Giáo án tự chọn môn Tiếng Anh Lớp 10

Planning date : 26/8/2009
READING (PEOPLE’S BACKGROUND)
Aim: By the end of the lesson, Students will be able to read and talk about daily activities.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
T
Stages and contents
T’s activities
Ss’ activities
F Task 1. Work in pairs. Ask and answer about your daily routine.
A: What time do you get up/ go to school/ have breakfast/ have lunch/ have dinner/ go to school?
B: I usually get up at six.
A: What do you often do in the morning/ afternoon/ evening?
B: I do the housework.
Read the passage and then do the tasks that follow.
Every morning I get up at six. The first thing I do is to wash my dishes. Then I cooked breakfast. We eat at about seven fifteen. Usually we have bread and butter, sometimes we have rice, or boiled sweet potatoes.
-asks Ss to ask and answer in pairs.
-pairwork.
It takes me about ten minutes to walk to school, and school begins with an assembly period at seven forty-five. There are fifteen hundred children in our school and so we meet in three assemblies; the infant department, the middle department, and the senior department.
 We have seven periods from eight to one. We study Maths, Geography, History, Music, Art and Crafts, and English. I like English best and next to that, Maths. At ten we have a chance to eat an orange and some peanuts. At noon, we do not rest. At one we clean up our classroom and close the school.
I go home for lunch, but this time, my sister Patricia gets the meals. We often eat yams with soup and other dishes. After lunch, I usually sleep for half an hour. In the afternoon, we play netball. I sometimes skip, run, and jump with the other girls.
At about six or six thirty we have dinner. Either my sister or I cook it. The meal is simpler than the mid-day meal. We eat fruit or rice, and sometimes we have bread and tea. Then in the evening, I do my homework and go to bed at about ten. 
F Task 2. Answer the following questions.
1. What is the first thing the girl does when she gets up?
2. Do members of her family eat bread with butter and rice for breakfast?
3. Twelve o’clock can be called mid-day. What other word does the girl use to mean the same thing?
4. What is her second best subject at school?
5. Why is dinner described as simpler than lunch?
F Task 3. Make a brief note about the girl’s daily routines.
In the morning 
6:00
Get up
7:15
Eat breakfast
7:45
School begins
8:00-1:00
Have 7 periods
10:00
Have a chance to eat an orange and some peanuts
In the afternoon
1:00
Clean up their room and close the school
After lunch
Sleep for half an hour
In the afternoon
Play netball
In the evening
6:00 (6:30)
Have dinner
10:00
Go to bed
F Task 4. Work in groups. Talk about your father’s (mother’s/brother’s/sister’s ) daily routines.
-gets Ss to read the text and answer the questions
-has Ss to fill in the table.
-asks Ss to work in groups
1. The first thing the girl does when she gets up is to wash her dishes.
2. No, they don’t.
3. Noon.
4. Her second best subject at school is Maths.
5. Because they only eat fruit or rice andsometimes they have bread and tea.
-fill the suitable in formation in the table.
-groupwork.
 Planning date : 26/8/2009
 SIMPLE PAST AND PAST PERFECT
1 Objectives: By the end of the lesson, students will be able to 
- Use the present simple tense appropriately and distinguish it with the present simple tense.
- Help Ps to supply the verbs in the present simple tense.
2. Teaching aids: Handouts
3. Procedure:
Teacher’s activities
Students’ activities
A. Organization. ( 5 minutes) 
- Greeting and checking attendance.
B. New lesson (35 minutes)
1. Past Simple
FORM 
(+) S + Ved/c2 + O/ A
(-) S + didn’t + Vo + O/A
(?) Did + S + Vo + A/ O?. 
Rules: 
+Regular verbs ending in -y preceded by a consonant form the past tense by changing the -y into -ied. 
USE 1 Completed Action in the Past 
Use the Simple Past to express the idea that an action started and finished at a specific time in the past. 
I saw a movie last month. 
USE 2 A Series of Completed Actions 
We use the Simple Past to list a series of completed actions in the past. 
