Giao An Tu Chon 10

Planning date : 26/8/2009
READING (PEOPLES BACKGROUND)

Aim: By the end of the lesson, Students will be able to read and talk
about daily activities.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
T Stages and contents Ts activities
Ss activities
Task 1. Work in pairs. Ask and answer about
your daily routine.
A: What time do you get up/ go to school/ have
breakfast/ have lunch/ have dinner/ go to
school?
B: I usually get up at six.
A: What do you often do in the morning/
afternoon/ evening?
B: I do the housework.
Read the passage and then do the tasks that
follow.
Every morning I get up at six. The first thing I
do is to wash my dishes. Then I cooked
breakfast. We eat at about seven fifteen.
Usually we have bread and butter, sometimes we
have rice, or boiled sweet potatoes.

-asks Ss to ask and
answer in pairs.

-pairwork.

It takes me about ten minutes to walk to school, and
school begins with an assembly period at seven
forty-five. There are fifteen hundred children in
our school and so we meet in three assemblies; the
infant department, the middle department, and the
senior department.
We have seven periods from eight to one. We study
Maths, Geography, History, Music, Art and Crafts,
and English. I like English best and next to that,
Maths. At ten we have a chance to eat an orange and
some peanuts. At noon, we do not rest. At one we
clean up our classroom and close the school.
I go home for lunch, but this time, my sister
Patricia gets the meals. We often eat yams with soup
and other dishes. After lunch, I usually sleep for
half an hour. In the afternoon, we play netball. I
sometimes skip, run, and jump with the other girls.
At about six or six thirty we have dinner. Either my
sister or I cook it. The meal is simpler than the
mid-day meal. We eat fruit or rice, and sometimes we
have bread and tea. Then in the evening, I do my
homework and go to bed at about ten.

Task 2. Answer the following questions.
1. What is the first thing the girl does when she
gets up?
2. Do members of her family eat bread with butter
and rice for breakfast?
3. Twelve oclock can be called mid-day. What other
word does the girl use to mean the same thing?

-gets Ss to read the
text and answer the
questions

-has Ss to fill in the
table.

4. What is her second best subject at school?
5. Why is dinner described as simpler than lunch?

Task 3. Make a brief note about the girls daily
routines.

In the
morning
6:00 Get up
7:15 Eat breakfast
7:45 School begins
8:00-1:00 Have 7 periods
10:00 Have a chance to eat
an orange and some
peanuts
In the
afternoon
1:00 Clean up their room
and close the school
After lunch Sleep for half an hour
In the
afternoon
Play netball
In the
evening
6:00 (6:30) Have dinner
10:00 Go to bed
Task 4. Work in groups. Talk about your fathers
(mothers/brothers/sisters ) daily routines.

-asks Ss to work in
groups

1. The first thing the
girl does when she
gets up is to wash her
dishes.
2. No, they dont.
3. Noon.
4. Her second best
subject at school is
Maths.
5. Because they only
eat fruit or rice
andsometimes they have
bread and tea.

-fill the suitable in
formation in the
table.

-groupwork.
SIMPLE PAST AND PAST PERFECT
1 Objectives: By the end of the lesson, students will be able to
- Use the present simple tense appropriately and distinguish it with the present
simple tense.
- Help Ps to supply the verbs in the present simple tense.
2. Teaching aids: Handouts
3. Procedure:
Teachers activities Students activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance.
B. New lesson (35 minutes)
1. Past Simple
FORM
(+) S + Ved/c2 + O/ A

-Greeting

- Listen and take notes

(-) S + didnt + Vo + O/A
(?) Did + S + Vo + A/ O?.
Rules:
+Regular verbs ending in -y preceded by
a consonant form the past tense by
changing the -y into -ied.
USE 1 Completed Action in the Past

Use the Simple Past to express the idea
that an action started and finished at a
specific time in the past.
I saw a movie last month.
USE 2 A Series of Completed Actions

We use the Simple Past to list a series
of completed actions in the past.
Examples:
I finished work, walked to the
beach, and found a nice place to
swim.
USE 3 Duration in Past

The Simple Past can be used with a
duration which starts and stops in the
past.
Examples:
I lived in Brazil for two years.
USE 4 Habits in the Past

The Simple Past can also be used to
describe a habit which stopped in the
past.
Examples:
I studied French when I was a
child.

2. Past Perfect
FORM
[had + past participle]
Examples:
You had studied English before you
moved to New York.
USE 1 Completed Action Before Something
in the Past

* Exercise 1: Supply the correct
form of the verbs in brackets.
- Ask Ps to work in pairs.
1. I suddenly remembered I (
leave) my wallet on the bus.
2. Yesterday I (thank).her for
what she (do)
3. When I got to the office, I
(realize) .. that I
(forget)..to lock the door.
4. When they (finish)..their
work, they (go)home.
5. I ( call).you at 8 oclock
but you (just/ go).out.
6. I took my family to Paris last
year, I (be)..as a student, so
I (know ). my way round.
7. When I (listen).the news,
I (go) to bed.
- Conduct the correction.

* Suggested answers:
- had left

- thanked - had done

- realized had forgot

- had finished - went

- called had just gone

- had been - knew

- had listened - went
- Ps take notes.


The Past Perfect expresses the idea that
something occurred before another action
in the past.
Examples:
I had never seen such a beautiful
beach before I went to Kauai.
USE 2 Duration Before Something in the
Past (Non-Continuous Verbs)

use the Past Perfect to show that
something started in the past and
continued up until another action in the
past.
Examples:
We had had that car for ten years
before it broke down.
IMPORTANT Specific Times with the Past
Perfect

Unlike with the Present Perfect, it is
possible to use specific time words or
phrases with the Past Perfect.
Example:
She had visited her Japanese
relatives once in 1993 before she
moved in with them in 1996.

C. Comments (3 minutes)
- Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple
tense.

- Listen to the teacher.

- At home

LESSON 7: READING (SPECIAL EDUCATION)
Aim: By the end of the lesson, Students will be able to read a letter of a
disabled child.
Teaching aids: lesson plan, handouts, posters.
Procedure:
Ts activities
Ss activities
Task 1. Work in groups. Find the words about the
topic SCHOOL.
S C H O O L U E
T C F R I E N D
U N L B O I D P
D T E A C H E R
E E S G S N S Z
N U S A N S K P
T B O O K E O F
S U N B O A R D
Task 2. Compete Linh Lans letter to her parents
with the words provided.
Roman treats relatives
months hear voices
Tet family newcomers
helpful special grandma
faces worry Braille
Nguyen Dinh Chieu Special School for the Blind
November 25, 2006
Dear Mom and Dad
It has been four (1)____________ since I left home.
Life in this (2) ____________ school has been all
right as ever. I have many new friends now but I
cannot see their (3)____________! I can only
(4)____________ them through their (5)____________ . I
have learned many things, especially (6) ____________.
Now I can read and write in Braille. My homeroom
teacher has helped me translate the letters into the
(7)____________ alphabet so that you both can read
them. I miss the whole (8)____________ very much but
dont (9)____________ about me. Im doing all right.
The letter you sent me was also read by my homeroom
teacher. She is a nice teacher with a sweet voice, and
she is very kind and (10)____________ to us,
the (11) _____________ to this school. She
(12)____________ us like her young brothers and
sisters. I will come back home on the
(13)_____________ holidays and stay with you all for
ten days. I love you, Mom and Dad. Send my regards to
our (14)_____________, and particularly, to (15)
___________. Tell her I love her and miss her, too.

Love

Linh Lan

-has Ss find out the
words from the
wordsquare.

-gets Ss to fill the
missing words in the
blanks of the letter.
SCHOOL
TEACHER
BOOK
FRIEND
BOARD
+STUDENTS
LESSON
DESK
BAG
CLASS
PEN

(1) months
(2) special
(3) faces
(4) hear
(5) voices
(6) Braille
(7) Roman
(8) family
(9) worry
(10) helpful
(11)
newcomers
(12) treats
(13) Tet
(14) relatives
(15) grandma
Task 3. Match the words or phrases in column A
with those in column B.
A B
1. Linh Lan has left
home
2. She cannot see
3. Now she can read
and write
4. Her teacher is
5. She will come back
home
6. Linh Lan wants to
send
a. on the Tet holidays.
b. Braille.
c. for four months.
d. a nice lady with a
sweet voice.
e. her regards to her
relatives and grandma.
f. her friends faces.
Task 4. Work in pairs. Now you a TV reporter.
Interview Linh Lan.
Ex: Interviewer: Where are you staying now?
Linh Lan: At Nguyen Dinh Chieu Special
School for the Blind.

-gets Ss to match the
phrases to makecomplete
sentences.

-asks Ss to interview
their partner.

1. c
2. f
3. b
4. d
5. a
6. e

-pairwork.

LESSON 8: WRITING (Write a letter of complaint)
Aim: By the end of the lesson, Students will be able to write a letter of
complaint.
Teaching aids: lesson plan, handouts, paper.
Procedure:
T
Stages and contents
Ts activities
Ss activities
Task 1. Work in groups. Match the outline of a
letter of complain with the correct expressions.
A B
1. Greetings
2. Purpose of
the letter

3. Suggestions

4. Closing

a. Dear
b. Yours faithfully/
sincerely
- Signature.
c. I suggest that..
I hope that
d. I am writing to complain
about.
Id like to point
out.
Task 2. Order the four sections of a letter of
complaint.

-gets Ss to match the
outline with the
correct expressions.

-has ss put the 4
sections in the right
order of a letter of
complaint.

-gets feedback on the
A. Dear Sir/ Madam
The Director of L & P Company
431 Le Loi Boulevard HCM City.

B. Yours faithfully
Tran Nhat Vu

C. I am writing to complain about the short stop
of your trucks around my house on their way to the
North. The drivers have left lots of garbage on
the ground after their refreshments. When the
trucks leave the place, the ground is covered with
trash.

D. I would suggest that your company should tell
the drivers to clear up all the trash on the
ground before leaving.
order.

1. a
2. d
3. c
4. b

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

Task 3. Write a letter to the principal to
complain about some students using motorcycles to
school. (the age, the noise they cause, the speed
they ride..)

Task 4. Work in pairs. Share and compare your
letter.
-asks Ss to write a
letter of complaint.
-makes Ss swap and
compare.
-write the letter.

-self-compare the
letter.

The + Adjective, Which as connector

Aim: By the end of the lesson, Students will be able To use The +
Adjective, Which as connector
Teaching aids: lesson plan, handouts, paper
Procedure
I-The + Adjective
I. Ta c th thnh lp danh t tp hp bng cch thm " the" vo trc tnh t.

The + adjective = common noun

Adj common noun Meaning
poor the poor nhng ngi ngho
rich the rich nhng ngi giu
sick the sick nhng ngi m
unemployed the unemployed nhng ngi tht
nghip
wrong the wrong nhng iu sai tri
right the right nhng iu ng n
injured the injured nhng ngi b th--
ng
II. Danh t tp hp c dng nh danh t s nhiu nn ng t theo sau n c
chia s nhiu.
E.g: The unemployed are suffering from hunger.
The poor need help from the rich
The sick are taken care of by the doctors.
The wrong are to be avoided
The right need to be enhanced
III. Practice
Exercise 1: Rewrite the sentences using a phrase with The and an adjctive
instead of the underlined phrases
1. People who have lost of money have comfortable lives
The rich have comfortable lives
2. We live near a special school for people who can't hear
We live near a special school for the deaf
3. The old sodiers were holding a service for those who had died
The old sodierswere holding a service for the dead
4. The Government should do more for people who do not have enough money.
The Government should do more for the poor
5. I'm doing a course on caring for people who are mentally handicapped
I'm doing a course on caring for the mentally handicapped
6. We need to provide more shelters for people who are without place to live
We need to provide more shelters for the homeless
7. People with severe disabilities need full-time care.
The severely disabled need full-time care
8. Life must be hard for people who donot have a job in our society today.
Life must be hard for the unemplyed in our society today.
9. What can we do to feed people who do not have enough to eat?
What can we do to feed the hungry?
10. Braille is a reading system for people who are unable to see.
Braille is a reading system for the blind
Exercise 2: Complete the sentences using the adjective in brackets. Put in e.g
the hungry or the hungry people
1. Rich nations can afford to feed the hungry
2. The homeless people whose story appeared in this paper last week have now
found a place to live.
3. ......................... (sick) need to be looked after, so money must be
spend on hospitals
4. Some of ......................... (young) at the youth club here are
running in a marathon.
5. Life all right if you have a job, but things are not so easy for
.........................(unemployed).
6. There was a fire at a nursing home in Charles Street, but none of
......................... (old) who live there were hurt.
7. What is the Government doing to help ......................... (poor)
8. ......................... (homeless) usually have great difficultly in
getting a job.
9. There is a special television program for .........................(deaf)
10. ......................... (disabled) of our party were let in free.
* Keys:
3. The sick
4. the young people
5. the unemployed
6. the old people
7. the poor
8. the homeless
9. the deaf
10. the disabled people

II. "Which " as a connector
- "Which" -c dng thay th cho mt mnh ng trc n : Chng ta hy
quan st hai cu di y:
She can't speak English. It is a disadvantage
T hai cu ny chng ta c th vit li thnh mt cu dng Which nh- sau:
She can't speak English, which is a disadvantage.
( C y khng ni c ting anh v iu l mt s bt tin)
"Which" trong cu ny thay th cho " She cant speak English"
T-ng t ta c cc cu sau:
Sheila couldn't come to the party, which was
a pity.
Jill isn't on the phone, which makes is difficult
to contact her
( Jill khng c in thoi v iu tht kh m lin lc c vi c ta)
Our flight was delayed, which meant we had to wait for hours at the airport.
II. Practice
Exercise:
Join a sentence from A with one from B to make a new sentence. Use Which
A B
1. Sheila couldn't come to the
party
a. This was very nice of her
2. Jill isn't on the phone b. This means we can't go away
tomorrow
3. Neil has passed his
examinations
c. This makes it difficult to
contact her.
4. Our flight was delayed d. This makes it difficult to
sleep.
5. Ann offered to put me up for
the night
e. This was a pity
6. The street I live in is very
noisy at night
f. This is good news.
7. Our car has broken down g. This meant we had to wait for hours
at the airport.
1.
.............................................................................
........................
2.
.............................................................................
........................
3.
.............................................................................
........................
4.
.............................................................................
........................
5.
.............................................................................
........................
6.
.............................................................................
........................
7.
.............................................................................
........................
LESSON 9: READING (TECHNOLOGY AND YOU)
Aim: By the end of the lesson, Students will be able to read the text
about color television and papermaking.
Procedure:
T
Stages and contents
Ts activities
Ss activities
Task 1. Work in pairs. Put the dialogue in the
correct order.

1._____

2._____
3._____
4._____
5._____
6._____
7._____
8._____
9._____
A. Oh, I see. And I have a question
for you.
Do you know when the color
television was invented?
B. It was invented by Peter Carl
Goldmark.
C. He was American.
D. Your color television looks very
nice. Is it new?
E. Whats his nationality?
F. I know this question. In 1950,
wasnt it?

-gets Ss to put the
dialogue on the right
order.

G. Yes. My father has just bought
it.
H. Im sorry I dont know.
I. Youre right. And who invented
it?

Task 2. Read the following passage and answer the
questions below.
Paper was invented by the Chinese in the first
century A.D. The art of papermaking took 700 years to
reach the Muslim world and another 700 years to get
to Britain (via Spain, Southern France and Germany).
Most paper is made from wood. When the trees are cut
down, they are carried by land or water to paper
mills. Here they are cut up and the wood is broken up
into fibers, mixed with water and chemicals. This
wood pulp is then dried up on a machine and made into
paper.
Papermaking is an important British industry, and
paper from Britain is exported to South Africa,
Australia and many other countries. Some of the wood
used in British papermaking industry comes from trees
grown in Britain, but wood is also imported from
other countries such as Norway. One tree is needed
for every 400 copies of a forty-page newspaper. If
half of the adults in Britain buy one daily
newspaper, this uses up over 40,000 trees a day.
Trees are cut down faster than they can be replaced,
so there may be a paper shortage before the year
2020.

-asks Ss to read the
passage and answer the
questions.

1. D
2. G
3. A
4. F
5. I
6. H
7. B
8. E
9. C

Key:
1. It was invented by
the Chinese.
2. Paper is made from
wood.
3. It is exported to
South Africa, Australia
and many other
countries.

1. Who was paper invented by?
2. What is paper made from?
3. Where is paper from Britain exported to?
4. How many trees are cut down a day if half the
British adults each day buy one daily paper?
5. Why may there be a shortage of paper before the
year 2020?

Task 3. Work in groups. Discuss on one of the
following topics.

-gets Ss to discuss in
groups.
4. There are over
40.000 trees cut down.
5. Because trees are
* How can television help our
life?
* How can paper help our life?

cut down faster than
they can be replaced.

-groupwork.

PRESENT PERFECT IN ACTIVE

A. Objectives:By the end of the lesson, students will be able to
- Use present perfect appropriately and distinguish it with present perferct.
- Help Ps to use correctly present perfect.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Time
Teachers activities
Students activities
FORM
[has/have + past participle]
Examples:
You have seen that movie many times.
Have you seen that movie many times?
You have not seen that movie many
times.
Complete List of Present Perfect Forms
USE 1 Unspecified Time Before Now

We use the Present Perfect to say that an
action happened at an unspecified time
before now. We CAN use the Present Perfect
with unspecific expressions such as: ever,
never, once, many times, several times,
before, so far, already, yet, etc.
Examples:
I have seen that movie twenty times.
I think I have met him once before.

USE 2 Duration From the Past Until Now
(Non-Continuous Verbs)

With Non-Continuous Verbs and non-
continuous uses of Mixed Verbs, we use the
Present Perfect to show that something
started in the past and has continued up
until now. "For five minutes," "for two
weeks," and "since Tuesday" are all
durations which can be used with the
Present Perfect.
Examples:
I have had a cold for two weeks.
She has been in England for six
months.
Mary has loved chocolate since she
was a little girl.
Exercise 1: Use the correct
forms of the verbs in brackets
in the Present Perfect and tell
which use s are used in these
sentences. Notice the italic
words.
1. She (wait)..for two hours
to see you.
2. She (be)..to America.
3. John (see)..that film
several times.
4. They (live)in this street
for a long time.
5. She (not / speak).to me
since last week.
6. We (study)every lesson in
the book so far.
7. I (have)three colds this
winter.
8. Up to now, John
(work)..very hard.
- Asks Ss to use the correct
form of the verbs in brackets,
and then share their answers
with a partner.
- Calls on some Ss to give the
answers.
2. Exercise 2: Use the Simple
Past or Present Perfect.
1. They (sell)the house several
days ago.
2. John (work).for this
company since 1980.
3. Linda is working in this
department. She (work)..here
for two years.
4. Many people in this class
(see)this beautiful house
several times.
5. They (live).in London from
1970 to 1990.
6. They (live)..in London
since 1980.
7. She (study)English at this
Time
Teachers activities
Students activities
Although the above use of Present Perfect
is normally limited to Non-Continuous
Verbs and non-continuous uses of Mixed
Verbs, the words "live," "work," "teach,"
and "study" are sometimes used in this way
even though they are NOT Non-Continuous
Verbs.
ADVERB PLACEMENT
The examples below show the placement for
grammar adverbs such as: always, only,
never, ever, still, just, etc.
Examples:
You have only seen that movie one
time.
Have you only seen that movie one
time?

