Ok. Giao An Tu Chon 10

Planning date : 26/8/2009
READING (PEOPLE’S 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 T’s activities
Ss’ activities
 Task 1. Work in pairs. Ask and answer about your daily
routine. -asks Ss to ask and
A: What time do you get up/ go to school/ have breakfast/ answer in pairs.
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 -pairwork.
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.
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. -gets Ss to read the text
and answer the questions
 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 o’clock can be called mid-day. What other word
does the girl use to mean the same thing? -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 girl’s daily routines.

6:00 Get up
In the 7:15 Eat breakfast
mornin 7:45 School begins
g 8:00-1:00 Have 7 periods
10:00 Have a chance to eat an -asks Ss to work in groups
orange and some peanuts
In the 1:00 Clean up their room and
afterno close the school
on After lunch Sleep for half an hour
In the Play netball
afternoon 1. The first thing the girl
In the 6:00 (6:30) Have dinner does when she gets up is
evenin 10:00 Go to bed to wash her dishes.
g 2. No, they don’t.
 Task 4. Work in groups. Talk about your father’s 3. Noon.
(mother’s/brother’s/sister’s ) daily routines. 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:
Teacher’s activities Students’ activities
A. Organization. ( 5 minutes)
- Greeting and checking attendance. -Greeting
B. New lesson (35 minutes)
1. Past Simple
FORM - Listen and take notes
(+) S + Ved/c2 + O/ A
(-) S + didn’t + Vo + O/A
(?) Did + S + Vo + A/ O?.
Rules:
+Regular verbs ending in -y preceded by a
consonant form the past tense by changing the
-y into -ied. * Exercise 1: Supply the correct
USE 1 Completed Action in the Past form of the verbs in brackets.
- Ask Ps to work in pairs.
1. I suddenly remembered I ( leave)
………… my wallet on the bus.
Use the Simple Past to express the idea that an 2. Yesterday I (thank)……….her for what
action started and finished at a specific time in she (do)……………
the past. 3. When I got to the office, I (realize)
 I saw a movie last month. …….. that I (forget)………..to lock the
USE 2 A Series of Completed Actions door.
4. When they (finish)………..their work,
they (go)……………home.
We use the Simple Past to list a series of 5. I ( call)………….you at 8 o’clock but
completed actions in the past. you (just/ go)…………….out.
Examples: 6. I took my family to Paris last year, I
 I finished work, walked to the beach,
(be)……..as a student, so I (know )
and found a nice place to swim. …………. my way round.
USE 3 Duration in Past 7. When I (listen)………….the news, I
(go) …………to bed.
- Conduct the correction.
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. * Suggested answers:
Examples: - had left
 I studied French when I was a child.
- thanked - had done
2. Past Perfect
FORM - realized – had forgot
[had + past participle]
Examples: - had finished - went
 You had studied English before you
moved to New York. - called – had just gone
USE 1 Completed Action Before Something
in the Past - had been - knew
The Past Perfect expresses the idea that - had listened - went
something occurred before another action in the - Ps take notes.
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.
- Listen to the teacher.
C. Comments (3 minutes)
- Give comments - At home
D. Homework ( 2 minutes)
- Give examples using the present simple tense.

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:
T’s activities
Ss’ activities
 Task 1. Work in groups. Find the words about the topic
“SCHOOL”.
S C H O O L U E -has Ss find out the words
T C F R I E N D from the wordsquare.
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 Lan’s letter to her parents
with the words provided.
Roman treats relatives months hear
voices
-gets Ss to fill the missing
Tet family newcomers helpful special
words in the blanks of the
grandma
letter.
faces worry Braille
SCHOOL
Nguyen Dinh Chieu Special School for the Blind
TEACHER
November 25, 2006
BOOK
Dear Mom and Dad
FRIEND
It has been four (1)____________ since I left home. Life in
BOARD
this (2) ____________ school has been all right as ever. I
STUDENTS
have many new friends now but I cannot see their
LESSON
(3)____________! I can only (4)____________ them through
DESK
their (5)____________ . I have learned many things,
BAG
especially (6) ____________. Now I can read and write in
 CLASS
Braille. My homeroom teacher has helped me translate
 PEN
the letters into the (7)____________ alphabet so that you
both can read them. I miss the whole (8)____________ very
much but don’t (9)____________ about me. I’m 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
(1) months
home on the (13)_____________ holidays and stay with you
(2) special
all for ten days. I love you, Mom and Dad. Send my
(3) faces
regards to our (14)_____________, and particularly, to (15)
(4) hear
___________. Tell her I love her and miss her, too.
(5) voices
Love
(6) Braille
Linh Lan
(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 -gets Ss to match the
1. Linh Lan has left home a. on the Tet holidays. phrases to makecomplete
2. She cannot see b. Braille. sentences.
3. Now she can read and c. for four months.
write d. a nice lady with a sweet
4. Her teacher is voice.
5. She will come back e. her regards to her -asks Ss to interview their
home relatives and grandma. partner.
6. Linh Lan wants to send f. her friends’ faces.
 Task 4. Work in pairs. Now you a TV reporter. Interview
Linh Lan. 1. c
Ex: Interviewer: Where are you staying now? 2. f
Linh Lan: At Nguyen Dinh Chieu Special School for the 3. b
Blind. 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 T’s activities
Stages and contents Ss’ activities
 Task 1. Work in groups. Match the outline of a letter
of complain with the correct expressions.
A B -gets Ss to match the
1. Greetings a. Dear……… outline with the correct
2. Purpose of the b. Yours faithfully/ sincerely expressions.
letter - Signature.
c. I suggest that………..
3. Suggestions I hope that………
d. I am writing to complain
4. Closing about…….
I’d like to point out………. -has ss put the 4 sections
in the right order of a letter
 Task 2. Order the four sections of a letter of complaint.
of complaint.
A. Dear Sir/ Madam
The Director of L & P Company
-gets feedback on the
431 Le Loi Boulevard HCM City.
order.
B. Yours faithfully
Tran Nhat Vu
1. a
C. I am writing to complain about the short stop of
2. d
your trucks around my house on their way to the
3. c
North. The drivers have left lots of garbage on the
4. b
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.
1. A.
2. C
3. D
4. B
-asks Ss to write a letter of

 Task 3. Write a letter to the principal to complain about complaint.
some students using motorcycles to school. (the age, the -makes Ss swap and
noise they cause, the speed they ride…..) compare.
-write the letter.
 Task 4. Work in pairs. Share and compare your 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 cã thÓ thµnh lËp danh tõ tËp hîp b»ng c¸ch thªm " the" vµo tríc tÝnh tõ.
The + adjective = common noun
Adj common noun Meaning

poor the poor nh÷ng ngêi nghÌo
rich the rich nh÷ng ngêi giµu
sick the sick nhng ngêi èm
unemployed the unemployed nh÷ng ngêi thÊt
nghiÖp
wrong the wrong nh÷ng ®iÒu sai tr¸i
right the right nh÷ng ®iÒu ®óng
®¾n
injured the injured nh÷ng ngêi bÞ th¬ng
II. Danh tõ tËp hîp ®îc dïng nh danh tõ sè nhiÒu nªn ®éng tõ theo sau nã ®îc chia ë
sè nhiÒu.
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" ®îc dïng ®Ó thay thÕ cho mét mÖnh ®Ò ®øng tríc nã : Chóng ta h·y quan s¸t hai
c©u díi ®©y:
She can't speak English. It is a disadvantage
Tõ hai c©u nµy chóng ta cã thÓ viÕt l¹i thµnh mét c©u dïng Which nh sau:
She can't speak English, which is a disadvantage.
( Cè Êy kh«ng nãi ®îc tiÕng anh vµ ®iÒu ®ã lµ mét sù bÊt tiÖn)
"Which" trong c©u nµy thay thÕ cho " She can’t speak English"
T¬ng tù ta cã c¸c c©u 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 kh«ng cã ®iÖn tho¹i vµ ®iÒu ®ã thËt khã mµ liªn l¹c ®îc víi 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 e. This was a pity
night
6. The street I live in is very noisy at f. This is good news.
night
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 T’s activities
 Task 1. Work in pairs. Put the dialogue in the correct order.
1.____ A. Oh, I see. And I have a question for you. -gets Ss to put the dialogue
_ Do you know when the color television was on the right order.
invented?
2.____ B. It was invented by Peter Carl Goldmark.
_ C. He was American.
3.____ D. Your color television looks very nice. Is it
_ new?
4.____ E. What’s his nationality?
_ F. I know this question. In 1950, wasn’t it?
5.____ G. Yes. My father has just bought it.
_ H. I’m sorry I don’t know.
6.____ I. You’re right. And who invented it?
_
7.____
_
8.____
_
9.____
_
-asks Ss to read the
 Task 2. Read the following passage and answer the passage and answer the
questions below. questions.
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).
1. D
Most paper is made from wood. When the trees are cut down,
2. G
they are carried by land or water to paper mills. Here they are
3. A
cut up and the wood is broken up into fibers, mixed with water
4. F
and chemicals. This wood pulp is then dried up on a machine
5. I
and made into paper.
6. H
Papermaking is an important British industry, and paper from 7. B
Britain is exported to South Africa, Australia and many other 8. E
countries. Some of the wood used in British papermaking 9. C
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.
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
-gets Ss to discuss in
2020?
groups.
 Task 3. Work in groups. Discuss on one of the following 4. There are over 40.000
trees cut down.
topics.
5. Because trees are cut
* How can television help our life?
down faster than they can
* How can paper help our life?
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 Students’ activities
Teacher’s activities
A. Organization. ( 5 minutes) Exercise 1: Use the correct forms
- Greeting and checking attendance. of the verbs in brackets in the
B. New lesson (35 minutes) Present Perfect and tell which
FORM use s are used in these
[has/have + past participle] sentences. Notice the italic
Examples: words.
You have seen that movie many times. 1. She (wait)………………..for two hours
Have you seen that movie many times? to see you.
You have not seen that movie many times. 2. She (be)…………..to America.
Complete List of Present Perfect Forms 3. John (see)…………..that film several
USE 1 Unspecified Time Before Now times.
4. They (live)……………in this street for a
long time.
5. She (not / speak)…………….to me
We use the Present Perfect to say that an action since last week.
happened at an unspecified time before now. We 6. We (study)……………every lesson in
CAN use the Present Perfect with unspecific the book so far.
expressions such as: ever, never, once, many 7. I (have)………………three colds this
times, several times, before, so far, already, yet, winter.
etc. 8. Up to now, John (work)
Examples: ………………..very hard.
I have seen that movie twenty times. - Asks Ss to use the correct form of
I think I have met him once before. the verbs in brackets, and then share
their answers with a partner.
USE 2 Duration From the Past Until Now - Calls on some Ss to give the
(Non-Continuous Verbs) answers.
2. Exercise 2: Use the Simple Past
or Present Perfect.
With Non-Continuous Verbs and non-continuous 1. They (sell)………the house several
uses of Mixed Verbs, we use the Present Perfect to days ago.
show that something started in the past and has 2. John (work)………….for this company
continued up until now. "For five minutes," "for since 1980.
two weeks," and "since Tuesday" are all durations Linda is working in this department.
3.
which can be used with the Present Perfect. She (work)…………..here for two
Examples: years.
I have had a cold for two weeks. 4. Many people in this class (see)
She has been in England for six months. …………this beautiful house several
Mary has loved chocolate since she was a times.
little girl. 5. They (live)………….in London from
Although the above use of Present Perfect is 1970 to 1990.
normally limited to Non-Continuous Verbs and 6. They (live)…………..in London since
non-continuous uses of Mixed Verbs, the words 1980.
"live," "work," "teach," and "study" are sometimes
7. She (study)…………English at this
used in this way even though they are NOT Non- school for six months up to now.
Continuous Verbs. 8. Our present teacher (live)…………….in
ADVERB PLACEMENT this city all of his life.
The examples below show the placement for - Asks Ss to use the correct form of
grammar adverbs such as: always, only, never, the verbs in brackets, and then share
ever, still, just, etc. their answers with a partner.
Examples: - Calls on some Ss to give the
You have only seen that movie one time. answers.
Have you only seen that movie one time? 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
C. Comments (3 minutes) several times already.
- Give comments 3. You (ever / travel)………………to
D. Homework ( 2 minutes) China before ?
- Give examples using the present simple tense. 4. I (receive)…………………a letter
just a few minutes ago.
5. I (not / see)……………….John
recently.
6. It’s 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.
- Calls on some Ss to give the
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:
- Greeting and checking attendance.
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. + S + have/has + VPP + O
+ S + have/has + been + VPP + by O
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:
+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. 1. The plants have been watered
A new hospital for children / build / in our city.
2. Another man-made satellite / send up / into 2. the money has been taken
space.
3. more and more trees /cut down / for wood / 3. the presents have benn bought
by farmers.
4. Thousands of animals / kill / in the forest fire. 4. The reported has been finished
5. About one hundred buildings and houses /
destroy / in the earthquake. 5. The president has been killed
- Give comments 6. The road has been repaired
- Give examples using the present simple tense. 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.
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 :
Teacher’s 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- Lan’s brother is very tall. He sits at the back of the
class. -Sts work
- Get 2 Sts to write on the b.b 1- This is the house
which I would to buy
it.
2- Lan’s brother, who
sits at the back of the
- Remark, explain class, is very tall.
* Grammar:
+ Relative clauses:
- The relative clause is a subodinative clause 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
Antecede Subject Object Possessiv
nt e
Person Who That Who That Whose
m
Things Which / That Of which
When = on/ in/ at which Time