Examples:
I finished work, walked to the beach, and found a nice place to swim. 
USE 3 Duration in Past 
The Simple Past can be used with a duration which starts and stops in the past. 
Examples:
I lived in Brazil for two years. 
USE 4 Habits in the Past
The Simple Past can also be used to describe a habit which stopped in the past. 
Examples:
I studied French when I was a child. 
2. Past Perfect
FORM 
[had + past participle]
Examples:
You had studied English before you moved to New York. 
USE 1 Completed Action Before Something in the Past
The Past Perfect expresses the idea that something occurred before another action in the past. 
Examples:
I had never seen such a beautiful beach before I went to Kauai. 
USE 2 Duration Before Something in the Past (Non-Continuous Verbs)
use the Past Perfect to show that something started in the past and continued up until another action in the past.
Examples:
We had had that car for ten years before it broke down. 
IMPORTANT Specific Times with the Past Perfect
Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. 
Example:
She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. 
C. Comments (3 minutes)
Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple tense.
-Greeting
- Listen and take notes
* Exercise 1: Supply the correct form of the verbs in brackets.
- Ask Ps to work in pairs.
1. I suddenly remembered I ( leave) my wallet on the bus.
2. Yesterday I (thank).her for what she (do)
3. When I got to the office, I (realize) .. that I (forget)..to lock the door.
4. When they (finish)..their work, they (go)home.
5. I ( call).you at 8 o’clock but you (just/ go).out.
6. I took my family to Paris last year, I (be)..as a student, so I (know ). my way round.
7. When I (listen).the news, I (go) to bed.
- Conduct the correction.
* Suggested answers:
- had left
- thanked - had done
- realized – had forgot
- had finished - went
- called – had just gone
- had been - knew
- had listened - went
- Ps take notes.
- Listen to the teacher.
 - At home
Planning date : 10/9/2009
LESSON 7: READING (SPECIAL EDUCATION)
Aim: By the end of the lesson, Students will be able to read a letter of a disabled child.
Teaching aids: lesson plan, handouts, posters.
Procedure:
T’s activities
Ss’ activities
F Task 1. Work in groups. Find the words about the topic “SCHOOL”.
S
C
H
O
O
L
U
E
T
C
F
R
I
E
N
D
U
N
L
B
O
I
D
P
D
T
E
A
C
H
E
R
E
E
S
G
S
N
S
Z
N
U
S
A
N
S
K
P
T
B
O
O
K
E
O
F
S
U
N
B
O
A
R
D
F Task 2. Compete Linh Lan’s letter to her parents with the words provided.
Roman treats relatives months hear voices 
Tet family newcomers helpful special grandma 
 faces worry Braille
Nguyen Dinh Chieu Special School for the Blind
November 25, 2006
Dear Mom and Dad
It has been four (1)____________ since I left home. Life in this (2) ____________ school has been all right as ever. I have many new friends now but I cannot see their (3)____________! I can only (4)____________ them through their (5)____________ . I have learned many things, especially (6) ____________. Now I can read and write in Braille. My homeroom teacher has helped me translate the letters into the (7)____________ alphabet so that you both can read them. I miss the whole (8)____________ very much but don’t (9)____________ about me. I’m doing all right. The letter you sent me was also read by my homeroom teacher. She is a nice teacher with a sweet voice, and she is very kind and (10)____________ to us,
the (11) _____________ to this school. She (12)____________ us like her young brothers and sisters. I will come back home on the (13)_____________ holidays and stay with you all for ten days. I love you, Mom and Dad. Send my regards to our (14)_____________, and particularly, to (15) ___________. Tell her I love her and miss her, too.
 Love 
 Linh Lan 
-has Ss find out the words from the wordsquare.
-gets Ss to fill the missing words in the blanks of the letter.