- Give comments
tense.
school for six months up to now.
8. Our present teacher
(live).in this city all of
his life.
- Asks Ss to use the correct
form of the verbs in brackets,
and then share their answers
with a partner.
answers.
3. Exercise 3: Use the Simple
Past or Present Perfect.
1. This boy (not /
finish)..his homework yet.
2. I (speak) to him about your
work several times already.
3. You (ever / travel)to
China before ?
4. I (receive)a letter
just a few minutes ago.
5. I (not / see).John
recently.
6. Its the third time you
(lose)your key.
7. This is one of the best books
I (ever / read).
8. You (put)..your book on
my desk last night ?
- Asks Ss to work in pairs to do
exercise. Then share their
answers with another pairs.
answers.

PRESENT PERFECT IN
PASSIVE

A. Objectives: By the end of the lesson, students will be able to
- Use present perfect in passive appropriately and distinguish it with present
perferct in passive.
3. Skills: Improve students speaking and writing skill.
D. Procedure:
Time
Teachers activities
Students activities
1. Presentation
Use of Passive
Someone built this house in 1990.
This house has been built in 1990
- Asks Ss to compare the two sentences
above.
-Have Ss give the structures of these
sentences.
Passive voice is used when the focus is
on the action. It is not important or
not known, however, who or what is
performing the action.
Notes:
When rewriting active sentences in
passive voice, note the following:

+ S + have/has + V
PP
+ O
+ S + have/has + been + V
PP
+ by O

Time
Teachers activities
Students activities
+The object of the active sentence
becomes the subject of the passive
sentence
+The finite form of the verb is
changed (to be + past participle)
+The subject of the active sentence
becomes the object of the passive
sentence (or is dropped)

2. Practice
Exercise 1: Rewrite these sentences into
passive present perfect:
Make the sentences passive:
1. Somebody has cleaned the kitchen.
__The kitchen has been cleaned
2. Somebody has watered the plants.
3. Somebody has taken the money.
4. Somebody has bought the presents.
5. Somebody has finished the report.
6. Somebody has killed the President.
7. Somebody has repaired the road.
8. Somebody has elected that man.
9. Somebody has learned lessons.
10. Somebody has fired John.
Exercise 2: Complete these sentence in
passive present perfect.
Example: new bridge / build / across /
the river
A new bridge has been built across the
river.
A new hospital for children / build / in
our city.
2. Another man-made satellite / send up
/ into space.
3. more and more trees /cut down / for
wood / by farmers.
4. Thousands of animals / kill / in the
forest fire.
5. About one hundred buildings and
houses / destroy / in the earthquake.
- Give comments
tense.

1. The plants have been watered

2. the money has been taken

3. the presents have benn bought

4. The reported has been
finished

5. The president has been killed

6. The road has been repaired

7. That man has been elected

8. Lessons have been learned

9. John has been fired

1. A new hospital for children
has been built in our city.
2. Another man-made satellite has
been sent up into space.
3. More and more trees have been
cut down for wood by farmer
4. Thousands of animals have been
killed in the forest fire.
Time
Teachers activities
Students activities
5. About one hundred buildings
and houses have been destroyed in
the earthquake

LESSON10 : RELATIVE CLAUSES
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize and use
relative clauses correcttly
- Teaching aids : Posters
- Procedure :

Teachers activities Sts activities
* Warm up :
- Give Sts 2 set of sentences and ask them to
combine, using the relaive pronouns : who, whom,
which
1- This is the house. I would to buy it.
2- Lans brother is very tall. He sits at the
back of the class.
- Get 2 Sts to write on the b.b

- Remark, explain
* Grammar:
+ Relative clauses:
- The relative clause is a subodinative clause

-Sts work
1- This is the
house which I would
to buy it.
2- Lans brother,
who sits at the
back of the class,
is very tall.

used as an adjective to modify a noun or
pronoun.
- The Adj clause is follows its antecedent (the
word it modifies) and it is introduced by a
relative pronoun :who, whom, which, that, whose,
of which or relative adverb : where, when, why,
how
- Stick the poster on the b.b
Antecedent Subject Object Possessive
Person Who That Whom That Whose
Things Which / That Of which

When = on/ in/ at which Time
Where = on/ in/ at/ from
which
Place
Why = by which Reason
How = by which Manner

Notes : That is used in the restrictive clause
to replace both a person and a thing
- Give some examples
Ex: This is the house. I lived in this house 3
years ago.
-> This is the house where I lived 3 years ago.
-> This is the house in which I lived 3 years
ago (in).
Ex: The day is very sad. She left on that day.
-> The day on which she left is very sad
-> The day when she left is very sad
Ex: This student studies very well. Her mother
is a doctor.
-> This student, whose mother is a doctor,
studies very well.
* Restrictive and Non restrictive clauses :
1- Restrictive clause :
Menh e tnh t c goi la xac nh
khi no can thiet cho y ngha cua cau. Bo
no i cau se khong ro hoac khong ay u
y ngha. (Chu t khong xac nh th menh
e TT xac nh, that c dung e thay
cho who, whom, which)
Ex: The man works very hard. He wants to earn
money.
-> The man who wants to earn money works very
hard.
2- Non restrictive clauses :
Menh e tnh t c goi lakhong xac
nh khi no khong can thiet cho y ngha
cua cau. Bo no i cau van ay u y
ngha. (Chu t xac nh th menh e TT

khong xac nh)
Notes:chu t xac nh
Khi tien to la danh t rieng, danh t co
TT ch nh This, that hoac co TT s hu,
s hu cach (khong dung that thay cho
who, whom, which)
- Give some sentences
1- This is the man. I met him in Paris.
2- I want the painting. You bought it yesterday.
3- Her father lives in Lon Don. He came here
last week.
4- That is the woman. I was telling about her.
5- We threw out the computer. It never worked
well.
6- They sent a new teacher. I really like her.
7- She took me to her village. She lives in the
village.
8- Thats the building. I passed by it.
9- Lan is very nice. She always help us in doing
exercises.
10- Lan is very nice. Her bike was roken
yesterday.

KY DUYET TUAN 10:

LESSON PLAN
LESSON11 : RELATIVE CLAUSES : (Exercises)
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize relative
clauses by doing some exercises
- Teaching aids : Handouts
- Procedure :

- Give Sts some exercises

Exercise1 : Choose the best option to complete
the following sentences.
1- This is the school____ my father used to work.
a- who b- whom c-

in which d- which
2- Tom is a good student,______studies very well.
a- that b- who
c- which d- whom
3- Can you name the American writer__wrote Tom
Sawyer?
a- who b- whom c-
which d- whose
4- She lent me a book ____ is very interesting.
a- who b- whose c-
in which d- which
5- Her house, _____ she built last year, is very
nice.
a- who b- that c-
which d- where
6- A doctor is a person_____ takes care of our
health.
a- who b- whom c-
in which d- which
7- Please give me a cup _____ is on the table.
a- that b- whom c-
in which d- where
8- This is the man _____ I saw in the street
yesterday.
a- who b- whom c-
which d- that
9- The cat____ has two beautiful eyes is on the
chair .
a- who b- whom c-
in which d- which
10- The boy and his dog ___passed by my house
made noise.
a- who b- whom c-
that d- which
- Get Sts to work individually in 8 then compare
the result with their friends.
- Go around the class to offer help.
- Get 10 Sts to provide the answers on the b.b
then explain.

- Remark, explain and correct together
KEYS:
1- c 2- b 3- a 4- d 5- c
6- a 7- a 8- b 9- d 10- c
Exercise 2: Com bine these, using relative
pronouns
1- I met Jane in Paris. She is a student.
2- They walk to school everyday. It is near there
houses.
3- Her sister is a nurse. She works in the
hospital.
4- The train will leave at 2.30. It is overthere.
5- He posted the letter. His wife wrote it last
Sunday.

- Sts work

- provide the
answers and
explain.

- Sts work

- provide the
answers and
explain.

6- They have seen that play. It is wonderful.
7- She took me to her house. It is very large.
8- John wants to see you. He is waiting in the
class.
9- Lan is going to have a party. She will invites
all of us.
10- Her bike was broken yesterday. She bought it
20 years ago.
- Get Sts to work individually in 10 then
compare the result with their friends.
- Get 10 Sts to provide the answers on the b.b
then explain.


KEYS:
1- I met Jane in Paris who is a student.
2- They walk to school everyday which is near
there houses.
3- Her sister, who works in the hospital is a
nurse.
4- The train that is overthere will leave at
2.30.
5- He posted the letter which his wife wrote last
Sunday.
6- They have seen that play which is wonderful.
7- She took me to her house which is very large.
8- John, who is waiting in the class, wants to
see you.
9- Lan, who will invites all of us, is going to
have a party.
10- Her bike, which she bought 20 years ago, was
broken yesterday.

KY DUYET TUAN 11:

LESSON PLAN
LESSON 12 : RELATIVE CLAUSES
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize relative
clauses by doing somes exercises.
- Teaching aids : Handout
- Procedure :

- Give Sts some exercises

Exercise 1 : Choose the best option to complete the
following sentences.
1- People who exercise frequently have greater
physical endurance than those______
a- who doesnt b- that doesnt c- who dont
d- which dont
2- Do you remember Mrs Goddard,___taught us
English?
a- who b- whom c- that
d- which
3- Have you ever met the man ____ is standing over
there?
a- stands b- who c-
whom d- which
4- She is reading book _____she borrowed yesterday.
a- who b- whom c-
whose d- which
5- This is Mrs Hoa,______ mother is a nurse.
a- whose b- whom c- that
d- which

- Get Sts to work individually in some minutes, then
- Get 10 Sts to provide the answers on the b.b then
explain.


KEYS:
1- c 2- a 3- b 4- d 5- a

Exercise 2 : Fill in the blank with who, whom, that
or which
1- Was it Jenifer ____ said that?
2- This is the report,____ the president wanted.
3- The girls ____ are in my class are all dood
students.
4- Our teacher,____is an American, speaks English
perfectly.
5- The bike ____Nam used to belongs to his uncles.
6- The teacher with ___I studied died last week.
7- To ____ did you sell your furniture?
8- Is this the program ____ you always watch on TV?
9- The movies ____ we saw this summer were all good.

- Sts work

- provide the
answers and
explain.

- Sts work

- provide the
answers and
10- These are the kind of exercises ____ help us
learn French.
11- The lamp ___ you broke is my brothers.
12- She is one of the workers ____ went on strike.

- Get Sts to work individually in some minutes, then
- Get 10 Sts to provide the answers on the b.b then
explain.


KEYS:
1- who 2- which 3- who 4- who 5-
which 6- whom
7- whom 8- which 9- which 10- which 11-
which 12- who

Comments :

explain.

LESSON 11: READING (AN EXCURSION)
Aim: By the end of the lesson, Students will be able to read the ideas and
holidays; talk about their activities on holidays.
Procedure:
T
Stages and contents
Ts activities
Ss activities
Task 1. Work in groups. Ask your friends and
fill their names and the activities in the tables.
A: Do you usually go camping on your holidays?
B: Yes, I do/ No, I dont.
Activities Name
1. go camping
2. play sports
3. play video
games
4. have a
picnic
5. do the
housework
6. watch TV
7. listen to
music
8. read books
........

Task 2. Look at the four students ideas of the
holiday they want.
Jane: I want a holiday by the sea. I just like
lying in the sun doing nothing. Im terribly
lazy.
David: Id rather stay at home than make a
journey. Im not very adventurous. I dont like
travelling and Id rather go out for short visits
and come home in the evening.
Sally: I want a holiday with lots to see and do
I love walking, climbing, riding. I dont like
sitting around doing nothing. Im quite
energetic.
Stephen: I love driving, finding new places,

-gets Ss to ask their
friends and fill the
names.

-asks Ss to read the 4
Ss ideas and choose
the holiday.

-groupwork.

staying in a different town every night. I like
meeting new people and eating different food. Im
very independent!
Below are the different holidays offered by a
travel company.
1. Enjoy a week in the sun in Majorca. Miles of
beach, nothing to do if you dont want to, plenty
of night-life if you like it.

-read and do the
exercises.

2. Spend a week horse riding and climbing in the
South of France and enjoy the outdoor life with
our qualified guides.
3. Let us show you your own area. Join one of our
local centres and we can show you everything you
want to see near you.
4. Hire a car and make your own holiday! You can
hire any size of car from us for seven days for
the price of five.
Help these students choose the best holiday for
each of them.
Jane:__________; David:____________;
Sally:_________; Stephen:__________
Task 3. Circle the answer A, B or C that best
suits the meaning of each italicized word.
1. Im quite energetic.
A. healthy B. noisy C. active
2. Im not very adventurous.
A. eager to visit new places B. well-adjusted C.
easy-going
3. Im very independent.
A. self-confident B. self-reliant C.
decisive
4. Im terribly lazy.
A. idle B. slow C. tired
5. and enjoy the outdoor life with our
qualified guides.
A. young B. old C.
trained
Task 4. Work in pairs. Ask your partner about
his/ her holiday.
Holiday You Your friend
What to do?
Where to
stay?

Who to go
with?

-gets feedback.

-has Ss read the ideas
again and choose A, B
or C.

-asks Ss to complete
the 2
nd
column, then ask
their partner.

Jane:1
David:3
Sally:2
Stephen:4

1. C
2. A
3. B
4. A
5. C
How to go
there?

How long?
What to
bring?

-individually and
pairwork.


LESSON 10: WRITING (A confirmation letter)
Aim: By the end of the lesson, Students will be able to write a letter to
confirm to an invitation.
Teaching aids: lesson plan, handouts, projector.
Procedure:
T
Stages and contents
Ts activities
Ss activities
Task 1. Work in pairs. How do you respond to
these situations?
1. Could you join me in the trip this summer?
(accept)
..
2. Lets go camping next Sunday! (refuse)
..
3. Would you like to go to the movies with me?
(accept)
..
4. How about watching a football match on
Wednesday? (refuse)
..
Task 2. Fill each blank in Mais letter with the
phrases in the box.
A. buy all the things B.
join your birthday party
C. bring them D.
prepare everything

Dear Mai,
Im going to have a birthday party at 8:00 p.m. on
Saturday. Remember to buy me two bunches of
bananas, three kilos of oranges, ten mangoes, and
bring them to my house an hour before the party.
Yours,
Lan
Dear Lan,
Im very happy to (1)__________ this Saturday. Of
course, I will help you to (2)_________ for the
party. Ill (3)__________ you need and
(4)___________to your house an hour before the
party.
Love,
Mai

-gets Ss to write the
answers.

-asks ss to read the 2
letters and insert the
4 phrases.

-pairwork.

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

Task 3. Read this situation and write a
letter responding to it.
Your friend, Tuan, wrote a letter to invite you
to go on a picnic at Xeo Quyt Base at the end
of this semester. Write a letter to accept or
refuse his invitation.
Dear Tuan,
....

-has Ss write a
confirmation letter.

-gets feedback.

-write a letter
responding to Tuans
Task 4. Exhibition. Students read some
finished letters in front of the class.
invitation.

-whole class.


SIMPLE FUTURE, THE PRESENT CONTINUOUS AS A FUTURE FORM AND THE BE GOING TO FORM
I. Objectives- By the end of the lesson, Ss will be able differentiate the
forms, uses of these grammatical items to speak and write appropriately.
- Language: The simple future tense, the present continuous tense as a future
form and the be going to form.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Posters
IV. Procedure:
Students activities

5
* WARM-UP: Jumbled sentences.
- Give 5 jumbled sentences representing for
4 major uses of the simple future tense,
the present continuous tense as a future
1. Tom: in/ now/ Mary/ is/ hospital.
Jim: Really? Her/ will/ see /
tomorrow/ I
2. worry/ about/ dont/ your/ exam. sure/
am/I/ pass / you/ will.
3. going/ a holiday/ We/ have/ in/are
this/ Sam Son/ summer.
4. Oh, no! at/ Look/ cars/ those. Going/
they/ to/ are/ crash.
5. am/ meeting/ I/ tomorrow/ manager/
morning/ my.
- Have Ss work in groups of four.
- Call on Ss to show their answers.
- Check the answers and introduce the
consolidation.

- Work in groups of four
Suggested answers:
1. T: M is now in hospital
J: Really? I will see her
tomorrow
2. Dont worry about your
exam. I am sure you will
pass.
3. We are going to have a
holiday in Sam Son this
summer.
4. Oh, no. Look at those cars.
They are going to crash.
5. I am meeting my manager
tomorrow morning.

25
I. GRAMMAR. The simple future tense, and

- Individual work.
the be going to form.
* Model sentences: (Use the sentences in
warm-up as the model ones.)
* Concept checking
- Elicit the form and uses from Ss.
1. The simple future tense.
a. Form
(+) S + WILL/ SHALL + V(inf)
(-) S +WILL/ SHALL + NOT + V(inf)
(?) WILL/ SHALL + S + V(inf)?
b. Uses
- To express an intention or decision made
at the moment of speaking.
+ We often use will in these situations:
Offering to do something
Ex: I will help you with the
housework.
Promising to do something
Ex: I wont tell you what happened. I
promise
Asking sb to do sth
Ex: Will you please be quiet? Im
trying to concentrate
+ We use shall I/ we? To ask ones
opinion, especially in offers or
suggestions.
Ex: Shall I open the window? (= do you want
me to open the window?
- To make a prediction that the speaker
doesnt have outside evidence for what he
or she says. He or she just says what he or
she believes or knows.
+ We often use WILL (ll) with:
probably, I expect, (Im) sure, (I) think,
(I) dont think, I wonder.
2. The present continuous tense as a future
form
a. Form
(+) S + AM/ IS/ ARE + V- ING .
(-) S + AM/ IS/ ARE + NOT + V- ING .
(?) AM/ IS/ ARE + S + V- ING .?
b. Use: To express a future arrangement
between people. Its common with verbs such
as go, come, see, visit, meet, leave.
2. The be going to form
a. Form
(+) S + AM/ IS/ ARE + GOING TO + V(inf).
(-)S + AM/ IS/ ARE + NOT + GOING TO +
V(inf).

