Giáo án tiếng anh 10 bài 19: restrictive and non-Restrictive relative clauses

25 LESSON 19: RESTRICTIVE AND NON-RESTRICTIVE RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to distinguish between restrictive relative clauses and Non-restrictive relative clauses. Teaching aids: lesson plan, handouts, Procedure: T Stages and contents T’s activities Ss’ activities I. Restrictive Relative Clauses Dùng để bổ nghĩa cho danh từ đứng trước chưa được xác định rõ. Nếu bỏ đi mệnh đề chính sẽ không rõ nghĩa. Ex: - I saw the girl. She helped us last week.
I saw the girl who/that helped us last week. II. Non-restritive Relative Clauses Dùng để bổ nghĩa cho danh từ đứng trước đã được xác định rõ, là phần giải thích thêm. Nếu bỏ đi mệnh đề chính vẫn rõ nghĩa. Mệnh đề này thường được tách khỏi mệnh đề chính bằng dấu phẩy “,”. Ta dùng mệnh đề quan hệ không hạn định khi: - Trước danh từ quan hệ có: 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. - Từ quan hệ là tên riêng hoặc danh từ riêng. 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. * LƯU Ý: KHÔNG dùng THAT trong MĐQH không hạn định. Ex: Mr Brown, that we studied English with, is a very nice teacher. EXERCISES I/ Underline the relative clauses in the sentences. Then add commas to separate the Non-restrictive relative clauses. 1. The man who is talking to the principal is our form teacher. 2. The boys who are sitting in the first row will receive the medals. 3. The students who are in the grade 10th are going to clean the school yard. 4. The animals which are kept in iron cages will be carried back to the forest 5. Mr. Tan who is our gymaster is very thin and tall. 6. The book which we borrowed from the library must be returned by Monday 7. The little boy who is crying over there lost his way. 8. Mrs. Van who lives next door to Hoa works at the television station. 9. The dog which has some black spots is Ba’s. 10. My mother bought the shoes which were made from Hong Kong. -gives the examples to show the form and the use. -gets Ss to do the exercise. -look at, listen and answer the T’s questions. 1. restrictive 2. restrictive 3. restrictive 4. restrictive 5. Non- restrictive 6. restrictive 7. restrictive 8. Non- restrictive 9. Non- restrictive 10. restrictive 26 II/ Combine the two sentences by using a relative clause. Some clauses need commas, some do not: 1. The lady is a famous writer. You met her at the party last night. 2. The child enjoyed the chocolates. Her mother bought them from France. 3. Dr Oley is our 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. -asks Ss to combine. -gets feedback. 1. who(m) 2. which 3. who 4. which 5. which 6. which 7. who 8. who 9. which 10. who LESSON 20: PASSIVE VOICE Aim: By the end of the lesson, Students will be able to review and change the sentences into the passive voice. . Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities 1. Form: Ex: (A) She arranges the books on the shelves every weekend. S V O (P) The books are arranged on the shelves (by her) every weekend. S be V3/ed by O Active: S + V + O + ……. Passive: S + be + V3/ed + (by O) + …… 2. Rules Khi đổi từ chủ động sang bị động, ta chú ý các bước sau: a. Xác định S (Chủ từ), V (Động từ), O (Túc từ) và thì của động từ trong câu chủ động. Ex: (A) She arranges the books on the shelves every weekend. S V1 O b. Đem O lên làm S, chuyển S xuống làm O đặt sau by. Ex:(P)The books are arranged on the shelves (by her) every weekend. S by O c. Thêm động từ to be (phù hợp với thì của động từ trong câu chủ động), và chuyển động từ chính sang V3/ed. Ex:(P)The books are arranged on the shelves (by her) every weekend. be V3/ed 3. Notes: a. Trong trường hợp có liên từ and và giới từ of, ta phải xác định đầy đủ chủ từ hoặc túc từ khi chuyển đổi. -gives the example to explain the form. -helps Ss to show the rules to change. -look at and listen. -take notes when necessary. 27 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 câu bị động: by O luôn đứng sau adverbs of place (trạng từ chỉ nơi chốn) và trước adverbs of time (trạng từ chỉ thời gian). Ex:(P)The books are arranged on the shelves (by her) every weekend. adv of place by O adv of time c. Trong câu bị động, ta có thể bỏ: by people, by us, by them, by someone…. Ex: (P): A new bridge has been built across the river (by them). EXERCISES Put the verbs in parentheses into the correct active or passive voice 1. Last night my favorite program________________ (interrupt) by a special news bulletin. 2. When I______________ (arrive) at the airport yesterday, I______________ (meet) by my cousin and a couple of friends. 