Trng THPT Chuyn Long An T Vn-S-Anh vn

Week: 7 Unit 3 WAYS OF SOCIALIZING

Period: Reading

Aims: By the end of the lesson, students will be able to:

- get some knowledge about ways of socializing
- guess the meaning in context
- read for general information
- read for specific details
- talk about the meanings of whistling and hand-clapping in Vietnamese culture
Teaching aids: pictures, handouts
PROCEDURE
Timing/
Content Activities Rationale
Stages
1.
Warm- - To raise Ss
up interest
- To lead to
5min.
the topic

Lead in - Do you often use these

gestures to communicate?
- Do other people understand
you?
- Today, youll get to know
about ways of socializing
through the reading passage.
2. Pre- Introducing the text
reading Presenting new vocabulary - Elicits the meanings of these - To provide
words through synonym, Ss with some
7 min. - attract sbs attention (v): draw sbs
attention/ grab sbs attention elicitation or explanation. language to
- verbal ['v:bl] (a): relating to words; - Draws Ss attention to the help them
spoken, not written pronunciation of these words. understand the
- non-verbal [nn'v:b()l] (a): >< - Get involved in guessing the passage
verbal: relating to the expression of the meaning of these words. - To help
face; gesture, eye contact, etc. - Has Ss repeat these words. enrich Ss
knowledge of
- informal [in'f:ml] (a): relaxed and
vocabulary
friendly > < formal (a)
+ informality (n)
- nod [nd] (v): move ones head up and
down to show agreement, understanding
Example: I asked him if he could help
me and he nodded.

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
Her head nodded in agreement.
+ nod at / to sb (v)
+ nod (n)
- approach ['prout] (v): come near
+ approach (n)
- rude (a) (to): having or showing a lack
of respect for other people and their
feelings; = impolite
+ rudeness (n)
Checking - Reads the English words and - To see if Ss
have Ss say the Vietnamese have learned
meaning. the words
- Says the Vietnamese meaning
of the words and have Ss speak
out the English words.
Guiding questions: To lead Ss
1. Why do we use non-verbal forms towards the
of communication? main points of
the text
2. How can we use them properly?

3. Activity 1: Task 2, p. 32 - Tells Ss to read the passage and - To develop

While- : decide which option is the best skimming skill
reading A. Attracting Attention: Non-verbal title for the passage.
20 min. Cues - Asks Ss to compare the answer
in pairs.
- Gives feedback.

4. Post- Discussion: the meanings of whistling

reading and hand-clapping in Vietnamese - Breaks Ss into 4 groups. - To provide
culture - Tells Ss to discuss the different Ss with some
12 min.
Suggested ideas: meanings of whistling and free practice
Whistling: hand-clapping in Vietnamese and to have
In Viet Nam, people whistle when: culture. them express
- they are excited about something - Invites groups opinions. themselves
- they are happy / feel relaxed - Gives feedback and comments. and share
- they want to draw someones attention ideas
in very informal situations
Hand-clapping:
- In Viet Nam, people clap their hands
when:
- they want to encourage someone
- they want to despise someone

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
- they want to attract peoples attention
- they want to give the signal to tell
someone to come near

5. Consolidation: Gap sentences - Hands the copies out to Ss with - To develop

Home- 1. We can use either verbal or ___ gapped sentences about the Ss skill of
work communication to attract someones content of the reading passage. reading for
attention. - Gets Ss to fill in each blank detail
1 min.
2. ___ and waving are considered to be with suitable words/ phrases and
big, obvious non-verbal signals. comparing the answers in pairs.
3. If we want to ___, we wait until he - Calls on some Ss to give the
passes us, catch his eyes, and nod answers.
slightly to let him know we want him. - Checks the answers with the
4. If you are ___ the school-yard and see class.
your teacher approaching, you can use a
___ to attract his or her attention.
5. ___ someone is usually considered
rude.
:
1. non-verbal
2. Jumping up and down
3. attract the waiters attention
4. walking across / a small friendly wave
5. pointing at
- Asks Ss to learn their lessons
at home. - To prepare
- Asks Ss to prepare the next well for the
lesson: Speaking. next period

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Remark:

Meanings
Hello! Be quiet.
Peace We won!
That sounds crazy! I cant hear you.
Gio n Ting Anh 12-CTC
Come here Be careful Gv: Nguyn Th Minh Tho
Trng THPT Chuyn Long An T Vn-S-Anh vn