Where = on/ in/ at/ from Place
which
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 :
Meänh ñeà tính töø ñöôïc goïi laø xaùc ñònh khi noù
caàn thieát cho yù nghóa cuûa caâu. Boû noù ñi caâu seõ
khoâng roõ hoaëc khoâng ñaày ñuû yù nghóa. (Chuû töø
khoâng xaùc ñònh thì meänh ñeà TT xaùc ñònh, “that”
ñöôïc duøng ñeå 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 :
Meänh ñeà tính töø ñöôïc goïi laøkhoâng xaùc ñònh khi
noù khoâng caàn thieát cho yù nghóa cuûa caâu. Boû noù
ñi caâu vaãn ñaày ñuû yù nghóa. (Chuû töø xaùc ñònh thì
meänh ñeà TT khoâng xaùc ñònh)
Notes:chuû töø xaùc ñònh
Khi tieàn toá laø danh töø rieâng, danh töø coù TT chæ
ñònh “This, that…” hoaèc coù TT sôû höõu, sôû höõu
caùch (khoâng duøng “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- That’s 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.
KYÙ DUYEÄT TUAÀN 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.
which - Sts work
7- Please give me a cup _____ is on the table.
a- that b- whom c- in which d- - provide the
where answers and explain.
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 .
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: - Sts work
1- c 2- b 3- a 4- d 5- c
6- a 7- a 8- b 9- d 10- c - provide the
Exercise 2: Com bine these, using relative pronouns answers and explain.
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.
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.
KYÙ DUYEÄT TUAÀN 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 doesn’t b- that doesn’t c- who don’t d- which
don’t
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. - Sts work
a- whose b- whom c- that d-
which
- provide the
- Get Sts to work individually in some minutes, then compare answers and
the result with their friends. explain.
- 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.
10- These are the kind of exercises ____ help us learn French.
11- The lamp ___ you broke is my brother’s.
12- She is one of the workers ____ went on strike. - Sts work
- Get Sts to work individually in some minutes, then compare - provide the
the result with their friends. answers and
- Go around the class to offer help. explain.
- 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 :
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 T’s 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 don’t.
Activities Name -gets Ss to ask their friends
and fill the names.
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 -asks Ss to read the 4 Ss’
doing nothing. I’m terribly lazy.” ideas and choose the
David: “ I’d rather stay at home than make a journey. I’m holiday.
not very adventurous. I don’t like travelling and I’d 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 don’t like sitting around doing
nothing. I’m quite energetic.” -groupwork.
Stephen: “I love driving, finding new places, staying in a
different town every night. I like meeting new people and
eating different food. I’m 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 don’t 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 -gets feedback.
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. -has Ss read the ideas
Jane:__________; David:____________; again and choose A, B or C.
Sally:_________; Stephen:__________
 Task 3. Circle the answer A, B or C that best suits the
meaning of each italicized word.
1. I’m quite energetic.
A. healthy B. noisy C. active
2. I’m not very adventurous.
A. eager to visit new places B. well-adjusted C. easy-going
3. I’m very independent. -asks Ss to complete the 2 nd
A. self-confident B. self-reliant C. decisive column, then ask their
4. I’m terribly lazy. partner.
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
Jane:1
What to do? David:3
Where to stay? Sally:2
Stephen:4
Who to go
with?
How to go
there? 1. C
How long? 2. A
What to bring? 3. B
4. A
5. C
-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 T’s activities
 Task 1. Work in pairs. How do you respond to these
situations?
1. Could you join me in the trip this summer? (accept)
…………………………………………………………………….. -gets Ss to write the
2. Let’s go camping next Sunday! (refuse) answers.
……………………………………………………………………..
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 Mai’s letter with the
phrases in the box.
A. buy all the things B. join your birthday -asks ss to read the 2 letters
party and insert the 4 phrases.
C. bring them D. prepare everything
Dear Mai, -pairwork.
I’m 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,
I’m very happy to (1)__________ this Saturday. Of
course, I will help you to (2)_________ for the party. I’ll
(3)__________ you need and (4)___________to your house
an hour before the party. 1. B
Love, 2. D
Mai 3. A
4. C
 Task 3. Read this situation and write a letter

responding to it. -has Ss write a confirmation
Your friend, Tuan, wrote a letter to invite you to go on a letter.
picnic at Xeo Quyt Base at the end of this semester.
Write a letter to accept or refuse his invitation.
Dear Tuan,
………………………………………………………………………....
………………………………………………………………………… -gets feedback.
…………………………………………………………………………
………………………………………………………………………… -write a letter responding to
 Task 4. Exhibition. Students read some finished Tuan’s invitation.
letters in front of the class.
-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’ - Work in groups of four

* WARM-UP: Jumbled sentences. Suggested answers:
- Give 5 jumbled sentences representing for 4 1. T: M is now in hospital
major uses of the simple future tense, the present J: Really? I will see her tomorrow
continuous tense as a future form and the be
2. Don’t worry about your exam. I
going to form.
1. Tom: in/ now/ Mary/ is/ hospital. am sure you will pass.
Jim: Really? Her/ will/ see / tomorrow/ I 3. We are going to have a holiday
2. worry/ about/ don’t/ your/ exam. sure/ am/I/ pass in Sam Son this summer.
/ you/ will. 4. Oh, no. Look at those cars. They
3. going/ a holiday/ We/ have/ in/are this/ Sam Son/ are going to crash.
summer. 5. I am meeting my manager
4. Oh, no! at/ Look/ cars/ those. Going/ they/ to/
tomorrow morning.
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.
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.
- Study the model sentences to pull
1. The simple future tense.
out the target language.
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: - Take note and give some more
 Offering to do something examples to illustrate the uses.
Ex: I will help you with the housework.
 Promising to do something
Ex: I won’t tell you what happened. I promise
 Asking sb to do sth
II. EXERCISE. Complete the
Ex: Will you please be quiet? I’m trying to
sentences using Will + V(inf), be+
concentrate
V-ing or be going to + V(inf)
+ We use shall I/ we…? To ask one’s opinion,
1. - The fire has gone out!
especially in offers or suggestions.
- So it has. I………(go) and get
Ex: Shall I open the window? (= do you want me to some sticks.
open the window? 2. I’ ve hired a typewriter and I ……….
- To make a prediction that the speaker doesn’t (learn) to type.
have outside evidence for what he or she says. He 3. – I can’t understand this letter.
or she just says what he or she believes or knows. - I…..(call) my son. He……..
+ We often use WILL (‘ll) with: (translate) it for you.
4. My father ……………...(go) to Ha Noi
probably, I expect, (I’m) sure, (I) think, (I) don’t
on business tomorrow.
think, I wonder.
5. You ‘ve bought a lot of paint. ……..
2. The present continuous tense as a future (you/ redecorate) your kitchen?
form 6. The cat just behind the rat. It……….
a. Form (catch) the latter.
(+) S + AM/ IS/ ARE + V- ING …. 7. The meeting is still going on. When
(-) S + AM/ IS/ ARE + NOT + V- ING …. do you think it…… (finish)?
(?) AM/ IS/ ARE + S + V- ING ….? 8. The committee…………(meet) next
b. Use: To express a future arrangement between Wednessday.
people. It’s common with verbs such as go, come, 9. Look out! That ladder ………………
see, visit, meet, leave. (fall).
2. The be going to form 10. I’ve just enrolled at the local
a. Form technical college. I………(attend)
(+) S + AM/ IS/ ARE + GOING TO + V(inf)…. pottery classes next winter.
(-)S + AM/ IS/ ARE + NOT + GOING TO + V(inf)
Work individually first and then in
….
pairs to share the answers.
(?) AM/ IS/ ARE + S + GOING TO + V(inf)…? Suggested answers:
b. Uses - 1. will go
- To express a future intention or decision thought- 2. am going to learn
about before the moment of speaking. - 3. will call…….will translate.
- To express a prediction that the speaker can see - 4. is going
as a result of something at present. - 5. Are you going to decorate
* Note: It is not very usual to put the verbs go and- 6. is going to catch
come into the be going to form. Instead we- 7. will finish
generally use the present continuous tense. - 8. is meeting
Ex: I’m going to the bookshop this weekend. - 9. is going to fall
*HOMEWORK: Are the underlined verbs right
10. am going to attend
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.
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.
be going to form.
IV. Procedure:
Time
(6’) * Warm-up: Survey
Time
- Tell Ss to copy the table. - - Copy the table
Name Things they are going -
to do. -
Hoa visit Phong Nha cave -
…… ………. -
- Call a S to do the model. -
* Model - - Work in groups of four.
. What are you going to do this weekend, Hoa? -
. I’m going to visit Phong Nha cave. - - Ask what their friends are
- Get Ss to work in groups of four to ask what going to do this weekend and
their friends intend to do this weekend and then complete the table.
fill the infirmation in the table. -
- After Ss finish their tables, call some to report -
what they have found. - - Report the information.
- Correct the mistakes if necesassary. -
10’ - Give feedback -
Exercise 1. Complete the sentences with
Will + one of these suitable verbs - Work individually first and the
in pairs to share the answers.
be come get like
look meet lend turn
1.- I need some money * Suggested answers:
- OK, I………you some. How much do you want? 1. will lend
2. Why don’t you try on this jacket? It ………nice 2. wil look
on you. 3. will like
3. You must meet George sometime. I think 4. will get
you….. him. 5. will/ shall turn
4. It’s raining. Don’t go out. You………wet. 6. will be
5. - It’s a bit cold in this room. 7. will/ shall meet
- Is it? I…….on the heating then. 8. will come
6. I wonder where I ………….20 years from now.
10’ 7. Goodbye. I expect we ……again before long. - Individual work
8. I’ve invited Sue to the party but I don’t think
she……… * Suggested answers
1. am going to change
* Exercise 2: Complete the sentences using are you going to do
the be going to form. 2. are you going to wear
1. - I’ve made up my mind I……(change) my job. are you going to wear
- What……….(you/ do)? 3. are you going to do
2. -What……(you/ wear) at the party on am going to decorate
Saturday? 4. isn’t going to leave
- I haven’t decided yet. What about you? ……… Is going to stay
(you/ 5. am going to buy
wear) your new black dress? are you going to pay
3. - Why have you bought all that wallpaper? am going to ask
What…….. (you/ do)?
- I……….(decorate) the living room.
4. He’s decided that he …………(not/leave school
15’ this summer. He…….(stay) on for another year.
5. -I ………..(buy) a new motorbike
Time
- How………….(you/ pay) for it? You haven’t got
enough money. - Work in pairs
- I……….(ask) my bank to lend me money
- Call on Ss to read out the answers. * Suggested answers
- Elicit the correction from Ss and give feedback
* Exercise 3. Complete the sentences with 1. will bring
the right forms of the verbs given. 2. are you going to do
1. - It is raining outside. Would you like to borrow 3. am seeing
an umbrella? 4. are you going to make
- Oh, thank you. I……(bring) it back tomorrow. 5. is coming
2. - What………(you/ do) with that ladder? 6. won’t tell
- I…………..(repair) the roof. 7. am playing
3. I………….(see) her tomorrow. 8. is going to fall
4. Why did you buy all these eggs? ……….(you/ 9. will like
make) an enormous omelette? 10. are going
5. The window-cleaner………(come) at eight
4’ tomorrow.
6. It’s a secret between us . I promise I……(not/
tell) anyone.
7. I can’t meet you tomorrow afternoon. I…(play)
tennis. - Take note
8. The ceiling in this room doesn’t 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).
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.
be going to form.
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
haven’t 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 isn’t 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 you’ve 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 isn’t 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; it’s leaking and I think a tile has slipped.
2. We bought our new garage in section and we (assemble) it ourselves.
That sound’s 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. It’s 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: Ann’s 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?
It’s not allowed, you know.
No, I (try) to sell the camera.
That’s 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 don’t know how to mend a puncture in a tubeless tyres.
Jack: but it’s 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 cleaner’s.
21. Ann: Here’s the letter to the landlord. If there’s anything I should add, say so and I
(add) it.
Peter: It’s fine, but it’s 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 cold’s 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.
‘Ann’s 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/ don’t/ 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 won’t tell you what happened. I promise
 Asking sb to do sth Ex: Will you please be quiet? I’m trying to concentrate
+ We use shall I/ we…? To ask one’s 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 doesn’t 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, (I’m) sure, (I) think, (I) don’t 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. It’s 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: I’m 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 can’t 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. I’ve just enrolled at the local technical college. I………(attend) pottery classes next
winter.