- Study the model sentences to
pull out the target language.

- Take note and give some more
examples to illustrate the uses.

II. EXERCISE. Complete the
sentences using Will + V(inf),
be+ V-ing or be going to +
V(inf)
1. - The fire has gone out!
- So it has. I(go) and
get some sticks.
2. I ve hired a typewriter and
I .(learn) to type.
3. I cant understand this
letter.
- I..(call) my son.
He..(translate) it for you.
4. My father ...(go) to Ha
Noi on business tomorrow.
5. You ve bought a lot of
paint. ..(you/ redecorate)
your kitchen?
6. The cat just behind the rat.
It.(catch) the latter.
7. The meeting is still going
on. When do you think it
(finish)?
8. The committee(meet) next
Wednessday.
9. Look out! That ladder
(fall).
10. Ive just enrolled at the
local technical college.
I(attend) pottery classes
next winter.

Work individually first and then
(?) AM/ IS/ ARE + S + GOING TO +
V(inf)?
b. Uses
- To express a future intention or decision
thought about before the moment of
speaking.
- To express a prediction that the speaker
can see as a result of something at
present.
* Note: It is not very usual to put the
verbs go and come into the be going to
form. Instead we generally use the present
continuous tense.
Ex: Im going to the bookshop this weekend.
*HOMEWORK: Are the underlined verbs right
or wrong? Correct the ones that are wrong.
1. The Prime Minister is flying to America
tomorrow.
2. The ceiling looks unsafe. It will fall.
3. I think the weather will be nice later.
in pairs to share the answers.
Suggested answers:
- 1. will go
- 2. am going to learn
- 3. will call.will translate.
- 4. is going
- 5. Are you going to decorate
- 6. is going to catch
- 7. will finish
- 8. is meeting
- 9. is going to fall
10. am going to attend

The simple future, the present
continuous tense
as a future form and the be going to form
exercises
I. Objectives: By the end of the lesson, Ss will be able to use these
grammatical items to communicate well.
IV. Procedure:

Time
Teachers activities
Students activities
(6)

10

* Warm-up: Survey
- Tell Ss to copy the table.
Name Things they are going
to do.
Hoa visit Phong Nha cave
.
- Call a S to do the model.
* Model
. What are you going to do this weekend,
Hoa?
. Im going to visit Phong Nha cave.
- Get Ss to work in groups of four to ask
what their friends intend to do this
weekend and then fill the infirmation in
the table.
- After Ss finish their tables, call some
to report what they have found.
- Correct the mistakes if necesassary.
- Give feedback
Exercise 1. Complete the sentences with

- - Copy the table
-
-
-
-
-
- - Work in groups of four.
-
- - Ask what their friends
are going to do this
weekend and complete the
table.
-
-
- - Report the information.
-
-

Time
Teachers activities
Students activities

10

15

4
Will + one of these suitable verbs
be come get
like
look meet lend
turn
1.- I need some money
- OK, Iyou some. How much do you
want?
2. Why dont you try on this jacket? It
nice on you.
3. You must meet George sometime. I think
you.. him.
4. Its raining. Dont go out. Youwet.
5. - Its a bit cold in this room.
- Is it? I.on the heating then.
6. I wonder where I .20 years from
now.
7. Goodbye. I expect we again before
long.
8. Ive invited Sue to the party but I
dont think she

* Exercise 2: Complete the sentences
using the be going to form.
1. - Ive made up my mind I(change) my
job.
- What.(you/ do)?
2. -What(you/ wear) at the party on
Saturday?
- I havent decided yet. What about
you? (you/
wear) your new black dress?
3. - Why have you bought all that
wallpaper? What.. (you/ do)?
- I.(decorate) the living room.
4. Hes decided that he (not/leave
school this summer. He.(stay) on for
another year.
5. -I ..(buy) a new motorbike
- How.(you/ pay) for it? You
havent got enough money.
- I.(ask) my bank to lend me money
- Call on Ss to read out the answers.
- Elicit the correction from Ss and give
feedback
* Exercise 3. Complete the sentences with
the right forms of the verbs given.
1. - It is raining outside. Would you
like to borrow an umbrella?
- Oh, thank you. I(bring) it back
tomorrow.
- Work individually first
and the in pairs to share
the answers.

* Suggested answers:
1. will lend
2. wil look
3. will like
4. will get
5. will/ shall turn
6. will be
7. will/ shall meet
8. will come

- Individual work

* Suggested answers
1. am going to change
are you going to do
2. are you going to wear
are you going to wear
3. are you going to do
am going to decorate
4. isnt going to leave
Is going to stay
5. am going to buy
are you going to pay
am going to ask

- Work in pairs

* Suggested answers

1. will bring
2. are you going to do
3. am seeing
4. are you going to make
5. is coming
6. wont tell
7. am playing
8. is going to fall
9. will like
10. are going

Time
Teachers activities
Students activities
2. - What(you/ do) with that ladder?
- I..(repair) the roof.
3. I.(see) her tomorrow.
4. Why did you buy all these eggs?
.(you/ make) an enormous omelette?
5. The window-cleaner(come) at eight
tomorrow.
6. Its a secret between us . I promise
I(not/ tell) anyone.
7. I cant meet you tomorrow afternoon.
I(play) tennis.
8. The ceiling in this room doesnt look
very safe, does it? It looks as if it
................. ( fall) down.
9. I think Ann(like) the present we
gave him.
10. We..(go) on holiday next Monday.
- Give comments on Ss performance.
* Homework
- Do the exercises again and make
sentences using Will + V(inf), be+ V-ing
or be going to + V(inf)(5 sentences for
each form of them).

- Take note


SIMPLE FUTURE, THE PRESENT CONTINUOUS AS A FUTURE FORM AND THE BE GOING TO FORM
I. Objectives- By the end of the lesson, Ss will be able differentiate the
forms, uses of these grammatical items to speak and write appropriately.
IV. Procedure:

/EXERCISE:Put the verbs in brackets using the simple future tense, the present
continuous tense as a future form and the be going to form.

1. Where you (go) to this evening?
I (not go) any where. I (stay) at home. I (write) some letters.
2. Take an umbrella; it (rain).
3. How long you (stay) in this country? (Have you decided to stay?)
Another month. I (go) home at the end of the month.
What you (do) then?
I (try) to get a job.
4. I (dye) these curtains.
You (do) it yourself, or (have) it done?
I (have) it done. Who should I take them to?
5. I've been seen the film, now I (read) the book. I've just got a copy from
the library. (I havent started the book yet.)
6. You (do) anything next weekend?
Yes, my nephews (come) and I (show) them round London.
You (take) them to the theater? (Have you book seats?)
No, they are too young for that. I (take) them to the zoo.
7. We (start) early tomorrow. We (go) to Ben Nevis.
You (climb) Ben Nevis?
Not me. Tom (climb) it. I (sit) at the bottom and (do) some sketching.
8. Uncle: I hear you (go) to the regatta tomorrow. You (said) in it?
Niece: No, but we (take) our cameras. We (try) to photograph the winning
yachts.
9. You (not ask) your boss to give you a fire in your office?
It isnt worth while. I (leave) at the end of the week.
Really? And what you (do) then? You (have) a holiday?
No, I (start) another job the following Monday.
10. I hear youve bought a caravan. You (use) it for your holidays?
No, I (live) in it. I (start) moving my things next week.
What you (do) with your house?
I (sell) it to the man who sold me the caravan. He (get) married next
month.
11. Mrs Jones (go) to hospital. She (have) her appendix out.
Who (look) after the children?
Her sister (come) down from Scotland.
12. He isnt happy at his boarding school. I (send) him to a day school.
Have you decided on the other school?
No, but I (see) (have an appointment with) the headmaster of the Park
School this afternoon. I'll probably send him there.
13. Tom (arrive) tomorrow.
He (spend) the weekend here or (catch) the night train back as usual?
He (spend) the weekend. He (give) a lecture on Friday and (attend) a big
reception on Saturday.
14. He (bring) his wife with him? (Has he arranged to bring his wife?)
Yes. She (do) some shopping while he (give) his lecture.

EXERCISE II/. Be going to and will + infinitive.
Put the verbs in brackets into one of the above forms.
1. Where are you off to with that ladder?
I (have) a look at the roof; its leaking and I think a tile has slipped.
2. We bought our new garage in section and we (assemble) it ourselves.
That sounds rather interesting. I (come) and help you if you like.
3. Why do you want all the furniture out of the room?
Because I (shampoo) the carpet. Its possible to do it unless you take
everything off it first.
4. Here are the matches: but what do you want them for?
I (make) a bonfire at the end of the garden; I want to burn that big heap
of rubbish.
Well, be careful. If the fire gets too big it (burn) the apple trees.
5. Have you decided on your colour scheme?
Oh yes, and I've bought the paint. I (paint) this room blue and the
sitting room green.
6. Why are you asking everyone to give you bits of material?
Because I (make) a patchwork quilt.
7. I wonder if Ann knows that the time of the meeting has been changed.
Probably not. I (look) in on my way home and tell her. I'm glad you
thought of it.
8. Leave a note for them on the table ant they (see) it when they come in.
9. I'm afraid I'm not quite ready.
Never mind. I (wait).
10. Do you have to carry so much stuff on your back?
Yes, we do. We (camp) out and (cook) our own meals, so we have to carry a
lot.
11. I've been measuring the windows. I (put) in double gazing.
12. You (wear) that nice dress in the dinghy?
Of course not! I (sit) on the pier and (watch) you all sailing. I (not
get) all wet and muddy and pretend that I'm enjoying it!
13. If you leave your keys with the hall porter he (take) the car round
to the garage.
14. Shop assistant: We have some very nice strawberries.
Customer: All right. I (have) a pound.
15. Husband: This bread absolutely tasteless! I wish we could have home-
made bread.
Wife: All right. I (start) making it. I (get) a book about home baking
today, and from now on I (bake) all our bread!
16. Mary: Anns busy baking. Apparently she (bake) all their bread from
now on.
Jean: She soon (get) tired of that.
17. Why have you bought your camera? You (try) to take photographs?
Its not allowed, you know.
No, I (try) to sell the camera.
Thats not allowed either. If a police sees you, he (confiscate) the
camera.
18. Tom and Jack, who has just helped him to change a wheel: I (have) to
leave this at the garage; I dont know how to mend a puncture in a
tubeless tyres.
Jack: but its quite easy. I (come) round this evening and show you if you
like.
19. Later:
Tome to wife: I (not take) the tyres to the garage. I (mend) it myself.
Jack (help) me.
20. Why are you rolling up the carpets? You (paint) the ceiling?
No, I (take) the carpet to the cleaners.
21. Ann: Heres the letter to the landlord. If theres anything I should
add, say so and I (add) it.
Peter: Its fine, but its illegible. He (not be able) to read it.
Ann: Oh, I (type) it! (She had always intended to type it.)
Peter: Good, then we (have) a copy.
22. Employer: But there are a lot of mistakes in this Miss Jones.
Miss Jones: Yes, I suppose there are. All right, I (type) it again.
23. Mrs Smith: Your colds worse, Ann. Go back to bed and I (ring) the
school and tell them you can't come.
24. Mrs Smith was just picking up the receiver when her husband came
downstairs. Anns not well, she said. I (ring) the school and say that
she can't come.

* WARM-UP: Jumbled sentences.
1. Tom: in/ now/ Mary/ is/ hospital.
Jim: Really? Her/ will/ see / tomorrow/ I
2. worry/ about/ dont/ your/ exam. sure/ am/I/ pass / you/ will.
3. going/ a holiday/ We/ have/ in/are this/ Sam Son/ summer.
4. Oh, no! at/ Look/ cars/ those. Going/ they/ to/ are/ crash.
5. am/ meeting/ I/ tomorrow/ manager/ morning/ my.
I. GRAMMAR. The simple future tense, and the be going to form.
1. The simple future tense.
(+) S + WILL/ SHALL + V(inf)
(-) S +WILL/ SHALL + NOT + V(inf)
(?) WILL/ SHALL + S + V(inf)?
- To express an intention or decision made at the moment of speaking.
+ We often use will in these situations:
Offering to do something Ex: I will help you with the housework.
Promising to do something Ex: I wont tell you what happened. I
promise
Asking sb to do sth Ex: Will you please be quiet? Im
trying to concentrate
+ We use shall I/ we? To ask ones opinion, especially in offers or
suggestions.
Ex: Shall I open the window? (= do you want me to open the window?
- To make a prediction that the speaker doesnt have outside evidence for
what he or she says. He or she just says what he or she believes or knows.
+ We often use WILL (ll) with:
probably, I expect, (Im) sure, (I) think, (I) dont think, I wonder.
2. The present continuous tense as a future form
(+) S + AM/ IS/ ARE + V- ING .
(-) S + AM/ IS/ ARE + NOT + V- ING .
(?) AM/ IS/ ARE + S + V- ING .?
To express a future arrangement between people. Its common with verbs such
as go, come, see, visit, meet, leave.
2. The be going to form
(+) S + AM/ IS/ ARE + GOING TO + V(inf).
(-)S + AM/ IS/ ARE + NOT + GOING TO + V(inf).
(?) AM/ IS/ ARE + S + GOING TO + V(inf)?
- To express a future intention or decision thought about before the moment
of speaking.
- To express a prediction that the speaker can see as a result of something
at present.
* Note: It is not very usual to put the verbs go and come into the be going
to form. Instead we generally use the present continuous tense. Ex: Im going
to the bookshop this weekend.
II. EXERCISE. Complete the sentences using Will + V(inf), be+ V-ing or be
going to + V(inf)
1. - The fire has gone out!
- So it has. I(go) and get some sticks.
2. I ve hired a typewriter and I .(learn) to type.
3. I cant understand this letter.
- I..(call) my son. He..(translate) it for you.
4. My father ...(go) to Ha Noi on business tomorrow.
5. You ve bought a lot of paint. ..(you/ redecorate) your kitchen?
6. The cat just behind the rat. It.(catch) the latter.
7. The meeting is still going on. When do you think it (finish)?
8. The committee(meet) next Wednessday.
9. Look out! That ladder (fall).
10. Ive just enrolled at the local technical college. I(attend) pottery
classes next winter.

READING (THE MASS MEDIA)
about television; talk about how often they use the mass media.
Procedure:
Stages and contents Ts
activitie
s
Ss
activiti
es
Task 1. How often do you use each of the mass media
below? Put a tick () in the right column. (4)
Mass media often sometimes never
radio
TV
newspapers
computer
Internet

-asks Ss
to tick
the
column.

-tick
the
column
about
how
often
they use
the mass
media
Task 2. Choose A, B, C or D to complete the passage:
(25)
Television is one of mans most (1). means of
communication. It brings events and sounds (2)..
around the world into millions of homes. A person with a
television set can sit in his house and watch the
President making a (3).. or visit a foreign

country. He can see a war being (4). and watch
statesmen try (5). about peace. Through television,
home viewers can see and learn about people, places, and
things all over the world. TV even takes its (6).
out of this world. It brings them coverage of Americans
astronauts explore outer space.
In (7) to all these things, television brings its
viewers a steady stream of programs that are
(8).. to entertain. In fact, TV provides
(9). Entertainment programs than any other kind.
The programs include action-packed dramas, light
comedies, (10) . Events and motion pictures.
1. A. importance B. important C. unimportance D.
unimportant
2. A. from B. at C. in D. to
3. A. speak B. speaking C. speech
D. spoken
4. A. fight B. find C. found
D. fought
5. A. bring B. brought C. bringing
D. to bring
6. A. viewers B. seers C. lookers
D. watchers
7. A. add B. edit C. addition
D. editor
8. A. made B. designed C. did D.
built
9. A. many B. much C. more
D. most
10. A. sport B. sporting C. sported
D. sportier
Task 3. Decide which of the four options below is the
main idea for the passage. (5)
A. The importance of television
B. Visiting foreign countries through television
C. Exploring outer space
D. Entertainment programs on television
Task 4. Work in groups. Ask your friends and fill in
the table. (11)
An : How often do you use radio?
Hoa: I sometimes use radio.
Name
s
radio televisi
on
newspape
rs
comput
er
intern
et
Hoa sometim
es

-gets Ss
to read
the
passage
and do
the
Multiple
Exercise.

-asks Ss
to choose
the main
idea.

-gives
instructi
ons

1. B
2. A
3. C
4. D
5. D
6. A
7. C
8. B
9. C
10. B

A

-
groupwor
k.


Writing about advantages and disadvantages
I. Aims
- Writing about advantages and disadvantages
- After the lesson, Ps will be able to write a paragraph about advantages and
disadvantage of television and other types of mass media.
II. Teaching aids
- Textbook, whiteboard makers,
III. Procedures

Teacher's activities Students'
activities
1. Pre - teaching
- Ask Ps to read about the advantages and disadvantages of
TV.
Whole class
- Have them underline the key words of each idea
- Make sure ps understand all the advantages and
disadvatges mentioned in the book

2. Practice Pair work
- Ask ps to work in pairs and discuss the advantages
and disadvantages of the mass media and wrtite them
down in the

column
- Encourage ps to find the ideas related to the topics
Advantages Disadvantages
Radio
It provides you hourly
updated news and
information
It only provides
information aurally
It is convenient
because you can listen
to it almost
everywhere
It makes our life
eadier and enjoyable.
It also releases
stress
It can be boring
because we can't watch
films or sports
programme

- Ask ps to share the ideas with other pairs

3. Further practice Individual work
- Ask ps to write a paragraph about the advantages and
disadvantages of newspapers/internet

- Let them work independently and write out line

- Introduce peer correction if time allowed
*
D. Homework

EXPRESSING REASONS
(because, because of)
I. Objectives: Ss should have good awareness of the target language of
because, because of
-By the end of the lesson, Ss know how to express their reasons using because,
because of
IV. Procedure:
1. Presentation
Grammar patterns
1 because | + clause | + clause
clause | + because | + clause
Because the children dont like fish, I bought some
sausages.
We had to take the train because all the buses were
full.
to talk about the situation that is the reason
for something
2 because | + of | + NP
Why couldnt you sleep? ~ Because of the noise.
Because of the delay, we missed the connecting
flight. I gave up my job because of her.
to talk about the thing or person that is the
reason
for something

Collocations
Because is commonly preceded by mainly, partly, and
simply:
1. Its mainly because they are cheap that people
choose package holidays.
2. She was chosen partly because of her
qualifications but mainly because of her
experience.
3. Most people put on weight simply because they
dont get enough exercise.
4. Because often occurs after not:
5. Its not because Im your brother that Im
telling you this. Its because
6. They didnt sack him because he was lazy, but
because of his attitude.
7. She didnt marry him because of his money.

