Giáo án tự chọn bám sát tiếng anh 12 cả năm

  • Số trang: 93 |
  • Loại file: DOC |
  • Lượt xem: 362 |
  • Lượt tải: 1
dinhthithuyha

Đã đăng 3355 tài liệu

Mô tả:

Preparing date: 10th August, 2014 TiÕt sè: 01 PERIOD 1: REVISION ON TENSES AND WISH - SENTENCES I. Objectives: - After finishing the lesson, students should be able to use the tenses. - Consolidate the usage of the present simple, past simple, future simple - Develop writing skill. II. Language content: A. Vocabulary: unit 1(textbook- English 12) B. Structures: Wish - sentences III. Teaching aids and method: - Teaching aids: textbook, workbook, exercisebooks… - Method: Communicative approach. IV. Procedures: A. Presentation: Teacher’s and students’ activities - T introduces the tenses and explains how to use them. - T asks sts to look at the extra board. - T gives some examples. - Sts listen and repeat. - Sts copy the notes. Content I. Activities 1 : A –Tenses: 1. Present simple tense: dieãn taû thoùi quen, chaân lyù, hoat ñoäng thöôøng ngaøy, vaø ñöôïc duøng keøm: Everyday, usually, after school never, often, sometimes, always + KÑ: Sn, I + V.bare / Si + V-s/ es + PÑ: Sn + DO NOT+ V.Bare./ Si + DOES NOT + V.Bare. + NV: DO / DOES + S + nV.Bare? + WH: WH + DO / DOES + S + V. Bare? (Be) Am, is, are/ (Have)  Have, has a. Mr. Ba likes collecting stamps. b. Ba has lunch at school. 2. Past simple tense: Haønh ñoäng xaûy ra ôû QK xaùc ñònh roõ tgian, vaø ñöôïc duøng keøm: Yesterday, ago, last… hoaëc moät thoùi quen, loaït haønh ñoäng trong QK + KÑ: S + V_ed/ V2 (Baát qui taéc) + PÑ: S + DID NOT + V.Bare. + NV: DID + S + V.Bare? + WH: WH + DID + S + V.Bare? Ex: VD: He was not there last year. Ex: Did you buy souvenirs last vacation? Page 1 –Yes, I bought a lot. 3. Future simple tense: Haønh ñoäng xaûy ra ôû töông lai, vaø ñöôïc duøng keøm: Tomorrow, tonight, soon, next, S + WILL + V1 Ex: Where will you go tomorrow? - I’ll be at home. B – Wish sentence 2: Dieãn taû moät haønh ñoäng hay söï vieäc khoâng thaät ôû hieän taïi. S + WISH (ES) + S + WERE / V 2, V–ED / DIDN’T V1 Ví duï: B. Practice: -T gives the task and asks sts to do it. - T guides how to choose the best option. - Sts do the exercises (oral - written). - Sts practice in groups. - T gives feedback and keys. - Some sts read aloud their answers. - T gives remark and feedback. -T gives the task and asks sts to do it. - Sts do the exercises (oral - written). -Sts practice in groups. - T gives feedback and keys. - Some sts read aloud their answers. - Sts copy the key. -T reviews how to write wish sentences. - T gives the task and asks sts to do it. - Sts do the exercises (oral - written). - Sts practice in groups. - T asks each student to do each sentence on the board. - T gives feedback and keys. - Some sts read aloud their answers. 1. I wish I were a doctor. 2. I wish they could help us. 3. Nam wishes he did not come late. II. Activity 2: Pretest *Answers: 1. write 2. impressed 3. could lend 4. compulsory 5. were III. Activity 3: Give the correct tenses of the verbs in brackets: 1. 4. 7. 10. 13. sets will build got flow didn’t talk 2. 5. 8. 11. 14. rains could circles will give / see does...go/ goes 3. won 6. make 9. would write 12. met 15. came/ opened/ found VI. Activity 4: Rewrite the sentences, using “I wish…” 1. I wish I knew many people in the town. 2. I wish I could go to the party. 3. I wish I the weather were better than today. 4. I wish I weren’t so tall. 5. I wish I like to play soccer. 6. I wish I would meet her in June. C. Consolidation: - Remind tenses and wish sentences. - Guide how to review Home revision: Simple past – present perfect Page 2 - Learn your lesson at home. - Do exercises (handouts). th Preparing date: 15 August, 2014 D. Homework: TiÕt sè: 02 PERIOD 2: REVISION ON TENSES (continued) I. Objectives: After finishing the lesson, students should be able to: - Consolidate the usage of the present perfect, present progressive past progressive. - Develop writing skill. II. Language content: A. Vocabulary: unit 2(textbook- English 12) III. Teaching aids and method: - Teaching aids: textbook, workbook, exercise books, students’ course… - Method: Communicative approach. IV. Procedures: A. Warm up: The game: “Irregular verbs” 1 2 4 5 7 8 Simple form Be Past form Past participle form Been Saw Sell Find Eat Did - T asks sts to finish