GA 12

Teaching week 13
Period: 38

GV: Nguyễn Thị Như Thủy

TEST YOURSELF B

I. Aim: Ss focus what they have learnt in lessons from 4 to 6.
II. Language Contents:
 Grammar: Revision of reported speech, if clauses, and relative clauses
 Vocabulary: words in lessons from 4 to 6.
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities
Ss answer the questions.

- T leads in the lesson: You will
listen to about children education
- T explains new words.
- T reads the new words. Ss repeat.
- T explains
- T can give the feedback before the
class by asking students to read the
answer.

- T explains and answers
- Ss work in pairs then check the
answer with the other pairs.

8.
equivalent
9. count
10 who
Grammar and Structure
Task a. Finish each of the following sentences in such a
way that it has the same meaning as the original sentence
1. The windows have been cleaned
2. A supermarket is going to be built in this area
3. Lan is said to have won a special prize
4. If you listen carefully you will know what to do
5. If I had a car, I could give you a lift
6. If we had brought a city map, we wouldn’t have got
lost
Task b. Join the sentences, using relative clauses
1. The girl who answered the phone told me you were
out
2. The chair that was broken two days ago has now been
repaired
3. I saw some people whose car had broken down
4. I recently went back to my hometown where I was
born
Writing
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GA 12

GV: Nguyễn Thị Như Thủy


4. Correction
5. Speaking

Contents

Knowing

Understand.

Applying

TL

TL

TL

TN

-V-ed / N-s
-Vowel/Conson.
- Stress
Unit 1,2&3
-Tenses
-Reported speech
-Passive
-If clause

1



1
1

-Complete sent.
- Rewrite sentences
-Write a paragraph

TN

TN

2c
0.5ñ

2c
0.5ñ

2.5ñ

3

TN

TL

TN

1
1

Total

5

1
1
1
1

3c
3c
(1.5ñ)
đ

- In 40 words

Total

High
Apply.

14c

3.5ñ

2c
0.5ñ

6c
1.5ñ


Period: 41
Teaching week: 14
GRAMMAR: TENSES
I. Aims: Sts can use correctly these tenses in each sentence.
II. Language content:
1. Grammar: tenses.
2. Vocalbulary: all new words.
III.Techniques: inductive method.
IV. Teaching aid: model.
V. Proceduce:
Teacher’ and sts’ activities

Content
I. Greeting.
II. Revision.
Ask sts to write some forms of three tenses.

Ask sts questions – Then answer.
- What do you often do in the morning?
– I do my ex.
- When he comes what are you doing? –
I’m learning.
- How long have you learned English?
Check and correct.
Sts write down the grammar.
Sts to give some examples If they can.
Write down and do ex
Teacher corrects the ex.
1. is cooking - hears.

B. Complete these sentences.
1.When/ he/ young/ he/ used to/ play/
football.
2.I/ drink/ a cup of coffee/ when/ phone/
ring.’

is listening.

3. sing.
Work in pairs and discuss.
1. moved.
2.

had told – talked.

3.

told.

4.

studied.

Sts work in pairs to discuss.
1. When he was young, he used to play
football.
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7. It (rain) …….. heavily when I (sleep) ……..
6. was lying-heard
yesterday afternoon.
7. rained- was sleeping
8. While Mrs Smith (plant) …….. flowers in the
8. was planting- was change
garden, Mr Smith (change) …….. the oil in
9. arrived- were waiting
his car.
10.
had done – worked
9. When we (arrive) …….. at the airport, they
11.
was looking – started- took
(wait) …….. for us there.
12.
sent- had received
10. He (do) …….. a lot of jobs before he
13.
met
(work) …….. in this company.
14.
had visited- went
11. Yesterday while I (look) …….. at my
15.
had worked – retired
computer screen, I (start) ……. feel a little
16.
had washed- began
dizzy, so I (take) ….. a break.