3. Kim______________ (write) this composition last week. That one _____________ (write) by Phi. 4. I don’t have my bicycle today. It’s with the repairman. It______________ (repair) right now. 5. Someone has bought the small lot behind my house and a new house_______________ (build) on it next year. 6. A: Do you understand the explanation in the book? B: No, I 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. -gets Ss to do the exercise. -has Ss give the answers. 1. was interrupted 2. arrived/ was met 3. wrote/ was written 4. is being repaired 5. will be built 6. am confused 7. was…stolen 8. Have paid?/ will be shut off 9. happened/ was hit/ was…injured/ was taken 10. is/ is visited/ was designed/ was erected/ has been/ is recognized 28 LESSON 21: WRITING (Write Invitations) Aim: By the end of the lesson, Students will be able to write Invitations. Teaching aids: lesson plan, handouts, blackboard. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs. Write as many statements of invitation as you know. Ex: Do you feel like…? - - -  Task 2. Match the three sections of an invitation letter with 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 expecting your call. B. Nga, Kim and I are planning a motorbike trip to Lai Thieu, and we’d very much like you to join in. C. We’ll start early, Sunday morning at 5:30, from my place. Breakfast 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. ………………………………………………..……………………...... ……………………………………………………..………………...... …………………………………………..…………………………...... ……………………………………………….……………………...... ……………………………………………..………………………...... ……………………………………………….……….……………...... …………………………………………………..…………………...... ………………………………………………………..……………...... ………………………………………………………..……………...... ……………………………………………………………..………......  Task 4. Exhibition. Stick some finished paper on the board. -asks Ss to write the invitations. -gets Ss to read the letter and match with the sections. -asks Ss to write the letter of invitation. -sticks some letters on the board. -pairwork. 1. B 2. C 3. A -groupwork. -look at and compare. 29 LESSON 22: 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. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs. Write the causes of environmental damage. Cutting down of trees  Task 2. Read the text below and choose the correct answer among A, B, C or D We are all slowly (1)………………. the earth. The seas and the rivers are (2)…………….. dirty to swim in. There is so much smoke in the air that (3)……………. unhealthy to live in many of the world’s cities. In one well-known city, for example, poisonous gases (4)………………. cars pollute the air so much that traffic policemen have (5)………………. oxygen masks. 1. A. destroy B. destroying C. destroyed D. destruction 2. A. a B. enough C. so D. too 3. A. it is B. is C. it was D. X 4. A. in B. from C. of D. by 5. A. worn B. wear C. to wear D. wore  Task 3. Read the text and answer the questions below Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923. The earthquake began a minute before noon when the people of Tokyo were cooking their midday meals. Thousands of stoves were overturned as soon as the earth began to shake. As a result, small fires broke out everywhere and quickly spread. It was impossible to use fire fighting equipment because most of the water pipes had burst. Consequently, over ninety per cent of the damage was caused by fire rather than by the collapse of buildings. If the earthquake had occurred at night while people were sleeping, fewer people would have died. 1. Where and when did the earthquake happen? 2. How many people were killed? 3. What were people doing when the earthquake happened? 4. Why was it impossible to use fire fighting equipment? -gets Ss to write the causes. -asks Ss to read and choose the answer. -makes Ss read and answer the questions. -pairwork. 1. B 2. D 3. A 4. B 5. C -read and answer, then compare. Causes of environmental damage 30 5. What caused most of the damage, the fire or the collapse of buildings? Key: 1. in Tokyo in 1923. 2. a hundred thousand people. 3. cooking their midday meals. 4. because most of the water pipes had burst. 5. the fire.  Task 4. Work in groups. Write the solutions for the environmental damages discussed in Task 1. -gets feedback. -asks Ss to write the solutions. -give the answers. -gruopwork. LESSON 23: CONDITIONAL SENTENCE (Type 1 & 2) Aim: By the end of the lesson, Students will be able to know and use Conditional sentence: Type 1 & 2. Teaching aids: lesson plan, handouts. Procedure: T Stages and contents T’s activities Ss’ activities I. Conditional Sentences (If Sentences): Type 1 Ex: If I finish my homework, I will go to the concert (= I will go to the concert if I finish my homework.) * If clause: If I finish my homework, * Main clause: I will go to the concert 1. Form If + S + V1….., S + will + Vo…….. 2. Use Diễn tả một điều kiện có thể xảy ra ở hiện tại hoặc tương lai. II. Conditional Sentences (If Sentences): Type 2 1. Form If + S + V2/ed…..., S + would/could + Vo…… (be