the left forms of the verbs in the table. - Sts work in groups of five. - The team, which has verbs that are more right, will win the game. A. Presentation: Activity 1: Theory Teacher’s and students’ activities - T introduces the tenses and explains how to use them. - T asks sts to look at the extra board. - T gives some examples. - Sts listen and repeat. - Sts take notes. Content I. Revision on tenses: 1. Present perfect tense: Dieãn taû haønh ñoäng xaûy ra töø QK keùo daøi ñeán hieän taïi, haønh ñoäng vöøa môùi xaûy ra/ soá laàn xaûy ra hoaëc haønh ñoäng xaûy ra khoâng roõ thôøi gian/ chöa xaûy ra: Since: töø khi / For: trong khoaûng/ So far = up to now = up to present: (ñeán baây giôø), Just: vöøa môùi, lately = recently: gaàn ñaây, once/ twice: moät/ hai laàn, Ever: ñaõ töøng, yet: chöa Before: tröôùc ñaây already: roài + KÑ: Sn, I + HAVE + (ADV) + V3. Si + HAS + (ADV) + V3. + PÑ: Sn, I + HAVE NOT/ HAS NOT (ADV) + V3. + NV: HAVE/ HAS + S + V3? Page 3 + WH: WH + HAVE/ HAS + S + V3? - I have not met her since she moved to London. - He has just come back from his farm. 2. Present progressive tense: dieãn taû haønh ñoäng xaûy ra luùc ñang noùi: Look! Nhìn kìa! Listen! Haõy laéng nghe: Now = at present = at the moment: baây giôø; haønh ñoäng ñaõ ñöôïc saép xeáp cho töông lai (Next/ Tomorrow) , keøm vôùi go / come / leave/ arrive. + KÑ: S + AM/ IS/ ARE + V- ing. + PÑ: S + AM/ IS/ ARE + NOT + V- ing. + NV: AM/ IS/ ARE + S + V- ing? + WH: WH + AM/ IS/ ARE + S + V-ing? - Boû e: make making / come  coming - Gaáp ñoâi phuï aâm: stop  stopping/ run - Khoâng boû y: study studying/ Eg: What are you doing now? I’m reading a book. - Is she watching TV at the moment? – Yes, she is. - I’m going to Dalat next week. 3. Past progressive tense: dieãn taû haønh ñoäng xaûy ra taïi moät thôøi ñieåm trong QK. hoaëc hai hay nhieàu haønh ñoäng song song: Keøm vôùi When/ While At this time yesterday: vaøo luùc naøy hoâm qua At that time/ then: luùc ñoù. + KÑ: S + WAS/ WERE + V- ing. (I was) + PÑ: S + WASN’T/ WEREN’T + V- ing. + NV: WAS/ WERE + S + V-ing? + WH: WH + WAS/ WERE + S + V- ing? - What were you doing then? I was sleeping at 10 P.M. -When I came home, Hoa was watching TV, my aunt was reading. B. Practice: Activity 2 -T gives the task and asks sts to do it. - T guides how to choose the best option. - Sts do the exercises (oral - written). - Sts practice in groups. - T gives feedback and keys. - Some sts read aloud their answers. II. Activity 2: Give the correct tenses of the verbs in brackets: *Answers: 1. 3. 5. 7. saw is running went / were having think/ is knocking 2. 4. 6. 8. was playing/ arrived has taught/ graduated has written/ has finished were...doing/ Page 4 - T gives remark and feedback. 9. is crying 11. is coming 13. has just washed 15. lived 10. are preparing 12. isn’t takking 14. Have... seen 16. Have...ever seen/ have did.....see/ saw -T reviews how to write wish sentences. III. Activity 3: Rewrite the sentences: 1. I wish I they sometimes visited us. - T gives the task and asks sts to do it. 2. I have worked for years. - Sts do the exercises (oral - written). 3. We haven’t met for five years. - Sts practice in groups. 4. I wish he invited us to the party. - T asks each student to do each sentence 5. I wish I played football better. on the board. - T gives feedback and keys. - Some sts read aloud their answers. IV. Activity 4: Pretest -T gives the task and asks sts to do it. - T guides how to choose the best option *Answers: 1. enjoying 2. have lived 3. - Sts do the exercises (oral - written). 4. friendly 5. correspond 6. - Sts practice in groups. ed - T gives feedback and keys. 7. national 8. in - Some sts read aloud their answers. - T gives remark and feedback. could divided C. Consolidation: - Remind tenses. - Guide how to review Home revision: Bare- infinitives – parallel D. Homework: - Learn your lesson at home. --------------------------------------------------------------------------------------- Page 5 Preparing date: 19th August, 2014 Period 3: listening TiÕt sè: 03 (Unit 1: HOMELIFE ) I. Objectives . Help Sts to develop intensive listening skills for specific information related to summer household chores , ordering ideas . II. Teaching methods : individual , pair work , group work . III. Materials : Textbook 12 (advanced), pictures , tape , CD . IV. Procedures : Time Teacher's activities sts' activities I. Before you listen. 