Listen

-Copy down

Because often follows clauses with must, and
introduces the reason for making a deduction:
1. Jim must be at home because his lights are on.
2. They mustve been starving because look how much
they ate.
Set phrases
just because
Just because Im 16, it doesnt mean Im a baby.
to say that, because one thing is true, its
not the case that another thing is also true.

because/cause/cos I want to. = commonly used
to justify a decision:
Why are you leaving? ~ Cos I want to.
2. Practice:

1 Add of to these sentences, but only if it is
necessary:
1 Because --------------the fire, they lost
everything.
2 Its not because _--------your money, its because
----------- like you.
3 Just because --------- youre tired doesnt mean
you cant do the washing up.
4 Why did she go and live in the country? ~ Because
her health.
5 I didnt do it because --------- you; I did it
because ---------you
asked me.
6 Mainly because ----------- not looking in the
mirror, he failed his driving test.

2 Match the two parts of these sentences:
a Because it was getting cold
b It must have been getting cold
c Just because its cold
d It wasnt because of the cold
e We decided to go inside
f Why are we going inside?
1 Because I want to.
2 because Richard was wearing gloves.
3 doesnt mean we have to go inside.
4 we decided to go inside.
5 that we decided to go inside.
6 because of the cold.
- Give comments
- Give examples using because, because of

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

a - 4
b - 2
c - 3
d - 5
e - 6
f 1
3. Because, since, +
clause
E.g: I didn't go to the
party because I was tired
4. Because of, due to, +
noun/noun phrase
E.g: I didn't go to the
party because of my
tiredness.
- She left home due to
being badly treated

EXPRESSING CONCESSION
although, though, despite, in spite of
I. Objectives: By the end of the lesson, students will be able to use phrases
or clause after although, though, despite, in spite of...
III. Teaching aids: Handouts
IV. Procedure:
Mnh ch s nh-ng b bt u bng
Though, although, even if, despite, in
spite of, however, whatever
1. Although, though, even though, even
if + clause
Although/ though it rained heavily, they
went out with their friends
Even if you don't like me, I will be
here with you.
2. In spite of = Despite = Mc d
In spite of + noun/ noun phrase
Despite + noun / noun phrase
E.g: Despite his proverty, he succeeded
in his life
In spite of her illness, she tried her
best to complete the assignement
'Although it was raining heavily,
we finished the game of football.'
'We finished the game of football
in spite of the heavy rain.'
'Despite his strong Welsh accent,
we understood most of what he was
saying.'
'Even though he had a strong Welsh
accent, we understood most of what
he was saying.'
'I managed to pass my exams,
despite going out four times a week
during the revision period.'
'In spite of feeling terribly sick,
I went to work every day that
week.'
B. Complete the sentences with: ALTHOUGH
- IN SPITE OF / DESPITE
1. .................... he was tired, he

-Greeting

Exercise 1:
Complete the sentences below with
although - despite - in spite of.
1. ___________ the weather was
bad, we enjoyed our trip.
2. The children slept well
_______ the noise.
3. ___________ earning a low
salary, Linda gave money to her
parents.
4. John rarely sees Paul
_______ they live in the same
town.
5. Julie failed the exam
________ of working very hard
6. __________ it was cold, she
didn't put on her coat.
7. Tom went to work _________
not feeling very well.
8. Anna never learned the
language _________ she lived
there for two years.
9. __________ of the
difficulty, they managed to climb
to the top of the mountain.
10. I couldn't eat _________ I
was very hungry.

Answer:
1. Although
2. In spite of
3. In spite of
4. Although
5. In spite of
6. Although
went on working.
2. .......................... all our
careful plans, a lot of things went
wrong
3. .......................... we had
planned everything carefully, a lot of
things went wrong.
4. I went to work the next day
.......................... I was still
feeling sick.
5. He refused the job
................................ good
salary.
6. ............................ the
traffic was bad, I arrived on time.
7. I couldnt sleep ...................
I was really tired.
8. We went out ........... the heavy
rain.
C. Rewrite each sentence, beginning as
shown, so that the meaning stays the
same.
1. Although the rain was heavy, we went
out
Despite .

2. Despite living on the same street, we
hardly ever see each other.
Although
3. Although my foot was injured, I
managed to walk to the nearest bus stop.
In spit of

4. I rang the door, but nobody answered.
Although
5. Despite the cold weather, we all went
for a walk.
Although

- Give comments
- Give example using although, despite,
in spite of..
7. Despite
8. Although
9. In spite of
10. Although

Exercise 2 Rewrite the
sentences using ib spite of
1. Although she is an accountant,
she never seems to have any money
In spite of being an
accountant, she never seems to
have any money.
2. Although Henry is a
millionaire, he hates spending
money

3. Mark went on working although
he felt unwell

4. They slept soundly although
the night air was hot .

5. Although she was successful,
she felt dissatisfied.

WRITING (Write an informal letter -Giving directions)
Aim: By the end of the lesson, Students will be able to write a letter to give
directions.
Teaching aids: lesson plan, handouts, paper, projector.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Fill in each blank with a
proper preposition to complete the exchanges. Then
practice them.
1. S1: Excuse me! Is there a post office near here?
S2: Yes. Theres one just__________ the corner.
(in, to, around)
2. S1: Where can I find a Japanese restaurant?
S2: Its not far. Go straight ahead for three
blocks, and youll see one __________ your right. (at,
from, on)
3. S1: Is there a bank around here. I want to cash a
check.
S2: Keep walking for two blocks. Its on this side
of the street. __________ to the supermarket. (next,
near, beside)
4. S1: Excuse me! Im looking for a Laundromat. Could
you show me one?
S2: Just walk _________ this supermarket; theres
one on the left. (from, past, away). You cant miss
it.
5. S1: Is there a pharmacy in this neighborhood?
S2: Go into that Peoples Drugstore, and youll
see a pharmacy _________ the back of it. (in, on, at).
Task 2. Use the cues below to write a letter to
your friend telling him/ her how to get to your house
from the hotel.

PICTURE
A road map-p.116-Teachers notes-
E.10(Intensive)
Dear..,
1. Go out/ hotel/ and/ turn left.
2. Go/ Cach Mang Thang Tam Street/ Dien Bien Phu
Street
3. Reach/ Dan Chu Circle/ turn left/ Ba Thang Hai
Street.
4. Keep going/ you/ see/ Hoa Binh Theater/ right.
5. Turn right/ Su Van Hanh Street/ and/ go/ 200
meters.
6. My house/ left/ the post office.
7. I/ look forward/ see/ you/ my house.
Love,
..

-gets Ss to
choose the
correct
preposition.

-asks Ss to
write a
letter to
give
directions.

1. around
2. on
3. next
4. past
5. at

-write the
letter from
the cues
given.

Key:
Dear..,
1. Go out of the/your hotel and turn left.
2. Go along Cach Mang Thang Tam Street, past Dien Bien
Phu Street.
3. Reach Dan Chu Traffic Circle, then turn left into
Ba Thang Hai Street.
4. Keep going until you see Hoa Binh Theater on the
right.
5. Turn right into Su Van Hanh Street and go about 200
meters.
6. My house is on the left, next to the post office.
7. I am looking forward to seeing you at my house.
Love,
(Ss name)
Task 3. Work in pairs. Share and correct each
others letter.

-asks Ss to
correct the
mistakes.

-pairwork.
READING (THE STORY OF MY VILLAGE)
about life in the countryside.
Teaching aids: lesson plan, handouts, blackboard.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Make a list of the
differences between the countryside and the city.
The words in the box may help you.

1.noisy 2. fresh air
3. friendly 4. tall buildings
5. kinds of goods 6. fresh foods
7. beautiful views 8. entertainments
9. traffic jam 10. fields
11. pollution 12. factories
13. suburbs 14. hills
15. paths 16. shopping malls
Thecity:
Thecountryside: .....
Read the passage and answer the questions that
follow.
Living in the country is something (1) people
from the city often dream about. However, in
reality, it has both advantages and (2)..
There are certainly many advantages to living in the
country. First of all you can enjoy (3). and
quiet. Moreover, people tend to be friendlier. A
further advantage is that there is less (4)..,
so it is safer for young children.

-asks Ss
to list
things in
the city
or in the
countrysid
e.

-The city:
1, 4, 5,
8, 9, 11,
12, 13,
16.
-The
countrysid
e: 2, 3,
6, 7, 10,
14, 15.

However, there are certain drawbacks to life outside
the city. Firstly, because there are (5).
people, you are (6).. to have few friends. In
addition, entertainment is difficult to find,

(7).. in the evening. Furthermore, the fact
that there are fewer shops and services means that
it is hard to find (8)..
In conclusion, it can be seen that the country is
(9).. suitable for some people than others. On
the whole, it is often the best place for those who
are retired or who have young children. In
(10).. young people who have a career are better
provided for in the city.

Task 2. Circle the letter you choose A, B, C or
D.
1. A. which B. who C. whom D.
that
2. A. benefit B. difficulty C. hardship D.
disadvantages
3. A. peace B. peaceful C. silent
D. still
4. A. cars B. motors C. traffic
D. vehicles
5. A. more B. fewer C. less D.
little
6. A. like B. likely C. likehood D.
possibly
7. A. early B. particularly C. specially
D. usually
8. A. career B. job C. place
D. work
9. A. many B. more C. most D. much
10. A. contrary B. contrast C. convert
D. conversion

Task 3. Categorize the advantages and
disadvantages of living in the countryside. (You can
add some more if you like)

Advantages Disadvantages
..
.
.
.

..
.
.

..
..
..
..
..
......
......
......

Task 4. Work in groups. Discuss things your
village needs to be improved.

-gets Ss
to choose
the
correct
answers.

-asks Ss
to fill in
the table.

-has Ss
discuss
the
situation.

1. D
2. D
3. A
4. C
5. B
6. B
7. B
8. D
9. B
10. B

-write the
Adv and
Disadv.

-
groupwork.

E.g: The roads in my village need to have lights.

....

....

REPORTED SPEECH WITH STATEMENTS
A. Objectives:
-Help Ss speak and write English exactly.
- Help Ps to supply the verbs in reported sentences
By the end of the lesson, Ss may be able to change direct sentences in to
indirect sentences
D. Procedure:


Indirect Speech (also referred to as
'reported speech') refers to a
sentence reporting what someone has
said. It is almost always used in
spoken English.
1) If the sentence starts in the
present, there is no backshift of
tenses in Reported speech.
Example: Susan: "I work in an office."
Susan says that she works in an
office.
2) If the reporting verb (i.e. said)
is in the past, the reported clause
will be in a past form. This form is
usually one step back into the past
from the original.
Example: Susan: "I work in an office."
Susan said that she worked in an
office.
Tense change
As a rule when you report something
someone has said you go back a tense:
(the tense on the left changes to the
tense on the right):
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
Present perfect simple Past perfect
simple
Present perfect continuousPast
perfect continuous
Past simple Past perfect
Past continuous Past perfect
continuous
Past perfect Past perfect (no
change)
Past perfect continuous Past perfect
continuous (no change)
Modal verb forms also sometimes
change:
will would
can could
must had to
shall should
may might
!Note - There is no change to; could,
would, should, might and ought to.
You can use the present tense in
reported speech if you want to say
-Greeting
-listen and take notes.
Ss pay attention and work in pair to
do exercises.

Exercise1:
Change these following sentences in
to reported speeches
1. I couldnt get into the house
because I had lost my key, so I
had to break the window, he said.
2. The mirror is there so that you
can see yourself when you are
dancing, the instructress told
him.
3. I wrote to him the day before
yesterday. I wonder why he hasnt
rung up, she said.
4. If the ground is dry on the day
of the race, my horse might win,
said the own.
5. Youd better slow down. Theres
a speed limit here, she said to
me. (use advise )
6. If Tom wants seats, hed better
apply early, she said.
7. We walked 50 miles last night
to see the Minister and protest
about our rents being raised. He
was very polite and promise to do
what he could for us, said one of
the tenants.
8. They should put traffic light
here, otherwise therell be more
accidents, she said.
9. Its time we began training for
our next match, the coach said to
them.
10. If you leave home at six, you
should be here at nine, he said
to me.
11. If it rains this afternoon it
will be too wet to play the match
tomorrow, the captain said.
12. I meant to plug in the electric
blanket but I plugged in the
electric kettle by mistake. Im
always doing silly things like
that, she told her guest.
13. I was intending to do it
tomorrow, he said, but now I
dont think Ill able to.
that something is still true i.e. my
name has always been and will always
be Lynne so:
"My name is Lynne", she said. She
said her name was Lynne.
or
She said her name is Lynne.
You can also use the present tense if
you are talking about a future event.
Direct speech (exact quote) Indirect
speech (not exact)
"Next week's lesson is on reported
speech ", she said. She said next
week's lesson is on reported speech.
Time change
If the reported sentence contains an
expression of time, you must change it
to fit in with the time of reporting.
For example we need to change words
like here and yesterday if they have
different meanings at the time and
place of reporting.
Expressions of time if reported on a
different day
this (evening) that (evening)
today yesterday ...
these (days) those (days)
now then
(a week) ago (a week) before
last weekend the weekend before last
/
the
previous weekend
here there
next (week) the following (week)
tomorrow the next/following day
In addition if you report something
that someone said in a different place
to where you heard it you must change
the place (here) to the place (there).
Pronoun change
In reported speech, the pronoun often
changes.
"I teach English online."
>She said she teaches English online.
When changing from direct speech to
indirect speech, it is often necessary
to change the pronouns to match the
subject of the sentence.
- Give comments
14. Bill should do very well at the
university, Mrs. Smith, said the
headmaster. Hes done very well
here.
15. I dont think your father like
me, said the young wife. You
mustnt think that, she said her
husband; it is just that he is
old and finds it hard get used to
new people. ( leave mustnt
unchanged )
16. The steak is overdone again.
Im not complaining; Im just
pointing it out, said her
husband.
I wish youd stop pointing
things out, said his wife.
17. They couldnt open the safe on
the spot so they carried it away
with them, the night watchman
reported.
18. If you saw my father, youd
recognize him at one. He is the
most extraordinary-looking man,
she said to me.
19. I found an Roman coin in the
garden yesterday, he said, and
Im going to take it to the museum
this afternoon.
20. He said, Im got out of my
boat, leaving the engine running,
but while I was standing on the
quay the gears suddenly engaged
themselves.

-Ss pay attention and take notes in
their notebook.
- Listen

Do as required.
- Give examples using the past simple
tense.


REPORTED SPEECH WITH yes/no -question
A. Objectives:
indirect sentences
D. Procedure:

Exercise1 :Change into reported
speech: (5 ms)
1. Mai said to Quoc: I will come
here tomorrow.
Mai told Quoc
2. The teacher said: Do you
understand this lesson?
The teacher asked us
3. Tom said to me: when does the
train leave.
Tom asked me
4. She said to Nam: Dont believe
everything your friend tells you.

Exercise 2
Change these questions into Reported
Speech:
1. Do you enjoy reading? Phong asked
Peter

2. Does she like sports? Hoa asked
Lan

3. Do your sister and brother go to
the same school? She asked Nam

4. Are there some oranges in the
fridge? She asked her mom
.
5. Will it rain tomorrow morning? He
asked his friend
.
6. Did you go to Hue three years
ago? Tam asked Peter
.
7. Are Tam and Hoa late for class?
Tuan asked Lan
-Greeting
Ss pay attention and work in pair to
do exercises.

Exercise1:

1. Mai said that she would come there
the next day.
2. The teacher asked if I understool
the lesson.
3. Tom asked me when the train left.
4. She said to Nam not to believe his
friend told him

- Change these questions into
Reported Speech:
1. Phong asked Peter if/ whether he
enjoyed reading.
2. Hoa asked Lan if/ whether she
liked sports.
3. She asked Nam if/ whether his
sister and brother went to the same
school.
4. She asked her mom if/ whether
there were some oranges in the
fridge.
5. He asked his friend if/ whether it
would rain the following morning.
6. Tam asked Peter if/ whether he had
gone to Hue three years before.
.
8. She said to me Can you speak
Chinese?
.
9. Will she be here for five days?
Tam asked Thu
.
10. Were you reading this book at 8
oclock last Sunday? She asked Ba
.
11. May I look at your pictures? Lan
asked Hoa
.
12. Can these athletes swim across
this river? Phong said to Ba
.
13. Lam asked Lan Will our class take
part in this competition?
.
14. Tuan asked Ba Are you fond of
watching television?
.
15. May I use your dictionary for a
moment? Nga asked Hoa
.

- Give comments
- Give examples using the past simple
tense.
7. Tuan asked Lan if/ whether Tan and
Hoa were late for class.
8. She asked to me if/ whether I
could speak Chinese.
9. Tam asked Thu if/ whether she
would be here for five days.
10. She asked Ba if/ whether he had
been reading that book at 8 oclock
the Sunday before.
11. Lan asked Hoa if/ whether she
might look at her pictures.
12. Phong asked Ba if/ whether those
athletes could swim across that
river.
13. Lam asked Lan if/ whether their
class would take part in that
competition.
14. Tuan asked Ba if/ whether he was
fond of watching television.
15. Nga asked Hoa if/ whether she
might use her dictionary for a
moment.

LESSON 15: REPORTED SPEECH: STATEMENTS
Aim: By the end of the lesson, Students will be able to review Reported speech:
statements
Teaching aids: lesson plan, handouts, paper, blackboard.
Procedure:
T Stages and contents Ts
activities
Ss
activities
1. oi ong t gii thieu sang : said
hoac told.
2. Khi oi cau (Statements) sang gian tiep,
ta oi BA yeu to la ngoi, th cua ong
t va trang t ch thi gian va ni
chon.
a. Ngoi:
- oi ngoi th NHAT phu hp vi CHU
T trong menh e chnh.
- oi ngoi th HAI phu hp vi TUC T
trong menh e chnh
- Ngoi th BA khong oi
Ex: He said to me, I and you will go with her
father next week.
He told me (that) he and I would go with
her father the following week.
b. Th cua ong t:

Ex: He said to me, I and you will go with her
father next week.
He told me (that) he and I would go
with her father the following week.
c. Trang t ch thi gian va ni chon:

-reviews
the ways to
change into
Reported
speech.

-look at,
listen and
answer the
Ts
questions.
Ex: He said to me, I and you will go with
her father next week.
He told me (that) he and I would go
with her father the following week.