àSCHOOL
TEACHER
BOOK
FRIEND
BOARD
âSTUDENTS
LESSON
DESK
BAG
æ CLASS
å PEN
(1) months
(2) special
(3) faces
(4) hear
(5) voices
(6) Braille
(7) Roman
(8) family
(9) worry
(10) helpful
(11) 
newcomers
(12) treats
(13) Tet
(14) relatives
(15) grandma
F Task 3. Match the words or phrases in column A with those in column B.
A
B
1. Linh Lan has left home
2. She cannot see
3. Now she can read and write
4. Her teacher is
5. She will come back home
6. Linh Lan wants to send
a. on the Tet holidays.
b. Braille.
c. for four months.
d. a nice lady with a sweet voice.
e. her regards to her relatives and grandma.
f. her friends’ faces.
F Task 4. Work in pairs. Now you a TV reporter. Interview Linh Lan.
Ex: Interviewer: Where are you staying now?
 Linh Lan: At Nguyen Dinh Chieu Special School for the Blind.
-gets Ss to match the phrases to makecomplete sentences.
-asks Ss to interview their partner.
1. c 
2. f 
3. b 
4. d 
5. a 
6. e 
-pairwork. 
Planning date : 10/9/2009
LESSON 8: WRITING (Write a letter of complaint) 
Aim: By the end of the lesson, Students will be able to write a letter of complaint.
Teaching aids: lesson plan, handouts, paper.
Procedure:
T
Stages and contents
T’s activities
Ss’ activities
F Task 1. Work in groups. Match the outline of a letter of complain with the correct expressions.
A
B
1. Greetings
2. Purpose of the letter
3. Suggestions
4. Closing
a. Dear
b. Yours faithfully/ sincerely 
 - Signature.
c. I suggest that..
 I hope that
d. I am writing to complain about.
 I’d like to point out. 
F Task 2. Order the four sections of a letter of complaint.
A. Dear Sir/ Madam
 The Director of L & P Company
 431 Le Loi Boulevard HCM City.
B. Yours faithfully
 Tran Nhat Vu
C. I am writing to complain about the short stop of your trucks around my house on their way to the North. The drivers have left lots of garbage on the ground after their refreshments. When the trucks leave the place, the ground is covered with trash.
D. I would suggest that your company should tell the drivers to clear up all the trash on the ground before leaving.
-gets Ss to match the outline with the correct expressions.
-has ss put the 4 sections in the right order of a letter of complaint.
-gets feedback on the order.
1. a	
2. d	
3. c	
4. b
1. A. 	
2. C	
3. D	
4. B 
F Task 3. Write a letter to the principal to complain about some students using motorcycles to school. (the age, the noise they cause, the speed they ride..)
F Task 4. Work in pairs. Share and compare your letter.
-asks Ss to write a letter of complaint.
-makes Ss swap and compare.
-write the letter.
-self-compare the letter.
Planning date : 19/9/2009
The + Adjective, Which as connector
 Aim: By the end of the lesson, Students will be able To use The + Adjective, Which as connector
 Teaching aids: lesson plan, handouts, paper
 Procedure
I-The + Adjective
I. Ta cã thÓ thµnh lËp danh tõ tËp hîp b»ng c¸ch thªm " the" vµo tríc tÝnh tõ.
The + adjective = common noun
Adj
common noun
Meaning
poor 
the poor 
nh÷ng ngêi nghÌo 
rich 
the rich
nh÷ng ngêi giµu 
sick
the sick
nhng ngêi èm 
unemployed 
the unemployed
nh÷ng ngêi thÊt nghiÖp
wrong 
the wrong
nh÷ng ®iÒu sai tr¸i
right 
the right
nh÷ng ®iÒu ®óng ®¾n 
injured 
the injured 
nh÷ng ngêi bÞ th­¬ng 
II. Danh tõ tËp hîp ®îc dïng nh danh tõ sè nhiÒu nªn ®éng tõ theo sau nã ®îc chia ë sè nhiÒu.
E.g: The unemployed are suffering from hunger. 
The poor need help from the rich 
The sick are taken care of by the doctors. 