READING (THE MASS MEDIA)
Aim: By the end of the lesson, Students will be able to read the text about television;
talk about how often they use the mass media.
Procedure:
Stages and contents T’s Ss’
activities activities
 Task 1. How often do you use each of the mass media below?
Put a tick (a) in the right column. (4’) -asks Ss to -tick the
Mass often sometim never tick the column
media es column. about how
radio often they
TV use the
newspape mass
rs media
computer
Internet
 Task 2. Choose A, B, C or D to complete the passage: (25’)
Television is one of man’s 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 American’s 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 -gets Ss to 1. B
programs than any other kind. The programs include action- read the 2. A
packed dramas, light comedies, (10) …………. Events and motion passage 3. C
pictures. and do the 4. D
1. A. importance B. important C. unimportance D. Multiple 5. D
unimportant Exercise. 6. A
2. A. from B. at C. in D. to 7. C
3. A. speak B. speaking C. speech D. spoken 8. B
4. A. fight B. find C. found D. fought 9. C
5. A. bring B. brought C. bringing D. to 10. B
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 -asks Ss to A
9. A. many B. much C. more D. most choose the
10. A. sport B. sporting C. sported D. main idea.
sportier
 Task 3. Decide which of the four options below is the main
idea for the passage. (5’) -gives -
A. The importance of television instruction groupwork.
B. Visiting foreign countries through television s
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.
Nam radio televisi newspap compu intern
es on ers ter et
Hoa sometim
es
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 only provides
It provides you hourly information aurally
updated news and
information
It is convenient because It can be boring because
you can listen to it almost we can't watch films or
everywhere sports programme
It makes our life eadier
and enjoyable. It also
releases stress
- 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
Listen
1 because | + clause | + clause
clause | + because | + clause
Because the children don’t like fish, I bought some sausages. -Copy down
We had to take the train because all the buses were full.
▲ to talk about the situation that is the reason for
something
2 because | + of | + NP
Why couldn’t you sleep? ~ Because of the noise. Because of the
delay, we missed the connecting flight. I gave up my job
because of her.
▲ to talk about the thing or person that is the reason
for something
Collocations
Because is commonly preceded by mainly, partly, and simply:
1. It’s 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 don’t get
enough exercise.
4. Because often occurs after not:
5. It’s not because I’m your brother that I’m telling you this.
It’s because…
6. They didn’t sack him because he was lazy, but because of
his attitude.
7. She didn’t marry him because of his money.
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 must’ve been starving because look how much they
ate.
Set phrases
• just because
Just because I’m 16, it doesn’t mean I’m a baby.
▲ to say that, because one thing is true, it’s not the case
that another thing is also true.
• because/’cause/cos I want to. = commonly used to
justify a decision:
Why are you leaving? ~ Cos I want to.
2. Practice:
1 Add of to these sentences, but only if it is necessary: of
1 Because --------------the fire, they lost everything. 2. of
2 It’s not because _--------your money, it’s because ----------- like 3. x
you. 4. of
3 Just because --------- you’re tired doesn’t mean you can’t do
the washing up. 5. of
4 Why did she go and live in the country? ~ Because her 6. of
health.
5 I didn’t do it because --------- you; I did it because ---------you
asked me.
6 Mainly because ----------- not looking in the mirror, he failed
his driving test. a-4
b-2
2 Match the two parts of these sentences: c-3
d-5
a Because it was getting cold
b It must have been getting cold e-6
c Just because it’s cold f–1
d It wasn’t because of the cold 3. Because, since, + clause
e We decided to go inside
f Why are we going inside? E.g: I didn't go to the party
because I was tired
1 Because I want to.
2 because Richard was wearing gloves. 4. Because of, due to, +
3 doesn’t mean we have to go inside. noun/noun phrase
4 we decided to go inside. E.g: I didn't go to the party
5 that we decided to go inside.
6 because of the cold. because of my tiredness.
C. Comments (3 minutes) - She left home due to being
- Give comments badly treated
- Give examples using because, because of
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:
MÖnh ®Ò chØ sù nhîng bé b¾t ®Çu b»ng
Though, although, even if, despite, in spite of, Exercise 1:
however, whatever Complete the sentences below with
1. Although, though, even though, even if although - despite - in spite of.
+ clause 1. ___________ the weather was bad,
we enjoyed our trip.
Although/ though it rained heavily, they went
2. The children slept well _______ the
out with their friends
noise.
Even if you don't like me, I will be here with you. 3. ___________ earning a low salary,
2. In spite of = Despite = MÆc dï Linda gave money to her parents.
In spite of + noun/ noun phrase 4. John rarely sees Paul _______ they
Despite + noun / noun phrase live in the same town.
5. Julie failed the exam ________ of
E.g: Despite his proverty, he succeeded in his working very hard
life 6. __________ it was cold, she didn't
In spite of her illness, she tried her best to put on her coat.
complete the assignement 7. Tom went to work _________ not
 'Although it was raining heavily, we feeling very well.
finished the game of football.' 8. Anna never learned the language
 'We finished the game of football in spite _________ she lived there for two years.
of the heavy rain.' 9. __________ of the difficulty, they
 'Despite his strong Welsh accent, we managed to climb to the top of the
understood most of what he was saying.' mountain.
 'Even though he had a strong Welsh 10. I couldn't eat _________ I was very
accent, we understood most of what he hungry.
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 Answer:
work every day that week.' 1. Although
2. In spite of
B. Complete the sentences with: 3. In spite of
ALTHOUGH - IN SPITE OF / DESPITE 4. Although
1. .................... he was tired, he went on 5. In spite of
working. 6. Although
2. .......................... all our careful plans, a lot of 7. Despite
things went wrong 8. Although
3. .......................... we had planned everything 9. In spite of
carefully, a lot of things went wrong. 10. Although
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  Exercise 2 Rewrite the
arrived on time. sentences using ib spite of
7. I couldn’t sleep ................... I was really tired.
1. Although she is an accountant, she
8. We went out ………........... the heavy rain.
never seems to have any money
C. Rewrite each sentence, beginning as
shown, so that the meaning stays the ® In spite of being an accountant, she
same. never seems to have any money.
1. Although the rain was heavy, we went out 2. Although Henry is a millionaire, he
Despite . hates spending money
……………………………………………………………… ®
………………… 3. Mark went on working although he
2. Despite living on the same street, we hardly felt unwell
ever see each other.
Although ®
……………………………………………………………… 4. They slept soundly although the
………………… night air was hot .
3. Although my foot was injured, I managed to ®
walk to the nearest bus stop. 5. Although she was successful, she felt
In spit of dissatisfied.
……………………………………………………………… ®
…………………
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..
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:
 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. There’s one just__________ the corner. (in, to, around)
2. S1: Where can I find a Japanese restaurant?
S2: It’s not far. Go straight ahead for three blocks, and you’ll -gets Ss to 1. around
see one __________ your right. (at, from, on) choose the 2. on
3. S1: Is there a bank around here. I want to cash a check. correct 3. next
S2: Keep walking for two blocks. It’s on this side of the street. preposition. 4. past
__________ to the supermarket. (next, near, beside) 5. at
4. S1: Excuse me! I’m looking for a Laundromat. Could you show
me one?
S2: Just walk _________ this supermarket; there’s one on the
left. (from, past, away). You can’t miss it.
5. S1: Is there a pharmacy in this neighborhood?
S2: Go into that People’s Drugstore, and you’ll 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.
-asks Ss to -write the

PICTURE write a letter letter from
A road map-p.116-Teacher’s notes- to give the cues
E.10(Intensive) directions. given.
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,
……………..
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. -asks Ss to -pairwork.
Love, correct the
(Ss’ name) mistakes.
 Task 3. Work in pairs. Share and correct each other’s letter.

READING (THE STORY OF MY VILLAGE)
Aim: By the end of the lesson, Students will be able to read the text about life in the
countryside.
Teaching aids: lesson plan, handouts, blackboard.
Procedure:
 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 -asks Ss to -The city: 1,

3. friendly 4. tall buildings list things in 4, 5, 8, 9,
5. kinds of goods 6. fresh foods the city or 11, 12, 13,
7. beautiful views 8. entertainments in the 16.
9. traffic jam 10. fields countryside. -The
11. pollution 12. factories countryside:
13. suburbs 14. hills 2, 3, 6, 7,
15. paths 16. shopping malls 10, 14, 15.
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.
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. -gets Ss to

1. A. which B. who C. whom D. that choose the 1. D
2. A. benefit B. difficulty C. hardship D. correct 2. D
disadvantages answers. 3. A
3. A. peace B. peaceful C. silent D. still 4. C
4. A. cars B. motors C. traffic D. vehicles 5. B
5. A. more B. fewer C. less D. little 6. B
6. A. like B. likely C. likehood D. possibly 7. B
7. A. early B. particularly C. specially D. 8. D
usually 9. B
8. A. career B. job C. place D. work 10. B
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)
-asks Ss to
fill in the -write the
table. Adv and
Disadv.
Advantages Disadvantages
………………………………. ………………………………….
. .
………………………………. ………………….
………………………………. ……………….
………………………………. …………………….
……………………………… …………….
………………………………. ……………………….
. ………….
………………………………. ………………………. -has Ss -groupwork.
………………………………. …………. discuss the
……………………..…….. situation.
……..
…………………….....
………….
…………………….....
………….
 Task 4. Work in groups. Discuss things your village needs