CONDITIONAL :1, 2, 3
I. Aims: Sts are reviewed If clause through out these models and they can use it in each situation.
II. Language content:
1. Grammar: If clause.
2. Vocalbulary: all new words.
III. Techniques: intergrated
IV. Teaching aid: model
V. Proceduce:
Teacher’ and sts’ activeties
-

Sts do ex.
Check and correct.
1. wrote.
2. visit – comes.

Give examples and say how to use
it.
Ex: If you eat a lot of sweets,
you’ll again weight.
àYou’ll again weight if you eat a
lot of sweets.
Ex: If you should ever go to
Columbia, visit the museum of
Gold in Botoga.
àShould you ever go to…
Eg 1:
1. If I won a lot of money, I’d
speed most of it travelling.
2. If he were still living with his

them with a comma.
If there is only a slight possibility of something happening we
can use “Should”.
Type 2: Unreal condition in the present.
Past simple:
2 S + V-ed/ V2
S + would/ could + Vinf
(be -->were )
Note: If can be omited when it is followed by were, was,
should comes before the subjects.(Inversion).
Type 3: Unreal condition in the past.
Past Perfect:
3
S + would/ could + have +PP
S + had + PP
Note: if can be omited.
• Unless = If … not …: trừ phi, nếu không
Eg: If I don’t have money, I won’t buy a car.
--> Unless I have money, I won’t buy a car.
III. Consolidation.
Ex1: Complete the sentences with the verbs in parenthese.
1. It was too bad. Helen wasn’t there. If she (be) here,
she (know) what to do.
2. Bill failed the test because she didn’t study hard.

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GA 12


driven
2. had known –would have
visited
3. had not heard – wouldnot
have turned

Ex 2: Choose the best option.
1. If he learns hard, he (passes/ will pass/ pass/ to pass)
the exam.
2. If you (will come/ comes/ come/ had come) to my
party, I’ll be happy.
. Practice:
* Exercises:
Type 1: Supply the correct forms of the verbs:
1. If it (be) ............ fine tomorrow, we (go ) ............ for a
picnic.
2. If I (have) ............ time tonight, I (finish) ............ the
novel I’m reading.
3. If you (finish) ............ work early, you (come) ............
for a drink with us.
4. If it (rain) …………… next weekend, we (not, be able
to) ............ plant the vegetables.
5. If she (have) ............ too much to do, she (ask) ............
someone for help.
Type 2: Supply the correct forms of the missing verbs:
1. If she (be) ............ here now, she (give) ............ us
some advice.
2. If he (fail) ............ in his present job, he (think) ............
about another career.
3. If we (run) ............ our own business, we (be) ............


GV: Nguyễn Thị Như Thủy

Period: 43
Teaching week: 15
REPORTED SPEECH
I. Aim: At the end of the lesson, students will be able to how to use reported speech properly.
II. Language knowledge:
1.Grammar: reported speech
2.Vocabulary: words appear in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
- T. gives Ss some examples of
direct speech, then helps them to
change them into indirect speech,
using infinitives.
Key :
1. The teacher told us to write
our lesson carefully
2. Mary told Paul not to put his
hat on her bag
3. His wife begged not to drink
ny more
4. I offered to do the washing
up
5. she promised not to forget
the shopping.
6. He invited her to come to

invited her.
--> ………………………………………(invite)
6. “I phone the police” she threatened.
--> ……………………….…………( threaten)
7. “You should stop smoking”, the doctor
advised him.
--> …………………..…………………(advise)
8. “Wait outside”, I told her.
--> ………………………………………… (tell)
9. “Could you please ring back in half an
hour?”, said the secretary.
--> …………………………………………… (ask)
10. “Would you mind moving your case?”, said
the other passenger.
--> ………………………….……… (ask)