Week: 4 Unit 3 WAYS OF SOCIALIZING

Period: 12 Speaking

Aims: By the end of the lesson, students will be able to:

- practise giving compliments in different situations
- know how to respond to compliments
Teaching aids: cards
PROCEDURE
Timing/
Content Activities Rationale
Stages
1. Game: Scrambled sentences - Divides the class into six - To increase
Warm- : groups. interest
up - Writes 6 sentences onto the
1. I really enjoy your public speaking! and introduce
4 min. 2. I thought your tennis game wascards, one word on each card. the topic
excellent today. All the words from one sentence
should be written in the same
3. Your hairstyle is terrific, Mary!
color card (or maker) to
4. Thats a nice pairs of shoes youre
wearing. distinguish it from the other
5. What a lovely baby you have! sentences.
- Scrambles the word order of
6. You really have a very beautiful
jacket! each sentence.
- Gives one scrambled sentence
to each group.
- Asks Ss in each group to
unscramble the sentence as
quickly as possible then stick
their sentence on the board.
- The fastest group with the
correct sentence is the winner.
Lead-in - When do you say these
Expected answer: when we want to sentences?
give compliments - How often do you hear people
complimenting each other in
English?
- Do you often give receive
compliments?
Complimenting is a tool for
establishing friendship that
creates ties of solidarity. It is
also an important social strategy
in that it functions as an opener
for a conversation and allows

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
meaningful social interaction to
follow. Neglecting to give
compliments may even be
understood as a sign of
disapproval, and the
inappropriate use of
compliments may cause
embarrassment and even
offense.
Today, we will practise giving
and responding to compliments
in different situations.
2. Pre- Pre-teaching vocabulary
speaking - Tells Ss to close their books. - To provide Ss
10 min. t rr f - c - Prepares 5 cards with the with some
following words. language to
- There are vowels missing in help them
k-d
each word. understand the
- Asks Ss to work in pairs and context
h ndl find the missing vowels in the - To help
words to make them meaningful enrich Ss
knowledge of
ones.
d c - nt vocabulary
- Invites Ss to give their
answers.
tn - Hangs on a chart with the
definitions / synonyms of the
words.
- terrific [t'rifik] (a): excellent;
- Calls on some Ss to go to the
wonderful
board and sticks the word cards
- decent ['di:snt] (a): of a good enough
next to their definitions /
standard or quality; (of people or
synonyms.
behavior) honest and fair
- handle ['hndl] (v)
- kid [kid] (v): joke
+ You are kidding / You must be
kidding (informal).
used to show that you are very
surprised at sth that sb has just said
- tune (n): a series of musical notes
that are sung or played in a particular
order to form a piece of music
Example:
He was humming a familiar tune.

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
+ to be in / out of tune (with sb/ sth): to
be / not be in agreement with sb/ sth; to
have / not have the same opinions,
feelings, interest, etc. as sb/ sth
Checking - Reads the English words and - To see if Ss
tells Ss to say the Vietnamese have learned
equivalent. the words
- Says the Vietnamese meaning
of the words and has Ss speak
out the English words.
Eliciting
The great majority of compliments - Elicits compliment formulas - To provide
included the most common five and some useful expressions language input
adjectives (nice, good, beautiful, pretty, used to compliment from Ss. to facilitate
and great) and two verbs (like and speaking
love) activities later
1. Noun Phrase + be/ look + Adj
Your blouse is really beautiful. Your
hair looks great!
2. I + (really) + like/love + Noun Phr.
I really like your dress. I love your new
apartment.
3. Pronoun+is+(really)+ Adj+ N Phr.
Thats a really nice rug. Thats a great
looking car.
Some useful expressions:
You have such beautiful hair/ How
beautiful your hair it!
What a lovely baby you have!
Isnt your ring beautiful!
You (really) did a good job!
You (really) handled that situation
well!
Congratulations! You have played so
well in the game!
Amazing! Youve made an excellent
speech!
Thats a great/ an excellent
Let me congratulate you on
Suggested responses to the
compliments:
Thanks for your compliment. Im