to be improved.
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:
B. New lesson (35 minutes) -listen and take notes.
Indirect Speech (also referred to as 'reported Ss pay attention and work in pair to do
speech') refers to a sentence reporting what exercises.
someone has said. It is almost always used in
spoken English. Exercise1:
1) If the sentence starts in the present, Change these following sentences in to
there is no backshift of tenses in Reported reported speeches
speech. 1. ‘I couldn’t get into the house because
Example: Susan: "I work in an office." Susan I had lost my key, so I had to break the
says that she works in an office. window,’ he said.
2) If the reporting verb (i.e. said) is in the 2. ‘The mirror is there so that you can
past, the reported clause will be in a past see yourself when you are dancing,’ the
form. This form is usually one step back into instructress told him.
the past from the original. 3. ‘I wrote to him the day before
Example: Susan: "I work in an office." Susan yesterday. I wonder why he hasn’t rung
said that she worked in an office. up,’ she said.
Tense change 4. ‘If the ground is dry on the day of the
As a rule when you report something race, my horse might win,’ said the own.
someone has said you go back a tense: (the 5. ‘You’d better slow down. There’s a
tense on the left changes to the tense on the speed limit here,’ she said to me. (use
right): advise )
Direct speech Indirect speech 6. ‘If Tom wants seats, he’d better apply
Present simple " Past simple early,’ she said.
Present continuous " Past continuous 7. ‘We walked 50 miles last night to see
Present perfect simple " Past perfect simple the Minister and protest about our rents
Present perfect continuous"Past perfect being raised. He was very polite and
continuous promise to do what he could for us,’ said
Past simple " Past perfect one of the tenants.
Past continuous " Past perfect continuous 8. ‘They should put traffic light here,
Past perfect " Past perfect (no change) otherwise there’ll be more accidents,’
she said.
Past perfect continuous " Past perfect
9. ‘It’s time we began training for our
continuous (no change)
next match,’ the coach said to them.
Modal verb forms also sometimes change:
10. ‘If you leave home at six, you should
Direct speech Indirect speech
be here at nine,’ he said to me.
will" would
11. ‘If it rains this afternoon it will be too
can" could wet to play the match tomorrow,’ the
must" had to captain said.
shall "should 12. ‘I meant to plug in the electric blanket
may "might but I plugged in the electric kettle by
!Note - There is no change to; could, would, mistake. I’m always doing silly things like
should, might and ought to. that,’ she told her guest.
You can use the present tense in reported 13. ‘I was intending to do it tomorrow,’ he
speech if you want to say that something is said,’ but now I don’t think I’ll able to.’
still true i.e. my name has always been and 14. ‘Bill should do very well at the
will always be Lynne so: university, Mrs. Smith,’ said the
Direct speech Indirect speech headmaster. ‘He’s done very well here.’
"My name is Lynne", she said. She said her 15. ‘I don’t think your father like me,’ said
name was Lynne. the young wife. ‘You mustn’t think that,’
or she said her husband; ‘it is just that he is
She said her name is Lynne. old and finds it hard get used to new
You can also use the present tense if you are people.’ ( leave mustn’t unchanged )
talking about a future event. 16. ‘The steak is overdone again. I’m not
Direct speech (exact quote) Indirect complaining; I’m just pointing it out,’ said
speech (not exact) her husband.
"Next week's lesson is on reported speech ", ‘I wish you’d stop pointing things out,’
she said. She said next week's lesson is on said his wife.
reported speech. 17. ‘They couldn’t open the safe on the
Time change spot so they carried it away with them,’
If the reported sentence contains an the night watchman reported.
expression of time, you must change it to fit 18. ‘If you saw my father, you’d recognize
in with the time of reporting. him at one. He is the most extraordinary-
For example we need to change words like looking man,’ she said to me.
here and yesterday if they have different 19. ‘I found an Roman coin in the garden
meanings at the time and place of reporting. yesterday,’ he said,’ and I’m going to
Expressions of time if reported on a take it to the museum this afternoon.’
different day 20. He said,’ I’m got out of my boat,
this (evening) " that (evening) leaving the engine running, but while I
today › yesterday ... was standing on the quay the gears
these (days)" those (days) suddenly engaged themselves.’
now › then
(a week) ago " (a week) before
last weekend " the weekend before last /
the previous weekend -Ss pay attention and take notes in their
here " there notebook.
next (week) " the following (week) - Listen
tomorrow " the next/following day
In addition if you report something that
someone said in a different place to where
Do as required.
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
- Give examples using the past simple tense.
REPORTED SPEECH WITH yes/no -question

A. Objectives:
D. Procedure:
A. Organization. ( 5 minutes) -Greeting
- Greeting and checking attendance. -listen and take notes.
B. New lesson (35 minutes) Ss pay attention and work in pair to do
exercises.
Exercise1 :Change into reported
speech: (5 ms)
1. Mai said to Quoc:” I will come here Exercise1:
tomorrow.”
→ Mai told Quoc 1. Mai said that she would come there the
2. The teacher said: “Do you understand this next day.
lesson?” 2. The teacher asked if I understool the
→ The teacher asked us lesson.
3. Tom said to me:” when does the train 3. Tom asked me when the train left.
leave.” 4. She said to Nam not to believe his friend
→ Tom asked me told him
4. She said to Nam:” Don’t believe
everything your friend tells you.”
→
Exercise 2
Change these questions into Reported - Change these questions into
Speech: Reported Speech:
1. “Do you enjoy reading?” Phong asked 1. Phong asked Peter if/ whether he enjoyed
Peter reading.
………………………………
2. “Does she like sports?” Hoa asked Lan 2. Hoa asked Lan if/ whether she liked
……………………………… sports.
3. “Do your sister and brother go to the same
school?” She asked Nam 3. She asked Nam if/ whether his sister and
……………………………… brother went to the same school.
4. “Are there some oranges in the fridge?”
She asked her mom 4. She asked her mom if/ whether there
…………………………. were some oranges in the fridge.
5. “Will it rain tomorrow morning?” He asked
his friend 5. He asked his friend if/ whether it would
…………………………. rain the following morning.
6. “Did you go to Hue three years ago?” Tam
asked Peter 6. Tam asked Peter if/ whether he had gone
……………………………. to Hue three years before.
7. “Are Tam and Hoa late for class?” Tuan
asked Lan 7. Tuan asked Lan if/ whether Tan and Hoa
……………………………. were late for class.
8. She said to me “Can you speak Chinese?” 8. She asked to me if/ whether I could speak
……………………………….
Chinese.
9. “Will she be here for five days?” Tam asked
Thu 9. Tam asked Thu if/ whether she would be
……………………………….
here for five days.
10. “Were you reading this book at 8 o’clock
last Sunday?” She asked Ba 10. She asked Ba if/ whether he had been
……………………………….
reading that book at 8 o’clock the Sunday
11. “May I look at your pictures?” Lan asked
Hoa before.
……………………………….
11. Lan asked Hoa if/ whether she might
12. “Can these athletes swim across this
river?” Phong said to Ba look at her pictures.
……………………………….
12. Phong asked Ba if/ whether those
13. Lam asked Lan “Will our class take part in
this competition?” athletes could swim across that river.
……………………………….
13. Lam asked Lan if/ whether their class
14. Tuan asked Ba “Are you fond of watching
television?” would take part in that competition.
……………………………….
14. Tuan asked Ba if/ whether he was fond
15. “May I use your dictionary for a
moment?” Nga asked Hoa of watching television.
……………………………….
15. Nga asked Hoa if/ whether she might
C. Comments (3 minutes) use her dictionary for a moment.
- Give comments
- Give examples using the past simple tense.
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 T’s Ss’
1. Ñoåi ñoäng töø giôùi thieäu sang : “said” hoaëc
“told”.
2. Khi ñoåi caâu (Statements) sang giaùn tieáp, ta ñoåi
BA yeáu toá laø ngoâi, thì cuûa ñoäng töø vaø traïng
töø chæ thôøi gian vaø nôi choán.
a. Ngoâi: -reviews the -look at, listen
- Ñoåi ngoâi thöù NHAÁT phuø hôïp vôùi CHUÛ TÖØ ways to and answer
trong meänh ñeà chính. change into the T’s
- Ñoåi ngoâi thöù HAI phuø hôïp vôùi TUÙC TÖØ trong Reported questions.
meänh ñeà chính speech.
- Ngoâi thöù BA khoâng ñoåi
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. Thì cuûa ñoäng töø:
Direct Speech Reported Speech

1. Present Simple:V1 1. Past Simple:V2/ed
2. Present Progressive: am/is/are 2. Past Progressive:was/were +
+ V-ing V-ing
3. Present Perfect: has/have + 3. Past Perfect: had + V3/ed
V3/ed 4. Past Perfect: had + V3/ed
4. Past Simple: V2/ed 5. had + been + V-ing
5. Past Progressive: was/were + 6. Past Perfect: had + V3/ed
V-ing 7. would/should + Vo
Ex: He said to me, “I and you
6. Past Perfect: had + V3/edwill go with her father next
8. could
week.”
7.Future Simple: will/shall + Vo 9. might
He told me (that) he and I would go with her
c. Traïng töø chæ thôøi gian vaø nôi choán:
Direct Speech Reported Speech

1. today/tonight 1. that day/ that night
2. yesterday 2. the day before/ the previous
3. last week day
4. ago 3. the week before/ the
5. now previous week
6. tomorrow 4. before
7. next week 5. then
8. this 6. the following day/ the
9. these following day
Ex: He said to me, “I and you will go with her father
10. here
next week.”
7. the following week / the
 following week
He told me (that) he and I would go with her
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:
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 -gets Ss to 1. D
C. would be D. had been choose the 2. D
2) He insisted that he would come and help her correct 3. D
……….. . answers. 4. B
A. tomorrow B. next Sunday 5. B
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. won’t come back D. had come back -gets Ss to - do the
II. Change the following sentences into Reported change into exercise,
Speech. reported write on the
1) Alice said, “I’m living in London now.” speech. blackboard.
 Alice said to me
that .....................................................
2) “My father isn’t very well,” Tom said.
 Tom told me
that ...........................................................
3) They said, “Alice and Tom are getting married next
month.” -gets -correct and
 They said feedback. take notes the
that ............................................................... answers.
4) She said, “My friend Alice has had a baby.”
 She told me .................................................................
5) He said, “I don’t know what my friends are doing.”
 He said to her
that .......................................................
6) “I saw Tom’s sister, who was really nice, at Helen’s
party last weekend,” she said.
 She told me that ........................................................
7) “I haven’t seen Ann for a long time,” she said.
 She told me that ........................................................
8) “I don’t like my job very much,” said her cousin.
 Her cousin admitted that ...........................................
CONDITIONAL SENTENCE: TYPE 1

Aim: By the end of the lesson, Students will be able to review and use conditional sentence:
type 1
Procedure:
I. Conditional Sentences (If Sentences): Type 1
Ex: If I finish my homework, I will go to the concert -reviews the form and use of the “if
(= I will go to the concert if I finish my homework.) sentence”: Type 1.
* 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: Dieãn taû moät ñieàu kieän coù theå xaûy ra ôû
hieän taïi hoaëc töông lai.
II. Notes -look at, listen and answer the T’s
1. Unless: “If ... not” coù theå ñöôïc thay baèng “UNLESS” questions.
(tröø phi):
Ex: - We will be late if we don’t hurry.
 We will be late unless we hurry.
- If I have time, I’ll help you.
 Unless I have time, I won’t help you.
2. Inversion: Boû IF trong caâu ñieàu kieän (phaûi coù
ñaûo ngöõ vôùi SHOULD -write into notebooks.
Ex: - If it should be necessary, I will go.
 Should it be necessary, I will go.
EXERCISES
I/ Delete the incorrect verb form.
1. I’ll send/ send you some information if you’ll tell/ tell me -aks Ss to delete the incorrect form.
your address.
2. If Kate will be/ is late again, she’ll lose/ loses her job.
3. You’ll be/ are sick if you’ll eat/ eat all that ice-cream.
4. There won’t be/ isn’t enough room if everyone will come/ comes.
5. If we’ll go/ go out tomorrow evening, we’ll miss/ miss that
new programme on TV.
II. Choose the best answer to complete each sentence.
1) If the weather …..... good tomorrow, we .…….. swimming. -gets Ss to choose the correct
A. is – go B. is – will go answers.
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) Don’t worry. You …....... told if there’s a change of the plan. 1. send/ ‘ll tell
A. are B. will C. will be D. were 2. will be/ looses
4) You‘ll ………….. yourself a lot of time if you take the car. 3. are/ ‘ll eat
A. spend B. make C. save D. spare 4. isn’t/ will come
5) If he comes here, I ……….…….. it. 5. ‘ll go/ miss
A. make him do B. make him will do
C. will make him do D. will make him will do
1. B
2. C
3. C
4. C
5. C
WEEK 8
Tuesday, September 7th 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: T reviews the structures

S of the conditional
+ were . . . sentence – type 1, then
S + would + Vinf . . . + If + introduces type 2.
------------------------
S
+ V 2 /ed . . . Ps pay attention to t’s
II. Exercises : instructions.
1. Her mother ( live ) with her if she ( be ) still

alive . T writes the structures
on the board and elicits
2. She ( pass ) the exam if she ( work ) hard. its meaning and uses.
3. If I ( have ) a million dollar, I ( travel )

around the world. Ps coppy down the
structure.
4. If you ( be ) me , you ( ask ) him to give
help ?
T gets ps to make
5. They ( go ) to school on time if they ( get ) sentences with the
up early. structure.
6. She ( not, buy ) many books if she ( be )
me. Ps make sentences.
7. He ( not, meet ) you if you ( not, wait ) for

him. T shows ps how to
change the affirmative
8. She ( learn ) well if she ( be ) inteligent. form into the negative /
interrogative form, and
9. Where you ( go ) if you ( have ) an compares If > < main
aeroplane? cl.
10. If her brother ( be ) here , he ( take ) her Ps listen to teacher.