were) 2. Use Diễn tả một điều kiện không thể xảy ra ở hiện tại. Ex: - If he had much time, he would help you. (He doesn’t have much time now) - If I were in your position, I could do that. (I am not in your position now) EXERCISES I/ Delete the incorrect verb form. 1. I’ll send/ send you some information if you’ll tell/ tell me 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 program on TV. -gives the examples to explain the form and the use. -gets Ss to do the exercise. -look at and listen, answer the T’s questions. 1. send ; ‘ll tell 2. will be; loses 3. are; ’ll eat 4. isn’t; will come 5. ’ll go; miss 31 II/ Use conditional sentence type 2 with would or could. 1. We can’t bathe in this part of river because the water is too dirty. 2. We spend too much money on electricity because we have four air conditioners in our house. 3. I can’t write to Linh because I don’t have her address. 4. Dick often causes accidents because he drives carelessly. 5. We can’t give much help to the poor because we waste a lot of money on unnecessary things. Key: 1. If the water weren’t too dirty, we could bathe in this part of river. 2. If we didn’t have four air conditioners, we wouldn’t spend too much money on electricity. 3. If I had Linh’s address, I could write to her. 4. If Dick didn’t drive carelessly, he wouldn’t often cause accidents. 5. If we didn’t waste a lot of money on unnecessary things, we could give much help to the poor. -asks Ss to rewrite. -corrects -use conditional sentence: Type 2. -take notes. LESSON 24: CONDITIONAL SENTENCE (Type 3) Aim: By the end of the lesson, Students will be able to review and use Conditional sentence: Type 3. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities * Conditional Sentences (If Sentences): Type 3 1. Form If + S + had + V3/ed….., S + would/could + have + V3/ed….. 2. Use Diễn tả một điều kiện không thể xảy ra trong quá khứ. Ex: If we had studied hard last year, we would have got good marks. (We didn’t study hard last year and we didn’t get good marks) * Notes 1. Unless: “If … not” có thể được thay bằng “UNLESS” (trừ 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: Bỏ IF t rong 3 loại câu điều kiện (phải có đảo ngữ với SHOULD/WERE/HAD): Ex: - If it should be necessary, I will go.
Should it be necessary, I will go. Ex: - If I were rich, I would buy a new car.
Were I rich, I would buy a new car. Ex: - If you had asked me, I would have told you the answer.
Had you asked me, I would have told you the answer. -gives the examples to explain the form and the use. -look at and listen, answer the T’s questions. 32 3. Một số từ/cụm từ có thể thay cho IF với nghĩa tương đương: provided that; so(as) long as (miễn là); in case (trong trường hợp); on condition that (với điều kiện) Ex: You can borrow my book provided that you bring it back. EXERCISES I/ Put the verbs in parentheses in the correct form to complete the sentences or exchanges. 1. A: My mother always spends his money on expensive things. B: If he ______________ (be) practical, he _______________ (can save) some money. 2. A: Conservation programs have been introduced by most governments to prevent reckless waste of land. B: If there _______________ (not be) proper control by the governments, the earth _____________ (be) greatly damaged now. 3. A: Last month, we paid a massive electricity bill. B: If you ________________ (not waste) so much electricity, the bill _____________ (not be) so large. 4. If Mr. Brown ________________ (save) some money when he was young, he ______________ (not be) so poor now. 5. A: The invitation says six o’clock. B: Well, it’s six thirty now. A: If we _______________ (start) earlier, we ______________ (not be) so late now. II/ Rewrite the following sentences, using Conditional Sentence Type 3 1. He didn’t hurry, so he missed the train.
If __________________________________________________ 2. My brother didn’t leave the car keys, so I couldn’t pick him up at the station.
If my brother _________________________________________ 3. We didn’t go because it rained.