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
glad you like it.
Thanks. Its all very well for you to
say so.
Your compliment is encouraging.
Its nice of you to say so.
3. Activity 1: Giving compliments (Task - Lets Ss work with their - To provide
While- 2, p.33) partners to practise giving practice on
speaking : compliments to suit the giving
20 min. 1. Oh. Your dress is the most responds. compliments
beautiful one I have ever seen. - Goes around to control and
Where did you buy it? gives help if needed.
2. Your motorbike looks wonderful, - Jots down some mistakes in
Hien. pronunciation for later
3. I thought your badminton game was correction.
excellent today, Colin. - Calls on some pairs to act out
their dialogues.
- Gives feedback and comments.
Activity 2: Responding to the - Puts Ss into pairs to practise - To provide
compliments (Task 3, p.33) responding to the compliments. practice on
: - Goes around to control and responding to
1. Its very kind of you to say so but I gives help if needed. comments
dont think Im good at dancing. - Jots down some pronunciation
2. Thanks a lot. Its a nice compliment. mistakes for later correction.
Im just an amateur. - Calls on some pairs to speak
3. Are you kidding, Tom? I think my out their sentences.
English is so so. - Gives feedback and comments.
4. Post- Dialogue building
speaking a nice pair of glasses - Has Ss build dialogues to -To provide Ss
with some free
10 min. a new and expensive watch practise giving responding to
a new cell phone compliments in pairs. practice
a modern-looking pair of shoes - Calls on some pairs to act out - To have Ss
a fashionable jacket their dialogues. express
Some of the suggested dialogues: - Gives comments. themselves
1. A: Thats a fashionable jacket! and share ideas
B: Oh, you like it?
A: Yeah, thats a nice color.
B: Thats very kind of you to say so.
2. A: Thats a nice pair fo glasses you
are wearing!
B: Do you really think so?
A: Oh, yeah, it suits you.
B: Well, I just got it. It was pretty
cheap.

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
3. A: I love your clock. It looks great in
your living room!
B: Thanks.
A: It is really very nice. Where did
you get it?
B: A friend of mine brought it to me
from London.
5. - Asks Ss to prepare the next - To prepare
Home- lesson: Listening. well for the
work next period
1 min.

Week: 5 Unit 3 WAYS OF SOCIALIZING

Periods: 14,15 Listening

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Aims: By the end of the lesson, students will be able to:

- listen for general information on how to use the telephone in a family
- listen for specific ideas
- summarize a talk about how to use the telephone in a family
Teaching aids: pictures, handouts, CD player
PROCEDURE
Timing/
Content Activities Rationale
Stages
1. Game: A phone call
Warm- What do you see in the picture? - Shows the picture of a boy and a - To create
up What are they doing? girl talking to each other on the interest and
10 min. What do you think they would say to phone. introduce the
greet each other? - Asks Ss to work in pairs, topic
What do you think they would talk studying the picture and answering
about? the following questions.
How long do you think it would take - Invites Ss opinions.
them to finish their call and why? - Gives comments.

Lead-in In todays listening section, youll

- Do you often phone your friends? hear Linda, a social worker, advise
- What do you often talk to them on the young people on how to use the
phone? How long? telephone in their family.
2. Pre- Pre-teaching vocabulary
listening - marvelous ['m:vls] (a): wonderful, - Elicits the meanings of these - To provide
20 min. fantastic words through realia, pictures or Ss with some
- argument [':gjumnt] (n) (with sb) explanation. vocabulary to
about / over sth): a conversation or - Draws Ss attention to the help them
discussion in which two or more people
pronunciation of these words. understand
disagree, often angrily
Example: We had an argument with the - Get involved in guessing the the listening
waiter about the bill. meaning of these words. text
+ argue (v) (with sb about / over sth) - Has Ss repeat these words.
(for / against sth):
- install [in'st:l] (v): fix equipment or
furniture into position so that it can be
used
Example:
Hes getting a phone installed tomorrow.
I need some help to install the software.
+ installation (n)
- regulation [,regju'lein] (n): an official
rule made by a government or some
other authority
Example: There are too many rules and
regulations in this school.
- shank [k] (n): the straight narrow