Direct Speech Reported Speech
1. Present Simple:V1
2. Present Progressive:
am/is/are + V-ing
3. Present Perfect: has/have
+ V3/ed
4. Past Simple: V2/ed
5. Past Progressive:
was/were + V-ing
6. Past Perfect: had + V3/ed
7. Future Simple: will/shall
+ Vo
8. can
9. may
10. must
1. Past Simple:V2/ed
2. Past
Progressive:was/were + V-
ing
3. Past Perfect: had +
V3/ed
V3/ed
5. had + been + V-ing
V3/ed
7. would/should + Vo
8. could
9. might
10. had to

Direct Speech Reported Speech
1. today/tonight
2. yesterday
3. last week
4. ago
5. now
6. tomorrow
7. next week
8. this
9. these
10. here
1. that day/ that night
2. the day before/ the
previous day
3. the week before/ the
previous week
4. before
5. then
6. the following day/ the
following day
7. the following week /
the following week
8. that
9. those
10. there

S + said (to + O)
+that S + V
S + told + O + that S
+ V.

LESSON 16: REPORTED SPEECH: STATEMENTS
Aim: By the end of the lesson, Students will be able to do exercises in
Reported speech: statements
Procedure:
activitie
s
Ss
activities

EXERCISES
I. Choose the best answer to complete each sentence.
1) They told me they . at the class meeting the day before.
A. were B. have been
C. would be D. had been
2) He insisted that he would come and help her .. .
A. tomorrow B. next Sunday
C. now D. the following day
3) Nam promised to clean all .. windows.
A. this B. that C. these D.
those
4) She asked me to come .. and wait for her.
A. here B. there
C. to this place D. that place
5) John said that he the following day.
A. has just come back B. would come back
C. wont come back D. had come back
II. Change the following sentences into Reported Speech.
1) Alice said, Im living in London now.
Alice said to me that
.....................................................
2) My father isnt very well, Tom said.
Tom told me that
...........................................................
3) They said, Alice and Tom are getting married next month.
They said that
.............................................................
..
4) She said, My friend Alice has had a baby.
She told me
.............................................................
....
5) He said, I dont know what my friends are doing.
He said to her that
.......................................................
6) I saw Toms sister, who was really nice, at Helens party
last weekend, she said.
She told me that
........................................................
7) I havent seen Ann for a long time, she said.
She told me that
........................................................
8) I dont like my job very much, said her cousin.
Her cousin admitted that
...........................................

-gets Ss
to choose
the
correct
answers.

-gets Ss
to change
into
reported
speech.

-gets
feedback.

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

- do the
exercise,
write on
the
blackboard
.

-correct
and take
notes the
answers.


CONDITIONAL SENTENCE: TYPE 1
Aim: By the end of the lesson, Students will be able to review and use
conditional sentence: type 1
Procedure:
Stages and contents Ss activities
I. Conditional Sentences (If Sentences): Type 1
Ex: If I finish my homework, I will go to the concert
(= I will go to the concert if I finish my homework.)
* If clause: If I finish my homework,
* Main clause: I will go to the concert
1. Form: If + S + V1.., S + will + Vo..
2. Use: Dien ta mot ieu kien co the xay ra hien tai
hoac tng lai.
II. Notes
1. Unless: If ... not co the c thay bang UNLESS (tr
phi):
Ex: - We will be late if we dont hurry.
We will be late unless we hurry.
- If I have time, Ill help you.
Unless I have time, I wont help you.
2. Inversion: Bo IF trong cau ieu kien (phai co ao ng
vi SHOULD
Ex: - If it should be necessary, I will go.
Should it be necessary, I will go.

-reviews the form and use of
the if sentence: Type 1.

-look at, listen and answer the
Ts questions.

-write into notebooks.
EXERCISES
I/ Delete the incorrect verb form.
1. Ill send/ send you some information if youll
tell/ tell me your address.
2. If Kate will be/ is late again, shell lose/
loses her job.

-aks Ss to delete the incorrect
form.

3. Youll be/ are sick if youll eat/ eat all that
ice-cream.
4. There wont be/ isnt enough room if everyone will
come/ comes.
5. If well go/ go out tomorrow evening, well miss/
miss that new programme on TV.
II. Choose the best answer to complete each
sentence.
1) If the weather ..... good tomorrow, we ...
swimming.
A. is go B. is will go
C. will be - go D. will be
will go
2) If Tom is late again, he . his job.
A. loses B. lose C. will lose
D. will loses
3) Dont worry. You ....... told if theres a
change of the plan.
A. are B. will C. will be D. were
4) Youll .. yourself a lot of time if you take
the car.
A. spend B. make C. save D.
spare
5) If he comes here, I ... it.
A. make him do B. make him will do
C. will make him do D. will make him will
do

-gets Ss to choose the correct
answers.

1. send/ ll tell
2. will be/ looses
3. are/ ll eat
4. isnt/ will come
5. ll go/ miss

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

WEEK 8
Tuesday, September 7
th
2008
Period 8 CONDITIONAL SENTENCES

I.Aims:
- Review the previous grammar : conditional sentences type 2
- Help ps systematize their knowledge and do exercises.
II. Preparation:
- T: Teaching plan, colour chalks, hand-outs. . .
- Ps:Pens, pencils, notebooks. . .
III.Teaching steps:
- S1: Classroom procedure
- S2: Old lesson :Put the verbs in brackets into correct forms:
1. If I ( have ) free time, I ( visit ) my friends.
2. If they ( not, learn ) hard , their parents ( not, be ) very happy.
3. The pupils ( go ) camping if they ( get ) better?
4. What you ( do ) when the new school year ( begin ) ?
- S3: New lesson :

CONTENT ACTIVITIES

I. Grammar:
S + were
. . .
S + would + Vinf . . . + If + --------------------
----
S + V 2
/ed . . .
II. Exercises :

1. Her mother ( live ) with her if she ( be ) still alive .

2. She ( pass ) the exam if she ( work ) hard.

3. If I ( have ) a million dollar, I ( travel ) around the
world.

4. If you ( be ) me , you ( ask ) him to give help ?

5. They ( go ) to school on time if they ( get ) up
early.

6. She ( not, buy ) many books if she ( be ) me.

7. He ( not, meet ) you if you ( not, wait ) for him.

T reviews the structures of
the conditional sentence
type 1, then introduces type
2.

Ps pay attention to ts
instructions.

T writes the structures on
the board and elicits its
meaning and uses.

Ps coppy down the
structure.

T gets ps to make
sentences with the
structure.

8. She ( learn ) well if she ( be ) inteligent.

9. Where you ( go ) if you ( have ) an aeroplane?

10. If her brother ( be ) here , he ( take ) her to
school.

11. If I ( be ) in your position, I ( love ) that girl .

12. If you ( be ) a President , what you ( do )?

13. How you ( feel ) if your friends ( not, like ) you ?

14. Your teacher ( not, be ) angry if you ( not, be )
lazy.

15. If he ( remember ) her birthday, he ( buy ) her
presents.

16. If we ( close ) the doors carefully, the thief ( not,
take) away our computer.

17. If he ( not, get ) better , he ( see ) a doctor.

18. They ( help ) you if you ( ask ) them for help?

19. I ( not, go ) in rain if it ( not, rain )

20. They ( send ) us postcard if they ( know ) our
address.

Ps make sentences.

T shows ps how to change
the affirmative form into the
negative / interrogative
form, and compares If > <
main cl.

Ps listen to teacher.

T gives a hand-out to each
pupil, then asks them to
supply the correct form of
the verbs in the brackets.

Ps do the exercises
individual and then compare
their answers with another
pupil.

T goes around and gives
help.

Ps go to bb, write their
answers .

T gives feedback and
corrects their mistakes.

Signature
13 . 10 . 2008

WEEK 9
Tuesday, September 14
th
2008
Period 9 CONDITIONAL SENTENCES

I.Aims:
- Review the previous grammar : conditional sentences type 3.
- Help ps systematize their knowledge and do exercises.
II. Preparation:
III.Teaching steps:
- S2: Old lesson :Write the structure of the conditional sentences- type 2 and apply it to
do the exercises:
1. If her brother ( be ) here , he ( take ) her to school.
2. If I ( be ) in your position, I ( love ) that girl .
3. If you ( be ) a President , what you ( do )?
4. How you ( feel ) if your friends ( not, like ) you ?
5. Your teacher ( not, be ) angry if you ( not, be ) lazy.
- S3: New lesson :

CONTENT ACTIVITIES

I. Grammar:

S + would have + V 3/ed . . .If + S + had + V
3/ed . . .

II. Exercises:

1. If it ( rain ) this morning, we ( stay ) at home.

2. If she ( listen ) to her parents , she ( not, fail )

T reviews the structures of
the conditional sentence
type 1 & 2, then introduces
type 3.

instructions.

T writes the structures on
the exam.

3.They ( see ) the ceremony if they ( arrive ) in
time.

4.If you ( ask )me , I ( explain ) it to you .

5. We ( understand ) him if he ( speak ) more
clearly .

6. I ( not, be ) upset if she ( write ) to me earlier .

7. If the bus (stop) at cornwall, me (meet)her .

8. If she ( wait ) for you, she ( miss ) the bus .

9. The girl ( be ) impatient if her friends ( come )
late.

10. If she ( study ) hard, she ( pass ) the exam.

12. Alen ( not , be ) out of work if she ( know ) how
to use the computer.

13. There ( be ) crowded of people if it ( be ) a
good film.

14. If it ( be ) an interesting job , she ( apply ) for it.

15.They ( talk ) you about her if you ( ask ) them.

16. If I ( have ) a bike , I ( not , go )to shool on foot .

17. He ( become ) a doctor if he ( study ) chemistry
well.

18. If they ( get ) up earlier, they ( be ) on time.

19. If I ( stop ) , there ( not, be ) an accident.

20. She ( send ) you some flowers if she ( know )
you were ill in bed.

the board and elicits its
meaning and uses.

Ps coppy down the
structure.

T gets ps to make
sentences with the
structure.

Ps make sentences.

T shows ps how to change
the affirmative form into the
negative / interrogative
form, and compares If > <
main cl.

Ps listen to teacher.

pupil, then asks them to
supply the correct form of
the verbs in the brackets.

Ps do the exercises
individua-lly and then
compare their answers with
another pupil.

T goes around and gives
help.

Ps go to bb, write their
answers .

T gives feedback and
corrects their mistakes.

Signature
20 . 10 . 2008


CONDITIONAL SENTENCE: Mixed TYPE 1
Aim: By the end of the lesson, Students will be able to review and use
conditional sentence: type 1,2,3
Procedure:
CONTENT ACTIVITIES
I. Choose the correct answer (A, B, C or D) to complete the
following sentences:
1. If you eat this , you . right away .
A. would die B. would have die C. will die D. die
2. If I had money , I . a dictionary .
A. would buy B. would bought
C. will buy D. would have bought
3. If the weather . fine yesterday , they would go on a
picnic.
A. was B. are C. has been D. were
4. If you . immediately , Ill call the police .
A. dont leave B. didnt leave C. were left D. had
left
5. If I were your teacher , I . you .

T reviews the structures of the
conditional sentences - type 1, 2,
& 3.

instructions.

A. will punish B. would punish
C. punish D. would have punished
6. . you study harder , you wont pass the exam .
A. Unless B. Because C. If D. In order that
7. If it . wet , I shant go out for a walk .
A. was B. were C. had been D. is
8. Had I known Arabic was so difficult to learn , I . it up
A. would never take B. would have never taken
C. would never have taken D. will never take
9. If Jake . to go on the trip , would you have gone ?
A. doesnt agree B. didnt agree
C. hadnt agreed D. wouldnt agree
10. If the driver in front . so suddenly , the accident
wouldnt have happened .
A. hasnt stopped B. hadnt stopped
C. didnt stop D. doesnt stop
11. . if I take a map .
A. I would get lost B. Ill get lost
C. Ill not get lost D. I would not get lost
12. If you . to my advice in the first place , you wouldnt
be in this mess right now.
A. listen B. will listen
C. had listened D. listened
13. If anyone . the food , he will be unlucky .
A. would eat B. will eat C. had eaten D. eats
14. I would not tell her the truth if . .
A. Im in your position B. Ive been you
C. I would be you D. I were you
15. She will lose her job . she works harder .
A. unless B. if C. if doesnt D. when
II. Rewrite the following sentences by using present unreal
conditions. One example has been done for you.
0. She doesnt have a bicycle so she has to walk to school.
If she had a bicycle, she wouldnt have to walk to school.
1. They dont behave themselves so their parents are not happy about
that.
........................................................................................................
2. I am not a rich businessman and I cant afford to buy an expensive
car.
........................................................................................................
3. My parents do not allow me to go, so I have to stay at home.
........................................................................................................
4. She doesnt pay attention to her cooking so the food is horrible.
........................................................................................................
5. They do not know each other very well so they are still reserved.
........................................................................................................
6. He is not a millionaire, so he cant give you all that you want.
........................................................................................................
7. She loves him so she forgives him easily.
......................................................................................................
8. We get up late in the morning so we dont have time to have
breakfast.
....................................................................................................

T gives a hand-out to each pupil,
then asks them to choose the
correct answer (A, B, C or D)

Ps do the exercises individually
and then compare their answers
with another pupil.

T goes around and gives help
then collects the answers and
gives corrective feedback.

Ps take notes.

T gets ps to rewrite the given
sentences by using present
unreal conditions ( Part II ) :
sentence 1-5

Ps rewrite the given sentences
by using present unreal
conditions then go to bb to write
their new sentences .

T gives feedback and corrects
their mistakes.

Ps pay attention to the teacher
and correct their mistakes.
9. I dont have wings. I cant fly home
....................................................................................................
10. They miss the train because they dont hurry .
....................................................................................................

: Homework: Sentence 6 -10 Part II

~ _

Study, study more, study forever!!!
CONDITIONAL SENTENCES
A. Objectives:
1. Educational aim:
- Help Ss speak and write English exactly.
2. General knowledge: By the end of the lesson, students will be able to
- use the conditional sentences and practise it appropriately
D. Procedure:

A. Conditional Sentences:
I. Real condition:
1. Form:
If Clause Main Clause
Simple
present
V
1

Will/ shall/ can/ may + V
bare inf.
Simple present
Imperative form V bare
inf.

Dont + V bare inf.
2. Usage:
_ To express a situation is real or
may become true
Ex1: If I have free time, Ill
visit you.
Ex2: If the temperature is 100o C,
the water boils.
Ex3: If you see Tom, ask him to
ring me.

II. Unreal condition at
present:
1. Form:
Past
subjunctive
V
2

Be Were
would
should + V
bare inf.
could
might
2. Usage:
_ To talk about present or future
situations that are unreal or
cannot happen.
Ex1: If I were you, I would visit
Halong Bay.
Ex3: If I had enough money, I would
buy a new car.

III. Unreal condition in the
past:
1. Form:

-Greeting

Rewrite the following
sentences without changing
their meanings:
1 Unless he phones
immediately, he wont get any
information.
If he doesnt phone me, he wont get
any information.

2 Keep quiet or Ill scream.
Unless you keep quiet, Ill scream.

3 Today isnt Sunday, so the
pupils cant go swimming.
If today were Sunday, the pupils
could go swimming

4 Youll ask the teacher.
Hell explain the lesson to
you.
If you ask the teacher, he will
explain the lesson to you

5 I dont know the English, so
I cant tell you about that.
If I knew the English, I could tell
you about that.

6 Go right now or youll be
late for the train.
If you dont go right now, youll be
late for the train.

7 Lan cant go shopping with
her mother because she has a
bad cold.
If Lan didnt have a bad cold, she
could go shopping with her mother.

8 He didnt prepare for the
interview, so he didnt get
the job.
If he had prepared for the
interview, he could have got the job.

9 The house didnt burn down
because the fire brigade came
immediately.
If the fire brigade hadnt come
immediately, the house would have
burned down.

Past perfect
subjunctive
Had + V
3
/ -ed

would
should + have +
V
3
/ -ed.
could
might
2. Usage:
_ To talk about something that
might have happened in the past but
it didnt.
Ex1: If she hadnt been ill, she
would have gone to the theatre
yesterday.
Ex2: If they had come to the party
last night., they would have seen
Catherine, a famous singer.

B. Conditional Sentences in
Reported Speech:
_ When the direct speech is a
conditional sentence, its type 1
will be changed in reported speech.
Ex1: If I hear any news, Ill let
you know, she said.
She said that if she heard any
news, she would let me know.
Ex2: If I had enough money, I
would buy that car.
He said that if he had enough
money, he would buy that car.

- Give comments
- Give examples using the present
simple tense.

10 We came home from our
holiday early because we ran
out of money.
If we hadnt run out of money, we
wouldnt have come home from holiday.
11 She is too weak, she cant
sit up and talk to you.
If she werent too week, she could
sit up and talk to you.

13. I took the job because I
didnt know how difficult it
was.
If I had known how difficult it was,
I wouldnt have taken the job.

13. I cant take much exercise
because I dont have enough
free time.
If I had enough free time, I could
take much exercise.

Lesson 2
REPORTED SPEECH WITH STATEMENTS
A. Objectives:
1. Educational aim:
-Help Ss speak and write English exactly.
- Help Ps to supply the verbs in reported sentences
2. General knowledge: By the end of the lesson, Ss may be able to change direct
sentences in to indirect sentences
D. Procedure:

-Greeting

Exercise1 :Change into reported
speech: (5 ms)
1. Mai said to Quoc: I will
come here tomorrow.
Mai told Quoc
2. The teacher said: Do you
understand this lesson?
The teacher asked us
3. Tom said to me: when does
the train leave.
Tom asked me
4. She said to Nam: Dont believe
everything your friend tells you.

Exercise 2
Change these questions into
Reported Speech:
1. Do you enjoy reading? Phong
asked Peter

2. Does she like sports? Hoa
asked Lan

3. Do your sister and brother go
to the same school? She asked
Nam

4. Are there some oranges in the
fridge? She asked her mom
.
5. Will it rain tomorrow
morning? He asked his friend
.
6. Did you go to Hue three years
ago? Tam asked Peter
.
7. Are Tam and Hoa late for
class? Tuan asked Lan
.
8. She said to me Can you speak
Chinese?
.
9. Will she be here for five
Ss pay attention and work
in pair to do exercises.

Exercise1:

1. Mai said that she would
come there the next day.
2. The teacher asked if I
understool the lesson.
3. Tom asked me when the
train left.
4. She said to Nam not to
believe his friend told him

- Change these
questions into
Reported Speech:
1. Phong asked Peter if/
whether he enjoyed
reading.
2. Hoa asked Lan if/
whether she liked sports.
3. She asked Nam if/
whether his sister and
brother went to the same
school.
4. She asked her mom if/
whether there were some
oranges in the fridge.
5. He asked his friend
if/ whether it would rain
the following morning.
6. Tam asked Peter if/
whether he had gone to
Hue three years before.
days? Tam asked Thu
.
10. Were you reading this book
at 8 oclock last Sunday? She
asked Ba
.
11. May I look at your
pictures? Lan asked Hoa
.
12. Can these athletes swim
across this river? Phong said to
Ba
.
13. Lam asked Lan Will our class
take part in this competition?
.
14. Tuan asked Ba Are you fond
of watching television?
.
15. May I use your dictionary
for a moment? Nga asked Hoa
.

