bài 3. Đọc kĩ thông tin chứa từ khóa 4. Tìm câu trả lời có thể đúng nhất theo thông tin vừa đọc

PRACTICE: Study the passage and choose the best answers to the questions that follow PRACTICE: Two types of trees from the same family of Study the passage and choose the best trees share honors in certain respects as the most answers to the questions that follow impressive of trees. Both evergreen conifers, the California redwood and the giant sequoia are found 1. It is implied in the passage that growing natively only in the state of California. The A. the leaves of only the California California redwood is found along the northern coast redwood turn brown in the autumn of the state, while the giant sequoia is found inland B. the leaves of only the giant sequoia turn and at higher elevations, along the western slopes of brown in the winter the Sierra Nevadas. C. the leaves of both types of trees in the The California redwood is the tallest living passage turn brown in the winter tree and is in fact the tallest living thing on the face D. the leaves of neither type of tree in the of the Earth; the height of the tallest redwood on passafe turn brown in the winter record is 385 feet (120 meters). Though not quite as 2. It can be inferred from the passage that tall as the California redwood, with a height of 320 the Sierra Nevadas are feet (100 meters), the giant sequoia is nonetheless the A. a type of giant redwoord B a coastal largest and most massive of living things; giant

community C. a group of lakes D. a mountain range 3. Which of the following is implied in the passage? A. the giant sequoia is taller than the California redwood B. The California redwood is not as big around as the giant sequoia C. the California redwood weighs more than the giant sequoia D. other living things are larger than the giant sequoia

sequoias have been measured at more than 100 feet (30meters) around the base, with weights of more than 6000 tons. KEY 1D dựa vào cụm từ Both evergreen conifers 2 D dựa vào thông tin higher elevations 3 B dựa vào thông tin the giant sequoia is nonetheless the largest

4. Consolidation: how to answer pronoun reference question correctly 5. Homework: Study the passage and choose the best answers to the questions that follow When the president of the United States wants to get away from the hectic pace in Washington, D.C, Camp David is the place to go. Camp David, in a wooded mountain area about 70 miles from Washington, D.C, is the official retreat of the president of the United States. It consists of living space for the president, the first family, and the presidential staff as well as sporting and recreational facilities. Camp David was established by President Franklin Delano Roosevelt in 1942. He found the site particularly appealing in that its mountain air provided relief from the summer heat of Washington and its remote location offered a more relaxing environment than could be achieved in the capital city. When Roosevelt first established the retreat, he called it Shangri-La, which evoked the blissful mountain kingdom in James Hilton’s novel Lost Horizon. Later, President Dwight David Eisenhower renamed the location Camp David after his grandson David Eisenhower. Camp David has been used for a number of significant meetings. In 1943 during World War II, President Roosevelt met there with Great Britain’s Minister Winston Churchill. In 1959 at the height of the Cold War, President Eisenhower met there with Soviet Premier Nikita Khrushchev; in 1978 Egypt’s President Anwar el-Sadat at the retreat at Camp David. 1. Which of the following is NOT discussed about Camp David? A its location B its cost D its facilities D Its uses 2. According to the passage, who founded Camp David? A George Washington B the first family C Franklin Delano Roosevelt D Dwight David Eisenhower 3. The pronoun “he” in line 10 refers to A Camp David B Roosevelt C James Hilton D President Dwight David Eisenhower 4. Which of the following is NOT true about President Eisenhower? A He had a grandson named David B He attended a conference with Nikita Khrushchev C He named the presidential retreat Shangri-la D He visited Camp David

5. Khrushchev was at Camp David in A 1942 B 1943 C 1959 D 1978 KEY 1B Các thông tin về vị trí, cơ sở hạ tầng, công dụng của Camp David đều được đề cập đến trong bài in a wooded mountain area about 70 miles from Washington, D.C consists of living space for the president sporting and recreational facilities. Camp David has been used for a number of significant meetings Như vậy thông tin không đề cập là giá thành của nó 2C Thông tin về người thành lập ra Camp David được tìm thấy trong câu Camp David was established by President Franklin Delano Roosevelt in 1942. Từ establish=found (thành lập) 3B Đại từ “he” thay thế cho danh từ số ít xuất hiện ở trước nằm trong ngữ cảnh When Roosevelt first established the retreat, he called it Shangri-La = Khi Roosevelt lần đầu thiết lập khu quân sự, ông ấy gọi nó là Shangri-La như vậy he=Roosevelt, đáp án B 4C Các thông tin đúng về tổng thống Eisenhower đều được tìm thấy ở đáp án A, B, D theo bài President Dwight David Eisenhower renamed the location Camp David after his grandson David Eisenhower. President Eisenhower met there with Soviet Premier Nikita Khrushchev President Roosevelt met there Thông tin không đúng là đáp án C, ông ấy đặt tên khu nghỉ dưỡng là Shangri-La, vì người đặt tên là tổng thống Roosevelt 5C Thông tin Khrushchev có mặt tại Camp David vào năm 1959 xuất hiện trong câu In 1959 at the height of the Cold War, President Eisenhower met there with Soviet Premier Nikita Khrushchev