The wrong are to be avoided 
The right need to be enhanced 
III. Practice 
Exercise 1: Rewrite the sentences using a phrase with The and an adjctive instead of the underlined phrases 
People who have lost of money have comfortable lives 
® The rich have comfortable lives 
We live near a special school for people who can't hear
®We live near a special school for the deaf 
The old sodiers were holding a service for those who had died 
® The old sodierswere holding a service for the dead 
The Government should do more for people who do not have enough money. 
® The Government should do more for the poor 
I'm doing a course on caring for people who are mentally handicapped 
® I'm doing a course on caring for the mentally handicapped 
We need to provide more shelters for people who are without place to live 
® We need to provide more shelters for the homeless
People with severe disabilities need full-time care. 
® The severely disabled need full-time care 
Life must be hard for people who donot have a job in our society today.
® Life must be hard for the unemplyed in our society today.
What can we do to feed people who do not have enough to eat? 
® What can we do to feed the hungry?
 Braille is a reading system for people who are unable to see. 
® Braille is a reading system for the blind 
Exercise 2: Complete the sentences using the adjective in brackets. Put in e.g the hungry or the hungry people
1. Rich nations can afford to feed the hungry
2. The homeless people whose story appeared in this paper last week have now found a place to live.
3. ......................... (sick) need to be looked after, so money must be spend on hospitals
4. Some of ......................... (young) at the youth club here are running in a marathon. 
5. Life all right if you have a job, but things are not so easy for .........................(unemployed). 
6. There was a fire at a nursing home in Charles Street, but none of ......................... (old) who live there were hurt. 
7. What is the Government doing to help ......................... (poor)
8. ......................... (homeless) usually have great difficultly in getting a job. 
9. There is a special television program for .........................(deaf)
10. ......................... (disabled) of our party were let in free. 
* Keys: 
3. The sick
4. the young people 
5. the unemployed 
6. the old people 
7. the poor 
8. the homeless 
9. the deaf 
10. the disabled people 
II. "Which " as a connector
- "Which" ®­îc dïng ®Ó thay thÕ cho mét mÖnh ®Ò ®øng tríc nã : Chóng ta h·y quan s¸t hai c©u díi ®©y: 
 She can't speak English. It is a disadvantage
Tõ hai c©u nµy chóng ta cã thÓ viÕt l¹i thµnh mét c©u dïng Which nh­ sau: 
 She can't speak English, which is a disadvantage. 
 ( Cè Êy kh«ng nãi ®îc tiÕng anh vµ ®iÒu ®ã lµ mét sù bÊt tiÖn) 
"Which" trong c©u nµy thay thÕ cho " She can’t speak English"
T­¬ng tù ta cã c¸c c©u sau: 
 Sheila couldn't come to the party, which was a pity. 
 Jill isn't on the phone, which makes is difficult to contact her 
( Jill kh«ng cã ®iÖn tho¹i vµ ®iÒu ®ã thËt khã mµ liªn l¹c ®îc víi c« ta)
Our flight was delayed, which meant we had to wait for hours at the airport.
II. Practice 
Exercise: 
Join a sentence from A with one from B to make a new sentence. Use Which 
A
B
1. Sheila couldn't come to the party
a. This was very nice of her 
2. Jill isn't on the phone 
b. This means we can't go away tomorrow
3. Neil has passed his examinations
c. This makes it difficult to contact her. 
4. Our flight was delayed
d. This makes it difficult to sleep. 
5. Ann offered to put me up for the night 
e. This was a pity 
6. The street I live in is very noisy at night
f. This is good news. 
7. Our car has broken down
g. This meant we had to wait for hours at the airport. 
1. .....................................................................................................
2. .....................................................................................................
3. .....................................................................................................
4. .....................................................................................................
5. .....................................................................................................
6. .....................................................................................................
7. .....................................................................................................
Planning date : 1/10/2009
LESSON 9: READING (TECHNOLOGY AND YOU)
Aim: By the end of the lesson, Students will be able to read the text about color television and papermaking.