If it hadn’t ___________________________________________ 4. We didn’t go on holiday because we didn’t have enough money.
If we ________________________________________________ 5. Susan felt sick because she ate four cream cakes.
If Susan _____________________________________________ Key: 1. If he had hurried, he wouldn’t have missed the train. 2. If my brother had left the car keys, I could have picked him up at the station. 3. If it hadn’t rained, we would have gone. 4. If we had had enough money, we would have gone on holiday. 5. If Susan hadn’t eaten four ice cream cakes, she wouldn’t have felt sick. -gets Ss to do the exercise. -asks Ss to rewrite. -corrects 1. were; could save 2. weren’t; would be 3. hadn’t wasted; wouldn’t have been 4. had saved; wouldn’t have been 5. started; wouldn’t be -use conditional sentence; Type 3. -take notes. 33 LESSON 25: 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: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs. Put the following expressions in the right column. A. Letter of Acceptance B. Letter of Refusal 1. It’s not possible for me to…… 2. Your invitation to …… is a welcome. 3. I’m very sorry but I c an’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. A. I’ll be very happy to come and stay with your family for a few days. B. It’s nice to see your parents and you again. C. Thanks very much for your invitation. D. Your plans sound very exciting. E. See you on this vacation. F. I can’t wait to join you with all the fun we’ll have. G. With love. H. Dear Lan.  Task 3. Your friend, Tam, invites you to come to HCM City with his parents in the coming vacation. You can’t accept his invitation and write a letter of refusal to him. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. ………………………………………………………………………….  Task 4. Work in pairs. Swap each other’s letter to compare. -Gets Ss to work in pairs. -asks Ss to read and arrange. -gets Ss to write a letter of Refusal. -asks Ss to compare. A: 2, 5, 7, 8 B: 1, 3, 4, 6, 9 1. H 2. C 3. A 4. B 5. D 6. F 7. E 8. G -write 5 the letter individually. -pairwork. 34 LESSON 26: REDUCED RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to reduce Relative Clauses. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities I. Dùng V-ing hoặc bỏ BE Khi động từ chính trong mệnh đề tính từ ở thể CHỦ ĐỘNG hoặc là BE. Ex: - Those people who are taking photos over there come from Sweden.
Those people taking photos over there come from Sweden. - Fans who want to buy tickets started queuing early.
Fans wanting to buy tickets started queuing early. - The books which are on that shelf are mine.
The books on that shelf are mine. II. Dùng V3/ed Khi động từ chính trong mệnh đề tính từ ở thể BỊ ĐỘNG. Ex: - The books which were written by To Hoai are interesting.
The books written by To Hoai are interesting. - Most students who were punished last week are lazy.
Most students punished last week are lazy. EXERCISES I/ Use reduced relative clauses in place of the relative clauses 1. Be sure to follow the instructions that are given at the top of the page. 2. Students who arrive late will not be permitted to enter the classroom. 3. John, who was taken by surprise, hardly knew what to say. 4. The people who are waiting for the bus in the rain are getting wet. 5. We drove along the road that was still flooded after the heavy rain. 6. The scientists who are researching the causes of cancer are making progress. 7. The wild ox which is kept at Nam Cat Tien National Park is of a special kind. 8. The helicopter which was flying toward the lake made a low droning sound. 9. The winner of the marathon, who was breathing deeply and smiling at the crowd, raised her right hand and waved. 10. Any student who does not want to go on the trip should inform the office. II/ Combine each pair of sentences into one sentence. Change the second sentence of the pair into a reduced relative clause. 1. Our solar system is in a galaxy. The galaxy is called the Milky Way. 2. I come from a city. This city is located in the southern part of the country. 3. Anyone must take an entrance examination. Anyone applies to that school. -gives the examples to explain the form and the use. -gets Ss to reduce. -asks Ss to combine into one sentence. -look at and listen, answer the T’s questions. 1. given 2. arriving 3. taken 4. waiting 5. flooded 6. researching 7. kept 8. flying 9. breathing 10. not wanting 35 4. The boy drew pictures of people at the airport. The people were waiting for their planes. 5. Sunlight wakes me up early in the morning. It comes through the window. 6. Only a few of the movies are suitable for the children. The movies are shown on Channel 15. 7. I was wakened by the sound of the laughter. It comes from the room next door to mine. 8. The students have become quite proficient in their new language. They attend class five hours per day. Key: 1. Our solar system is in a galaxy called the Milky Way. 2. I come from a city located in the southern part of the country. 