Kí duyệt của BCM

Vĩnh Chân, ngày 24 tháng 03 năm 2018

Trần Nga

Date of preparation: 25/03/2018 Period 29 . GRAMMAR TRANSITIVE AND INTRANSITIVE VERBS I. Aims: 1. Knowledge: Students will be able to know about transitive and intransitive verbs as well as how to use them and apply to do exercises 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises, handouts, lesson plan 2. Students:structures III. Method : Intergrated, mainly communicative IV.Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: exercise on reading skill 3. New lesson Teacher and students’ activities Content T: Give explanation transitive and intransitive 1. Nội động từ (Intransitive): a. Nội động từ diễn tả hành động nội tại của verbs to students Ss: listen and note down người nói hay người thực hiện hành động. - Nội động từ diễn tả hành động nội tại của * Examples: - He walks. (Anh ấy đi bộ - Anh người nói hay người thực hiện hành động. ấy tự đi chứ không phải là do người hay vật * Examples: - He walks. (Anh ấy đi bộ - Anh ấy khác tác động) tự đi chứ không phải là do người hay vật khác tác - Birds fly. (Chim bay - Con động) chim tự bay theo bản năng chứ không do - Birds fly. (Chim bay - Con chim tự người hay vật tác động) b. Nội động từ không cần có tân ngữ trực tiếp bay theo bản năng chứ không do người hay vật tác động) đi kèm. Nếu có thì phải có giới từ đi trước và cụm từ này sẽ đóng vai trò trạng ngữ chứ - Nội động từ không cần có tân ngữ trực tiếp đi không phải là tân ngữ trực tiếp. kèm. Nếu có thì phải có giới từ đi trước và cụm từ này sẽ đóng vai trò trạng ngữ chứ không phải * Examples: - She walks in the garden. là tân ngữ trực tiếp. - Birds fly in the sky. * Examples: - She walks in the garden. 2. Ngoại động từ (Transitive): - Ngoại động từ luôn cần thêm yếu tố bên ngoài a. Ngoại động từ diễn tả hành động gây ra là một danh từ hay đại từ theo sau để hoàn thành ực tiếp lên người hoặc vật. nghĩa của câu. Danh (đại) từ đi theo sau ngoại * Examples: The cat killed the mouse. động từ là tân ngữ trực tiếp. b. Ngoại động từ luôn cần thêm yếu tố bên T: get ss to do exercise 1 individually then ngoài là một danh từ hay đại từ theo sau để compare the answers with friends hoàn thành nghĩa của câu. Danh (đại) từ đi Exercise 1. Find the verb in each of the following theo sau ngoại động từ là tân ngữ trực tiếp. sentences and write T if it is transitive and I if it Trong câu trên chúng ta không thể nói “The is intransitive. cat killed” rồi dừng lại được mà phải có “the mouse” đi kèm theo sau. “The mouse” là tân 1. The chef will prepare the food.

2. John is working at the bakery. 3. Lightning didn’t cause the fire. 4. We walked downtown after work yesterday. 5. Thousands of people ride the subway every day. 6. The baby was crying in the room. 7. Joe fell down on his way to school this morning. 8. Our houseguests are going to arrive tomorrow afternoon. 9. The fire burnt all their belongings. 10. What happened in class yesterday? 11. That athlete finished 12 seconds outside the world record. 12. John will have finished his project when we arrive next month. Ss: do exercise 1 then compare the answers with friends 1. Giving task: T “I would like you to work individually to change the sentences with transitive verbs in exercise 1 into passive within 5 minutes then compare the answers with friends 2. Do the task: Ss work individually to change the sentences with transitive verbs in exercise 1 into passive within 5 minutes then compare the answers with friends T observes and provide help if necessary 3. Report and discussion: Teacher calls 2 students to write answers on board - ask others to give comments 4. Feedback: Teacher gives answers and feedback ss’performance