Teaching aids: lesson plan, handouts, pictures.
Procedure:
T
Stages and contents
T’s activities
Ss’ activities
F Task 1. Work in pairs. Put the dialogue in the correct order.
1._____
2._____
3._____
4._____
5._____
6._____
7._____
8._____
9._____
A. Oh, I see. And I have a question for you.
Do you know when the color television was invented?
B. It was invented by Peter Carl Goldmark.
C. He was American.
D. Your color television looks very nice. Is it new?
E. What’s his nationality?
F. I know this question. In 1950, wasn’t it?
G. Yes. My father has just bought it. 
H. I’m sorry I don’t know.
I. You’re right. And who invented it?
F Task 2. Read the following passage and answer the questions below.
Paper was invented by the Chinese in the first century A.D. The art of papermaking took 700 years to reach the Muslim world and another 700 years to get to Britain (via Spain, Southern France and Germany).
 Most paper is made from wood. When the trees are cut down, they are carried by land or water to paper mills. Here they are cut up and the wood is broken up into fibers, mixed with water and chemicals. This wood pulp is then dried up on a machine and made into paper.
Papermaking is an important British industry, and paper from Britain is exported to South Africa, Australia and many other countries. Some of the wood used in British papermaking industry comes from trees grown in Britain, but wood is also imported from other countries such as Norway. One tree is needed for every 400 copies of a forty-page newspaper. If half of the adults in Britain buy one daily newspaper, this uses up over 40,000 trees a day. Trees are cut down faster than they can be replaced, so there may be a paper shortage before the year 2020.
-gets Ss to put the dialogue on the right order.
-asks Ss to read the passage and answer the questions.
1. D 
2. G 
3. A 
4. F 
5. I 
6. H 
7. B 
8. E 
9. C
Key:
1. It was invented by the Chinese.
2. Paper is made from wood.
3. It is exported to South Africa, Australia and many other countries.
1. Who was paper invented by?
2. What is paper made from?
3. Where is paper from Britain exported to?
4. How many trees are cut down a day if half the British adults each day buy one daily paper?
5. Why may there be a shortage of paper before the year 2020?
F Task 3. Work in groups. Discuss on one of the following topics.
 * How can television help our life?
 * How can paper help our life?
-gets Ss to discuss in groups.
4. There are over 40.000 trees cut down.
5. Because trees are cut down faster than they can be replaced.
-groupwork.
Planning date : 5/10/2009
PRESENT PERFECT IN ACTIVE
A. Objectives:By the end of the lesson, students will be able to 
- Use present perfect appropriately and distinguish it with present perferct.
- Help Ps to use correctly present perfect.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Time
Teacher’s activities
Students’ activities
A. Organization. ( 5 minutes) 
- Greeting and checking attendance.
B. New lesson (35 minutes)
FORM
[has/have + past participle]
Examples:
You have seen that movie many times. 
Have you seen that movie many times? 
You have not seen that movie many times. 
Complete List of Present Perfect Forms
USE 1 Unspecified Time Before Now
We use the Present Perfect to say that an action happened at an unspecified time before now. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc. 
Examples:
I have seen that movie twenty times. 
I think I have met him once before. 
USE 2 Duration From the Past Until Now (Non-Continuous Verbs)
With Non-Continuous Verbs and non-continuous uses of Mixed Verbs, we use the Present Perfect to show that something started in the past and has continued up until now. "For five minutes," "for two weeks," and "since Tuesday" are all durations which can be used with the Present Perfect.
Examples:
I have had a cold for two weeks. 
She has been in England for six months. 
Mary has loved chocolate since she was a little girl. 
Although the above use of Present Perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are sometimes used in this way even though they are NOT Non-Continuous Verbs.
ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.
Examples:
You have only seen that movie one time. 
Have you only seen that movie one time? 
C. Comments (3 minutes)
Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple tense.
Exercise 1: Use the correct forms of the verbs in brackets in the Present Perfect and tell which use s are used in these sentences. Notice the italic words.
She (wait)..for two hours to see you.