to school.
T gives a hand-out to
11. If I ( be ) in your position, I ( love ) that each pupil, then asks
girl . them to supply the
correct form of the verbs
12. If you ( be ) a President , what you ( do )? in the brackets.
13. How you ( feel ) if your friends ( not, like ) Ps do the exercises
you ? individual and then
compare their answers
14. Your teacher ( not, be ) angry if you ( not, with another pupil.
be ) lazy.
T goes around and gives
15. If he ( remember ) her birthday, he ( buy ) help.
her presents.
Ps go to bb, write their
16. If we ( close ) the doors carefully, the thief answers .
( not, take) away our computer.
T gives feedback and
17. If he ( not, get ) better , he ( see ) a corrects their mistakes.
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.
Signature
13 . 10 . 2008
WEEK 9
Tuesday, September 14th 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: T reviews the structures
of the conditional
S + would have + V 3/ed . . .If + S + sentence – type 1 & 2,
had + V 3/ed . . . then introduces type 3.
II. Exercises: Ps pay attention to t’s

instructions.
1. If it ( rain ) this morning, we ( stay ) at
home.
T writes the structures
2. If she ( listen ) to her parents , she ( not, on the board and elicits
fail ) its meaning and uses.
the exam.
3.They ( see ) the ceremony if they ( arrive ) Ps coppy down the

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

T gets ps to make
5. We ( understand ) him if he ( speak ) more sentences with the
clearly . structure.
6. I ( not, be ) upset if she ( write ) to me

earlier . Ps make sentences.
7. If the bus (stop) at cornwall, me (meet)her

.
T shows ps how to
8. If she ( wait ) for you, she ( miss ) the change the affirmative
bus . form into the negative /
interrogative form, and
compares If > < main
9. The girl ( be ) impatient if her friends cl.
( come ) late.
Ps listen to teacher.
10. If she ( study ) hard, she ( pass ) the
exam. T gives a hand-out to
each pupil, then asks
12. Alen ( not , be ) out of work if she them to supply the
( know ) how to use the computer. correct form of the verbs
in the brackets.
13. There ( be ) crowded of people if it ( be )
a good film. Ps do the exercises
individua-lly and then
14. If it ( be ) an interesting job , she compare their answers
( apply ) for it. with another pupil.
15.They ( talk ) you about her if you ( ask ) T goes around and gives
them. help.
16. If I ( have ) a bike , I ( not , go )to shool Ps go to bb, write their

on foot . answers .
17. He ( become ) a doctor if he ( study ) T gives feedback and

chemistry well. corrects their mistakes.
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.
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: T reviews the structures of
1. If you eat this , you ……………. right away . the conditional sentences -
A. would die B. would have dieC. will die D. die type 1, 2, & 3.
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. Ps pay attention to t’s
were instructions.
4. If you ……………. immediately , I’ll call the police .
A. don’t leave B. didn’t leave C. were left D.
had left
5. If I were your teacher , I ……………. you .
A. will punish B. would punish
C. punish D. would have punished T gives a hand-out to each
6. ……………. you study harder , you won’t pass the exam . pupil, then asks them to
A. Unless B. Because C. If D. In order that choose the correct answer (A,
7. If it ……………. wet , I shan’t go out for a walk . B, C or D)
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 Ps do the exercises
? individually and then
A. doesn’t agree B. didn’t agree compare their answers with
C. hadn’t agreed D. wouldn’t agree another pupil.
10. If the driver in front ……………. so suddenly , the
accident wouldn’t have happened .
A. hasn’t stopped B. hadn’t stopped
C. didn’t stop D. doesn’t stop T goes around and gives help
11. ……………. if I take a map . then collects the answers and
A. I would get lostB. I’ll get lost gives corrective feedback.
C. I’ll not get lost D. I would not get lost
12. If you ……………. to my advice in the first place , you
wouldn’t be in this mess right now.
A. listen B. will listen
C. had listened D. listened Ps take notes.
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. I’m in your position B. I’ve been you
C. I would be you D. I were you T gets ps to rewrite the given
15. She will lose her job ……………. she works harder . sentences by using “ present
A. unless B. if C. if doesn’t D. unreal conditions” ( Part II ) :
when sentence 1-5
II. Rewrite the following sentences by using “ present
unreal conditions”. One example has been done for
you.
0. She doesn’t have a bicycle so she has to walk to school.
If she had a bicycle, she wouldn’t have to walk to school. Ps rewrite the given
1. They don’t behave themselves so their parents are not sentences by using “ present
happy about that. unreal conditions then go to
............................................................................................. bb to write their new
........... sentences .
2. I am not a rich businessman and I can’t afford to buy an
expensive car.
.............................................................................................
...........
3. My parents do not allow me to go, so I have to stay at T gives feedback and corrects
home. their mistakes.
.............................................................................................
...........
4. She doesn’t pay attention to her cooking so the food is
horrible.
............................................................................................. Ps pay attention to the
........... teacher and correct their
5. They do not know each other very well so they are still mistakes.
reserved.
.............................................................................................
...........
6. He is not a millionaire, so he can’t 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 don’t have time to
have breakfast.
.............................................................................................
.......
9. I don’t have wings. I can’t fly home
.............................................................................................
.......
10. They miss the train because they don’t hurry .
.............................................................................................
.......
: Homework: Sentence 6 -10 Part II
%_J
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. Organization. ( 5 minutes) -Greeting

A. Conditional Sentences:
I. Real condition: Rewrite the following sentences
without changing their
1. Form:
If Clause Main Clause
meanings:
Will/ shall/ can/ may + V 1 Unless he phones immediately, he
bare inf. won’t get any information.
Simple Simple present If he doesn’t phone me, he won’t get any
present Imperative form " V bare information.
V1 inf.
" Don’t + V 2 Keep quiet or I’ll scream.
bare inf. Unless you keep quiet, I’ll scream.
2. Usage: 3 Today isn’t Sunday, so the pupils
_ To express a situation is real or may can’t go swimming.
become true If today were Sunday, the pupils could go
Ex1: If I have free time, I’ll visit you. swimming
Ex2: If the temperature is 100o C, the
water boils. 4 You’ll ask the teacher. He’ll explain
Ex3: If you see Tom, ask him to ring me. the lesson to you.
If you ask the teacher, he will explain the
lesson to you
II. Unreal condition at present:
1. Form: 5 I don’t know the English, so I can’t
If Clause Main Clause tell you about that.
would If I knew the English, I could tell you about
Past
should + V bare that.
subjunctive
inf.
V2
Be " Were
could 6 Go right now or you’ll be late for
might the train.
2. Usage: If you don’t go right now, you’ll be late for
_ To talk about present or future situations the train.
that are unreal or cannot happen.
7 Lan can’t go shopping with her
Ex1: If I were you, I would visit Halong
mother because she has a bad cold.
Bay.
If Lan didn’t have a bad cold, she could go
Ex3: If I had enough money, I would buy a shopping with her mother.
new car.
8 He didn’t prepare for the
III. Unreal condition in the past: interview, so he didn’t get the job.
1. Form: If he had prepared for the interview, he
could have got the job.
If Clause Main Clause
would 9 The house didn’t burn down
Past perfect should + have + V3/ because the fire brigade came
subjunctive -ed.
Had + V3/ -ed could immediately.
might If the fire brigade hadn’t come
immediately, the house would have burned
2. Usage: down.
_ To talk about something that might have
happened in the past but it didn’t. 10 We came home from our holiday
Ex1: If she hadn’t been ill, she would have early because we ran out of money.
gone to the theatre yesterday. If we hadn’t run out of money, we wouldn’t
have come home from holiday.
Ex2: If they had come to the party last 11 She is too weak, she can’t sit up
night., they would have seen Catherine, a and talk to you.
famous singer. If she weren’t too week, she could sit up
and talk to you.
B. Conditional Sentences in
13. I took the job because I didn’t
Reported Speech: know how difficult it was.
_ When the direct speech is a conditional If I had known how difficult it was, I
sentence, its type 1 will be changed in wouldn’t have taken the job.
reported speech.
Ex1: “ If I hear any news, I’ll let you 13. I can’t take much exercise
know”, she said. because I don’t have enough free
" She said that if she heard any news, she time.
would let me know. If I had enough free time, I could take
much exercise.
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.
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
A. Organization. ( 5 minutes) -listen and take notes.
- Greeting and checking attendance. Ss pay attention and work in pair
B. New lesson (35 minutes) to do exercises.
Exercise1 :Change into reported

speech: (5 ms) Exercise1:
1. Mai said to Quoc:” I will come here
tomorrow.” 1. Mai said that she would come
→ Mai told Quoc there the next day.
2. The teacher said: “Do you 2. The teacher asked if I
understand this lesson?” understool the lesson.
→ The teacher asked us 3. Tom asked me when the train
3. Tom said to me:” when does the left.
train leave.” 4. She said to Nam not to believe
his friend told him
→ Tom asked me
4. She said to Nam:” Don’t believe
everything your friend tells you.”
→
Exercise 2
-Change these
Change these questions into questions into
Reported Speech: Reported Speech:
1. “Do you enjoy reading?” Phong
1. Phong asked Peter if/
asked Peter
……………………………… whether he enjoyed reading.
2. “Does she like sports?” Hoa asked
2. Hoa asked Lan if/ whether
Lan
……………………………… she liked sports.
3. “Do your sister and brother go to the
3. She asked Nam if/ whether
same school?” She asked Nam
……………………………… his sister and brother went to
4. “Are there some oranges in the
the same school.
fridge?” She asked her mom
…………………………. 4. She asked her mom if/
5. “Will it rain tomorrow morning?” He
whether there were some
asked his friend
…………………………. oranges in the fridge.
6. “Did you go to Hue three years
5. He asked his friend if/
ago?” Tam asked Peter
……………………………. whether it would rain the
7. “Are Tam and Hoa late for class?”
following morning.
Tuan asked Lan
……………………………. 6. Tam asked Peter if/ whether
8. She said to me “Can you speak
he had gone to Hue three
Chinese?”
………………………………. years before.
9. “Will she be here for five days?” Tam
7. Tuan asked Lan if/ whether
asked Thu
………………………………. Tan and Hoa were late for
10. “Were you reading this book at 8
class.
o’clock last Sunday?” She asked Ba
………………………………. 8. She asked to me if/ whether
11. “May I look at your pictures?” Lan
I could speak Chinese.
asked Hoa
………………………………. 9. Tam asked Thu if/ whether
12. “Can these athletes swim across
she would be here for five
this river?” Phong said to Ba
………………………………. days.
13. Lam asked Lan “Will our class take 10. She asked Ba if/ whether
part in this competition?”
he had been reading that
……………………………….
14. Tuan asked Ba “Are you fond of book at 8 o’clock the Sunday
watching television?”
before.
……………………………….
15. “May I use your dictionary for a 11. Lan asked Hoa if/ whether
moment?” Nga asked Hoa
she might look at her pictures.
……………………………….
12. Phong asked Ba if/
- Give comments whether those athletes could
D. Homework ( 2 minutes) swim across that river.
- Give examples using the past simple
tense. 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 2nd 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 can’t give you all that you want. ( If
he were )
2. She will help him if she isn’t busy.( unless )
3. We got up late yesterday morning so we didn’t have time to have
breakfast.
4. I don’t have wings. I can’t fly home
5. They missed the train because they didn’t hurry .
- S3: New lesson :
CONTENT ACTIVITIES
I. Lôøi noùi tröïc tieáp  caâu traàn thuaät
ñöôïc duøng khi chuùng ta thuaät laïi lôøi cuûa T introduces the new
ngöôøi noùi baèng caùch laäp laïi moät caùch lesson by explaining the
chính xaùc lôøi noùi ban ñaàu. Lôøi noùi tröïc differences between
tieáp ñöôïc ñaët trong daáu ngoaëc keùp. direct >< indirect
EX: He asked, “ Where do you come from? ” speech
He asked, “ Where do you come from?
”
“ Where do you come from? ”, he
asked. Ps pay attention to the
II. Lôøi noùi giaùn tieáp  caâu töôøng teacher.
thuaät Thay vì laëp laïi chính xaùc lôøi noùi,
chuùng ta coù theå dieãn taû lôøi hoaëc yù nghó
cuûa ngöôøi noùi baèng lôøi leõ rieâng cuûa
chuùng ta baèng caùch söû duïng lieân töø, thay T gives some examples
ñoåi töø hoaëc thì cuûa ñoäng töø ... Loaïi caáu to desmonstrate the
truùc naøy ñöôïc goïi laø lôøi noùi giaùn tieáp differences between
EX: He asked me where I came from. direct > < indirect
* Nhöõng ñoäng töø töôøng thuaät speech to pupils.
thöôøng gaëp:
advise, answer, ask, complain, continue, cry,
decide, demand, feel, forbid, hear, imagine,
inform, invite, order, think, warn, wonder... Ps take notes.
III. Moät soá bieán ñoåi cô baûn khi ñoåi
sang lôøi noùi giaùn tieáp:
1. Modal verb changes:
T gives a hand-out to
Direct Reported each of the pupil then
speech speech asks them to read the
Can Could changes in time, model
Will Would verbs, . . .
May Might
2. Time changes: Ps read the content in

the hand-out and try to
Direct Reported speech remember some main
speech point as quickly as
possible
Now / at Then / immediately
present
( Two days ) ( Two days ) before
ago
Today That day T leaves detailed
Tonight That night instruction to help ps
Tomorrow The next day / understand the lesson
The following day well.
Yesterday The day before /
The previous day
Last ( night ) The ( night ) before
Next The following
Ps listen to teacher and
3. Pronoun changes: take notes.
Direct Reported speech

speech
I He / she
We They T asks ps to review
You I / Me some previous
grammar structures:
Me Him / her
simple present / past;
My His / her
present / past
Mine His / Hers
perfect . . .
Ours Theirs
Our Their
Us Them
Myself Himself / herself
Ps review some
4. Place changes: previous grammar
structures: simple
Direct Reported present / past; present /
speech speech past perfect . . . and
Here There present them in front of
This That the class.
These Those
5. Tense changes:
Direct Reported T helps ps systematize

speech speech their knowledge.
Simple Simple past
present
Simple past Past perfect
Present Past perfect
perfet
Present cont. Past cont.
- S4. Homework: Learn the lesson ( part III ) by heart. Signature