12' - T asks Ss work in pairs to match each picture with - Work in pairs the corresponding description . . - T calls on some Ss to give their answers and write - Give the answer them on the boards. - T give the correct answer . + A : a walking toddler + B : feeding - Read aloud + C : Vacuuming + D : cleaning Pre-teaching vocabulary. - Take note - Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually. - T elicits I teaches some of these words or I and those taken from the listening passage: + toddler + development process (n) + sliding glass door (n) -Read through the 20' statements . + cleanup project (n) + wipe (n) - Listen to the tape . - T may get Ss to make sentences with the words and gives corrective feedback II. While you listen. Task a Instruction: You are going to listen to a women’s suggestions of summer domestic chores for kids, number the ideas in ideas in order . The first one has been done for you. - Before Ss listen and do the task, T asks them to Page 6 read through the statements. Then T instructs them to use some strategies to do the task: 14’ 1’ - T plays the tape once for Ss to do the task. - Take note - T asks for Ss' answers and writes them on the board. - T plays the tape the second time for Ss to check their answers. - T asks Ss to work in groups of 4 to compare their answers - T checks Ss' answers by calling on some Ss. T may play the tape one more time for Ss to catch the difficult phrases. T gives the correct answers: 2. Cleaning floors and carpets - Work individually 3. Sweeping and mopping floors 4. Vacuuming Work in group 5. Cleaning spots on carpets 6. Watering lawns and plants 7. Cleaning windows and sliding glass doors 8. Spraying window cleaner 9. Wiping windows III. After you listen - T gets Ss to work individually to list all the things that they do to help their parents . - Ask sts to use the suggestions in part a,b . - T can give them some help . - Ask sts to present in a group of 4 or 5 - T can correct their presentation if necessary . IV. Homework. Ask students to prepare for the next lesson Page 7 Preparing date: 25th August, 2014 writing: personal letters: Letters of invitation TiÕt sè: 04 1. Objectives: By the end of the lesson, sts will be able to write a letter of invitation and other forms to improve the vocabulary and grammar. 2. Teaching aids: Textbook and handouts. 3. Procedure: Time 7’ Steps Warm - up Work arrangement Brainstorming: - T. divides the class into groups of 4 to write down each Group work part of an invitation letter: + Group 1: The event + Group 2: The place + Group 3: The time and date. + The invitation itself. - T. collects their answers and then T. combines their parts and calls on sts to read and checks. Presentation 15’ - T. guides and and asks sts to prepare to write each part Whole class of a letter of invitation or a formal letter. Group work Part 1: The Heading (the Address): - T. uses handouts or a poster to explain the contents or the form/ the rule. This is in the top right-hand corner of the letter. First, write the house number, then the street name. After this, write the town under the street. For a letter to a person in another country, write your country, too Eg: (the sender) 113 Nguyen Du Street, Mong Cai Town, Quang Ninh Province, Viet Nam, The date: Under the address 25 th, October 2007 Eg: (The receicer): Page 8 This is the top left-hand corner of the letter, under the address of the sender a line ...... Part 2: The Greeting/Start with “Dear.....,” on the left, about two lines under the date Eg: Dear Mr. Brown, Or Dear Sir, Part 3: The Body / The first sentence: start a few space in, like the first sentence of a new paragraph. Always start with a capital letter. Eg: I am writing to invite you to ..... Part 4: The Closing / the End For business letters with “Dear Sir” or Dear Madam”, use “Yourfaithfully,”. For friends, use “Yours sincerely,”or “Yours, . Love, ....”and after that we put a comma. Part 5: The Signature: Our Signature normally goes under the Closing. Here is a plan for a letter: number- street town (country) date number- street town (country) first name, � � Dear........ �sur name, � Sir, � Start ......................................................................................... ....................................................................................................... The Closing first name � ......name...... � �full name Practice 20’ - T. asks sts to work individually to write a letter following the plan/the rule above. - And then sts exchange their writing with their parters to Individual work correct and check. - T. collects some writing to correct with the whole class & pair work and whole class and gives corrective comments Homework - T. guides sts to prepare test yourself a. Whole class 3’ Page 9 Preparing date: 4th September, 214 TiÕt sè: 05 Grammar: reported speech with infinitives 1. Objectives: Review grammar: Verb + (object) + to Verb _ ing: (I want (you) to do ect...) 2. Teaching aids: Handouts, textbooks 3. Procedure: A. Organisation: 11A3: ................ 12A6: ................ 12A8: ................. Warm - up Brainstorming: Put the verb into the form, to ...or _ing. Handouts: 1. When I’m tired, I enjoy ........ television. It’s relaxing. (watch). 2. It was a nice day, so we decided ........... for a walk. (go) ..................................... Answers: 1. watching 2. to go Grammar a) Presentation. - T. elicits and gives sentences to discuss: Eg: verb + to..... or verb + object + to .... * We expected to be late. * We expected her to be late. * Would you like to go now ? * Would you like him to go by bus ? .......................... - T. gives out the handouts to further practice the following verbs. want ask help would like would hate expect beg would love would prefer would dislike Be careful with want. Do not say “want that .....” * Do you want me to come early ? ( not “Do you want that I come early ?” ) Eg: * Can you remind me to phone her ? * Who told her not to write to me ?  These verbs have the structure verb + object + to ....... - T. gives the handouts to summarize the structure. tell Remind force teach Page 10 order Warn invite persuade - T. uses the handouts for sts to further practice and summarize, comapre the points Handouts: * I allowed him to use my car . * I allowed driving to work  There are two possible structures after the verb: advise Encourage allow Permit Note: Make and let Eg: - They make me study hard - She lets him go out.  We say “make somebody do something...” “not to do something”) b) Practice - T. uses the handouts to practice these structures: a) Complete these sentences so that the meaning is similar to the first sentence. 1. I was surprised that she came back late.  I didn’t expect __________ (her to come back late) 2. Don’t stop him doing what he wants.  Let _____(him do what he wants) 3. My father said I shouldn’t say anything to the strangers.  My father advised _____ (me not to say anything to the strangers) b) Put the verb in the right form: - ing or infinitive (with or without to) 1. She doesn’t allow (smoke) ____ in the house  smoking 2. Pele encouraged Ronaldo (take) _____ part in the World Cup 2002  to take 3. She wouldn’t let me (read) _____ this letter  read Homework - T. summarizes the main teaching points. - T. asks sts to prepare for new lesson. * Comment: Preparing date: 11th September, 2014 Unit 2: Cultural Diversity TiÕt sè: 06 Speaking Page 11 Objectives: - By the end of the lesson, student are able to express compliments. - By the end of the lesson, student are able to respond to compliments. Skills: - Speaking: making and responding to compliments Teaching aids: - Handouts, Textbooks (12 advanced) Stages Procedure Game: ‘ Yes/ No Contest’ - Divide SS into two groups, A and B. Before you - Tell each groups to choose 2 representatives as contestants. speak - In turn, the contestans will go to the front of the class and answer the questions made by the other group. They must say ‘yes’ or ‘no’, nor nod or shake their heads when they answer, but just give a phrase in agreement or disagreement. This is the example: S1 : Are you a student? S2: I am S1: Do you like pop music? S2: Very much./ Not very much. /I don’t think so. Aims - To raise interest, to engage SS, and to lead in to the lesson - Tell SS if they give a ‘nod’ or ‘shake’ or say ‘ yes’, or ‘no’, they lose the game. - The contestant who can answer 10 questions without breaking the rules wins the game. - Ask SS if it is easy to answer questions without saying ‘yes’ or ‘no’, or without nodding or shaking