ngữ trực tiếp của “killed”. 3 Practice Exercise 1. Find the verb in each of the following sentences and write T if it is transitive and I if it is intransitive. Feedback: T 1. The chef will prepare the food. I 2. John is working at the bakery. T 3. Lightning didn’t cause the fire. I 4. We walked downtown after work yesterday. T 5. Thousands of people ride the subway every day. I 6. The baby was crying in the room. I 7. Joe fell down on his way to school this morning. I 8. Our houseguests are going to arrive tomorrow afternoon. T 9. The fire burnt all their belongings. I 10. What happened in class yesterday? I 11. That athlete finished 12 seconds outside the world record. T 12. John will have finished his project when we arrive next month.

Exercise 2. Change the sentences that have objects into the passive voice. 1. The food will be prepared by the chef. 3. The fire wasn’t caused by lightning. 5. The subway is ridden by thousands of people everyday. 9. All their belongings were burnt by/ in the fire. 12. John’s project will have been finished when we arrive next month 4.Consolidation: Summarized the main ideas of lesson on intransitive and transitive verbs 5. Home work: give examples on intransitive and transitive verbs based on revision

Kí duyệt của BCM

Vĩnh Chân, ngày 31 tháng 03 năm 2018 Trần Nga

Date of preparation: 4/4/2018 Period 30. Grammar Double comparative I. Aims: 1. Knowledge: Students will be able to make sentences with two forms: comparative + and + comparative, and the + comparative, the +comparative 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: Knowledge III. Method : Intergrated, mainly communicative IV.Steps of teaching: 1.Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: no checking, during the lesson 3. New lesson: Teacher and students’ activities Content T: give the form and usage of double comparison, and give examples to make it clear Ss: listen and note down 1. Giving task: T “I would like you to work individually to give the correct form of comparison in exercise 1 within 5 minutes then compare the answers with friends Complete the following sentences, using double comparative. 1. It becomes __ to find a job. ( hard ) 2. That hole in your pullover is getting ___. ( big ) 3. As I waited for my interview, I became ___( nervous ) 4. As the day went on, the weather got ____. ( bad ) 5. As the conversation went on, he became ___ ( talkative ) 2. Do the task: Ss work individually to give the correct form of comparison in exercise 1 within 5

DOUBLE-COMPARISON So sánh kép So sánh kép trong câu ghép - Các Adj/Adv so sánh phải đứng ở đầu câu, trước chúng phải có The The + comparative + S + V + the + comparative + S +V The hotter it is, the more miserable I feel. - Nếu chỉ một vế có Adj/Adv so sánh thì vế còn lại có thể dùng The more The more + S + V + the + comparative + S + V The more you study, the smarter you will become. - Sau The more ở vế thứ nhất có thể có that nhưng không nhất thiết. The more (that) you study, the smarter you will become. The more (that) we know about it, the more we are assured - Trong trường hợp nếu cả hai vế đều có thành ngữ it is thì bỏ chúng đi The shorter (it is), the better (it is). - Hoặc nếu cả hai vế đều là to be thì bỏ đi The closer to one of the Earth’s pole (is), the greater the gravitational force (is). - Các thành ngữ: all the better (càng tốt hơn), all the

more (càng... hơn), not... any the more... (chẳng... hơn... tí nào), none the more... (chẳng chút nào) dùng để nhấn rất mạnh cho các tính từ hoặc phó từ được đem ra so sánh đằng sau. So sánh kép trong câu đơn More and more + adj/ adv (long) Adj/ adv (short) + er and adj (short) + er: càng ngày càng ... E.g: Life in the city is more and more stressful. They work harder and harder. PRACTICE Exercise 1. Complete the following sentences, using double comparative. 1. The apartment is big. The rent is high. 1. harder and harder 2. We set off soon. We will arrive soon. 2. bigger and bigger. 3. The joke is good. The laughter is loud. 3. more and more nervous. 4. She gets fat. She feels tired. 4. worse and worse. 5. As he gets older, he wants to travel less. 5. more and more talkative. 6. The children are excited with the Exercise 2. Rewrite the sentences using the..., the... difficult games. 1. The bigger the apartment is, the higher the rent is. 7. People dive fast. Many accidents 2. The sooner we set off, the sooner will arrive happen. 3.The better the joke is, the louder the laughter is. 8. I meet him much. I hate him much 4. The fatter she gets, the more tired she feels. 9. My boss works better when he is 5. The older he gets, the less he want to travel. pressed for time, 6. The more difficult the games are, the more 10. As he has much money, he wants to excited the children are. spend much. 7. The faster people drive, the more accidents 11. If you read many books, you will have happen. much knowledge. 8.The more I meet him, the more I hate him. 12. He speaks too much and people feel 9. The less time my boss has, the better he works. bored. 10. The more money he has, the more he wants to 13. The growth in the economy makes spend. people’s living condition better. 11. The more books you read, the more knowledge 14. People learn a lot of things as they you will have. travel far. 12.The more he speaks, the more bored people feel. Ss: do exercise 2, give answers and listen 13.The more the economy grows, the better people’s to feedback living condition is. 14. The farther people travel, the more the learn. 4. Consolidation: Summarized the main ideas of lesson double comparation 5. Home work: Ask Ss to give examples on double comparison based on teacher’s examples minutes then compare the answers with friends T observes and provide help if necessary 3. Report and discussion: Teacher calls 2 students to write answers on board - ask others to give comments 4. Feedback: Teacher gives answers and feedback ss’performance T: get ss to rewrite the following sentences using the.., the... then give out answers