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GA 12

GV: Nguyễn Thị Như Thủy

doing the ex until they finish

Key:1. He accusedof taking the
money.
2. He admited the police
stealing the money.
3. He denied the police not

bike”.
--> ……………………….……………(deny)
4. He said, “I’m sorry I’m late”.
--> ………………………………(apologize)
5. “I’ll drive you to the airport. I insist,” John
said to Linda.
--> ……..……………………………(insist)
6. “I’m happy to hear that you have passed the
final exam. Congratulations!,” Jim said to me.
--> ……………………………(congratulate)
7. “It was nice of you to invite me to dinner.
Thank you,” Miss White said to George.
--> ..…………………………………(thank)
8. “Don’t play with the matches,” I said to Jack.
--> …………………………(warn ..against)
9. “I must have made a mistake in the
calculations,” said Mr Forest.
--> ……………………………………(admit)
10. “I’ll pay for the meal,” Sarah insisted.
-->………………..……………………(insist)
11. Neil told us, “Perhaps we can go to Paris for
the weekend.”
-->……………………………(suggest)
12. “I’m sorry. I couldn’t come to visit you last
summer,” Kate said to her parents.
--> ………………………………(apologize)

3. Homework:
- Revise today’s lesson.
- Do all the exercises again.

giving som explames.
Eg: There is a table next to the door.
T guides sts to use the following generalizations
as a guide for the use of the articles.

Normally words such as breakfast, lunch,
dinner, school, church, home and college do not
use any articl unless to restrict the meaning.

Work in pairs and discuss how to use ex.
1. the
2. the – o – the

Content
I. Greeting.
II. Revision.
Fill in the blank by using prep. (10m)
1. You are a true friend____me
2. It’s very kind____you to help me.
3. The shop is_____the cinema and the coffee
shop.
4. His son is good – maths.
III. Today’s lesson.
Grammar: Acticles.
A and an: a or an can precede only singular
count nous; they mean one.
They can be used in a general statement or to
introduce a subject which has not been
previously mentioned.
Eg: Abaseball is round.


2.

4. o – o – o

3.

5. the or o – the – o.

4.
5.

he had wanted for his birthday.
_____Statue if Liberty was a gift of
friendship from____france to___US
Rita is studying____English and____math
this semester.
Please give me____cup of____coffee
with____cream and ____sugar.
Noone in ____Spanish class
Knew____correct answer to____Mrs
Perez’s questions.

V. Homework:
- Learn by heart all new words.
- Do exercises again.
Comment:
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12

about
economic reforms
- Ss open the books page 74, 75, 76
and look at the picture.
- Ss work in groups, answering the
questions:

Contents
1. Warm-up:
* Look at this and answer
1. What can you see in the picture?
2. Before you read
- Do you think that the people in this picture lead a rich
or a poor life?
- What, in your opinion should be done to improve the
situation?
*Vocabulary and structures:
 reform: make new / improvement
 to lead a poor life: the life is poor
 under- developed: badly developed
 stagnant: slow
 subsidy: tien tro cap / bao cap
 to eliminate: give up
 sector: field / linh vuc
 to dominate: chiem uu the, over, to prefer
 intervention: su xen vao
 priority: preference
 domestic # oversea
 to undergo: expert
 substantial: valuable / important

class by giving Vietnamese meaning 4. chi phoi / thong tri – put in force
5. tri tre – slow
6. lam phat
7. nhung su bao cap cua chinh phu
8. su cam ket cua chinh phu
9. tan ra
10. lon lao / dang ke
- T explains Task 2: Now you Task 2. Decide true or false
answer true or false
1. F 2. F 3. T 4. F
5. T
Task 3. Answer the following questions.
Task 3
1. It was officially initiated in 1986 by our Vietnam
- Ss work in pairs, asking and
Communist Party
answering the questions.
2. Its aim was to restructure the economy of Vietnam
- Ss check the answers together.
and to raise the living standard of the people
- T goes around & helps Ss.
3. The measures the Government introduced to
implement Doi Moi were as follows
- T can give the feedback before the - eliminated government subsidies
class by asking Ss to ask and answer - shifted economic priority from heavy industry to three
the questions.
major economic programmes: production food,
production of consumer goods and production of export
- reduced state intervention in business
- opened trade relations with all countries in the world

