giao an tu chon 10(NC) HKII

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 nghóa cho danh từ đứng trước chưa được xác đònh rõ.
Nếu bỏ đi mệnh đề chính sẽ không rõ nghóa.
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 nghóa cho danh từ đứng trước đã được xác đònh rõ, là
phần giải thích thêm. Nếu bỏ đi mệnh đề chính vẫn rõ nghóa. Mệnh
đề này thường được tách khỏi mệnh đề chính bằng dấu phẩy “,”.
Ta dùng mệnh đề quan hệ không hạn đònh 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 đònh.
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 10
th
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
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.
-asks Ss to
1. who(m)
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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.
combine.
-gets
feedback.
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 bò động, ta chú ý các bước sau:
a. Xác đònh 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 đònh
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.

Ex:- Active: He and I see the film
 Passive: The film is seen by him and me.
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- Active: He bought a box of chocolates last week
 Passive: A box of chocolates was bought last week.
b. Trong câu bò 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 bò 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
27
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.
28
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.
29
Causes of
environmental damage
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
30
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 trong 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.
3. Một số từ/cụm từ có thể thay cho IF với nghóa tương đương:
provided that; so(as) long as (miễn là); in case (trong trường hợp); on
31
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.
32
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 can’t make it/ come.
4. I’m quite unable to…
5. I’d be very pleased/ happy to come.
6. Thank you for your…, but unfortunately…
7. I’d be delighted to accept your invitation.
8. Your invitation to… was a lovely surprise.
9. I’m terribly sorry to have to refuse.
 Task 2. Arrange the sentences (A-H) in the letter of Acceptance
in the logical order.
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.
33
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
34
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.
Ex: - Active: Nam can do this exercise right now.
35
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 modal 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 22
nd
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 22
nd
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.
-asks Ss to
-look at and
listen, answer
the T’s
questions.
-change into
the passive
voice.
-give the
answers and
take notes.
-change into
36
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.
change into
the passive
voice.
-gets
feedback.
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
 Task 3. Read the text about The Beatles and fill in the blanks with
37
Types of music
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.
-
-
-
-
-
 Task 2. Read the brief profile of John Lennon and answer the
-gets Ss to
work in pairs.
-pairwork.
38

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