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
part between the two ends of a tool or an
object
- apoplectic [,p'plektik] (a) (about/
for sth): feeling or showing that you are
sorry for doing sth wrong or for causing
a problem
Example: Sorry, she said, with an
apologetic smile.
+ apologize to sb for sth
- startling ['st:tli] (a): extremely
unusual and surprising
+ startle (v)
Checking: Slap the board - Puts the words which have been - To check
taught into circles on the board. whether Ss
- Divides the class into two remember
groups, asking each group to these words
choose two students standing in
two queues.
- Reads the synonym, explanation
or Vietnamese equivalent of the
words.
- The first student who slaps on
the correct word on the board gets
one point.
- The group with more points
wins.
3. Activity 1: True or False? (Task 1, - Tells Ss to work in pairs. - To practice
While- p.35) - Lets them listen to the recording listening for
listening : twice and decide whether the details
30 min. 1.T 2. F 3.T statements are true (T) or false (F).
4.F 5.F 6.T - Calls on some Ss to give the
answers.
- Plays the CD one more time for
Ss to listen and check their
answers.
- Gives feedback.
Activity 2: Gap-fill (Task 2, p.35) - Lets Ss listen to part of Ms. - To practice
: Linda Cupples talk again and listening for
1. agreed 2. to avoid write the missing words in the specific
3. particular 4. adults numbered blanks of the passage. details
5. walking 6. heart - Has Ss compare the results in
7. kindness 8. to stick pairs.
- Goes over the answers with the
class.
4. Post- Speaking: Summarizing - Arranges Ss to work in 4 groups. - To integrate
listening Hints - Asks Ss to summarize Ms Linda some

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
+ Length of time Cupples talk. speaking
20 min.
+ Time for calling - Gives some ideas as hints for Ss - To allow Ss
+ Calling late at night to summarize the talk. to speak
+ Calling at weekend - Calls on some groups freely
In this talk Ms Linda gives us some representatives to report to the
pieces of advice on how to use the class.
telephone in the family. The first is to - Tells Ss they can begin their
work out a reasonable length of time for summary with the suggestion
a call. provided.
- Gives feedback.
5. - Asks Ss to prepare the next - To prepare
Home- lesson: Writing. well for the
work next period
5 min.

TAPESCRIPT

The Telephone Potential Family Battleground

Hello, everyone. In todays talk Im going to give you some pieces of advice on how to use the
telephone in the most decent way so as to avoid unnecessary disagreements between you and
members of your family.
The telephone, as you know, is a marvelous instrument, but it may cause arguments between
you and your parents arguments that could be easily avoided if you would sit down, talk it over, and
agree to a few simple regulations.
The most obvious problem, of course, is what everyone considers a reasonable length of time
for a call. The exact duration must be worked out with your parents, but ten minutes should be an
absolute maximum. Thats certainly long enough to say almost anything in five different ways, and
yet it isnt so long that other members of the family will become angry. Even when your parents are
out, the length of your call should be limited, because they, or someone else, may be trying to reach
your home for a very important reason.
Calling hours should be agreed upon. If your parents object to your leaving the dinner table to
take calls, tell your friends to avoid calling at that hour; if someone does phone, ask him to call back,
or offer to call him when dinners over.
A serious calling problem is calling very late at night, or very early in the morning. This
particular mistake is made mostly by young people who consider 10 or 11 p.m., when a lot of tired
adults are happily sleeping, the shank of the evening. So please tell your friends not to call after ten
oclock. The shock of waking out of a sound sleep and the fright of that instant thought Theres an
accident - are enough to give your parents a heart attack. Weekend morning calls arent startling, but
its the one time your parents can sleep late.
If your mother and father, out of kindness, have installed a separate phone for you, remember
that youre still a member of a family. So try to stick to your familys regulations.
Thats all for my talk today. Thank you for listening.

Week: 6 Unit 3 WAYS OF SOCIALIZING

Period: 16 Writing

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Aims: By the end of the lesson, students will be able to:

- build sentences based on given words
- re-order given sentences to make a complete paragraph
Teaching aids: cards
PROCEDURE
Timing/
Content Activities Rationale
Stages
1. Game: Cut-up sentence - Arranges the class into 6 groups. - To create
Warm- Here is the cut-up sentence - Prepares 6 set of cards with interest and to
up something that / An apology is / to tell words or phrases of the sentence introduce the
someone / that / you are sorry / you say lesson
4 min. cut up and gives one set to each
or write/
group.
:
An apology is something that you say or - Asks Ss to rearrange the word
write to tell someone that you are sorry. cards so that they will make a
meaningful sentence.
- Tells Ss to stick the word cards
on the board.
- The first group to have the
correct sentence wins the game.
Lead-in In this writing lesson, you will
practice building sentences based
on given words and putting
jumbled sentences into correct
order to make a complete
paragraph.
2. Pre- Pre-teaching vocabulary
writing - apologize ['pldaiz] (to sb for sth) - Elicits the meanings of these - To provide
6 min. (v): to say that you are sorry for doing words through synonym or some useful
sth wrong or causing problems explanation. language
+ make / often an apology for sth - Draws Ss attention to the
- abrupt ['brpt] (a): sudden and
pronunciation of these words.
unexpected often in an unpleasant way
- thoughtful [':tfl] (a): considerate - Get involved in guessing the
(an can; chu ao) meaning of these words.
- discourtesy [dis'k:tisi] (n): rudeness - Has Ss repeat these words.
- interruption [,int'rpn] (n):
disruption
Checking : ROR - Rubs out the first word and asks - To see if Ss
Ss to read the whole list of words have learned
again. the words
- Continues with the next word
and repeats until no word is left
on the board.
- Asks Ss to go to the board and
write the words again.

3. Activity 1: Sentence building (Task 1,

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
While- p.36) - Asks Ss to discuss and makes - To allow Ss
writing : sentences in pairs. to practice
24 min. 1. There are many ways to tell someone - Tells Ss to change the form of building
goodbye, and most of them depend on verb and no addition and omission sentences with
the situation at hand. is required. given cues
2. However, there is one rule that all - Goes around the room to give
situations observe: We seldom say help.
goodbye abruptly. - Invites some Ss to read aloud
3. In English it is necessary to prepare a their sentences.
person for our departure. - Calls on some other students to
4. We lead into the farewell by saying correct mistakes.
something pleasant and thoughtful like - Gives feedback.
Ive really enjoyed talking to you
5. We might also say something relating
to the time like Gosh, I cant believe
how late it is! I really must be going!
Activity 2: Jumbled sentence (Task 2, - Puts Ss in small groups of four - To provide
p.37) or five to put the sentences into Ss with
: the correct order. practice on re-
Paragraph: 1: - Goes around the class to control ordering given
1.C 2.E 3.A 4.B 5.D and gives help. sentences to
Paragraph: 2: - Asks some Ss to read their make a
1.C 2.E 3.B 4.A 5.D results to the class. complete
- Gives feedback. paragraph
4. Post- Correction - Asks two students to write - To allow Ss
writing paragraph 1 and 2 on the board. to share and
10 min. - Tells the class to correct learn from one
mistakes if necessary. another
5. - Tells Ss to swap their writings - To give Ss
Home- and at home, read their friends some chance
work writings and make comments. to learn from
1 min. - Asks Ss to prepare for the next their friends
lesson: Language Focus - To prepare
well for the
next period

Week: 6 Unit 3 WAYS OF SOCIALIZING

Period: 18 Language Focus

Aims: By the end of the lesson, students will be able to:

- get some rules of the stress in two-syllable words
- revise reported speech

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Teaching aids: pictures, handouts

PROCEDURE
Timing/
Content Activities Rationale
Stages
1. Game: Odd one out
Warm- Example: - Hangs on a flipchart with the - To create
up words. interest and to
money machine mountain message - Tells Ss to read the words and introduce the
14 min. 1. middle minute mission mistake
underline the word with a language point
2. reason remove receive review
3. artist agree allow attract different stress pattern from the
4. common careful crazy complete others.
: - The first student who has the
1. mistake 2. reason correct answers will be praised.
3. artist 4. complete

Presentation
Example: the word artist comes from - Elicits the answers from Ss that - To help Ss
the word art; the word remove comes many two-syllable words come recognize
from the word move. In these two from a one-syllable word. some rules of
syllable words, the stress is on the the stress in
original word. two-syllable
- artist Oo (stress on the first syllable) words
- remove oO (stress on the second
syllable)
Here are some examples:
nouns and verbs oO
adjectives Oo
art artist move remove
drive driver like dislike
friend friendly build rebuild
fame famous come become
- Most two-syllable nouns and
adjectives have stress on the first
syllable, even if they dont come from
an original onesyllable word. For
example, brother doesnt come from
the original word broth, but it still has
the stress pattern Oo.
- Most two-syllable verbs have stress on
the second syllable, even if they dont
come from an original one-syllable
word. For example, repeat doesnt
come from the word peat, but it still
has the stress pattern oO.
- In general, the verbs all have the
stress pattern oO.
- There are a number of exceptions to