Kí duyệt của BCM

Vĩnh Chân, ngày 7 tháng 4 năm 2018 Trần Nga

Date of preparation: 8/4/2018 Period 31. Grammar Double comparative I. Aims: 1. Knowledge: Students will be able to make sentences with two forms: comparative + and + comparative, and the + comparative, the +comparative 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: Knowledge III. Method : Intergrated, mainly communicative IV.Steps of teaching: 1.Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: during the lesson 3. New lesson: Teacher and students’ activities Content T: Ask Ss to revise two forms: comparative + and + comparative, and the + comparative, the +comparative Ss: listen and note down 1. Giving task: T “I would like you to work individually to rewrite the sentences with the correct form of comparison within 10 minutes then compare the answers with friends Complete the following sentences, using comparative + and + comparative 1. This subject gets (hard) all the time. 2 I’m just getting (confused) 3 It’s becoming (difficult) for me to keep up 4 The textbook just gets (complicated) 5 I spend (much) time on my work 6 My list of things to do gets (long) 7 As I waited for my interview, I became (nervous) 8 My problem is just getting (bad) 9 Since she has been in Britain, her English has got (good) 10 My bags seemed to get (heavy) as I carried them 11 Travelling is becoming (expensive) 12 That hole in your pullover is getting (big) 2. Do the task: Ss work individually to rewrite the sentences with

PRACTICE ON DOUBLE COMPARISON Exercise 1. Complete the following sentences, using comparative + and + comparative 1. This subject gets (hard) all the time. 2 I’m just getting (confused) 3 It’s becoming (difficult) for me to keep up 4 The textbook just gets (complicated) 5 I spend (much) time on my work 6 My list of things to do gets (long) 7 As I waited for my interview, I became (nervous) 8 My problem is just getting (bad) 9 Since she has been in Britain, her English has got (good) 10 My bags seemed to get (heavy) as I carried them 11 Travelling is becoming (expensive) 12 That hole in your pullover is getting (big) KEY: 1 harder and harder 2 more and more confused

the correct form of comparison within 10 minutes then compare the answers with friends T observes and provide help if necessary 3. Report and discussion: Teacher calls 2 students to write answers on board - ask others to give comments 4. Feedback: Teacher gives answers and feedback ss’performance

3 more and more difficult 4 more and more complicated 5 more and more 6 longer and longer 7 more and more nervous 8 worse and worse 9 better and better 10 heavier and heavier 11 more and more expensive

T: get ss to rewrite the following sentences using the.., the... then give out answers Exercise 2. Complete each sentence using the informaion in brackets and the structure the...., the.... 1. The rent is high. -> The bigger a flat is, .............. 2. You learn quickly -> The younger you are, .............. 3. The roads are quiet. -> The earlier you leave, ............ 4 The choice is wide -> The bigger a supermarket is,........ 5. I get confused -> The more I try to work this out, ............. 6. You can speak fluently -> The more you practice,.......... 7. The beaches get crowded -> The better the weather is,.................. 8. She became impatient -> The longer she waits,................. 9. It’s hard to concentrate -> The more tired you are,.......... 10 The product is reliable -> The higher the price,............... Ss: do exercise 2, give answers and listen to feedback

Exercise 2. Complete each sentence using the informaion in brackets and the structure the...., the....