- Give comments
- Give examples using the past
simple tense.
7. Tuan asked Lan if/
whether Tan and Hoa were
late for class.
8. She asked to me if/
whether I could speak
Chinese.
9. Tam asked Thu if/
whether she would be here
for five days.
10. She asked Ba if/
whether he had been
reading that book at 8
oclock the Sunday
before.
11. Lan asked Hoa if/
whether she might look at
her pictures.
12. Phong asked Ba if/
whether those athletes
could swim across that
river.
13. Lam asked Lan if/
whether their class would
take part in that
competition.
14. Tuan asked Ba if/
whether he was fond of
watching television.
15. Nga asked Hoa if/
whether she might use her
dictionary for a moment.

WEEK 11
Sunday, November 2
nd
2008
Period 11 REPORTED SPEECH

I.Aims:
- To give instruction in basic writing reported speech.
- To help ps review the previous grammar..
II. Preparation:
III.Teaching steps:
- S2: Old lesson :
1. He is not a millionaire, so he cant give you all that you want. ( If he were )
2. She will help him if she isnt busy.( unless )
3. We got up late yesterday morning so we didnt have time to have breakfast.
4. I dont have wings. I cant fly home
5. They missed the train because they didnt hurry .
- S3: New lesson :

CONTENT ACTIVITIES
I. Li noi trc tiep cau tran thuat c
dung khi chung ta thuat lai li cua ngi noi
bang cach lap lai mot cach chnh xac li noi
ban au. Li noi trc tiep c at trong dau
ngoac kep.
EX: He asked, Where do you come from?
He asked, Where do you come from?
Where do you come from? , he asked.
II. Li noi gian tiep cau tng thuat Thay
v lap lai chnh xac li noi, chung ta co the
dien ta li hoac y ngh cua ngi noi bang
li le rieng cua chung ta bang cach s dung
lien t, thay oi t hoac th cua ong t ...
Loai cau truc nay c goi la li noi gian
tiep
EX: He asked me where I came from.
* Nhng ong t tng thuat thng gap:
advise, answer, ask, complain, continue, cry, decide,
demand, feel, forbid, hear, imagine, inform, invite,
order, think, warn, wonder...
III. Mot so bien oi c ban khi oi sang li
noi gian tiep:
1. Modal verb changes:

T introduces the new lesson
by explaining the
differences between direct
>< indirect speech

Ps pay attention to the
teacher.

T gives some examples to
desmonstrate the
differences between direct
> < indirect speech to
pupils.

Ps take notes.

Direct speech Reported
speech
Can Could
Will Would
May Might

2. Time changes:

Direct speech Reported speech
Now / at
present
Then / immediately
( Two days )
ago
( Two days ) before
Today That day
Tonight That night
Tomorrow The next day /
The following day
Yesterday The day before /
The previous day
Last ( night ) The ( night ) before
Next The following

3. Pronoun changes:

I He / she
We They
You I / Me
Me Him / her
My His / her
Mine His / Hers
Ours Theirs
Our Their
Us Them
Myself Himself / herself

4. Place changes:

speech
Here There
This That
These Those

of the pupil then asks them
to read the changes in time,
model verbs, . . .

Ps read the content in the
hand-out and try to
remember some main point
as quickly as possible

T leaves detailed instruction
to help ps understand the
lesson well.

Ps listen to teacher and
take notes.

T asks ps to review some
previous grammar
structures: simple present /
past; present / past perfect .
. .

Ps review some previous
grammar structures: simple
present / past; present /
past perfect . . . and present
them in front of the class.

5. Tense changes:

speech
Simple present Simple past
Simple past Past perfect
Present perfet Past perfect
Present cont. Past cont.

T helps ps systematize their
knowledge.

- S4. Homework: Learn the lesson ( part III ) by heart.
Review the above grammar strucrures.
WEEK 12 + 13
Sunday, November 9
th
2008


REPORTED SPEECH WITH WH -question
A. Objectives:
indirect sentences
D. Procedure:

CONTENT ACTIVITIES
I. WH -question
* Wh question:
Ex: He said, Where has she been?
He asked/ wondered where she had been.

Ex: What did your parents send?, the
officer asked.

T reviews the main changes in
reported speech, then
introduces the new lesson by
writing the examples on the
board , and asks ps give their
comments first.
Signature
03 . 11 . 2008

The officer asked me what my parents had
sent.

Ex: Whom did you phone yesterday? , the
boss asked.
The boss asked whom I had phoned the day
before.

II. Complete the following sentences
by changing direct speech to indirect speech:
1. I am living in London now.
Alice says
2. My father isnt very well
Tom tells me that
Tom told me that
3. My friend Alice has had a baby.
She tells me
She told me
4. Where is Alice?
Bob wants to know
Bob wanted to know
5. Have you finished the above sentences?
His friend asks him
His friend asked him
6. I saw Toms sister at Helens party last
weekend,
She tells me that
She told me that
7. Why is the sky blue? my three-year -old
son often asks.
My three-year -old son often asks me
My three-year -old son asked me
8. Tims class is going on a trip now,
Lan says that
Lan said that
9. When will the final decision be made?
The worker wants to know
The worker wanted to know
10. Did you enjoy your trip?
Tom asks me
Tom asked me
11. She asked him, Who bought that tie for
you?
She asked him
12. Nancy asked, Have you seen my new
grammar book?
Nancy wanted to know
13. My car is not comfortable, he
complained.
He complained that
14. John asked, Is he coming this place?
John aked me
15. The farmers are asking, When is this

Ps pay attention to the exam-
ples on the board , and give
their comments.

T collects their answers, gives
feedback and asks ps to show
the differences between wh-
questions >< yes/ no questions,
infinitive>< gerund. . . . .

Ps show the differences between
wh-questions >< yes/ no
questions, infinitive>< gerund.
. . . .

T collects their answers and
gives corrective feedback.

Ps take notes.

T gives a hand-out to each of
the pupil.

Ps complete the given sentences
by changing direct speech to
indirect speech.

T goes around to observe and
gives help, next gets some
pupils to present their
answers.

Ps go to the board to write the
answers.

T leaves detailed instruction
to help ps understand the
lesson well.

Ps listen to teacher and take
notes
drought going to end?
They ask
16. My mother asks, Why are you so tired?
My mother wonders
17. The sun ries in the East and sets in the
Weast
My teacher teaches me
My teacher taught me
18. We often go for a picnic
They say
They said
They have just said

T gives correcttive feedback.

Ps correct the answers

- S4. Homework:
Redo the above exercises.

REPORTED SPEECH (practice)
A. Objectives:
indirect sentences
D. Procedure:

Exercise1: Choose the word or phrase (A, B, C or D) that best
completes each sentence
1. Jack asked me _____.
A.where do you come from? B.where I came from
C.where I came from D.where did I come
from?
2. She asked me _____ I liked pop music.
A.when B.what C.if D.x
3. The doctor ____ him to take more exercise.
A.told B.tell C. have told D. are telling
4. I wanted to know_____ return home.
A.when would she B. when will she C. when she will D. when she would
5. Claire told me that her father____ a race horse.
A.owns B.owned C. owning D. A and B
6. What did that man say ______?
A. at you B. for you C. to you D. you
7. I rang my friend in Australia yesterday, and she said it _______ raining
there.
A. is B. were C. has been D. was
8. The builders have ______ that everything will be ready on time.
A. promised B. promise C. promises D. promising
9. The doctor _______ him to take more exercise.
A. told B. tell C. have told D. are telling
10. The last time I saw Linda, she looked very relaxed. She
explained shed been on holiday the ______ week.
A. ago B. following C. next D. previous
11. Yesterday, Laura ______ him to put some shelves up.
A. asked B. is asking C. ask D. was asked
12. Tom has ______ this story wasnt completely true.
A. admitting that B. was admitted that C. admitted that
D. admit that
13. When I rang Tessa some time last week, she said she was
busy ______ that day.
A. that B. the C. then D. this
14. I wonder _____ the tickets are on sale yet.
A. what B. when C. where D. whether
15. Mathew _____ Emma that her train was about to leave.
A. has reminded B. has reminded that C. reminded D.
reminded that
16. Hello, Jim. I didnt expect to see you today. Sophie said
you _____ ill.
A. are B. were C. was D. should be
17. Ann ______ and left.
A. said goodbye to me B. says goodbye to me C. tell me
goodbye D. told me goodbye
18. I told you ______ to switch off the computer, didnt I ?
A. dont B. not C. not to D. to not
19. Bill was slow, so I ________ hurry up.
A. tell him B. told him for C. told to D. told him to
20. Sarah was driving to fast, so I ______ to slow down.
A. asked her B. asked C. ask D. have asked her
21. Someone ______ me theres been an accident on the
motorway.
A. asked B. said C. spoke D. told
22. Sue was very pessimistic about the situation. I advised
her _____.
A. no worry B. not worry C. no to worry D. not to worry
23. I couldnt move the piano alone, so I asked Tom_______.
A. giving a hand B. gave a hand C. to give a hand D. give a hand
24. Tom said that New York _______ more lively than London.
A. is B. be C. was D. were
25. When he was at Olivers plat yesterday, Martin asked if he
______ use the phone.
A. can B. could C. may D. must
26. George couldnt help me. He ______ me to ask Kate.
A. tell B. said C. told D. say
27. Judy ______ going for a walk, but no one else wanted to.
A.admitted B. offered C. promised D. suggested
28. I said that I had met her ______ .
A. yesterday B. the previous day C. the day D. the before day.
29. The man asked the boys ______ .
A. why did they fight B. why they were
fighting
C. why they fight D.why were they fighting
30. ______the door, he said.
A. please open B. open pleased C. please to open D. please, opening
31. I wanted to know ______ return home.
A. when would she B. when will she C. when she will D. when she would
32. The woman wonders _______ doing well at school.
A. whether her children are B. if her children were
C. whether her children were D. her children are if
33. Peter said he was leaving for Paris ______.
A. next week B. the week previous C. following week D. the following
week
34. I dont usually drink milk when ______ Mrs. Pike said.
A. she was hungry B. I was hungry C. I am hungry D. I will be
35. They said that their house had been broken into ______.
A. the two days before B. two days ago C. two days before
D. since two days
36. She advised me _______ an apple everyday to stay healthy.
A. eating B. I should eat C. to eat D. please, eat
37. Ill come with you as soon as _______ she replied.
A. I was ready B. I am ready C. I ready D. am I ready
38. _____ today as it was yesterday. She remarked.
A. it wasnt so foggy B. it isnt so foggy
C. it hadnt been so foggy D. it isnt such foggy
39. I wish _____ eat vegetables, he said.
A. my children will B. my children would
C. whether my children would D. my children must
40. I _____ late again, she promised.
A. I am not B. I wont be C. I wouldnt D. I was not late
41. How long _____ here ?, asked Jane.
A. you have been B. you had been C. had you been D. have you been
42. She wanted to know ______.
A. what was happening B. was happening
C. it was happening D. was happening
what
43. Do you know ______ ? asked the man.
A. where is the ticket office B. where the ticket office is
C. the ticket office is D. where was the
ticket office
44. The teacher asked Mary ______ the previous match.
A. who wins B. who is winning C. who won D. that won
45. My father asked me _____ of the film.
A. what do you think B. what I think C. what did you think
D. what I thought
46. Why hasnt Minh phoned? she wondered
A. she wondered why Minh hasnt phoned B. she wondered why Minh didnt
phone
C. she wondered why Minh hadnt phoned D. she wondered why hadnt Minh
phoned
47. Could you tell me how to get to the airport?
A. he asked me how to get to the airport B. he said if I
could tell him the airport
C. he told me how to get to the airport D. he asked me to tell
how to get to the airport
48. Have you heard of her marriage?
A. she asked me if I hear of their marriage
B. she asked me whether I had heard of their marriage
C. she asked me if I had heard of their marriage
D. B and C
49. Cindy said that I havent seen John since last month.
A. Cindy said she hasnt seen John since the previous month
B. Cindy said she hadnt seen John since the previous month
C. Cindy said she wasnt seen John since the previous month
D. Cindy said she doesnt see John since the previous month
50. The little boy said two and two make four.
A.The little boy said that two and two made four.
B.The little boy said that two and two have made four.
C.The little boy said that two and two had made four.
D.The little boy said that two and two make four.
51. If I were you, I would go to the doctor. Minh said to
Lan.
A. Minh told Lan to become a doctor
B. Minh advised Lan to go to the doctor
C. Minh told Lan that he would to go to the doctor
D.Minh advised Lan not to go to the doctor
52. His wife said to him: write to me as often as you can
A. His wife told him to write to her as often as he can
B. His wife told him to write to her as often as he could
C. His wife told him writing to her as often as he could
D. His wife told him writing to her as often as he can
53. What were you doing last night, Mr John? asked the
police.
A. The police asked what were you doing last night, Mr John
B. The police asked Mr John what he had been doing the night before
C. The police asked Mr John what he had been done the night before
D. The police asked Mr John what had he been done the night before
54. The teacher advised us ______.
A. to be careful when doing these exercises B. be careful when doing these
exercises
C. careful when doing these exercises D. are careful when doing these
exercises
55. She told me _______.
A. think well before I answered B. think well before I answer
C. to think well before I answered D. think well before I will answer

Hand-out Name:
..Class 10C

I. Li noi trc tiep cau tran thuat c dung khi chung ta thuat lai li cua
ngi noi bang cach lap lai mot cach chnh xac li noi ban au. Li noi trc
tiep c at trong dau ngoac kep.
EX: He asked, Where do you come from?
He asked, Where do you come from?
Where do you come from? , he asked.
II. Li noi gian tiep cau tng thuat Thay v lap lai chnh xac li noi,
chung ta co the dien ta li hoac y ngh cua ngi noi bang li le rieng
cua chung ta bang cach s dung lien t, thay oi t hoac th cua ong t ...
Loai cau truc nay c goi la li noi gian tiep
EX: He asked me where I came from.
* Nhng ong t tng thuat thng gap: advise, answer, ask, complain,
continue, cry, decide, demand, feel, forbid, hear, imagine, inform, invite, order, think, warn,
wonder...
III. Mot so bien oi c ban khi oi sang li noi gian tiep:
1. Modal verb changes:

speech
Can Could
Will Would
May Might

2. Time changes:

Now / at
present
Then / immediately
( Two days )
ago
( Two days ) before
Today That day
Tonight That night
Tomorrow The next day / The following day
Yesterday The day before / The previous day
Last ( night ) The ( night ) before
Next The following

3. Pronoun changes:

I He / she
We They
You I / Me
Me Him / her
My His / her
Mine His / Hers
Ours Theirs
Our Their
Us Them
Myself Himself / herself
4. Place changes:

speech
Here There
This That
These Those

5. Tense changes:

speech
Simple present Simple past
Simple past Past perfect
Present perfet Past perfect
Present cont. Past cont.
IV. Complete the following sentences by changing direct speech to indirect
speech:
1. I am living in London now.
Alice says
2. My father isnt very well
Tom tells me that
Tom told me that
3. My friend Alice has had a baby.
She tells me
She told me
4. Where is Alice?
Bob wants to know
Bob wanted to know
5. Have you finished the above sentences?
His friend asks him
His friend asked him
6. I saw Toms sister at Helens party last weekend,
She tells me that
She told me that
7. Why is the sky blue? my three-year -old son often asks.
My three-year -old son often asks me
My three-year -old son asked me
8. Tims class is going on a trip now,
Lan says that
Lan said that
9. When will the final decision be made?
The worker wants to know
The worker wanted to know
10. The sun ries in the East and sets in the West
My teacher teaches me
My teacher taught me

PASSIVE VOICE

Aim: By the end of the lesson, Students will be able to review and change the sentences into the passive
voice. .
Procedure:
Stages and contents- Ts activities Ss activities
1. Form:
Ex: (A) She arranges the books on the shelves every weekend.
S V O
(P) The books are arranged on the shelves (by her) every weekend.
S be V3/ed by O

Active: S + V + O + .

Passive: S + be + V3/ed + (by O) +

2. Rules
Khi oi t chu ong sang b ong, ta chu y cac bc sau:
a. Xac nh S (Chu t), V (ong t), O (Tuc t) va th cua
ong t trong cau chu ong.
Ex: (A) She arranges the books on the shelves every weekend. S
V1 O
b. em O len lam S, chuyen S xuong lam O at sau by.
Ex:(P)The books are arranged on the shelves (by her) every weekend.
S by O
c. Them ong t to be (phu hp vi th cua ong t trong
cau chu ong), va chuyen ong t chnh sang V3/ed.
be V3/ed
3. Notes:
a. Trong trng hp co lien t and va gii t of, ta phai xac
nh ay u chu t hoac tuc t khi chuyen oi.
Ex:- Active: He and I see the film
Passive: The film is seen by him and me.
- Active: He bought a box of chocolates last week
Passive: A box of chocolates was bought last week.
b. Trong cau b ong: by O luon ng sau adverbs of place
(trang t ch ni chon) va trc adverbs of time (trang t ch
thi gian).
adv of place by O adv of time
c. Trong cau b ong, ta co the bo: by people, by us, by them,
by someone.
Ex: (P): A new bridge has been built across the river (by them).
EXERCISES
-take notes when necessary.

1. was interrupted
Put the verbs in parentheses into the correct active or passive voice
1. Last night my favorite program________________ (interrupt) by a special
news bulletin.
2. When I______________ (arrive) at the airport yesterday, I______________
(meet) by my cousin and a couple of friends.
3. Kim______________ (write) this composition last week. That one
_____________ (write) by Phi.
4. I dont have my bicycle today. Its with the repairman. It______________
(repair) right now.
5. Someone has bought the small lot behind my house and a new
house_______________ (build) on it next year.
6. A: Do you understand the explanation in the book?
B: No, I dont. I_______________ (confuse).
7. A: When____________ your bike_______________ (steal)?
B: Two days ago.
8. A:__________ you_____________ (pay) your electricity yet?
B: No. I havent. but Id better pay it today. If I dont, my electricity supply
______________ (shut off) by the power company.
9. A: Did you hear about the accident?
B: No. What________________ (happen)?
A: A bicyclist_____________ (hit) by a taxi in front of the dorm.
B: ___________ the bicyclist______________ (injure)?
A: Yes. He_______________ (take) to City Hospital.
10. The Eiffel Tower_____________ (be) in Paris, France. It_____________
(visit) by millions of people every year. It_______________ (design) by
Alexandre Eiffel (1832-1923). It_______________ (erect) in 1889 for the Paris
exposition. Since that time, it_______________ (be) the most famous
landmark in Paris. Today it______________ (recognize) by people throughout
the world

2. arrived/ was met
3. wrote/ was written
4. is being repaired
5. will be built
6. am confused
7. wasstolen
8. Have paid?/ will be shut off
9. happened/ was hit/
wasinjured/ was taken
-has Ss give the answers.
10. is/ is visited/ was designed/
was erected/ has been/ is
recognized

READING (Conservation)
Aim: By the end of the lesson, Students will be able to read the passages to do
the exercises, make solutions
about environmental damage.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Write the causes of
environmental damage.

