Giải pháp dạy tiết Language focus

Nguyen Linh *** THPT Tran Phu... C¸c ©m nµy hÇu hÕt kh«ng cã trong TV Word stress, rhythm and Intonation, weak forms and strong forms of function words, elision,linking *Grammar TiÕp t

Nguyen Linh *** THPT Tran Phu

A short Quiz about English

 How many letters in the alphabet?

Answers to A Short Quiz about English

 1 26

 2 44

 3 About 350 million

 4 Approximately 2 billion

Assumptions and experience sharing

1- What do you think of teaching and learning language focus English 10 & English 11?

2- What, in your opinion, makes teaching/learning LF difficult/boring?

3- How can the teacher make the LF lesson easier/more interesting to learn for students?

Big Ben

TiÕng Anh 11 vµ 12

TiÕng Anh 11 TiÕng Anh 12

*Pronunciation:

- ChØ tËp trung vµo phô ©m:

-§Ò cËp 10 phô ©m cßn l¹i tõ U1-4

-Giíi thiÖu tiÕp c¸c chïm phô ©m

(Clusters) tõ U5-16 (45) C¸c ©m

nµy hÇu hÕt kh«ng cã trong TV

Word stress, rhythm and Intonation, weak forms and strong forms of function

words, elision,linking

*Grammar

TiÕp tôc «n (Present simple, past

simple, past perfect, past

progressive“)

-TiÕp tôc «n (U7)

-TiÕp tôc «n (U9,11,12)

- - Review:

Tenses Reported speech Passive voice

TiÕng Anh 11 TiÕng Anh 12

Mét sè chñ ®iÓm n©ng cao h¬n:

inf-gerund (passive“U1,3,4), reported

speech (with inf-gerund-cond sent:

U5,6,7), relative pro (omission, with

prepo-U10,12)

*New: -Pronoun one

-Cleft sentences (It is/was + N + that

+ clause “)

-Conjunctions, tag questions

-It“s said that“

- Conditional sentences Relative clauses

* New:

Adverb clauses of concession:

(al) though / even though

Adverb clauses of time Connectives : so, but however, therefore

Transitive and intransitive verbs

TiÕng Anh 11 TiÕng Anh 12

Phrasal verbs

Modal verbs: may, might,

must, mustn’t, needn’t

Modals verbs in passive voice

Vocabulary

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Elements of phonology

class?

things you do.

 Which elements should we spend time

teaching? Why?

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 “s“ ®­îc ph¸t ©m lµ;

 /z/ khi ®i sau c¸c ©m h÷u thanh

 /s/ khi ®i sau c¸c ©m v« thanh

 /iz/ khi ®i sau c¸c ©m z,s,““

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 “ed“ ®­îc ph¸t ©m lµ:

1./d/ khi ®i sau c¸c ©m h÷u thanh trõ ©m d 2./t/ khi ®i sau c¸c ©m v« thanh

3./id/ khi ®i sau c¸c ©m d vµ t

The pronunciation of the

ending “ed“

Một số quy tắc đánh trọng âm

 Từ 2 âm tiết: trọng âm có thể rơI vào hoặc âm tiết đầu hoặc âm tiết thứ 2

 Từ 3 âm tiết

Dạng phát âm mạnh/ yếu của các từ chức năng

 Một số từ chức năng (trợ động từ, giới từ, liên từ“)có thể phát âm dạng mạnhkhi:

 Từ đó xuất hiện ở cuối câu nói

 Từ đó được đem tương phản với một từ khác

 Nhấn mạnh /trích dẫn

“Stand up stress“ Warmer: 10“

Aim: To demonstrate a useful

classroom activity that helps students to improve their understanding of

syllables and word stress.

Ask two groups of 5 teachers to come to the front and

sit in lines of 5 chairs Tell them they are going to be

the syllables of the words you read out

If their syllable is stressed they must stand up if no

remain sitting down If the word has less than 5 syllables one or more of the teachers must stand behind their

chairs Demonstrate with the first two words and then

get the two teams to compete – the first to represent

the word correctly gets a point At the end just elicit

sources of words they can use e.g new words that theywill meet in the current lesson, old words (to recycle) etc

The Qualities of Stress

What are the qualities of stress?