KEY: 1 The bigger a flat is, the higher the rent is. 2 The younger you are, the more quickly you learn 3 The earlier you leave, the quieter the roads are 4. The bigger a supermarket is, the wider the choice is 5 The more i try to work this out, the more confused I get 6 The more you practice, the more fluently you can speak 7 The better the weather is, the more crowded the beaches get 8 The longer she waits, the more impatient she became 9 The more tired you are, the harder it’s to concentrate 10 The higher the price, the more reliable the product is

4. Consolidation: Summarized the main ideas of lesson double comparation 5. Home work: Ask Ss to give examples on double comparison based on teacher’s examples Kí duyệt của BCM Vĩnh Chân, ngày 14 tháng 4 năm 2018 Trần Nga

Date of preparation: 20/04/2018 Period 32: Grammar: Phrasal verbs I. Aims : 1. Knowledge: Students will be able to understand and make sentences with phrasal verbs 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher :Exercises 2. Students: Knowledge III. Method: Intergrated, mainl communicative IV.Steps of teaching: 1. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: give examples on double comparison 3. New lesson: Teacher’s and Students’ activities Content PHRASAL VERBS or MULTI-WORD 1. Giving task: T “I would like you to work in groups of 4 to VERBS discuss how to use phrasal verbs then do exercise Động từ kép là động từ được cấu tạo bởi một 1 in ten minutes. động từ (a verb) với một tiểu từ ( a particle) hay một giới từ ( a preposition) hay cả hai ( Exercise 1 1.What may happen if John will not arrive in time? tiểu từ + giới từ ) : give up, turn on, look after, A. go along B . count on get along with… C. keep away D. turn up Động từ kép được chia ra làm hai loại: 2.Johnny sometimes visits his grandparents in the 1. Động từ kép có thể phân cách ( separable countryside. phrasal verbs) give up, turn on, try on, put on A. calls on B. keeps off a. Túc từ là danh từ : có thể đứng trước hoặc C. takes in D. goes up sau tiểu từ. 3.They decided to postpone their journey till the ( S – V + tiểu từ + túc từ end of the month because of the epidemic. Ex: You should turn off the lights before A. take up B. turn round leaving home. Ex: He’s trying on a jacket. C. put off D. do with ( S – V + túc từ + tiểu từ 4.I do not use those things any more. You can Ex: He’s trying a jacket on. Ex: He gave _______ them away. smoking up A. get B. fall C. throw D. make b. Túc từ là đại từ nhân xưng (personal 5.They were late for work because their car pronoun) luôn luôn đứng giữa Ex: The light is _______ down. on. Turn it off. Ex: Here’re the shoes. Try A got B. put C. cut D. broke them on. 6.At the station, we often see the sigh “________ 2. Động từ không thể phân cách ( unseparable for pickpockets”. phrasal verbs): túc từ luôn luôn đứng sau giới A. watch on B. watch out C. watch up D. watch at từ. 7.. I am late because my alarm clock didn’t Ex: You should look after your old parents. _________ this morning. Ex: He looks forward to his brother’s letter

A. come on B. ring out Một số động từ cụm thông dụng: C. go off D. turn on Account for: giải thích lí do abide by: tuân 8.UNESCO ____ United Nations Educational, theo Scientific and Cultural Organization. Amount to: lên đến appove of: tán thành A. stands for B. brings about Add sth to sth : thêm cái gì vào cái gì base on : C. takes after D gets across dựa vào 9.Don't forget to ________ your gloves on. It is Agree with : đồng ý believe in: tin tưởng cold outside. Arrive at+ nơi chốn: đến ( nơi nhỏ, không tên) A let B . make C put D. fix borrow sth from: mượn từ ai 10.The passengers had to wait because the plane Arrive in + nơi chốn: đến ( nơi lớn có tên ______ off one hour late. riêng) bring back : mang trở lại A. took B. turned C. cut D. made Ask for: xin, yêu cầu buy sth for S.O : mua cái 11.The bomb exploded in the garage; fortunately gì cho ai Be on: chiếu phim change sth into sth: đổi cái no one hurt. gì thành cái gì A put on B. went off C got out D kept up Bear out: xác nhận, xác thực call for: ghé qua 12.My father still hasn’t really recovered from the (để đón hay lấy casigif) death of my mother. Blow out: dập tắt, thổi tắt (lửa) call in (on): A went over B. got over ghé thăm, ghé qua C. took over D looked over Blow up: phá hủy (bằng bom, thuốc nổ) call 13.I can’t _____ walking. Can we stop and have a off; hủy bỏ short rest? Break down: hư, hỏng (máy); phá vỡ (cửa…) A go on B. get on C. go up D. get up call on: thăm, viếng thăm 14.When you are finished using the computer, can Break in/ into: xông vào, đột nhập vào call up: you please ______ it off. goi điện thoại A. take B. turn C. do D. go Break out : bùng nổ; bùng phát carry on; tiếp 15.If you want to be healthy . you should tục ………….your bad habits in your lifestyles Break off: đột nhiên ngừng lại; kết thúc carry A. give up B. call off out: tiến hành C. break down D. get over Break up: kết thúc ( khóa học, năm học …) close down: đóng cửa hẳn 2. Do the task: Ss work in groups of 4 to discuss how to use Bring in: đưa ra, giới thiệu come about: xảy ra phrasal verbs then do exercise 1 in ten minutes Bring up:nuôi nấng, dạy dỗ come across: tình T observes and provide help if necessary cờ gặp/ thấy ai/ cái gì Burn down: : thiêu hủy, thiêu trụi come off: 3. Report and discussion: Teacher calls the representative to present ideas thành công while others give comments 1. D. 2. A. 3. C 4. C. 5. D. 6. 4. Feedback:Teacher gives answers and feedback B. 7. C. 8. A 9. C. 10. A 11. B. to ss’performance 12. B. 13. A. 14. B. 15. A. 4. Consolidation: Summarized the main ideas of lesson 5. Home work: Ask Ss to learn verb phrases by heart Kí duyệt của BCM Vĩnh Chân, ngày 21 tháng 4 năm 2018 Trần Nga