Review the above grammar 03 . 11 . 2008
strucrures.
WEEK 12 + 13
Sunday, November 9th 2008
REPORTED SPEECH WITH WH -question

A. Objectives:
D. Procedure:
CONTENT ACTIVITIES
I. WH -question
* Wh – question:
Ex: He said, “ Where has she been?” T reviews the main changes in
→ He asked/ wondered where she had been. reported speech, then introduces the
new lesson by writing the examples
Ex: “ What did your parents send?”, the officer on the board , and asks ps give their
asked. comments first.
→ The officer asked me what my parents had sent.
Ex: “ Whom did you phone yesterday? ”, the boss Ps pay attention to the exam-ples on
asked. the board , and give their comments.
→ The boss asked whom I had phoned the day before.
II. Complete the following sentences by T collects their answers, gives

changing direct speech to indirect speech: feedback and asks ps to show the
1. “ I am living in London now.” differences between wh-questions
→ Alice says >< yes/ no questions, infinitive><
→ Alice said to me that gerund. . . . .
2. “ My father isn’t very well”
→ Tom tells me that
→ Tom told me that Ps show the differences between wh-
3. “My friend Alice has had a baby.” questions >< yes/ no questions,
→ She tells me infinitive>< gerund. . . . .
→ She told me
4.“ Where is Alice?”
→ Bob wants to know T collects their answers and gives
→ Bob wanted to know corrective feedback.
5. “Have you finished the above sentences? ”
→ His friend asks him
→ His friend asked him
6. “ I saw Tom’s sister at Helen’s party last weekend,” Ps take notes.
→ She tells me that
→ She told me that
7. “Why is the sky blue?” my three-year -old son often T gives a hand-out to each of the
asks. pupil.
→ My three-year -old son often asks me
→ My three-year -old son asked me
8. “ Tim’s class is going on a trip now”, Ps complete the given sentences by
→ Lan says that changing direct speech to indirect
→ Lan said that speech.
9. “ When will the final decision be made?”
→ The worker wants to know
→ The worker wanted to know T goes around to observe and gives
10. “Did you enjoy your trip?” help, next gets some pupils to
→ Tom asks me present their answers.
→ Tom asked me
11. She asked him, “ Who bought that tie for you?”
→ She asked him Ps go to the board to write the
12. Nancy asked, “ Have you seen my new grammar answers.
book?”
→ Nancy wanted to know
13. “My car is not comfortable,” he complained. T leaves detailed instruction to help
→ He complained that ps understand the lesson well.
14. John asked, “ Is he coming this place?”
→ John aked me
15. The farmers are asking, “When is this drought Ps listen to teacher and take notes
going to end? ”
→ They ask
16. My mother asks, “Why are you so tired?” T gives correcttive feedback.
→ My mother wonders
17. “The sun ries in the East and sets in the Weast”
→ My teacher teaches me Ps correct the answers
→ My teacher taught me
18. “ We often go for a picnic”
→ They say
→ They said
→ They have just said
- S4. Homework:
Redo the above exercises.
REPORTED SPEECH (practice)
A. Objectives:
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 she’d 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 wasn’t 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 didn’t 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, didn’t I ?
A. don’t 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 there’s 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 couldn’t 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 Oliver’s plat yesterday, Martin asked if he ______ use the phone.
A. can B. could C. may D. must
26. George couldn’t 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 don’t 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. “I’ll 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 wasn’t so foggy B. it isn’t so foggy
C. it hadn’t been so foggy D. it isn’t 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 won’t be C. I wouldn’t 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 hasn’t Minh phoned? ” she wondered
A. she wondered why Minh hasn’t phoned B. she wondered why Minh didn’t phone
C. she wondered why Minh hadn’t phoned D. she wondered why hadn’t 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 haven’t seen John since last month.”
A. Cindy said she hasn’t seen John since the previous month
B. Cindy said she hadn’t seen John since the previous month
C. Cindy said she wasn’t seen John since the previous month
D. Cindy said she doesn’t 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. Lôøi noùi tröïc tieáp  caâu traàn thuaät ñöôïc duøng khi chuùng ta
thuaät laïi lôøi cuûa ngöôøi noùi baèng caùch laäp laïi moät caùch chính xaùc lôøi
noùi ban ñaàu. Lôøi noùi tröïc tieáp ñöôïc ñaët trong daáu ngoaëc keùp.
EX: He asked, “ Where do you come from? ”
He asked, “ Where do you come from? ”
“ Where do you come from? ”, he asked.
II. Lôøi noùi giaùn tieáp  caâu töôøng thuaät Thay vì laëp laïi chính xaùc
lôøi noùi, chuùng ta coù theå dieãn taû lôøi hoaëc yù nghó cuûa ngöôøi noùi
baèng lôøi leõ rieâng cuûa chuùng ta baèng caùch söû duïng lieân töø, thay ñoåi
töø hoaëc thì cuûa ñoäng töø ... Loaïi caáu truùc naøy ñöôïc goïi laø lôøi noùi
giaùn tieáp
EX: He asked me where I came from.
* Nhöõng ñoäng töø töôøng thuaät thöôøng gaëp: advise, answer, ask,
complain, continue, cry, decide, demand, feel, forbid, hear, imagine, inform,
invite, order, think, warn, wonder...
III. Moät soá bieán ñoåi cô baûn khi ñoåi sang lôøi noùi giaùn tieáp:
1. Modal verb changes:
Direct Reported
speech speech
Can Could
Will Would
May Might
2. Time changes:

speech
Now / at Then / immediately
present
( Two days ) ( Two days ) before
ago
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:

speech
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:
Direct Reported
speech speech
Here There
This That
These Those
5. Tense changes:
Direct Reported
speech speech
Simple Simple past
present
Simple past Past perfect
Present Past perfect
perfet
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
→ Alice said to me that
2. “ My father isn’t 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 Tom’s sister at Helen’s 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. “ Tim’s 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- T’s activities Ss’ activities
1. Form: -take notes when necessary.
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 ñoåi töø chuû ñoäng sang bò ñoäng, ta chuù yù caùc böôùc
sau:
a. Xaùc ñònh S (Chuû töø), V (Ñoäng töø), O (Tuùc töø) vaø
thì cuûa ñoäng töø trong caâu chuû ñoäng.
Ex: (A) She arranges the books on the shelves every weekend.
S V1 O
b. Ñem O leân laøm S, chuyeån S xuoáng laøm O ñaët sau
by.
Ex:(P)The books are arranged on the shelves (by her) every weekend.
S by O
c. Theâm ñoäng töø to be (phuø hôïp vôùi thì cuûa ñoäng
töø trong caâu chuû ñoäng), vaø chuyeån ñoäng töø chính
sang V3/ed.
be V3/ed
3. Notes:
a. Trong tröôøng hôïp coù lieân töø and vaø giôùi töø of, ta
phaûi xaùc ñònh ñaày ñuû chuû töø hoaëc tuùc töø khi
chuyeån ñoåi.
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 caâu bò ñoäng: by O luoân ñöùng sau adverbs of
place (traïng töø chæ nôi choán) vaø tröôùc adverbs of time
(traïng töø chæ thôøi gian).
adv of place by O adv of time 1. was interrupted
c. Trong caâu bò ñoäng, ta coù theå boû: by people, by us, 2. arrived/ was met
by them, by someone…. 3. wrote/ was written
Ex: (P): A new bridge has been built across the river (by them). 4. is being repaired
EXERCISES 5. will be built
Put the verbs in parentheses into the correct active or 6. am confused
passive voice 7. was…stolen
1. Last night my favorite program________________ (interrupt) by a 8. Have paid?/ will be shut
special news bulletin. off
2. When I______________ (arrive) at the airport yesterday, 9. happened/ was hit/ was…
I______________ (meet) by my cousin and a couple of friends. injured/ was taken
3. Kim______________ (write) this composition last week. That one -has Ss give the answers.
_____________ (write) by Phi. 10. is/ is visited/ was
4. I don’t have my bicycle today. It’s with the repairman. designed/ was erected/ has
It______________ (repair) right now. been/ is recognized
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 don’t. I_______________ (confuse).
7. A: When____________ your bike_______________ (steal)?
B: Two days ago.
8. A:__________ you_____________ (pay) your electricity yet?
B: No. I haven’t. but I’d better pay it today. If I don’t, 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

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:
 Task 1. Work in pairs. Write the causes of environmental
damage.
-gets Ss to -pairwork.
write the
Causes of causes.
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 -asks Ss to 1. B
of the world’s cities. In one well-known city, for example, read and 2. D
poisonous gases (4)………………. cars pollute the air so much choose the 3. A
that traffic policemen have (5)………………. oxygen masks. answer. 4. B
1. A. destroy B. destroying C. destroyed 5. C
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
-makes Ss -read and
when the people of Tokyo were cooking their midday meals. read and answer,
Thousands of stoves were overturned as soon as the earth answer the then
began to shake. As a result, small fires broke out everywhere questions. compare.
and quickly spread. It was impossible to use fire fighting
equipment because most of the 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? -give the
2. How many people were killed? answers.
3. What were people doing when the earthquake happened? -gets
4. Why was it impossible to use fire fighting equipment? feedback.
5. What caused most of the damage, the fire or the collapse
of buildings?
Key:
1. in Tokyo in 1923.
-groupwork.
2. a hundred thousand people.
3. cooking their midday meals.
-asks Ss to
4. because most of the water pipes had burst.
write the
5. the fire.
solutions.
 Task 4. Work in groups. Write the solutions for the
environmental damages discussed in Task 1.
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:
 Task 1. Work in pairs. Write as many statements of invitation as
you know. -asks Ss to -pairwork.
Ex: Do you feel like…? write the
- invitations.
-
-
-
-
 Task 2. Match the three sections of an invitation letter with
Tung’s 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. I’m -gets Ss to 1. B
expecting your call. read the 2. C
B. Nga, Kim and I are planning a motorbike trip to Lai Thieu, and we’d letter and 3. A
very much like you to join in. match with
C. We’ll start early, Sunday morning at 5:30, from my place. Breakfast the sections.
will be at Kim’s parents’ house when we arrive. After breakfast, we’re
free to roam the town and explore the various orchards there. Kim’s
mother will treat us to a special lunch that she prepares. After lunch
we’ll 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 school’s club.
Now help him to write an invitation letter.
………………………………………………..……………………………….. -asks -
…………………………………………...... Ss to groupw
………………………………………………………………………………..………………….…….. write ork.
………………...... the
………………………………………….. letter
………………………………………………………………………….……...... of
………………………………………………………………………………………………….…. invitati
……………………...... on.
……………………………………………..………………………………………………………..
…………………......
……………………………………………….……………………………. -look at
……………………………….……………...... and
………………………………………………….. -sticks compar
………………………………………………………………………...... some e.
…………………………………………………………………………………………………………….. letters
……………...... on the
…………………………………………………………………………………………………………… board.
….……………......
…………………………………………………………………………………………………………..
………..………......
 Task 4. Exhibition. Stick some finished paper on the board.
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:
 Task 1. Work in pairs. Put the following expressions in
the right column.
A. Letter of Acceptance B. Letter of Refusal
-Gets Ss to A: 2, 5, 7, 8
work in pairs. B: 1, 3, 4, 6,
9
1. It’s not possible for me to……

2. Your invitation to …… is a welcome.
3. I’m very sorry but I can’t make it/ come.
4. I’m quite unable to…..
5. I’d be very pleased/ happy to come.
6. Thank you for your…, but unfortunately…..
7. I’d be delighted to accept your invitation.
8. Your invitation to… was a lovely surprise.
9. I’m terribly sorry to have to refuse.
 Task 2. Arrange the sentences (A-H) in the letter of Acceptance in the logical
order. -asks 1. H
A. I’ll be very happy to come and stay with your family for a few days. Ss to 2. C
B. It’s nice to see your parents and you again. read 3. A
C. Thanks very much for your invitation. and 4. B
D. Your plans sound very exciting. arran 5. D
E. See you on this vacation. ge. 6. F
F. I can’t wait to join you with all the fun we’ll have. 7. E
G. With love. 8. G
H. Dear Lan.
 Task 3. Your friend, Tam, invites you to come to HCM City with his parents in the
coming vacation. You can’t accept his invitation and write a letter of refusal to him.
……………………………………………………………………………………………………………… -write 5
..…………………. the
………………………………………………………………………………………………………….. letter
………………………. -gets individu
…………………………………………………………………………………………………………. Ss to ally.
………………………. write
…………………………………………………………………………………………………………….. a
……………………. letter
……………………………………………………………………………………………………………… of
….………………. Refus
……………………………………………………………………………………………………….. al.
……………………….
……………………………………………………………………………………………….
…………………………………. -
……………………………………………………………………………………………………. pairwor
……………………………. k.
………………………………………………………………………………………………………………
..………………….
…………………………………………………………………………………………………………..
………………………. -asks
……………………………………………………………………………………………………………… Ss to
……………………. comp
 Task 4. Work in pairs. Swap each other’s letter to compare. are.