- Learn by heart new words
- Prepare speaking
Comment:
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GA 12

GV: Nguyễn Thị Như Thủy

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GA 12

GV: Nguyễn Thị Như Thủy

Teaching week:
Period: 40
UNIT 7: ECONOMIC REFORMS
Speaking
I. Aim: By the end of the lesson, students will be able to:
- Talk about changes the new economic reform has brought about.
- Express their ideas about measures in economic reforms.
II. Language Contents:
 Grammar:although , even though
 Vocabulary: sector, overall, disalvantaged, irrigation, drainage.
III. Techniques: Integrated, mainly communicative.

 land law: luat dat dai
 legal ground: co so phap li
3. while you speak
Task 2.
Suggest what the Government and the people of Fantasia
have done to improve their economy in these sectors
Education:
- There are enough curriculum and textbooks
- More schools were built
- Teaching and learning methods were modernized
- Teachers’ salaries are higher
- Encourage the poor students by more scholarship
- More equipment and facilities are more attractive
Task 3
Report to the class on the measures the Government and
the people of Fantasia have taken to develop their country
in education
5. homework

- T leads in the lesson: Today we’ll
practise talking about reforms
- Ss open the books.
- T explains Task1: Discuss in
groups about:
* to complete the task given
- Ss work in groups then exchange
together.
- T goes around & helps Ss.
- Ss’answers may vary.
- T can give the feedback before the

* COMMENTS
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GA 12

GV: Nguyễn Thị Như Thủy

Teaching week:
Period: 41
UNIT 7: ECONOMIC REFORMS
Listening
I. Aim: By the end of the lesson, students will be able to:
- Listen for the understanding of the passage.
- Listen for specific information.
II. Language Contents:
 Grammar: Although even though
 Vocabulary: inhabitant, discourage, drug-taker, be in ruins, islander, run short of, take
measures to do sth
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Cassette, tape and some hand-outs with the questions.
V. Procedure
Students’ and teacher’s activities
Ss work in groups,
- T can give the feedback before the
class by asking a student to read the
answers.


- Ss read the sentences in Task 1
carefully.
- Ss listen to the tape twice or three
times and answer.

5. F

6. F

7. T

Task 2 Listen again and answer the questions.
1. They discovered a plant which contained a powerful
drug
2. They grew it all over the island
3. The negative effects the drug brought about were:workers and farmers became lazy, - children didn’t
want to go to school, and the whole population began
to run short of food
4. The Government took three measures: - introduced a
law to make the drug illegal, - put drug-takers into
person, and exported the drug to other countries
5. Eventually they decided to export the drug to other
countries
- Ss check their answer sentences. Tapescript:
(T can give marks)
The inhabitants of Tango, a small island in the Atlantic
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GA 12

from taking the drug. On the contrary, the fact that the
drug was illegal encouraged people to take it more. They
put the drug- takers into prison. But this did not have any
effect, they were not enough prisons for them.
Eventually, the Government found a solution: they
exported the drug to other countries. This saved the
islanders from having to work more than one day a week,
and allowed them to spend the rest of their time sitting in
the sun without any care in the world
4. After you listen
Do you think that the Government of Tango’s decision to
export the drug to other countries was a better solution?
Why/ why not?
5.Homework:
- Prepare writing

* COMMENTS
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19


GA 12

GV: Nguyễn Thị Như Thủy

Teaching week:
Period: 42
UNIT 7: ECONOMIC REFORMS
Writing

- T explains Task 1. Read the 2. The economic situation in Tango from 1980 to 2000
sentences given and write.
became much better
- Ss work in pairs.
3. The Government and the people of Tango have had
- T goes around and helps Ss.
proper policies to farmers and workers
T: To you. What tense do people
often use to write? (Past simple
tense)
- T explains: To describe thing It
is usually written in the present
tense and used the special words
for thing
3. While you write
Task 2.
Base on the questions above to write a report about 150
words.
* The Government and the people of Tango started their
overall economic reform in the mid 1970s. Before that time,
the economy of the country was ruins .To solve the
- T explains new words.
problems economic reforms were applied in some sectors of
the economy .In particular,the Tango government have
introduced new and advanced farming techniques,which
- T explains Task 2:Write a helped to bring back higher yields for farmers……………..
report
………………………………………………………......
- Ss work individually then …………………………………………………………
check their writing together.