Date of preparation: 24/04/2018 Period 33: Grammar: Phrasal verbs I. Aims: 1. Knowledge: Students will be able to understand and make sentences with phrasal verbs 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: 1. Teacher: Exercises 2. Students: Knowledge III. Method: Intergrated, mainl communicative IV. Steps of teaching: 2. Organization: Class Period Date of teaching Attendance Absence Note 12A7 2. Check up: during the lesson 3. New lesson: Teacher’s and Students’ activities Content Exercise 1. Complete the following sentences 1. Giving task: T “I would like you to work in groups of 4 to with the correct particles or the correct form of discuss how to use phrasal verbs then do the verbs given exercise 1 in ten minutes. VERBS: make, take, look, carry, dip, put PARTICLES: up, down, out, on, over, off, in 1. Now don’t let us ___. We’re counting on you to cook something really special for the 2. Do the task: Ss work in groups of 4 to discuss how to use party this Saturday. phrasal verbs then do exercise 1 in ten minutes 2. ___ out! You nearly knocked my cut out of T observes and provide help if necessary my hand. 3. Giving___ my job to go and live abroad 3. Report and discussion: Teacher calls the representative to present ideas turned ___ to be the biggest mistake I’ve while others give comments made. 4. Feedback:Teacher gives answers and 4. He__ up some story about catching the feedback to ss’performance wrong train to explain his lateness. 1. down let sb down: làm ai thất vọng2. 5. If you want to lose weight, you should look Look out: cẩn thận cut___ on amount of dairy products you at. 3. up-out give up: từ bỏ turn out: hóa ra 6. Modern computers are capable of ___ out là the most complex operations in micro-seconds 4. made made up: bịa chuyện 7. It’s no the sort of book you’d want to read 5. down cut down on: cắt giảm from cover to cover but it’s quite interesting to 6. carrying carry out: thực hiện ___into now and then. 7. dip dip into: đọc qua loa 8. Jimmy, ____ on your coat before you go 8. put put on: mặc đồ out. 9. off cut off: cắt, ngắt10. on 9. The gas supply was cut ___ for about four get on: hòa hợp, tiến triển hours as they had to repair some leaking pipes. 11. over-in look over: kiểm tra kĩ 10. Today’s getting ___ really well at his new