their heads. - Transition: It’s not easy at all because it’s part of our culture. But we can also learn about other cultures. The cultural aspect we’ll learn and practise today is compliments. How to make and prespond to a compliment. - Write on the board: Unit 2 Cultural Diversity-Speaking 1. Giving models (Task a, p.27) While speak - Put SS into pairs and ask them to act out the -To introduce the you exchanges. target language in - Call on some close and open pairs to act out the ax context changes. - Ask SS which ones are more common in Vietnamese cultures and which are common or acceptable in Western cultures. - Tell that polite in most Western cultures to say ‘thank-you’ in response to a compliment. 2. Introducing Useful Language - Elicit from SS the expressions that may be use to give compliments and those used to respond to compliments. - Introduce to SS the common structures used to express compliments and some common example. - Suggest some common expressions used to respond to compliments. Useful Expressions Compliment: o How +adjective( S+ be) ! How beautiful( your dress is)! o What noun(S+be)! - To provide language input for speaking activities later -To provide some Page 12 What a nice hat( it is)! o Your parents must o Be proud of your …! o Amazin! You’ve made an excellent …! Responses to compliments o Thank you. o I’m glad you like it. o It’s nice of you to say so. Your compliment is Activity 1: Life-like Situations (Task b, p.28) - Arrange SS to work in pairs. freer practice -To provide a - Ask SS to read the situations provided. -Tell SS to play the roles and act out the conversations, meaningful activity where SS giving and responding to comliments. After speak - Call on pair to act out their exchanges. - Invite the class to give opinions and comments. - Give feedback and comments. you Activity 2: Persionalization talk about themselves - Tell SS to look around the classroom, and make compliments on their classmates, what they have or what they have done. - Tell SS to respond to their classmates’ compliments. - Write down some prompts on the board and tell SS they can give compliments on these things: o Clothes: shirt, trousers, coat, scarf, … o Hair style, hairpins, shose, … o Scores, test results, project, … - Give a model: T: How nice your shose are! S: Thank you. - Call for volunteers to act out their exchanges. - Invite SS to give comments on their friends’ work. - Give feedback and comments: compliments or -Sth to do at home encouragement on what SS have done. Language review - Ask SS to revise the language used to express and to respond to compliments. Preparing date: 13th September, 2014 TiÕt sè: 07 REVISION ON PASSIVE VOICE I. Objectives: After finishing the lesson, students should be able to: - Consolidate the usage of passive voice. - Develop writing skill. II. Language content: Exercises on passive forms of present simple, present past and modals. III. Teaching aids and method: - Teaching aids: textbook, workbook, exercise books, grammar books … - Method: Communicative approach. IV. Procedures: A. Presentation: Teacher’s and students’ activities Content Page 13 - T reviews grammar rules and I. Activities 1: Theory: Tenses Formation takes some examples. Present simple S + Am / Is / Are + V3 - Sts listen and copy the rules. Past simple S + was / were + V3 Modals S + modal+ be + V3 1. People don’t use this dictionary. This dictionary isn’t used. 2. Someone gave Mary this present. Mary was given this present. 3. They will organize a meeting. A meeting will be organized. B. Practice: - T asks sts to do the exercise. Sts do the exercise. Sts read their results. T gives the feedback. - T guides. - Sts practice in pairs. - Sts do the exercise individually. - Sts write the answers on the board. - Sts share the result with their partner. - Sts read their sentences aloud. - T gives remark and marks. II. Activities 2: Pretest *Answers: 1. national 4. did you 2. is used to 5. used to 3. so 6. feel III. Activities 3: Change into passive voice: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. These products have to be tested. This dictionary isn’t used very often. Mary was given this hat an hour ago. I was told me that our teacher was sick. Our project must be finished on time. A cure can be found for cancer in the future. The old building ought