3. Anyone applying to that school must take an entrance examination. 4. The boy drew pictures of people waiting for their planes at the airport. 5. Sunlight coming through the window wakes me up early in the morning. 6. Only a few of the movies shown on Channel 15 are suitable for the children. 7. I was wakened by the sound of the laughter coming from the room next door to mine. 8. The students attending class five hours per day have become quite proficient in their new language. -asks Ss to combine into one sentence. -corrects. -do the exercise. -take notes. LESSON 27: PASSIVE VOICE OF DIFFERENT VERB FORMS AND WITH MODALS Aim: By the end of the lesson, Students will be able to review and use the passive voice of different verb forms and with modals. Teaching aids: lesson plan, handouts, blackboards. Procedure: T Stages and contents T’s activities Ss’ activities I. Passive voice of different verb forms: Trong các thì có các trợ động từ (Auxiliary verbs) như: am/ is/ are, was/ were, has/ have, had…… Ex: - Active: They have built a new bridge across the river. S Aux V O
Passive: A new bridge has been built across the river (by them). S Aux be V3 by O - Active: Mai was watching a cartoon at 8 o’clock last night. S Aux V O
Passive:A cartoon was being watched by Mai at 8 o’clock last night. S Aux be V-ed by O * Form: Active: S + Aux + V + O + ……. Passive: S + Aux + be + V3/ed + (by O) + …… II. Passive Voice of Modal Verbs Các động từ khiếm khuyết (Modal verbs) như: can, could, will, would, shall, should, may, might, must, had better, would rather, have to, be going to, used to, ought to, …. -gives the examples to explain the form and the use. -look at and listen, answer the T’s questions. 36 Ex: - Active: Nam can do this exercise right now. S M.V Vo O
Passive: This exercise can be done by Nam right now. S M.V be V3 by O - Active: People are going to solve the problem next month. S modal verb Vo O
Passive: The problem is going to be solved (by people) next month. S m odal verb be V-ed by O * Form: Active: S + Modal Verbs + Vo + O + ……. Passive: S + Modal Verbs + be + V3/ed + (by O) + …… Active Passive S + V1 + O S + am/is/are + V3/ed S + am/is/are + V-ing + O S + am/is/are + being +V3/ed S + has/have + V3/ed + O S + has/have + been + V3/ed S + V2/ed + O S + was/were +V3/ed S + was/were + V-ing + O S + was/were + being +V3/ed S + had + V3/ed + O S + had + been + V3/ed S + will/shall + Vo + O S + will/shall + be +V3/ed EXERCISES I/ Change these sentences into the passive voice 1. Somebody has robbed the bank near our house. 2. He told me to wait outside. 3. We have driven them to the airport. 4. They will complete the new high way from north to south next year. 5. My aunt made this sweater for her son. 6. The television station has broadcast all the 22nd Sea-Games competitions. 7. My teacher asked me to be here at 10 am. 9. Thomas Edison invented the electric light bulb. 10. She makes coffee for her parents every day. Key: 1. The bank near our house has been robbed. 2. I was told to wait outside. 3. They have been driven to the airport. 4. The new highway from north to south will be completed next year. 5. This sweater was made for her son by my aunt. 6. All the 22nd Sea-Games competitions have been broadcast by the TV station. 7. I was asked to be here at 10 am. 9. The electric light bulb was invented by Thomas Edison. 10. Coffee is made for her parents every day. II/ Change these sentences into the passive voice 1. People should send their complaints to the main office. 2. Somebody might steal your car if you left the keys in it. 3. A short circuit could cause the fire. 4. Lan is going to invite her friends to her birthday party. 5. Lien couldn’t open the door of the classroom. 6. They should announce that news as soon as possible. -gives the examples to explain the form and the use. -asks Ss to change into the passive voice. -gets feedback. -look at and listen, answer the T’s questions. -change into the passive voice. -give the answers and take notes. 37 7. Phong has to return the scientific book to the library. 8. People must repair that old building. 9. The government will rebuild the memorial monument. 10. The students may elect Phong their leader. Key: 1. Their complaints should be sent to the main office. 2. Your car might be stolen if the keys were left in it. 3. The fire could be caused by a short circuit. 4. Her friends are going to be invited to her birthday party. 5. The door of the classroom couldn’t be opened by Lien. 6. That news should be announced as soon as possible. 7. The scientific book has to be returned to the library by Phong. 8. That old building must be repaired. 9. The memorial monument will be rebuilt by the government. 