hand in: nộp 12. takes take after: giống 13. Over get over: giải quyết, vượt qua 14. out put out: dập tắt 15. took take off: cởi đồ Exercise 2. Choose the best answer 1 She refused to __ the traditional woman’s role. A take up B take over C take on D take in 2 Salaries have not __ inflation in the last few years. A put up with B take up on C done out of D kept up with 3 The child doesn’t ___ either of her parents A resemble B resemble at C resemble to D resemble with 4 I ___ his offer and stayed in his flat while I was in London A took up Keith on B took Keith up on C took up on Keith D took Keith on 5 Children used to __ their parents; now they are inclined to regard them as equals A look up to B watch out for C stand up to D come round 6 If you don’t take a flu shot, you’re likely to __ the flu A keep up with B go in for C come down with D put up with 7 We’re having terrible weather for our holiday. I just can’t __ it for much longer A come up with B fed up with C keep up with D put up with 8 If traffic moves at low speeds, the number of accidents is __ A cut down B pulled back C brought away D called off 9 Because of heavy rain, the game was __ for a few days A taken out B put off C set up D gotten away 10 His wife is a terrible snob. She __ almost all his friends because they have north country accents. A looks up to B looks forward to C looks out on D looks down on 11 If this plan ___, I promise you’ll get the credit for it A comes off B goes over C brings into D works out 12 I’m very disappointed in you. I didn’t think

job. He’s already been promoted twice. 11. Look___ your paper for errors before you hand it___ 12. He___ after his mother; he has blue eyes and fair hair too 13. She got ___ the problem of lack of time by hiring a house-cleaner. 14. He asked them to put ___ their cigarettes as he is allergic to smoke 15. It was warm inside, so I ___ off my jacket. Exercise 2. Choose the best answer

KEY: 1C 2D 3A 4B 5A 6C 7D 8A 9B 10D 11A 12B 13C 14C 15B 1 Cô ấy từ chối đảm nhận vai trò người phụ nữ truyền thống 2 Lương không cập với lạm phát vài năm trước 3 Đứa trẻ không giống với cả bố và mẹ 4 Tôi nhận lời đề nghị của Keith và ở lại căn hộ của anh ta khi tôi ở London 5 Những đứa trẻ đã quen kính trọng với cha mẹ, giờ đây họ quen coi họ ngang hàng 6 Nếu bạn không tiêm mũi cúm, bạn chắc chắn sẽ bị lây cúm 7 Chúng ta đang gặp phải thời tiết xấu cho kì nghỉ. Tôi không thể chịu đựng thêm được nữa 8 Nếu giao thông giảm tốc độ, số lượng tai nạn sẽ giảm. 9 Bởi vì trởi mưa lớn, trận đấu đã được hủy vài ngày 10 Vợ của anh ta là một người trưởng giả. Cô ta luôn xem thường những người bạn của chồng những người có giọng nói phương bắc 11 Nếu kế hoạch thành công, tôi hứa bạn sẽ được nhận tiền cho nó 12 Tôi rất thất vọng vì bạn. Tôi không nghĩ bạn là loại người không giữ lời hứa của mình 13 Bạn cứ đi trước đi tôi sẽ bắt kịp bạn

you were the sort of person who would go __ 14 Bất cứ điều gì Jean đặt ra để làm, cô ấy đều hoàn thành his word A out on B back on C through with D down with 15 Tôi sẽ không thể đến bữa tiệc. Bạn đừng 13 You go on ahead and then I’ll catch __ you tính cả tôi vào A along with B forward to C up with D on to 14 Whatever Jean__ to do, she finishes A gets on B sees toC sets out D looks for 15 I won’t be able to go to the party. You’ll have to ___ A count out me B count me out C count me in D count in me 4. Consolidation: Summarized the main ideas of lesson 5. Home work: Do exercise Complete each sentence using a phrasal verb that means the same as the words in brackets 1. The football match had to be __ because of the weather (cancelled) 2. The story Kate told wasn’t true. She ___(invented it) 3. A bomb __ near the station, but no one was injured (exploded) 4. How long are you going to __ working? (continue) 5 George finally __ nearly an hour late (arrived) 6. We are going to ___ an outing for our group (arrange) 7 A number of buildings are going to be __ to make way for the new road (demolished) 8. We need to make a decision today at the latest. We can’t __ any longer (delay it) 9. You can hardly __ on 100$ a week (manage to live) 10. The noise is terrible. I can’t ___ (tolerate it) 11. For the sake of your health, you ought to __ alcohol (stop) 12. Teachers should encourage kids to ___ for themselves (discover things) 13. I’m afraid the machine has __ (stopped working) 14. Our phone has been __, so ring me on my mobile (disconnected) 15. We need to ___ the situation (fully discuss) KEY: 1. callled off: hoãn 9 get by: xoay sở 2 made it up: bịa chuyện 10 put up with it: chịu đựng 3 went off : nổ 11 give up: từ bỏ 4 carry on/go on: tiếp tục 12 find things out: phát hiện, khám phá 5 showed up/turned up: đến, xuất hiện 13 broken down: hỏng 6 fix up/set up: sắp xếp 14 cut off: ngắt kết nối 7 knocked/pulled/torn down: phá bỏ 15 talk over/talk through: thảo luận, bàn về 8 put it off: trì hoãn Kí duyệt của BCM