to be knocked down. The telephone was invented by Alexander Bell. That play was written by Shakespeare. French is spoken in France. This exercise must be carefully done. A meal isn’t cooked by in the kitchen by her mother. Is the school the library visited by Nam everyday? The question wasn’t answered yesterday. Was the living room decorated? C. Consolidation: - Remind tenses. - Guide how to review Home revision: Full—infinitive structures. D. Homework: - Learn your lesson at home. - Do exercises (handouts) - Prepare for the next lesson. Page 14 Preparing date: 17th September, 2014 TiÕt sè: 08 Writing: writing a letter of reply 1. Objectives: By the end of the lesson: - sts will able to understand the contents, vocabulary and structures of a reply letter. 2. Teaching aids: Handouts, textbooks 3. Procedure: A. Organisation: 12A3..... 12A6....... 12A8....... B. New lesson: Time 7’ Steps Warmer Work arrangemen t Whole class Page 15 15’ Handouts: Match the greetings and endings. Which are formal? 1. Dear a. Yours (Maria) 2. Dear Sir or Madam b. Yours faithfully (Mark Geogre) 3. Darling Rosie c. Love (Teddy) 4. Dear Mr. Baker d. Lots of love (Bob Charton) 5. Dear David e. Yours sincerely (William) - Sts work and discuss in pairs. - T. goes around the class to check and give help if necessary. - T. gets feedback and correct with the whole class. Answers: * 1 - c, 2 - b (formal), 3 - d, 4 - e (formal), 5 - a. - T. elicits and repeat the format of a letter of reply. Writing Pair work Activity 1 and whole class - T. gives the handouts and explains how to complete. - Pupils work and discuss in groups and choose the suitable number to fill in gap so that sts can understand the way of writing a formal letter of reply. - In the meantime, T. goes around and checks. Handouts: Write the correct numbers of the following rules in the correct boxes on the letter. 1 120 Ly Tu Trong St. Quang Ninh Province. 22nd November 2007 20 Bach Dang St, Ha Long City. Dear Sir or Madam, I have read the information about the English Speaking Competition on your Language Centers Website. I am interested in practising English with native speakers and I want to get some information about the competition. Could you please send me details of the competition, the number of participants, entry procedures, venue, date and time? Please provide me with your phone number and e-mail. I look forward to hearing from you soon. Yours truly, Thu Anh 1. We write our own address in the top right hand corner. 2. We end with an expression like: “I look forward to....” 3. We write the receivers name and address on the left hand side. 4. We sign off with “Yours truly” 5. We write our name under the signature. 6. We don’t use short forms. 7. We write the date under our address. 8. We start the letter with “Dear... ,” 9. We use “Sir or Madam” if we don’t know the persons name. - T. goes around the class and gives help if necessary. - T. corrects and gives feedback. Page 16 20’ Answers: 1 - 7 - 3 - 8 - 9 - 6 - 2 - 4 - 5. Individual Activity 2 work and - T. gives the handouts for sts to further practice. - sts work in groups / pairs to complete the suggestions and whole class then compare. Handouts: Use the given words to make meaningful sentences which form a letter. Dear Sir, 1. I / read / information / Maths Contest / your school’s website. 2. I / be very interested / Maths / especially / mathematical puzzles / I would like / have / information / contest . 3. You / please send / details / contest / include / place / time ? 4. Please / contact me / 0464 - 4975643 5. I / look forward / hear / you / soon. Yours sincerely, Thanh Nam. Answer. 3’ Dear Sir, I have read the information about the Maths Contest on your school’s website. I am very interested in Maths, especially mathematical puzzles and I would like to have some information about the contest. Could you please send me details of the contest, including the place and time? Please contact me on the phone 0464 - 4975643 I look forward to hearing from you soon Yours sincerely, Thanh Anh Homework - T. repeats the ways of writing a letter of reply: vocabulary, structures, contents... - T. asks sts to write a letter: You are working at the Organising Committee for Maths Contest. Write Thanh Anh a reply, basing on the letter above. * Comments Whole class Page 17 Preparing date: 19th September, 2014 TiÕt sè: 09 REVISION ON REPORTED SPEECH I. Aims * By the end of the lesson, sts will be able to master the use of : - Word combinations with home and house. - Present simple expressing routine. - Reported speech: statements and questions . II. Materials - Text books, colour chalk….. IV. Procedure Time Teacher’ s activities 10’ Sts’ activities I. Grammar. * Present simple expressing routine . - Ask sts to revise the use of present simple to express - Work in pairs daily routine . - T can help if they can’t revise correctly . - Ask sts to make questions for these answers . 