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:
Stages and contents T’s activities Ss’
activities
 Task 1. Work in pairs. Name some of the famous
musicians/ composers/ singer and their songs. -gets Ss to -pairwork.
Ex: Bob Dylan and Blowin’ in the Wind. work in pairs.
-
-
-
 Task 2. Read the brief profile of John Lennon and
answer the questions. -gets Ss to -read and
John Lennon read the answer the
(1940-1980) profile of John questions.
Full name: John Lennon Lennon and
Profession: singer and songwriter answer the
Date of birth: 1940 questions.
Achievements:
1955: joined first rock-music group.
1956: met Paul McCartney. 1. John
1960s: formed the Beatles; helped gain fame for -gets Lennon
the group. feedback. 2. 1940
1970: recorded some of his best-known songs 3. singer and
(even before the breakup of the Beatles). songwriter
1980:returned to recording with the album Double 4. 1955…
Fantasy. 1956…
Other contribution: songs that praised peace. 1960s…
Death: fatally shot just outside his New York apartment 1970…
building (late 1980). 1980…
1. What is his name? 5. 1980
2. When was he born?
3. What was he famous for? -give the
4. What were his achievements? answers.
5. When did he die? -groupwork.
 Task 3. Use the cues to write about Eric Clapton’s life.
1. Eric Clapton/ be/ one/ most successful/ rock stars/ all time. -write a
2. He/ sell/ millions/ records. profile of Eric
3. He/ appear/ live concerts/ all over/ world. Clapton from
4. Clapton/ be born/ 1945/ small town/ near London. -asks Ss to the words
5. When/ he/ be/ only two// his mother/ leave/ him. write a profile provided.
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. -sharing and
 Task 4. Work in pairs. Share the writing and correct each correcting.
-gets Ss to
other. share and
correct.
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 T’s activities Ss’ activities
 Task 1. Work in groups. Write the types of music
you know.
-gets Ss to write -groupwork.
types of music.
rock Types of
music
 Task 2. Put the following sentences into the

correct conversation.
a. Do you like jazz, Tom? -asks Ss to order
b. I like rock a lot. the sentences to 1. a
c. No, I don’t. I can’t stand them. make a 2. d
d. No, I don’t like it very much. Do you? conversation. 3. f
e. No, he doesn’t. He plays trumpet. So what kind of 4. h
music do you like? 5. e
f. Well, yes, I do. I’m a real fan of the famous jazz 6. b
musician, Wynton Marsalis. 7. g
g. Who’s your favorite group? 8. i
h. Oh, does he play the piano? 9. c
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 -gets Ss to read

fans and fill in the
from broke played blanks.
recorded won
The Beatles came from (1)…………….……………..

Liverpool, England. They started playing together in
1962, although Paul McCartney and John Lennon had 1. from
2. played
(2)………………….………… together in another group.
They started playing rock’n’roll songs, but they -gets feed back. 3. style
4.instruments
quickly develop their own (3)………………………….,
5. group
with more complicated melody. They also introduced
6. fans
different (4)………………..………., such as the Indian
7. broke
sitar. By 1963, they had become Britain’s top rock (5)
8. rhythms
………………………….. . A year later they toured the
9. recorded
United States, where they attracted millions of (6)
10. won
………………………………….. .
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 -pairwork.

information to complete the table.
You Your
friend
Type of music rock -gets Ss to fill the
Reason for listening information in
Favorite band/ musician/ the “you” column
singer first, then “your
Favorite song friend” column.
When listen to music
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 )
( Ñeå maø )
* Not to/ So as not to/ In order not to +Verb
( bare inf) ( Ñeå maøkhoâng )
* In order [for] + Object + ( not ) to infinitive
( Khaùc chuû ngöõ )
2. Clauses of Purpose :
can / could +Verb
(bare infinitive )
*Clause+so that/in order that+Suject +
Exercise1:
will / would +Verb
1. He hurried to the station so that he
(bare infinitive ) could not miss the train.
Exercises : 2. In order to get home before dark,
I. Rewrite the following sentences : you must leave early.
1.He hurried to the station so as not to miss the 3. We should do morning exercises
train regularly in order that we can improve
 He …………………………. our health
2.Leave early so that you may get home before 4. Banks are developed to keep
dark
people’s money safe.
 In order to ……………………………………………..
5. I wrote the sentence on the
3.We should do morning exercises regularly to
improve our health blackboard for them in order they not
to mishear.
 We ………………………………….
………………………… 6. Mary went to the library to borrow
4.Banks are developed so that they can keep some books
people’s money safe
7. She put on warm clothes not to
 To ………………………… catch cold
5.I wrote the sentence on the blackboard for them
not to mishear 8. Please shut the door in order the
dog not to go out of the house
 I …………………
9.The police stopped the traffic every
6.Mary went to the library in order that she could few minutes in order for the
borrow some books pedestrians to cross the road
 Mary ………………………………………… 10. I went to see him so that I can find
7.She put on warm clothes so that she wouldn’t out what had happened
catch cold
11.He sent a telegram in order for his
 In order ………………………… mother to learn the good news
8.Please shut the door in order that the dog won’t 12. The farmer built a high wall
go out of the house around the garden for the fruits not to
be stolen
 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
- Give examples using the present simple tense.
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 didn’t 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 hadn’t 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 don’t last as long as leather ones.
C. Plastic gloves aren’t last as long as leather ones.
D. Plastic gloves don’t 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:
A. Organization. ( 5 minutes) Exercise 1:
- Greeting and checking attendance. Put the word in appropriate form of
B. New lesson (35 minutes) adjective
* Adjectives ending 1. He was so…that he couldn’t sleep.
Adjectives ending in -ed tell you how [EXCITE]
someone feels:
(= Mr Kennedy likes photography. He wants to 2. The match was so…..That she couldn’t
learn more about it.) wait to tell everyone about it. [EXCITE]
Here are some pairs of adjectives with similar 3. It’s…that Liz chose Rome for a holiday.
meanings. The second adjective in each pair [INTEREST]
is 4. His wife was so… to hear Paul had got a
stronger: new job. [THRILL]
annoyed – infuriated 5. Patterson was…with my present.
confused – bewildered [THRILL]
disappointed – depressed
excited – thrilled Answers:
frightened – terrified 1. Excited
interested – fascinated
surprised – amazed 2. Exciting
tired – exhausted
uninterested – bored 3. interesting
4. thrilling
Adjectives ending in –ing
Adjectives ending in -ing tell you how
something makes you feel. They tell you 5. thrilled
about the Exercise 2:
effect something has on people:
Laura arrived home after a tiring journey. Put the letters in brackets in the
right order and complete the
(= It was a long journey. It made her feel sentences.
tired.)
annoying – infuriating 1 I enjoy travelling, but long flights are
confusing – bewildering tiring
disappointing – depressing
(giinrt).
exciting – thrilling 2 It is very _ o _ _ _ _ (bighorn) to do the
frightening – terrifying same job day after day after day.
interesting – fascinating 3 That is very _ n _ _ _ _ _ _ _ _ _
surprising – amazing (geeiinnrstt) news – tell me more.
tiring – exhausting 4 The Paris Metro is easy to understand,
uninteresting – boring but the London Underground is very
_ _ _ f _ _ _ _ _ (cfginnosu).
-ed or -ing? 5 It is _ _ _ _ p _ _ _ _ _ _ _ _ (gadiioinnppst)
Adjectives ending in -ing tell us what that we didn’t get the contract, but we
something is like. can try
Adjectives ending in -ed describe the result or again next year.
effect: 6 ‘RobotKill’ is an _ _ c _ _ _ _ _ (cegiintx)
Friedrich’s presentation was boring. Everyone computer game that teenagers will love.
was bored. 7 The new program is OK, but it has a few
C. Comments (3 minutes) _ _ _ o _ _ _ _ (gainnnoy) little problems.
- Give comments 8 I never watch horror movies. I don’t like
D. Homework ( 2 minutes) _ _ _ g _ _ _ _ _ _ _ (efgghiinnrt) films.
- Give examples using the attitudinal
adjectives
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:
I. Warm-up:
- chatting. - Ask - Answer
II. Teaching point:
* Presentation:
1. It was not until last year that this school was built.
(Đến tận năm ngoái người ta mới xây ngôi trường này). - Show pictures - Repeat.
2. It was not until this May that she found a job. and read
(Đến tận tháng Năm năm nay cô ấy mới xin được việc).
3. It was not until I was 15 that I learned how to ride a bicycle.
(Đến tận năm tôi 15 tuổi tôi mới bắt đầu học đi xe đạp).
* Formation:
It was not until ….that
+ clause
* Practice: Rewrite the following sentences.

1. No one could leave the stadium until 2.30 - Show poster - Work in group
- Give of 3 tables.
2. It was not until……………………………………………… instructions.
3. She wasn’t allowed to open her presents until her
birthday.
It was not until………………………………………………
4. We didn’t have any holidays until last summer.
It was not until………………………………………………
5. She didn’t stop learning German until the age of
24.
It was not
until…………………………………………………
6. I couldn’t finish my project until Mark helped me.
It was not
until…………………………………………………
7. They didn’t pay the bill until the electricity was cut
off.
It was not
until…………………………………………………
8. I didn’t sleep until midnight. - Work in pairs.
It was not - Give
until………………………………………………… instructions - Explain
9. I couldn’t comment further until I had all the - Ask

information. - Take note
It was not - Say
until…………………………………………………
10. He didn’t 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
READING (The World Cup)
Aim: By the end of the lesson, Students will be able to read the text about sports to do
gap fill and
matching exercises.
Procedure:
Stages and contents T’s Ss’ activities
activities
 Task 1. Work in pairs. Ask and answer the following questions.
1. Which sports do you like? -gets Ss to -pairwork.
2. How often do you watch or play this kind of sports? ask and
3. Who is your favorite player? answer in
4. Do you like soccer? Name some of the famous players in the pairs.
world.
 Task 2. Read the passage and choose ONE word from the box
which best fits each blank. -asks Ss to 1. play
read and fill 2. attract
official sessions play required attract in the blanks. 3. sessions
combined 4. required
lifestyles active distances take fond 5. official
sugary 6. active
7. fond
Sports (1)________ an important part in American life. Professional 8. take
baseball and football games (2)_________ large crowds and many 9. lifestyles
people watch games on TV. Although many parents complain about 10. distances
their children being couch potatoes, there are sports (3)_______ at 11. combined
school for all ages. College students are usually (4)________ to take 12. sugary
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. 1. c
-has Ss 2. e
 Task 3. All the sentences in A are found in the passage. Match match the 3. f
each of them with a sentence/clause in B which has similar sentences in 4. a
meaning. A with those 5. d
in B. 6. b
A B
1. Professional baseball and a. They spend a lot of
football games attract large time watching TV.
crowds. b. Their ways of living are
2. College students are usually not different.
required to take physical c. Many people watch
education. baseball and football
3. An official report said that… games.
4. Most American children are d.They did not do much
couch potatoes. exercise. 2. Attitudes
5. More than 60 % of adults in e. They should take Toward Sport
the United States were not gymnastics courses. and Fitness.
regularly physically active. f. It was stated by the
6. Lifestyles have changed authorities that……. -gets Ss to
considerably. choose the
best title.
 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.
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:
I. Teaching point:
 Task 1:
Write an announcement for a relief fund to support - Show poster - Read the cues
people in flooded areas, using the cues given below. and give carefully.
instructions
Announcer: the monitor of class 10 CB1 - Work in four
Events: the musical performance of groups. Then
class 10 CB1 hand in
To raise money for people
in flooded
areas - Correct - Coppy
Plase: school meeting hall.
Time: 7:30 p.m, Thursday 23rd
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 23rd November in the school meeting
hall. The ticket price is 5,000VND. - Say - Take note
II. Homework:
- Go over the lesson.
- Prepare next lesson.
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:
Teacher’s activities Pupils’ activities
- Greeting and checking attendance. - Greeting and answering.
B. Check – up: ( 5 minutes) - Do the task.
- Ask Ps to do the homework. Give examples - Ps’ answer:
using the passive voice. Then say the form.
- Lead Ps to the lesson. .
- Ask Ps to change some active sentences to
passive sentences. - Do the exercise.
A. change into passive voice  Pupils are taught by teachers.
1. Teachers teach pupils.  The letters are often sent on Saturday.
2. She often sends the letters on Saturday.  Is coffee liked by you?
3. Do you like coffee?  The radio is listened in the evening.
4. I listen to the radio in the evening.
B Change into passive voice : *Change into passive voice :