10. Phong may be elected their leader by the students. -asks Ss to change into the passive voice. -gets feedback. -change into the passive voice. -give the answers and take notes. LESSON 28: 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. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in groups. Write the types of music you know. rock  Task 2. Put the following sentences into the correct conversation. a. Do you like jazz, Tom? b. I like rock a lot. c. No, I don’t. I can’t stand them. d. No, I don’t like it very much. Do you? e. No, he doesn’t. He plays trumpet. So what kind of music do you like? f. Well, yes, I do. I’m a real fan of the famous jazz musician, Wynton Marsalis. g. Who’s your favorite group? h. Oh, does he play the piano? i.The Cranberries. I love music. How about you? Do you like them? -gets Ss to write types of music. -asks Ss to order the sentences to make a conversation. -gruopwork. 1. a 2. d 3. f 4. h 5. e 6. b 7. g 8. i 9. c Types of music 38  Task 3. Read the text about The Beatles and fill in the blanks with the words from the box: instruments rhythms group style fans from broke played recorded won The Beatles came from (1)…………….…………….. Liverpool, England. They started playing together in 1962, although Paul McCartney and John Lennon had (2)………………….………… together in another group. They started playing rock’n’roll songs, but they quickly develop their own (3)…………………………., with more complicated melody. They also introduced different (4)………………..………., such as the Indian sitar. By 1963, they had become Britain’s top rock (5)………………………….. . A year later they toured the United States, where they attracted millions of (6)………………………………….. . By the time the Beatles (7)…………………………….. up in 1970, they had changed the nature of rock and pop music. They had introduced new sounds and (8)………………………………., and they had experimented with different types of musical instruments. They had (9)………………….. hundreds of songs and they had sold millions and millions of records. They had made many films and (10)……………………………… many awards for their music. Today, Beatles’ songs are still very famous all over the world.  Task 4. Work in pairs. Ask you partner to get information to complete the table. You Your friend Type of music rock Reason for listening Favorite band/ musician/ singer Favorite song When listen to music -gets Ss to read and fill in the blanks. -gets feed back. -gets Ss to fill the information in the “you” column first, then “your friend” column. 1. from 2. played 3. style 4.instruments 5. group 6. fans 7. broke 8. rhythms 9. recorded 10. won -pairwork. LESSON 29: 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. Teaching aids: lesson plan, handouts, paper, blackboard. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs. Name some of the famous musicians/ composers/ singer and their songs. Ex: Bob Dylan and Blowin’ in the Wind. - - - - - -gets Ss to work in pairs. -pairwork. 39  Task 2. Read the brief profile of John Lennon and answer the questions. John Lennon 40 LESSON 30: READING (Theater and Movies) Aim: By the end of the lesson, Students will be able to read text about motion Pictures and write a short paragraph to describe a movie they have seen. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in groups. Ask your friends and complete the table, using: often, sometimes, never. You: How often do you see movies? Lan: I sometimes see movies Names see movies Lan sometimes  Task 2. Read the passage and choose the best answer to each question. Motion Pictures Motion Pictures – also called movies, films, or the cinema – are one of the most popular forms of entertainment. They enable people to enter an imaginary world for a short period of time. Millions of people around the world go to the movies every day. However, movies should not be seen only as a form of entertainment. Movies are also considered a major art form, and those who make motion pictures take great pride in their creative work. Like artists who express themselves by painting, moviemakers express t heir ideas by making movies. The cost of creating a movie that is an art as well as a business is generally greater than the money needed to create any other work of art like a piece of music or a painting. Although the movies only date back to the late 1800s, the motion-picture industry is now gigantic one. A good movie can cost several million dollars and require the skills of hundreds of workers and a few years of hard work before it is completed. 1. Which of the following is NOT true about movies? A. They are a form of entertainment. B. Making good movies requires creativity. C. They have long history. D. Many of them are costly to make. 2. All of following can be examples of creative art work, EXCEPT ________________ . A. a movie B. a painting C. a symphony D. an artist 3. With which of the following statements would the author most -asks Ss to ask and answer in groups. -gets Ss to read the text and do the exercise. -work in groups. 