Cutting down of trees
Task 2. Read the text below and choose the
correct answer among A, B, C or D
We are all slowly (1). the earth. The seas
and the rivers are (2).. dirty to swim in.
There is so much smoke in the air that (3).
unhealthy to live in many of the worlds cities. In
one well-known city, for example, poisonous gases
(4). cars pollute the air so much that
traffic policemen have (5). oxygen masks.
1. A. destroy B. destroying C. destroyed
D. destruction
2. A. a B. enough C. so D. too
3. A. it is B. is C. it was D. X
4. A. in B. from C. of D. by
5. A. worn B. wear C. to wear D.
wore
Task 3. Read the text and answer the questions
below
Almost a hundred thousand people were killed and
half a million homes destroyed as a result of an
earthquake in Tokyo in 1923. The earthquake began a
minute before noon when the people of Tokyo were
cooking their midday meals. Thousands of stoves
were overturned as soon as the earth began to
shake. As a result, small fires broke out
everywhere and quickly spread. It was impossible to
use fire fighting equipment because most of the

-gets Ss
to write
the
causes.

-asks Ss
to read
and choose
the
answer.

-makes Ss
read and
answer the
questions.

-pairwork.

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

-read and
answer,
then
compare.

Causes of
environmental
damage
water pipes had burst. Consequently, over ninety
per cent of the damage was caused by fire rather
than by the collapse of buildings. If the
earthquake had occurred at night while people were
sleeping, fewer people would have died.
1. Where and when did the earthquake happen?
2. How many people were killed?
3. What were people doing when the earthquake
happened?
4. Why was it impossible to use fire fighting
equipment?
5. What caused most of the damage, the fire or the
collapse of buildings?
Key:
1. in Tokyo in 1923.
2. a hundred thousand people.
3. cooking their midday meals.
4. because most of the water pipes had burst.
5. the fire.
Task 4. Work in groups. Write the solutions for
the environmental damages discussed in Task 1.

-gets
feedback.

-asks Ss
to write
the
solutions.
-give the
answers.

-
groupwork.
WRITING (A letter of invitations)

Aim: By the end of the lesson, Students will be able to write letters of
Invitations.
Teaching aids: lesson plan, handouts, blackboard.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Write as many statements of
invitation as you know.
Ex: Do you feel like?
-
-
-
-
-
Task 2. Match the three sections of an invitation
letter with Tungs letter.
1. Reason for invitation
2. Statement of invitation (time, date, place)
3. Request for reply.
Hi Phi
A. Just call and tell me if you can come. Oh, one more
thing, we early need you to help to carry Nga- her
motorbike was stolen last week. Im expecting your call.
B. Nga, Kim and I are planning a motorbike trip to Lai
Thieu, and wed very much like you to join in.
C. Well start early, Sunday morning at 5:30, from my
place. Breakfast will be at Kims parents house when we
arrive. After breakfast, were free to roam the town and
explore the various orchards there. Kims mother will
treat us to a special lunch that she prepares. After lunch

-asks Ss to
write the
invitations.

-gets Ss to
read the
letter and
match with
the
sections.

-pairwork.

1. B
2. C
3. A

well decide whether to leave or stay until 5:00 p.m.
Bye.
Tung
1:____________ 2:_____________ 3:______________

Task 3. Work in groups. Nam wants to write a letter
inviting his aunt, who has just finished a course of
Environmental Studies in Australia, to come and talk
about conservation at the weekly meeting of his schools
club.
Now help him to write an invitation letter.
..........
...........
.........
........
..........
.........
........
........
.......
..........

Task 4. Exhibition. Stick some finished paper on the
board.

-asks Ss to
write the
letter of
invitation.

-sticks
some
letters on
the board.

-groupwork.

-look at
and
compare.

LESSON 21: WRITING (Write a Letter of Acceptance or Refusal)

Aim: By the end of the lesson, Students will be able to write s letter of
acceptance or refusal.
Teaching aids: lesson plan, handouts, posters.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Put the following expressions
in the right column.
A. Letter of Acceptance B. Letter of Refusal

1. Its not possible for me to
2. Your invitation to is a welcome.
3. Im very sorry but I cant make it/ come.
4. Im quite unable to..
5. Id be very pleased/ happy to come.
6. Thank you for your, but unfortunately..
7. Id be delighted to accept your invitation.
8. Your invitation to was a lovely surprise.
9. Im terribly sorry to have to refuse.

-Gets Ss to
work in
pairs.

A: 2, 5, 7,
8
B: 1, 3, 4,
6, 9

Task 2. Arrange the sentences (A-H) in the letter of
Acceptance in the logical order.
A. Ill be very happy to come and stay with your family
for a few days.
B. Its nice to see your parents and you again.
C. Thanks very much for your invitation.
D. Your plans sound very exciting.
E. See you on this vacation.
F. I cant wait to join you with all the fun well have.
G. With love.
H. Dear Lan.
Task 3. Your friend, Tam, invites you to come to HCM
City with his parents in the coming vacation. You cant
accept his invitation and write a letter of refusal to
him.
...
...
..
...
..
...
..
..
...
...
.
Task 4. Work in pairs. Swap each others letter to
compare.

-asks Ss to
read and
arrange.

-gets Ss to
write a
letter of
Refusal.

-asks Ss to
compare.

1. H
2. C
3. A
4. B
5. D
6. F
7. E
8. G

-write 5 the
letter
individually.

-pairwork.

WRITING (Write a Brief Profile)
Aim: By the end of the lesson, Students will be able to write a brief profile
of a well-known/ famous person.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Name some of the famous
musicians/ composers/ singer and their songs.
Ex: Bob Dylan and Blowin in the Wind.
-
-
-
Task 2. Read the brief profile of John Lennon and
answer the questions.
John Lennon
(1940-1980)
Full name: John Lennon
Profession: singer and songwriter
Date of birth: 1940
Achievements:
1955: joined first rock-music group.
1956: met Paul McCartney.
1960s: formed the Beatles; helped

-gets Ss to
work in
pairs.

-gets Ss to
read the
profile of
John Lennon
and answer
the
questions.

-pairwork.

-read and
answer the
questions.

1. John
gain fame for the group.
1970: recorded some of his best-known
songs (even before the breakup of the Beatles).
1980:returned to recording with the
album Double Fantasy.
Other contribution: songs that praised peace.
Death: fatally shot just outside his New York
apartment building (late 1980).
1. What is his name?
2. When was he born?
3. What was he famous for?
4. What were his achievements?
5. When did he die?
Task 3. Use the cues to write about Eric
Claptons life.
1. Eric Clapton/ be/ one/ most successful/ rock
stars/ all time.
2. He/ sell/ millions/ records.
3. He/ appear/ live concerts/ all over/ world.
4. Clapton/ be born/ 1945/ small town/ near London.
5. When/ he/ be/ only two// his mother/ leave/ him.
6. He/ be/ bring up/ his grandparents.
7. Until/ he/ be/ nine// he/ think/ they/ be/ his
parents.
8. They/ treat/ him/ good.
9. They/ buy/ him/ first guitar.
10. When/ he/ leave school// they/ pay him/ go to
art college.
Key:
1. Eric Clapton is one of the most successful rock
stars of all time.
2. He sold millions of records.
3. He appeared in live concerts all over the world.
4. Clapton was born in 1945 in a small town near
London.
5. When he was only two, his mother left leave him.
6. He was brought up by his grandparents.
7. Until he was nine, he thought they were his
parents.
8. They treated him well.
9. They bought him the first guitar.
10. When he left school, they paid for him to go to
art college.
Task 4. Work in pairs. Share the writing and
correct each other.

-gets
feedback.

-asks Ss to
write a
profile

-gets Ss to
share and
correct.
Lennon
2. 1940
3. singer
and
songwriter
4. 1955
1956
1960s
1970
1980
5. 1980

-give the
answers.
-groupwork.

-write a
profile of
Eric
Clapton
from the
words
provided.

-sharing
and
correcting.

READING (Music)

Aim: By the end of the lesson, Students will be able to order a
conversation about music; read the text about The beatles.
Procedure:
Stages and contents Ts activities Ss activities
Task 1. Work in groups. Write the types of
music you know.

rock

Task 2. Put the following sentences into
the correct conversation.
a. Do you like jazz, Tom?
b. I like rock a lot.
c. No, I dont. I cant stand them.
d. No, I dont like it very much. Do you?
e. No, he doesnt. He plays trumpet. So what
kind of music do you like?
f. Well, yes, I do. Im a real fan of the
famous jazz musician, Wynton Marsalis.
g. Whos your favorite group?
h. Oh, does he play the piano?
i.The Cranberries. I love music. How about
you? Do you like them?

Task 3. Read the text about The Beatles
and fill in the blanks with the words from
the box:

instruments rhythms group
style fans
from broke played
recorded won

The Beatles came from (1)...
Liverpool, England. They started playing
together in 1962, although Paul McCartney and
John Lennon had (2). together in
another group. They started playing
rocknroll songs, but they quickly develop
their own (3)., with more
complicated melody. They also introduced

-gets Ss to
write types of
music.

-asks Ss to
order the
sentences to
make a
conversation.

-gets Ss to
read and fill
in the blanks.

-gets feed
back.

-groupwork.

1. a
2. d
3. f
4. h
5. e
6. b
7. g
8. i
9. c

1. from
2. played
3. style
4.instruments
5. group
6. fans
7. broke
Types of
music
different (4)..., such as the Indian
sitar. By 1963, they had become Britains top
rock (5).. . A year later they
toured the United States, where they
attracted millions of (6).. .
By the time the Beatles (7).. up
in 1970, they had changed the nature of rock
and pop music. They had introduced new sounds
and (8)., and they had
experimented with different types of musical
instruments. They had (9).. hundreds
of songs and they had sold millions and
millions of records. They had made many films
and (10) many awards for their
music.Today, Beatles songs are still very
famous all over the world.

Task 4. Work in pairs. Ask you partner to
get information to complete the table.

You Your
friend
Type of music rock
Reason for listening
Favorite band/
musician/ singer

Favorite song
When listen to music

-gets Ss to
fill the
information in
the you
column first,
then your
friend
column.

8. rhythms
9. recorded
10. won

-pairwork.

CLAUSES OR PHRASES OF PURPOSE.
- Use the clauses or phrase pf purpose correctly.
- Help Ps to supply the verbs in infinitive or the phrases
D. Procedure:

Examples :
1. Phrases of Purpose :
* To / So as to / In order to + Verb (
bare inf ) ( e ma )
* Not to/ So as not to/ In order not to
+Verb ( bare inf) ( e makhong )
* In order [for] + Object + ( not ) to
infinitive ( Khac chu
ng )
2. Clauses of Purpose :
can / could +Verb

(bare infinitive )
*Clause+so that/in order that+Suject +

will / would +Verb

(bare infinitive )
Exercises :
I. Rewrite the following sentences :
1.He hurried to the station so as not to
miss the train
He .
2.Leave early so that you may get home
before dark
In order to ..
3.We should do morning exercises regularly
to improve our health
We .
4.Banks are developed so that they can keep
peoples money safe
To
5.I wrote the sentence on the blackboard
for them not to mishear
I
6.Mary went to the library in order that
she could borrow some books
Mary
7.She put on warm clothes so that she
wouldnt catch cold

-Greeting

Exercise1:
1. He hurried to the station so
that he could not miss the
train.
2. In order to get home before
dark, you must leave early.
3. We should do morning
exercises regularly in order
that we can improve our health
4. Banks are developed to keep
peoples money safe.
5. I wrote the sentence on the
blackboard for them in order
they not to mishear.
6. Mary went to the library to
borrow some books
7. She put on warm clothes not
to catch cold
8. Please shut the door in order
the dog not to go out of the
house
9.The police stopped the traffic
every few minutes in order for
the pedestrians to cross the
road
In order
8.Please shut the door in order that the
dog wont go out of the house
Please
9.The police stopped the traffic every few
minutes for the pedestrians to cross the
road
The police
10.I went to see him so as to find out what
had happened
I went
11.He sent a telegram for his mother to
learn the good news
He sent ..
12.The farmer built a high wall around the
garden in order that the fruits would not
be stolen
In order
- Give comments
tense.
10. I went to see him so that I
can find out what had happened
11.He sent a telegram in order
for his mother to learn the good
news
12. The farmer built a high wall
around the garden for the fruits
not to be stolen

II. Multiple Choices:
1. I try to study English well .I want to get a good job.
A.I try to study English well so that I can get a good job
B.I try to study English well in order that I can get a good job
C. I try to study English well to get a good job
D. A & B

5. We preserve natural resources. We can use them in the future.
A. We preserve natural resources so that we can use them in the future
B. We preserve natural resources so as to we can use them in the future
C. We preserve natural resources for future use
D. A & C

11. They whispered. They didnt want anyone to hear them
A. They whispered in order to make everyone hear them
B. They whispered so that no one could hear them
C. They whispered to make everyone hear them
D. They whispered in order that make everyone hear them

12. I spoke slowly . The foreigner could understand me.
A. I spoke slowly so that the foreigner could understand me
B. I spoke slowly in order to the foreigner could understand me
C. I spoke such slowly that the foreigner could understand me
D. I spoke slowly to make the foreigner could understand me

17. She phoned me
A. so that she invites me to her party B. to that she invited me to
her party
C. to invite me to her party D. for she wanted
invites me to her party

18. I am speaking slowly because I want you to understand what I say .
A. If you hadnt understood me ,I would have spoken slowly
b. Whether you understand me or not ,I will speak slowly
C. I am speaking slowly so as to you understand what I say
D. I am speaking slowly so that you can understand what I say

27. Leather gloves last longer than plastic ones .
A. Plastic gloves last not as long as leather ones.
B. Plastic gloves dont last as long as leather ones.
C. Plastic gloves arent last as long as leather ones.
D. Plastic gloves dont last as much as leather ones.

THE ATTITUDINAL ADJECTIVES
- Use the clauses the attitudinal adjectives correctly.
- Help Ps to supply the verbs in ed or -ing
D. Procedure:
* Adjectives ending
Adjectives ending in -ed tell you how
someone feels:
(= Mr Kennedy likes photography. He
wants to learn more about it.)
Here are some pairs of adjectives with
similar meanings. The second adjective
in each pair is
stronger:
annoyed infuriated
confused bewildered
disappointed depressed
excited thrilled
frightened terrified
interested fascinated
surprised amazed
tired exhausted
uninterested bored

Adjectives ending in ing
Adjectives ending in -ing tell you how
something makes you feel. They tell
you about the
effect something has on people:
Laura arrived home after a tiring
journey.
(= It was a long journey. It made her
feel tired.)
Exercise 1:
Put the word in appropriate form of
adjective
1. He was sothat he couldnt
sleep. [EXCITE]
2. The match was so..That she
couldnt wait to tell everyone
about it. [EXCITE]
3. Itsthat Liz chose Rome for a
holiday. [INTEREST]
4. His wife was so to hear Paul
had got a new job. [THRILL]
5. Patterson waswith my present.
[THRILL]
Answers:
1. Excited
2. Exciting
3. interesting
4. thrilling
5. thrilled
Exercise 2:

Put the letters in brackets in the
right order and complete the
sentences.
annoying infuriating
confusing bewildering
disappointing depressing
exciting thrilling
frightening terrifying
interesting fascinating
surprising amazing
tiring exhausting
uninteresting boring
-ed or -ing?
Adjectives ending in -ing tell us what
something is like.
Adjectives ending in -ed describe the
result or effect:
Friedrichs presentation was boring.
Everyone was bored.
- Give comments
- Give examples using the attitudinal
adjectives
1 I enjoy travelling, but long
flights are tiring (giinrt).
2 It is very _ o _ _ _ _ (bighorn)
to do the same job day after day
after day.
3 That is very _ n _ _ _ _ _ _ _ _
_ (geeiinnrstt) news tell me
more.
4 The Paris Metro is easy to
understand, but the London
Underground is very
_ _ _ f _ _ _ _ _ (cfginnosu).
5 It is _ _ _ _ p _ _ _ _ _ _ _ _
(gadiioinnppst) that we didnt get
the contract, but we can try
again next year.
6 RobotKill is an _ _ c _ _ _ _ _
(cegiintx) computer game that
teenagers will love.
7 The new program is OK, but it has
a few _ _ _ o _ _ _ _ (gainnnoy)
little problems.
8 I never watch horror movies. I
dont like _ _ _ g _ _ _ _ _ _ _
(efgghiinnrt) films.

IT WAS NOT UNTIL THAT ..
Aim: By the end of the lesson, Students will be able to review and use use
the structure of
It was not until that .. in speaking and
writing.
Teaching aids: lesson plan, posters and textbook .
Procedures:
Stages and contents Ts activities Ss
activities
I. Warm-up:
- chatting.
II. Teaching point:
* Presentation:
1. It was not until last year that this
school was built.
(n tn nm ngoi ngi ta mi xy ngi trng ny).
2. It was not until this May that she found a
job.
(n tn thng Nm nm nay c y mi xin c vic).
3. It was not until I was 15 that I learned how to ride a bicycle.
(n tn nm ti 15 tui ti mi bt u hc i xe p).

* Formation:
It was not until
.that + clause

- Ask

- Show
pictures and
read

- Answer

- Repeat.

- Work in
* Practice: Rewrite the following sentences.
1. No one could leave the stadium until 2.30
2. It was not until
3. She wasnt allowed to open her presents
until her birthday.
It was not until
4. We didnt have any holidays until last
summer.
It was not until
5. She didnt stop learning German until the
age of 24.
It was not until
6. I couldnt finish my project until Mark
helped me.
It was not until
7. They didnt pay the bill until the
electricity was cut off.
It was not until
8. I didnt sleep until midnight.
It was not until
9. I couldnt comment further until I had all
the information.
It was not until
10. He didnt return to his native village
until the war ended.
It was not until
* Production:
- Make 5 sentences of their own
III. Consolidation:
- Explain the rule It was not until .that
+ clause
IV. Homework:
- Make ten sentences or more
- Show poster
- Give
instructions.