Period: 43
UNIT 7: ECONOMIC REFORMS
LANGUAGE FOCUS
I. Aim: By the end of the lesson, students will be able to:
- Distinguish between the strong and weak forms of auxiliaries.
- Use the adverbial clause of concession with though/although
II. Language Contents:
 Grammar:adverbial clause of concession
 Pronunciation: Stress in three - syllable words
III. Techniques: Integrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with examples and questions.
V. Procedure
Students’ and teacher’s activities

Contents

T gives some words then ss I. PRONUNCIATION: Strong and weak forms of
pronounce
auxiliaries

* Activity 1.
- Ss still close the books.
- Ss work in groups and find the
words are pronounced strong or
weak forms.
* Activity 2.
- T asks Ss to open the books.
- T explains the pronunciation.
- Ss work in pairs, pronunciation
and underlining the sounds

has she
we shall
shall we
I could
could I
they will
will they
you do
do you
it will
will it
Note : the auxiliaries are pronounced in their strong form
when they are in final position.
Eg: she can
I could
The weak form words are always used in conjuntion ,
maybe or in negative form.
Eg : Have you met Quang?
* Practice reading these sentences
- On page 81
II. GRAMMAR:
Adverbial clauses of concession: (al)though / even
though
- Combine the sentences with (al)though / even though
1. Although it rained a lot, we enjoyed our vacation
2. Although we had planned everything carefully, a lot
of things went wrong
3. Even though the doctor advised him to quit, Bob
smokes 20 cigarettes a day
4. Although it was cold and rainy, we managed to go to

- T suggests Ss’homework.
3. he could speak / read the language very well
4. Although he revised everything
5. it is pretty cold
5. Homework
Do exercise in workbook
- Prepare Unit 8
* COMMENTS:
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GA 12

GV: Nguyễn Thị Như Thủy

REVISION
I/ Educational aim :
- Help students to do exercises correctly.
II/ Language contents :
a. Vocabulary : in the textbook.
b. Grammar :
- Passive voice
- Conditional sentences
- Relative clauses
c .Pronunciation :
III/ Techniques: - Deductive and Inductive
- Communicative approach
IV/ Teaching aids :


S + Be +Past Participle (V3 / Ved )+ By O

5 bước chuyển 1 câu active sang passive:
- Chuyển chủ ngữ của câu acitive thành tân ngữ của câu bị
động.
- Be được chia theo thì của câu active.
- Chuyển động từ chính của câu active thành PP của câu
passive
- Thêm by sau PP
- Chuyển chủ ngữ của câu active thành tân ngữ của câu
passive
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GA 12

GV: Nguyễn Thị Như Thủy

B. Exercise:
Change the following sentences into Passive Voice
1. We clean the garage every day.
ss give some
examples
→………………………………………………………………………………………
-

T. comments

2. Someone has given him a lot of money.

→……………………………………………………………………………………………
13. You must clean this machine every time you use it.
→…………………………………………………………………………………………
15. You should pay your bill before you leave your hotel.
……………………………………………………………………………
16. We can buy videos like this one anywhere.
→……………………………………………………………………………………
Conditional sentences:
Type 1 : If -clause : Present simple + Main clause : will/can
Ex : If she invites me , I’ll come to the party.
( = Perhaps she will invite me , and then I’ll co
Type 2 : If –clause : Past simple + main clause : would
/could/mighte )
Ex : If she invited me , I would come to the party
25