She (be)..to America.
John (see)..that film several times.
They (live)in this street for a long time.
She (not / speak).to me since last week.
We (study)every lesson in the book so far.
I (have)three colds this winter.
Up to now, John (work)..very hard.
- Asks Ss to use the correct form of the verbs in brackets, and then share their answers with a partner.
- Calls on some Ss to give the answers.
2. Exercise 2: Use the Simple Past or Present Perfect. 
They (sell)the house several days ago.
John (work).for this company since 1980.
Linda is working in this department. She (work)..here for two years.
Many people in this class (see)this beautiful house several times.
They (live).in London from 1970 to 1990.
They (live)..in London since 1980.
She (study)English at this school for six months up to now.
Our present teacher (live).in this city all of his life.
- Asks Ss to use the correct form of the verbs in brackets, and then share their answers with a partner.
- Calls on some Ss to give the answers.
3. Exercise 3: Use the Simple Past or Present Perfect. 
This boy (not / finish)..his homework yet.
I (speak) to him about your work several times already.
You (ever / travel)to China before ?
I (receive)a letter just a few minutes ago.
I (not / see).John recently.
It’s the third time you (lose)your key.
This is one of the best books I (ever / read).
You (put)..your book on my desk last night ?
- Asks Ss to work in pairs to do exercise. Then share their answers with another pairs.
- Calls on some Ss to give the answers.
Planning date : 6/10/2009
 PRESENT PERFECT IN PASSIVE
A. Objectives: By the end of the lesson, students will be able to 
- Use present perfect in passive appropriately and distinguish it with present perferct in passive.
3. Skills: Improve students’ speaking and writing skill.
B. Method: Integrated, mainly communicative.
C. Teaching aids: Handouts
D. Procedure:
Time
Teacher’s activities
Students’ activities
A. Organization. ( 5 minutes) 
- Greeting and checking attendance.
B. New lesson (35 minutes)
1. Presentation
Use of Passive
 Someone built this house in 1990. 
 This house has been built in 1990 
- Asks Ss to compare the two sentences above.
-Have Ss give the structures of these sentences.
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.
Notes:
When rewriting active sentences in passive voice, note the following:
 +The object of the active sentence becomes the subject of the passive sentence 
 +The finite form of the verb is changed (to be + past participle) 
 +The subject of the active sentence becomes the object of the passive sentence (or is dropped)
2. Practice
Exercise 1: Rewrite these sentences into passive present perfect:
Make the sentences passive:
1. Somebody has cleaned the kitchen.
__The kitchen has been cleaned 
2. Somebody has watered the plants.
3. Somebody has taken the money.
4. Somebody has bought the presents.
5. Somebody has finished the report.
6. Somebody has killed the President.
7. Somebody has repaired the road.
8. Somebody has elected that man.
9. Somebody has learned lessons.
10. Somebody has fired John.
Exercise 2: Complete these sentence in passive present perfect.
Example: new bridge / build / across / the river
→ A new bridge has been built across the river.
A new hospital for children / build / in our city.
2. Another man-made satellite / send up / into space.
3. more and more trees /cut down / for wood / by farmers.
4. Thousands of animals / kill / in the forest fire.
5. About one hundred buildings and houses / destroy / in the earthquake.
C. Comments (3 minutes)
Give comments
D. Homework ( 2 minutes)
- Give examples using the present simple tense.
+ S + have/has + VPP + O
+ S + have/has + been + VPP + by O
1. The plants have been watered
2. the money has been taken
3. the presents have benn bought 
4. The reported has been finished
5. The president has been killed
6. The road has been repaired
7. That man has been elected 
8. Lessons have been learned 
9. John has been fired
1. A new hospital for children has been built in our city.
2. Another man-made satellite has been sent up into space.
3. More and more trees have been cut down for wood by farmer
4. Thousands of animals have been killed in the forest fire.
5. About one hundred buildings and houses have been destroyed in the earthquake
LESSON10 : RELATIVE CLAUSES
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize and use relative clauses correcttly
- Teaching aids : Posters
- Procedure :
Teacher’s activities
Sts’ activities
* Warm – up : 
- Give Sts 2 set of sentences and ask them to combine, using the relaive pronouns : who, whom, which
1- This is the house. I would to buy it.