- Give
instructions

- Ask

- Say
group of 3
tables.

- Work in
pairs.

- Explain

- Take note

READING (The World Cup)

about sports to do gap fill and
matching exercises.
Procedure:
activities
Ss
activities
Task 1. Work in pairs. Ask and answer the following
questions.
1. Which sports do you like?
2. How often do you watch or play this kind of sports?
3. Who is your favorite player?
4. Do you like soccer? Name some of the famous players
in the world.

Task 2. Read the passage and choose ONE word from the
box which best fits each blank.

official sessions play required
attract combined
lifestyles active distances take
fond sugary

Sports (1)________ an important part in American life.
Professional baseball and football games (2)_________
large crowds and many people watch games on TV. Although
many parents complain about their children being couch
potatoes, there are sports (3)_______ at school for all
ages. College students are usually (4)________ to take
physical education classes to complete their studies.
But a(n) (5)______ report published in 1996 said that
more than 60 % of adults in the United States were not
regularly physically (6)_______.
The British are very (7)________ of sport, but many
people prefer to watch rather than take part. Most
people today (8)_______ relatively little general
exercise. Over the last 30 or 40 years (9)_______ have
changed considerably and many people now travel even the
shortest (10)_______ by car or bus. Lack of exercise
(11)________ with eating too many fatty and
(12)__________ foods has meant that many people are
becoming too fat.

Task 3. All the sentences in A are found in the
passage. Match each of them with a sentence/clause in B
which has similar meaning.

A B
1. Professional baseball
and football games attract
large crowds.
2. College students are
usually required to take
physical education.
a. They spend a lot of
time watching TV.
b. Their ways of
living are not
different.
c. Many people watch

-gets Ss to
ask and
answer in
pairs.

-asks Ss to
read and
fill in the
blanks.

-has Ss
match the
sentences
in A with
those in B.

-pairwork.

1. play
2. attract
3. sessions
4. required
5. official
6. active
7. fond
8. take
9.
lifestyles
10.
distances
11. combined
12. sugary

1. c
2. e
3. f
4. a
5. d
6. b

2.
Attitudes
3. An official report said
that
4. Most American children
are couch potatoes.
5. More than 60 % of adults
in the United States were
not regularly physically
active.
6. Lifestyles have changed
considerably.
baseball and football
games.
d.They did not do much
exercise.
e. They should take
gymnastics courses.
f. It was stated by
the authorities
that.

Task 4. Choose the best title for the above
passage.
1. Sport and Fitness.
2. Attitudes Toward Sport and Fitness.
3. Sporting Events in the United States and in
Britain.

-gets Ss
to choose
the best
title.

Toward
Sport and
Fitness.

WRITING (Write an Announcement)

Aim: By the end of the lesson, Students will be able to write an
Announcement about a sporting event or
an activity in their school.
Procedure:
activities
Ss activities
I. Teaching point:

Task 1:

Write an announcement for a relief fund to
support people in flooded areas, using the
cues given below.

Announcer: the monitor of class 10 CB1
Events: the musical
performance of class 10 CB1
To raise money
for people in flooded
areas
Plase: school meeting hall.
Time: 7:30 p.m, Thursday
23
rd
November.
Ticket price: 5,000VND.

* KEY:

The monitor of class 10CB1 would like to
announce that the musical performance of
class 10 CB1 to raise money for the people
in the flooded areas will be held at 7:30
p.m. on Thursday 23
rd
November in the school
meeting hall. The ticket price is 5,000VND.

II. Homework:
- Go over the lesson.
- Prepare next lesson.

- Show poster
and give
instructions

- Correct

- Say

- Read the
cues
carefully.

- Work in four
groups. Then
hand in

- Coppy

- Take note

PASSIVE VOICE

Aim: By the end of the lesson, Students will be able to review and change the sentences into the passive
voice. .
Procedure:
Procedure:
Teachers activities Pupils activities
B. Check up: ( 5 minutes)
- Ask Ps to do the homework. Give
examples using the passive voice. Then
say the form.
- Lead Ps to the lesson.
- Ask Ps to change some active
sentences to passive sentences.
A. change into passive voice
1. Teachers teach pupils.
2. She often sends the letters on
Saturday.
3. Do you like coffee?
4. I listen to the radio in the
evening.

B Change into passive voice :
1. The teacher corrects our exercises
at home .
2. Alis absence worried his mother.

- Greeting and answering.
- Do the task.
- Ps answer:

.

- Do the exercise.
Pupils are taught by teachers.
The letters are often sent on
Saturday.
Is coffee liked by you?
The radio is listened in the
evening.

*Change into passive voice :
13 -our exercises are corrected by
the teacher at home.
14 -Alis mother was worried by his
3. They are building several new
schools in our town .
4. We have made great progress in
industry ,science and medicine .
5. Sam killed a lion last week .
6. I had just finished the job when
the factory closed .
7. No one has opened that box for the
past hundred years .
8. Are you going to mail these
letters soon ?

C.Change into passive voice :
1. My father waters this flower every
morning. .........................................................
2. A stone broke the window. ........................................
3. The servants didnt do the work. .................................
4. She often takes her dog for a walk.
..................................................................
5. The army will complete that project
next year. .......................................................
6. They wont punish him. ...........................................
7. People dont use this road very
often. ...........................................................
8. The manager always welcomes new
employees. .......................................................
9. We are following them. ...........................................
10. ................................................................................................................................................ T
he airplanes are dropping booms. .................................
11. ................................................................................................................................................ T
he keepers were feeding the lions. ...............................
12. ................................................................................................................................................ T
hey have taken her to the hospital.
..................................................................
13. ................................................................................................................................................ T
hey had fastened his whole body to
the ground. ......................................................
14. ................................................................................................................................................ T
he school boys had wasted a lot of
time. ............................................................
15. ................................................................................................................................................ W
e write letter to our friend once a
week. ............................................................
16. ................................................................................................................................................ W
e clean the garages everyday. ....................................
17. ................................................................................................................................................ S
omeone has given him a lot of money ...............................
18. ................................................................................................................................................ T
he police arrested two hundred
people. ..........................................................
19. ................................................................................................................................................ W
e export this computer to seventy
absence.
15 -Several new schools in our town
are being built
16 -Great progress in industry,
science and medicine has been made.
17 -A lion was killed by Sam last
week.
18 -The job had been finished when
the factory closed.
19 -That box has been opened for
the past hundred years
20 -Are these letters going to be
mailed soon?

different countries. .............................................
20. ................................................................................................................................................ T
hey have cancelled the meeting. ..................................

- Give comments

- Teacher asks pupils to change the
following sentences to active voice.
1. I have bought a new shirt.
2. She has visited many caves in Ha
Long.
3. Where have you bought this coat?
4. Mary has prepared the lesson
carefully.

ALTHOUGH

Aim: By the end of the lesson, Students will be able to review and use the
structure of
ALTHOUGH in speaking and writing.
Procedures:
activities
Ss
activitie
s
I. Teaching point:
1. Although / Though (mc d ).

* Presentation:
- Dng ni hai kin tng phn nhau.
Ex: New York is not the capital of the USA, it is the
centre of Global finance.
(Mc d New York khng phi l th ca Hoa K nhng n l
trung tm nn ti chnh ton cu.)
* LU : Ting Vit ni: Mc d . nhng
Ting Anh ni: Although/Though (KHNG c but theo sau)
New York is not the capital of the USA, but it is
the centre of Global finance.(SAI)

* Practice:
- Rewrite the sentences by using ALTHOUGH.
1. They are so poor but they are always neatly
dressed.
- Although .
2. He often tells lies but many people believe him.
- Although .....
3. In spite of having a little money, I am happy.
- Although
4. I had a terrible headache, but I followed the
group to see the sights.
- Although ..
5. In spite of the cold weather, she wasnt wearing a
coat.
- Although ....
6. Nam hasnt read Oliver Twist, but he has seen a
film made from it.
- Although ..

* Production :
- Make 5 sentences of their own (using ALTHOUGH )

II. Consolidation
- What is ALTHOUGH used for?

III. Homework:
- Make ten sentences by using ALTHOUGH

- Give
situations
and
explain
the rule
carefully.
- Write
example on
the board.

- Show
posters
and give
instructio
ns.

- Give
instructio
ns

- Ask

- Pay
attention
and copy.

- Work in
group of
three
table.

- Work in
pairs

- Answer

- Take
note

- Say
DEFINING AND NON-DEFINING RELATIVE CLAUSES
Aim: By the end of the lesson, Students will be able to distinguish
between defining relative clauses and Non-defining relative clauses.
Teaching aids: lesson plan, handouts,
Procedure:
activities
Ss
activities
I. Defining Relative Clauses
Dung e bo ngha cho danh t ng trc cha c
xac nh ro. Neu bo i menh e chnh se khong ro
ngha.
Ex: - I saw the girl. She helped us last
week.
I saw the girl who/that helped us last
week.
II. Non-defining Relative Clauses
Dung e bo ngha cho danh t ng trc a c
xac nh ro, la phan giai thch them. Neu bo i menh e
chnh van ro ngha. Menh e nay thng c tach khoi
menh e chnh bang dau phay ,.
Ta dung menh e quan he khong han nh khi:
- Trc danh t quan he co: this/ that /these/ those/ my/ her/
his/
Ex: My father is a doctor. He is fifty years
old.
My father, who is fifty years old, is a
doctor.
- T quan he la ten rieng hoac danh t rieng.
Ex: Mr. Brown is a very nice teacher. We
studied English with him.
Mr Brown, who we studied English with, is a
very nice teacher.
* LU Y: KHONG dung THAT trong MQH khong
han nh.
Ex: Mr Brown, that we studied English with, is a
very nice teacher.
EXERCISES
I/ Underline the relative clauses in the
sentences. Then add commas to separate the Non-
defining relative clauses.
1. The man who is talking to the principal is our
form teacher.
2. The boys who are sitting in the first row will
receive the medals.
3. The students who are in the grade 10
th
are going
to clean the school yard.
4. The animals which are kept in iron cages will
be carried back to the forest
5. Mr. Tan who is our gymaster is very thin and
tall.
6. The book which we borrowed from the library
must be returned by Monday

-gives the
examples to
show the
form and
the use.

-gets Ss to
do the
exercise.

-asks Ss to
combine.

-gets
feedback.

-look at,
listen and
answer the
Ts
questions.

1. defining
2. defining
3. defining
4. defining
5. Non-
defining
6. defining
7.
restrictive
8. Non-
defining
9. Non-
defining
10.
defining

1. who(m)
2. which
3. who
7. The little boy who is crying over there lost
his way.
8. Mrs. Van who lives next door to Hoa works at
the television station.
9. The dog which has some black spots is Bas.
10. My mother bought the shoes which were made
from Hong Kong.
II/ Combine the two sentences by using a relative
clause. Some clauses need commas, some do not:
1. The lady is a famous writer. You met her at the
party last night.
2. The child enjoyed the chocolates. Her mother
bought them from France.
3. Dr Oley is our familys dentist. He is a
popular dentist in the city.
4. They drank a lot of Coke. It is diet Coke.
5. The river is Sai Gon River. It flows through Ho
Chi Minh City.
6. The girls are performing the play. They
rehearsed it yesterday.
7. Their parents are anxious about their children.
The children come back late.
8. The lecturer is my uncle. He gave an
interesting talk on TV last night.
9. The student kept talking about the project. It
was done last week.
10.Mr. Phong hasnt come yet. He is supposed to be
at the meeting.
-asks Ss to
combine.

-gets
feedback.
4. which
5. which
6. which
7. who
8. who
9. which
10. who

READING (Historical Places)

Aim: By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information to decide the statements are true or false
and answer the questions.
Procedures:
Stages and contents Ts activities Ss
activities
I. Teaching point:

Task 1: Read the passage below and choose
one correct answer for each question.

THIEN MU PAGODA

Thien Mu Pagoda was built on Ha Khe Hill,
on the left bank of the Perfume River.
According to the legend. Lord Nguyen Hoang,
the founder of the Nguyen dynasty, after being
appointed to protect the southern land of the
Gianh River, met the old lady in red who

- Hand out
- Give
instructions

- Work in
pairs

showed him a place to set up his headquarters
in Kim Long village. They were built there and
a pagoda was also constructed on hill where
the lady had appeared, and was called Linh Mu
(propitious Lady) or Thien Mu (Heavenly Lady)
pagoda.
The pagoda covers an area about four
hectares. There are some note worthy works and
objects of value such as the seven- tier Phuoc
Duyen tower, which is 21.24 metres high. The
bell in the tower, called Dai Hong Chung, was
cast in the 18
th
century and was decorated with
beautifyl patterns. This is beautiful and
romantic pagoda which attracts deeply to all
Hues inhabitants.

1. Where is Thien Mu Pagoda situated?
A. left bank of the Perfume River.
B. right bank of the Perfume River.
C. under a hill.
D. on the top of a mountain.
2. Who was Lord Nguyen Hoang?
A. The founder of the Nguyen dynasty
B. The builder of the pagoda
C. One of the Kings
D. The guardian of the Ha Khe Hill
3. What colour was the old ladys clothes?
A. blue B. green
C. brown D. red
4. Why was Thien Mu Pagoda built there?
A. Because the old lady had appeared there
B. Because the old lady ordered Nguyen Hoang
to do it.
C. Because it was near Kim Long village
D. Because Nguyen Hoang didnt want to set up
his headquarters there
5. When was the bell in the pagoda cast?
A. in the 16
th
century
B. in the 17
th
century
C. in the 18
th
century
D. in the 19
th
century

- Hand out
- Give
instructions

- Work in
pairs
- Give the
answer.

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

WRITING (Describing a chart)
Aim: By the end of the lesson, students will be able to Describe a chart.
Teaching aids: lesson plan and textbook.
Procedures:
activities
Ss
activities
I. Teaching point:
Task 1: Study the following chart and
decides whether the given statements are True

- Hand out.

- Work in
or False. If they are false, correct them.

The graph below shows the different modes
of transport used to travel to and from
work in one European city in 1960, 1980 and
2000.
0
5
10
15
20
25
30
35
40
bus car bike
1960
1980
2000

1. the chart describes how people travelled to
and from work in one European city in 1960,
1980 and 2000.
2. According to the chart, more Europeans
commuted by bus in
1960 than in 1980 and 2000.
3. According to the chart, more and more
Europeans used cars as the main means of
transportation to and from work between
1960 and 2000.
4. According to the chart, the number of
Europeans who ride their bicycles to work was
lowest in 1980.
people who walked to work in Europeans was
highest in 1960.
6. According to the chart, the most popular
means of transportation for Europeans in
2000 when travelling to and from work was
bus.
7. According to the chart, between 1960 and
2000 more Europeans drove to work and fewer of
them preferred to walk to work.
* KEY:
1. T
2. F (more commuted by bus in 1980 than in
1960 & 2000)
3. T
4. F (in 2000)
5. T
6. F (car)
7. T

-Give
instructions

- Correct

group of 4

- Compare
their answer

- Copy

`
A good beginning makes a good ending!

LESSON 34: READING (Historical Places)

Aim: By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information to decide the statements are true or false and
answer the questions.
Procedures:
activities
Ss
activities

I. Teaching point:

Task 1: Read the passage below and choose one
correct answer for each question.

THIEN MU PAGODA

Thien Mu Pagoda was built on Ha Khe Hill, on
the left bank of the Perfume River. According to
the legend. Lord Nguyen Hoang, the founder of the
Nguyen dynasty, after being appointed to protect
the southern land of the Gianh River, met the old
lady in red who showed him a place to set up his
headquarters in Kim Long village. They were built
there and a pagoda was also constructed on hill
where the lady had appeared, and was called Linh
Mu (propitious Lady) or Thien Mu (Heavenly Lady)
pagoda.
The pagoda covers an area about four
hectares. There are some note worthy works and
objects of value such as the seven- tier Phuoc
Duyen tower, which is 21.24 metres high. The bell
in the tower, called Dai Hong Chung, was cast in
the 18
th
century and was decorated with beautifyl
patterns. This is beautiful and romantic pagoda
which attracts deeply to all Hues inhabitants

- Hand out
- Give
instructions

- Work in
pairs

- Give the
answer.

1. A
2. A
3. D
4. A
5. C
1. Where is Thien Mu Pagoda situated?
A. left bank of the Perfume River.
B. right bank of the Perfume River.
C. under a hill.
D. on the top of a mountain.
2. Who was Lord Nguyen Hoang?
A. The founder of the Nguyen dynasty
B. The builder of the pagoda
C. One of the Kings
D. The guardian of the Ha Khe Hill
3. What colour was the old ladys clothes?
A. blue B. green
C. brown D. red
4. Why was Thien Mu Pagoda built there?
A. Because the old lady had appeared there
B. Because the old lady ordered Nguyen Hoang to

- Hand out
- Give
instructions

- Work in
pairs

- Give the
answer.

5. A
6. A
7. D
do it.
C. Because it was near Kim Long village
D. Because Nguyen Hoang didnt want to set up his
headquarters there
5. When was the bell in the pagoda cast?
A. in the 16
th
century
B. in the 17
th
century
C. in the 18
th
century
D. in the 19
th
century

8. A
9. C

LESSON 35: WRITING (Describing a chart)
Aim: By the end of the lesson, students will be able to Describe a chart.
Teaching aids: lesson plan and textbook.
Procedures:
activities
Ss
activities

I. Teaching point:
Task 1: Study the following chart and decides
whether the given statements are True or False.
If they are false, correct them.
The graph below shows the different modes of
transport used to travel to and from work in
one European city in 1960, 1980 and 2000.
0
5
10
15
20
25
30
35
40
bus car bike
1960
1980
2000

- Hand out.
-Give
instructions

- Work in
group of 4

1. the chart describes how people travelled to
and from work in one European city in 1960,
1980 and 2000.
2. According to the chart, more Europeans
commuted by bus in
1960 than in 1980 and 2000.
3. According to the chart, more and more
Europeans used cars as the main means of
transportation to and from work between 1960
and 2000.
Europeans who ride their bicycles to work was
lowest in 1980.
5. According to the chart, the number of people
who walked to work in Europeans was highest in
1960.
6. According to the chart, the most popular means
of transportation for Europeans in 2000 when
travelling to and from work was bus.
7. According to the chart, between 1960 and 2000

- Correct

- Compare
their
answer

- Copy

more Europeans drove to work and fewer of them
preferred to walk to work.
* KEY:
8. T
9. F (more commuted by bus in 1980 than in 1960
& 2000)
10. T
11. F (in 2000)
12. T
13. F (car)
14. T

`
A good beginning makes a good ending!

Giao An Tu Chon 10

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Planning date : 26/8/2009

READING (PEOPLES BACKGROUND)

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