Vĩnh Chân, ngày 28 tháng 4 năm 2018

Trần Nga

Date of preparation: Period 27/17: Grammar: Adverbial clause of time

I. Aims : 1. Knowledge; Students will be able to use adverbial clause of time 2. Skill: Explanation 3. Attitude: Notice the lesson II. Preprations: - Teacher : Exercises - Students: Knowledge III. Method : Intergrated, mainl communicative IV.Steps of teaching: 1Organization: Class Attendances Teaching date Absentees 12A1 12A2 12A7 2. Check up : note down 25 verb phrases learnt and give examples 3. New lesson : Teacher’s and Students’ activities Content Mềnh đề trạng ngữ chỉ thời gian 1. Giving task: T “I would like you to work in groups of 4 to Mệnh đề trạng ngữ chỉ thời gian thường discuss how to use adverbial clause of time bắt đầu bằng các từ sau: then do exercise 1 and 2 in ten minutes. + When ( khi mà/ lúc mà) Ví dụ: When he comes, I will make a Ex 1. Rewrite the sentences using the cake for him. words in brackets: 1. As soon as he went into the bank, one of + While (trong khi/trong lúc ) the robbers attacked him. (No sooner…than. . Ví du: I am reading book while they are .) playing. 2. She fell asleep as soon as she lay down. + Before (trước khi) (Hardly . . . when. . .) Ví dụ: She often watches TV before she 3. As soon as he stepped into the bathroom, goes to bed . the cell phone rang. (No sooner …than. . .) + After (sau khi) 4. He read the reading passage first. He went out after he had finished the Immediately after that he answered the housework. questions. (Hardly/when) + Since (từ khi) 5. As soon as he saw her, he recognised her. Ví dụ: I haven’t met them since they (No sooner… than…) left. Chú ý: ” since “ thường được dùng Ex 2: Put the verbs in brackets into trong thì hiện tại hoàn thành. correct tense 1. How long do you want me to heat the oil? + As (Khi mà) –Heat it till it (begin) to smoke. Ví dụ: I saw her as I was in the super2. How long are you going to stay here? - I’m market. going to stay here until my brother (finish) Chú ý : Trong mệnh đề có các từ when, his exams. as, while đôi khi có sự khác nhau giữa 3. When I (get) to the cinema, the film (start). các thì của động từ, nhưng mệnh đề trạng ngữ không bao giờ ở thì tương lai. 4. By the time you (read) this book, your Nếu mệnh đề chính ở thì tương lai thì meal will get cold.

5. Please tell me how to get to the hospital? Go till you (come) to a square with a statue in the middle; then turn left and you (find) it on your right. 6. I (read) book while my sister (do) her homework. 7. When he (come), I (watch) a football match on TV. 8. When I (walk) down the street, I (see) her. 2. Practice: Ss work in groups of 4 to discuss how to use adverbial clause of time then do exercise 1 and 2 in ten minutes T observes and provide help if necessary T focuses on past perfect and past simple tense to do exercise 1 3. Report and discussion: Teacher calls the representative to present ideas while others give comments 4. Feedback: Teacher gives answers and feedback to ss’performance

mệnh đề trạng ngữ ở thì hiện tại thường. + Till/ until ( cho đến khi) Ví dụ: I’ll waite untill/ till he comes back. + As soon as ( ngay khi mà) Ví dụ: As soon as Marry knew the truth, She called me. + Just as (ngay khi) Ví dụ: Just as the girl entered the room, everyone looked at her. + Whenever ( bất cứ khi nào) Ví dụ: I’ll come whenever you need me.

Exercise 1: 1. No sooner had he gone into the bank than one of the robbers attacked him. 2. Hardly had she lain down when she fell asleep. 3. No sooner had she stepped into the bathroom than the cell phone rang. 4. Hardly had he read the reading passage when he answered the questions. 5. No sooner had he seen her than he recognised her. Exercise 2: 1. (begins) 2.(has finished/ finishes) 3. (got / had started) 4. (read) 5. (come/ will find) 6. (was reading / was doing) 7. (came/ was watching) 8. (was walking / saw) 4.Consolidation: Summarized the main ideas of lesson on adverbial clause of time 5.Home work: Ask Ss to do make examples on adverbial clause of time Kí duyệt của TTCM ngày…./...../201... Lê Huyền