2- Lan’s brother is very tall. He sits at the back of the class.
- Get 2 Sts to write on the b.b
- Remark, explain
* Grammar:
+ Relative clauses:
- The relative clause is a subodinative clause used as an adjective to modify a noun or pronoun.
- The Adj clause is follows its antecedent (the word it modifies) and it is introduced by a relative pronoun :who, whom, which, that, whose, of which or relative adverb : where, when, why, how 
- Stick the poster on the b.b
Antecedent
Subject
Object
Possessive
Person
Who
That
Whom
That
Whose
Things
Which / That
Of which
When
= on/ in/ at which
Time
Where
= on/ in/ at/ from which
Place
Why
= by which
Reason
How
= by which
Manner
Notes : “That” is used in the restrictive clause to replace both a person and a thing
- Give some examples
Ex: This is the house. I lived in this house 3 years ago.
-> This is the house where I lived 3 years ago.
-> This is the house in which I lived 3 years ago (in).
Ex: The day is very sad. She left on that day. 
-> The day on which she left is very sad
-> The day when she left is very sad
Ex: This student studies very well. Her mother is a doctor.
-> This student, whose mother is a doctor, studies very well. 
* Restrictive and Non restrictive clauses :
1- Restrictive clause :
 Meänh ñeà tính töø ñöôïc goïi laø xaùc ñònh khi noù caàn thieát cho yù nghóa cuûa caâu. Boû noù ñi caâu seõ khoâng roõ hoaëc khoâng ñaày ñuû yù nghóa. (Chuû töø khoâng xaùc ñònh thì meänh ñeà TT xaùc ñònh, “that” ñöôïc duøng ñeå thay cho who, whom, which)
Ex: The man works very hard. He wants to earn money.
-> The man who wants to earn money works very hard.
2- Non restrictive clauses :
 Meänh ñeà tính töø ñöôïc goïi laøkhoâng xaùc ñònh khi noù khoâng caàn thieát cho yù nghóa cuûa caâu. Boû noù ñi caâu vaãn ñaày ñuû yù nghóa. (Chuû töø xaùc ñònh thì meänh ñeà TT khoâng xaùc ñònh)
Notes:chuû töø xaùc ñònh 
Khi tieàn toá laø danh töø rieâng, danh töø coù TT chæ ñònh “This, that” hoaèc coù TT sôû höõu, sôû höõu caùch (khoâng duøng “that” thay cho who, whom, which)
- Give some sentences
1- This is the man. I met him in Paris.
2- I want the painting. You bought it yesterday.
3- Her father lives in Lon Don. He came here last week.
4- That is the woman. I was telling about her.
5- We threw out the computer. It never worked well.
6- They sent a new teacher. I really like her.
7- She took me to her village. She lives in the village.
8- That’s the building. I passed by it.
9- Lan is very nice. She always help us in doing exercises.
10- Lan is very nice. Her bike was roken yesterday.
-Sts work
1- This is the house which I would to buy it.
2- Lan’s brother, who sits at the back of the class, is very tall.
KYÙ DUYEÄT TUAÀN 10:
LESSON PLAN
LESSON11 : RELATIVE CLAUSES : (Exercises)
Time : 45 minutes
* Objectives :
- Aims : By the end of the lesson, sts will be able to memorize relative clauses by doing some exercises
- Teaching aids : Handouts
- Procedure :
Teacher’s activities
Sts’ activities
- Give Sts some exercises
Exercise1 : Choose the best option to complete the following sentences.
1- This is the school____ my father used to work.
a- who b- whom c- in which d- which 
2- Tom is a good student,______studies very well.
a- that b- who c- which d- whom
3- Can you name the American writer__wrote “Tom Sa