1. The teacher corrects our exercises at 13 -our exercises are corrected by the
home . teacher at home.
2. Ali’s absence worried his mother. 14 -Ali’s mother was worried by his
3. They are building several new schools in absence.
our town . 15 -Several new schools in our town are
4. We have made great progress in industry being built
,science and medicine . 16 -Great progress in industry, science
5. Sam killed a lion last week . and medicine has been made.
6. I had just finished the job when the 17 -A lion was killed by Sam last week.
factory closed . 18 -The job had been finished when the
7. No one has opened that box for the past factory closed.
hundred years . 19 -That box has been opened for the
8. Are you going to mail these letters past hundred years
soon ? 20 -Are these letters going to be mailed
soon?
C.Change into passive voice :
1. My father waters this flower every morning.
"
2. A stone broke the window. "
3. The servants didn’t do the work. "
4. She often takes her dog for a walk. "
5. The army will complete that project next
year. "
6. They won’t punish him. "
7. People don’t use this road very often. "
8. The manager always welcomes new
employees. "
9. We are following them. "
10. The airplanes are dropping booms.
"
11. The keepers were feeding the
lions. "
12. They have taken her to the
hospital. "
13. They had fastened his whole body
to the ground. "
14. The school boys had wasted a lot
of time. "
15. We write letter to our friend once a
week. "
16. We clean the garages everyday. "
17. Someone has given him a lot of
money"
18. The police arrested two hundred
people. "
19. We export this computer to
seventy different countries. "
20. They 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:
Stages and contents T’s activities Ss’
activities
I. Teaching point:
1. Although / Though (mặc dù ). - Give - Pay
situations attention
* Presentation: and explain and copy.
- Dùng để nối hai ý kiến tương phản nhau. the rule
Ex: New York is not the capital of the USA, it is the centre of carefully.
Global finance. - Write
(Mặc dù New York không phải là thủ đô của Hoa Kỳ nhưng nó là example on
trung tâm nền tài chính toàn cầu.) the board.
* LƯU Ý: Tiếng Việt nói: Mặc dù …. nhưng
Tiếng Anh nói: Although/Though …(KHÔNG có “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”. - Work in
1. They are so poor but they are always neatly dressed. - Show group of
- Although ………………………………………………………………. posters and three table.
2. He often tells lies but many people believe him. give
- Although ………………..………………………………….. instructions.
………………….
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 wasn’t wearing a coat.
- Although ……………………………………..
……………………………….. - Work in
6. Nam hasn’t read Oliver Twist, but he has seen a film made pairs
from it.
- Although ………………………….. - Give
………………………………………… instructions - Answer
* Production :
- Make 5 sentences of their own (using ALTHOUGH ) - Ask - Take note
II. Consolidation
- What is ALTHOUGH used for? - Say
III. Homework:
- Make ten sentences by using ALTHOUGH
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:
I. Defining Relative Clauses
Duøng ñeå boå nghóa cho danh töø ñöùng tröôùc chöa -gives the -look at,
ñöôïc xaùc ñònh roõ. Neáu boû ñi meänh ñeà chính seõ examples to listen and
khoâng roõ nghóa. show the answer the
Ex: - I saw the girl. She helped us last week. form and the T’s questions.
 I saw the girl who/that helped us last week. use.
II. Non-defining Relative Clauses
Duøng ñeå boå nghóa cho danh töø ñöùng tröôùc ñaõ
ñöôïc xaùc ñònh roõ, laø phaàn giaûi thích theâm. Neáu boû
ñi meänh ñeà chính vaãn roõ nghóa. Meänh ñeà naøy
thöôøng ñöôïc taùch khoûi meänh ñeà chính baèng daáu
phaåy “,”.
Ta duøng meänh ñeà quan heä khoâng haïn ñònh khi:
- Tröôùc danh töø quan heä coù: 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.
- Töø quan heä laø teân rieâng hoaëc danh töø rieâng.
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.
* LÖU YÙ: KHOÂNG duøng THAT trong MÑQH khoâng -gets Ss to do
haïn ñònh. the exercise. 1. defining
Ex: Mr Brown, that we studied English with, is a very nice 2. defining
teacher. 3. defining
EXERCISES 4. defining
I/ Underline the relative clauses in the sentences. 5. Non-
Then add commas to separate the Non-defining defining
relative clauses. 6. defining
1. The man who is talking to the principal is our form 7. restrictive
teacher. 8. Non-
2. The boys who are sitting in the first row will receive the defining
medals. 9. Non-
3. The students who are in the grade 10 are going to clean
th
defining
the school yard. 10. defining
4. The animals which are kept in iron cages will be carried -asks Ss to
back to the forest combine.
5. Mr. Tan who is our gymaster is very thin and tall.
6. The book which we borrowed from the library must be 1. who(m)
returned by Monday 2. which
7. The little boy who is crying over there lost his way. 3. who
8. Mrs. Van who lives next door to Hoa works at the -gets 4. which
television station. feedback. 5. which
9. The dog which has some black spots is Ba’s. -asks Ss to 6. which
10. My mother bought the shoes which were made from combine. 7. who
Hong Kong. 8. who
II/ Combine the two sentences by using a relative -gets 9. which
clause. Some clauses need commas, some do not: feedback. 10. who
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 family’s 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 hasn’t come yet. He is supposed to be at the
meeting.

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:
I. Teaching point:
 Task 1: Read the passage below and choose one - Hand out - Work in
correct answer for each question. - Give pairs
instructions
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 18th century and was
decorated with beautifyl patterns. This is beautiful and - Work in
romantic pagoda which attracts deeply to all Hue’s - Hand out pairs
inhabitants. - Give - Give the
instructions answer.
1. Where is Thien Mu Pagoda situated?
A. left bank of the Perfume River. 1. A
B. right bank of the Perfume River. 2. A
C. under a hill. 3. D
D. on the top of a mountain. 4. A
2. Who was Lord Nguyen Hoang? 5. C
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 lady’s 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 didn’t want to set up his
headquarters there
5. When was the bell in the pagoda cast?
A. in the 16th century B. in the 17th
century
C. in the 18th century D. in the 19th
century

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:
I. Teaching point:
 Task 1: Study the following chart and decides
whether the given statements are True or False. If they - Hand out. - Work in group
are false, correct them. -Give of 4
instructions
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.
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.
5. According to the chart, the number of people who
walked to work in Europeans was highest in 1960. - Compare their
6. According to the chart, the most popular means of - Correct answer
transportation for Europeans in 2000 when travelling to
and from work was bus.
7. According to the chart, between 1960 and 2000 more - Copy
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
 ÿ C
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:
T Stages and contents T’s activities Ss’ activities
I. Teaching point:
 Task 1: Read the passage below and choose one correct - Hand out - Work in
answer for each question. - Give pairs
instructions
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 - Give the
River, met the old lady in red who showed him a place to set answer.
up his headquarters in Kim Long village. They were built
there and a pagoda was also constructed on hill where the 1. A
lady had appeared, and was called Linh Mu (propitious 2. A
Lady) or Thien Mu (Heavenly Lady) pagoda. 3. D
The pagoda covers an area about four hectares. There 4. A
are some note worthy works and objects of value such as 5. C
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 18th century and was decorated with beautifyl
patterns. This is beautiful and romantic pagoda which
attracts deeply to all Hue’s inhabitants
1. Where is Thien Mu Pagoda situated?
A. left bank of the Perfume River.
B. right bank of the Perfume River. - Hand out - Work in
C. under a hill. - Give pairs
D. on the top of a mountain. instructions
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 lady’s clothes? - Give the
A. blue B. green C. brown D. answer.
red
4. Why was Thien Mu Pagoda built there? 5. A
A. Because the old lady had appeared there 6. A
B. Because the old lady ordered Nguyen Hoang to do it. 7. D
C. Because it was near Kim Long village 8. A
D. Because Nguyen Hoang didn’t want to set up his 9. C
headquarters there
5. When was the bell in the pagoda cast?
A. in the 16th century B. in the 17 th century
th
C. in the 18 century D. in the 19 th
century
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:
T Stages and contents T’s 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.
- Hand out. - Work in
-Give group of 4
instructions
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. - Correct - Compare
5. According to the chart, the number of people who their answer
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 - Copy
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:
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
 ÿ C
A good beginning makes a good ending!

Ok. Giao An Tu Chon 10

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Planning date : 26/8/2009

READING (PEOPLE’S BACKGROUND)

 Task 3. Make a brief note about the girl’s daily routines.

-fill the suitable in

The Simple Past can be used with a duration

The Simple Past can also be used to describe a

use the Past Perfect to show that something

Unlike with the Present Perfect, it is possible to

Planning date : 10/9/2009

Planning date : 10/9/2009

D. I would suggest that your company should tell the

-asks Ss to write a letter of

Planning date : 19/9/2009

The + adjective = common noun

Adj common noun Meaning

II. "Which " as a connector

1. Who was paper invented by?

When rewriting active sentences in passive

8. Lessons have been learned

9. John has been fired

1. A new hospital for children has been

LESSON10 : RELATIVE CLAUSES

Teacher’s activities Sts’ activities

When = on/ in/ at which Time

Notes : “That” is used in the restrictive clause to replace

KYÙ DUYEÄT TUAÀN 10:

Teacher’s activities Sts’ activities

Exercise1 : Choose the best option to complete the

- Remark, explain and correct together

- Remark, explain and correct together

KYÙ DUYEÄT TUAÀN 11:

Teacher’s activities Sts’ activities

Exercise 1 : Choose the best option to complete the

- Remark, explain and correct together

Exercise 2 : Fill in the blank with who, whom, that or

- Remark, explain and correct together

-read and do the exercises.

2. Spend a week horse riding and climbing in the South of

-individually and pairwork.

LESSON 10: WRITING (A confirmation letter)

 Task 3. Read this situation and write a letter

Planning date : 2/11/2009

5’ - Work in groups of four

1. Where you (go) to this evening?

EXERCISE II/. Be going to and will + infinitive.

* WARM-UP: Jumbled sentences.

Planning date : 9/11/2009

Writing about advantages and disadvantages

Teacher's activities Students' activities

3. Further practice Individual work

- Introduce peer correction if time allowed

 'I managed to pass my exams, despite

-asks Ss to -write the

Planning date : 22/11/2009

1.noisy 2. fresh air -asks Ss to -The city: 1,

However, there are certain drawbacks to life outside the city.

 Task 2. Circle the letter you choose A, B, C or D. -gets Ss to

 Task 3. Categorize the advantages and disadvantages of

 Task 4. Work in groups. Discuss things your village needs

REPORTED SPEECH WITH yes/no -question

Direct Speech Reported Speech

Direct Speech Reported Speech

CONDITIONAL SENTENCE: TYPE 1