1.What time does she put dirty dishes in the sink and wash them? 2.What time does she do the laundry and hang up wet clothes? 3.What time does she take the baby to kindergarten? 4.What time does she mail letters? 5.What time does she shop for food? 6.What time does she prepare lunch? 7.What time does she take a nap? 8.What time does she pick up the baby? 9.What time does she prepare dinner? - Ask and answer - Ask sts to work in pair to ask and answer the questions in the text book . - Use these questions to ask each other . Eg: What time do you put dirty dishes in the sink and wash them ? 20’ * Reported speech T revises the way to change tenses,avd…into indirect speech -Take note  NÕu ®éng tõ giíi thiÖu ë th× hiÖn t¹i ®¬n, hiÖn t¹i hoµn thµnh, or t¬ng lai ®¬n th× trong lêi trÝch dÉn ta chØ ®æi ®¹i tõ (pronouns) or tÝnh tõ së h÷u sao cho thÝch hîp. Ex. - The farmer says: “I hope it will rain tomorrow” = The farmer says he hopes it will rain tomorrow. Page 18 She has said: “I’m tired now” = She has said she is tired now. NÕu ®éng tõ trong mÖnh ®Ò chÝnh ë th× qu¸ khø ®¬n, th× trong lêi trÝch dÉn ta ph¶i ®æi th×, c¸c tõ hoÆc côm tõ chØ thêi gian, vÞ trÝ, ®¹i tõ … . 1. Simple present -> Simple past S + Vs,es + … -> S + Ved + … 2. Present continuous -> Past continuous -Take note S + am/is/are + Ving -> S + was/were + Ving 3. Present perfect -> Past perfect S + have/has + done -> S + had + done 4. Present perfect continuous -> Past perfect continuous S + have/has + been + Ving -> S + had been +Ving 5. Simple past -> Simple past/ past perfect S + Ved + … -> S + had + done + … 6. Past continuous -> Past continuous/ Past perfect cont S + was/were + Ving -> S + had been + Ving 7. Simple future -> Future in the past S + will + V + … -> S + would + V + … 8. Future continuous -> Future cont in the past S + will + be +Ving ->S + would + be + Ving + …  Time: + Yesterday - The previous day/ the day before + Five days ago - Five days before/ earlier + Last + N - The previous + N + Now - Then + Today - That day + Tonight - That night + Tomorrow -> - The next day/ the following day + Next week -> - The next week/ the following week + The day before yesterday -> - Two days before + The day after tomorrow -> - Two days after  Place + Here - There + There - There  Demonstrative + This - That + These - Those - Ask sts to report the interview . - T give feedback and correct answer . 13’ First, the interviewer wanted to know how many children Mrs. Green had. She said that she had two, a daughter and a son. Then the interviewer asked about the conflicts between her and her children. She said it was a long story. Her children were always neglecting their domestic responsibilities and arguing when being reminded. Next, the interviewer wanted examples. She let him know that she often battled with her daughter against the latter's messy room or 'her irresponsibility for collecting and disposing of the garbage can. Finally, the interviewer wanted to know about the conflict with her son. She complained that her son was worse than his sister. He never helped her with household chores. He was always taking out things and never returning them to their places. II. Read and report. - Ask sts to report - T goes around to listen and takes notes of the typical errors -Work in pairs - T calls on some Ss to read' the sentences again and provides Page 19 corrective feedback. Virginia said that she remembered when she had been her daughter's age, she had had twice as much work to do around the house. She wouldn't have dreamed of blowing off the responsibility. And that today's kids had too easy responsibility. HOMEWORK - Ask sts to revise what they have learned . - Prepare for the next lesson Page 20
- Xem thêm -