Syllables are:

1. Louder

2. Longer

3. Different in pitch (usually higher)

4. The sounds are more clearly spoken

5. Accompanied by larger jaw, lip and other

facial movements

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Hum Stress

 The stress patterns are presented on the board or screen

 Some simple questions are asked, so as to familiarise the

patterns to the “students“

 The teacher hums a pattern and asks the “students“ for the number of the pattern (repeated many times)

 “Students“ work in pairs One hums a stress pattern the other says the number of the pattern.

 A group of words are presented The teacher hums a stress

pattern and the “students“ say the word that fits the correct pattern

 The teacher writes the stress pattern on the words after each correct answer

 Students practise in pairs One hums a stress pattern the other says the word

 C Imagine you were going to do the activity

with your students in a grade 12 class Find a

suitable word from the listening lesson (p58) for each of the patterns below:

 GV phát âm (hoặc bật băng) cho học sinh nghe

mẫu (1-2 lần), học sinh đọc theo (1-2 lần) Gọi 1 vài

hs tập phát âm âm đó.

 GV đọc mẫu (hoặc bật băng) cho hs nghe những

âm được phát âm trong các từ GV đọc từng từ cho

hs nhắc lại Gọi hs nhắc lại những từ đó (đồng

thanh, nhóm, cá nhân) GV sửa lỗi (nếu có)

 Giáo viên hướng dẫn hs luyện âm đó trong câu (làm tương tự như với từ)

 Cho cả lớp tự thực hành, đi quanh lớp và trợ giúp.

 Cho HS làm thêm các BT thực hành (Nếu có)

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Unit 7: (Language focus) “ Page 87

I Pronunciation

-reads the words once

-guides sts to read the

“Listen and repeat”

-gets some sts to read again

-read the dialogue once

-goes round to check and

help

-gets feedback

*Game: Gold bell

8’ -listen carefully

1 Presentation

2 Practice

3 Production

Hyde Park

Unit 5: (Language focus) “ Page 59

II Grammar

-revises the conditional

sentences type 1 and 2 by

taking some examples:

Ex: -If it is sunny, I (go)

camping

-It is raining and if it

were sunny, I (go) _

-finish the sentences to revise the conditional sentences

-Expected answer:

-I’ll/ I will go -I’d/ I would go

-follow in chorus-show form

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-asks them to study the

request and 2 examples

-devides the class into

-Cond type 1:

-Cond type 2:

-revise the use

-study the request and examples carefully

-work in groups to write the answers on posters-compare their posters-show their results on BB

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Exercise 2:

Do the same:

-asks them to study the

examples and revise form

-follow the instruction

Exercise 3:

-explains the way how to

change cond sents into

reported speech

-delivers summary, goes

round to help

-Shows some cues

(prompts) to help and asks

summary-work in groups, write down the answer

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*Làm thế nào để đơn giản hoá

Language focus? (Các giải pháp để có một giờ Lang focus vừa đảm bảo nội dung-vừa đảm bảo thời gian-hiệu quả)

 Sử dụng các games (chain game, guessing game,

Find someone who, noughts and crosses“.)

 Dùng các PT hỗ trợ: CNTT, posters, giấy trong“

 Phát handouts, forms, summary“.

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4.Task adaptation and implementation

Gi¸o ¸n minh ho¹ phÇn

LANGUAGE FOCUS

Unit 4: school education system Lesson 5: LANGUAGE FOCUS

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ACTIVE PASSIVE

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Câu điều kiện loại 1

said.

Câu điều kiện loại 2

Câu điều kiện loại 3

accident?”

*Câu hỏi

Reported speech (Gián tiếp)

-Lùi một thì

-Không lùi thì

-Không lùi thì

*Thay đổi đại từ NX

*Câu trần thuật

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Nguyen Linh *** THPT Tran Phu

Noughts (O) and Crosses (X)

Ex:

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