1. C 2. D 3. A 4. considered 5. C 6. B 41 probably DISAGREE? A. Movies have a small select audience. B. movies are produced to entertain people. C. Movies express the moviemakers’ ideas in creative ways. D. The making of movies requires a great deal of teamwork. 4. Look at the word seen in line 5. Then, select the word in the passage is closest in meaning to seen and write it in the blank here. _______________ 5. People started to make movies _________________ . A. at the beginning of the eighteenth century. B. in the middle of the eighteenth century. C. near the end of the eighteenth century. D. too late in the United states. 6. The word gigantic in line 13 suggests which of the following quality? A. Art and business. B. Extremely large or extensive. C. Large capital and much hard work. D. Very modern and powerful.  Task 3. Write a short paragraph to describe a movie you have seen. Use the following questions as cues. 1. What is the mane of the film? 2. What kind of film is it? 3. What is it about? 4. Who is the director? 5. What are the main characters? 6. Do you like or dislike the film? Why?  Task 4. Work in pairs. Correct the mistakes for your friend’s writing. -gets feedback. -asks Ss to write the film. -makes Ss correct each other. -give the answers. -write the film they have seen. -correct the writing. LESSON 31: 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. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T’s activities Ss’ activities 42  Task 1. Work in pairs. Ask and answer the following questions. 1. Which sports do you like? 2. How often do you watch or play this kind of sports? 3. Who is your favorite player? 4. Do you like soccer? Name some of the famous players in the world.  Task 2. Read the passage and choose ONE word from the box which best fits each blank. official sessions play required attract combined lifestyles active distances take fond sugary -gets Ss to ask and answer in pairs. -pairwork. 43 Sports (1)________ an important part in American life. Professional baseball and football games (2)_________ large crowds and many people watch games on TV. Although many parents complain about their children being couch potatoes, there are sports (3)_______ at school for all ages. College students are usually (4)________ to take physical education classes to complete their studies. But a(n) (5)______ report published in 1996 said that more than 60 % of adults in the United States were not regularly physically (6)_______. The British are very (7)________ of sport, but many people prefer to watch rather than take part. Most people today (8)_______ relatively little general exercise. Over the last 30 or 40 years (9)_______ have changed considerably and many people now travel even the shortest (10)_______ by car or bus. Lack of exercise (11)________ with eating too many fatty and (12)__________ foods has meant that many people are becoming too fat.  Task 3. All the sentences in A are found in the passage. Match each of them with a sentence/clause in B which has similar meaning. A B 1. Professional baseball and football games attract large crowds. 2. College students are usually required to take physical education. 3. An official report said that… 4. Most American children are couch potatoes. 5. More than 60 % of adults in the United States were not regularly physically active. 6. Lifestyles have changed considerably. a. They spend a lot of time watching TV. b. Their ways of living are not different. c. Many people watch baseball and football games. d. They did not do much exercise. e. They should take gymnastics courses. f. It was stated by the authorities that…….  Task 4. Choose the best title for the above passage. 1. Sport and Fitness. 2. Attitudes Toward Sport and Fitness. 3. Sporting Events in the United States and in Britain. -asks Ss to read and fill in the blanks. -has Ss match the sentences in A with those in B. -gets Ss to choose the best title. 1. play 2. attract 3. sessions 4. required 5. official 6. active 7. fond 8. take 9. lifestyles 10. distances 11. combined 12. sugary 1. c 2. e 3. f 4. a 5. d 6. b 2. Attitudes Toward Sport and Fitness. 44 LESSON 32: 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. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Your announcement of a sporting event should include the following information. - Event - Time - Place - People involved - Spectators  Task 2.  Task 3.  Task 4. Work in groups. -reviews the details of an announcement - look at and listen. LESSON 33: COMPARISONS Aim: By the end of the lesson, Students will be able to ……………… Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs.  Task 2.  Task 3.  Task 4. LESSON 34: READING (Historical Places) Aim: By the end of the lesson, Students will be able to read the text about ……….. Teaching aids: lesson plan, handouts, blackboard. Procedure: T Stages and contents T’s activities Ss’ activities  Task 1. Work in pairs.  Task 2.  Task 3.  Task 4.