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

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Timing/
Content Activities Rationale
Stages
this rule, for example cancel, copy, and
two-syllable verbs ending in er and
en, e.g. answer, enter, listen, happen,
open, which all have stress on the first
syllable.
- Some words are both nouns and verbs.
For example, record is a noun if you put
stress on the first syllable, and a verb if
you put stress on the second syllable.
Example: record/ contrast/ export/
object/ protest
+ There is not always a change of stress
in words that are both nouns and verbs.
For example answer, picture, promise,
reply, travel, visit, always have stress on
the same syllable.
Practice - Reads the words (on p.38) and - To check
asks Ss to repeat. whether Ss
- Asks Ss to work in pairs and distinguish
practise reading the sentences some rules of
(on p. 38) the stress in
- Calls on some Ss to read the two-syllable
sentences. words
- Makes correction if needed.
2. Reported Speech
Gram- Setting the situation: Samanthas - Delivers handouts (see - To introduce
mar childhood imaginings Appendix) and tells Ss that the grammar
: Samantha is talking about her point
30 min.
When I was a child I used to think that I past.
was the faster runner in the world and - Asks Ss to complete the text
that I could do magic. I thought I would using indirect speech and the
never be able to read and write. But I words given.
still thought I was going to be a doctor. - Elicits some useful language of
Notes: reported speech from Ss.
- When we report what someone said,
the verb forms often move one tense
into the past.
Example:
I believe that what I am doing is
right, she said, I will continue to fight
for justice.
She said she believed that what she was
doing was right, and that she would
continue to fight for justice.

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Timing/
Content Activities Rationale
Stages
- The verb forms change in the
following way:
Direct speech Report speech
Present Simple > Past Simple
Present Continuous > Past Continuous
Present Perfect > Past Perfect
Past Simple > Past Perfect
Past Continuous > Past Perfect Cont.
Past Perfect > no change
will > would
is going to > was going to
can > could
must > had to
REMEMBER! - To make it
1. The change of tense often happens clear how
because what the person said is now in things will be
the past. changed
His teacher at school said he would end
up in trouble, but today he is a
successful businessman.
2. Notice that if the reporting verb is in
the present tense, then there is no tense
change.
Mum says I can borrow the car tonight.
3. Pronouns and possessive nouns often
change in reported speech.
4. We use words like here, now, today to
talk about the place where we are
speaking and the time we are speaking.
If we report these words in a different
place or at a different time, they often
change.
Ex:
Here there
This that
Now then
Today that day
Tonight that night
Tomorrow the next/ following
day
Yesterday the day before/ the
previous day
Next Monday the following Monday
Last Monday the previous Monday

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Timing/
Content Activities Rationale
Stages
Practice
Exercise 1, p.38 - Asks Ss to do the exercise 1 on - To provide
: page 38. some simple
2. he worked for a big company. - Calls on some Ss to read their practice on the
3. he was their marketing manager. answers. target
4. the company had opened an office in - Checks the answers with the language
HCM City. class.
5. he had been very successful.
6. he had been chosen to run an office in
Distric 5.
7. how long I had been learning English.
8. he didnt have much time to enjoy
himself.
9. I would come and visit him in HCM
City.
10 he would be successful in HCM City.
Exercise 2, p.40
: - Tells Ss to read the dialogue - To provide
2. was upset between Lan and Tuan and then more practice
3. was not interested report what Lan said to Tung. in a more
4. had promised to got to the cinema - Tells Ss to follow the examples natural way
5. hadnt turned up and continue with the task.
6. didnt want to see you - Tells Ss to compare answers in
7. she didnt believe you had tried to pairs.
phone her - Calls on Ss to write their
8. she would talk to you later sentences on the board and check
9. she had to go then otherwise she with the whole class.
would be late for school
3. - Tells Ss to prepare Test - To prepare
Home- Yourself A well for the
work: 1 next period

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho

Trng THPT Chuyn Long An T Vn-S-Anh vn

Im the fastest runner in the

world 1. I can do
magic

2. Ill never be 3. Im going to

able to read and be a doctor
write

Gio n Ting Anh 12-CTC Gv: Nguyn Th Minh Tho