English 11 unit 13 language focus

- T reads sounds and words a individually few of times; - T gets Ss to read the words in each column out aloud in chorus and individually for a few more times; Answer: - T listens and co[r]

LESSON PLAN Unit 13: Hobbies Part E: Language Focus

Teacher: Thai Thi Y Ly

Class: 11 Date: Time: 45’

I Objective

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

- Pronounce the clusters /pt/, /bd/, /ps/ and /bz/

- Pronounce the words and sentences containing these clusters correctly

- Use cleft sentences (subject focus, object focus and adverbial focus)

correctly to do the exercises and solve communicative tasks

II Materials: textbook, blackboard, posters, handouts,…

III Anticipated problem

The students may find it difficult to pronounce these sounds so teacher should be

ready to help them

IV Procedures

Time Content Teacher’s activities Students

‘activities 5’ 1 Warm-up: game Bingo - T shows the poster of words;

- T runs through by reading a

- Ss listen and

repeat words;

Rule of game:

T asks Ss to write 5 words( in the

poster) in a piece of paper; T read

some words until there is a student

getting all 5 written corresponded with

those T read This is the winner who

reread all word have he/she have

(Stopped ,jumped, stepped, trapped,

robbed, stabbed , grabbed, bribed,

stops, steps, maps, shops, robs, bribes,

rubs, clubs)

few times;

- T helps Ss practice how to say “Bingo”;

- T asks Ss to choose and to write down 5 words;

- T reads aloud the words in the poster until there is a winner

- Ss practice saying ”Bingo”;

- Ss choose and write down 5 words;

- Ss listen and check if their words are corresponded with words T read, and

if so, say “Bingo” aloud

8’ 2 Pronunciation

Rules:

-ES:

+ after /p/, /f/, / /, /k/ ==> /S/

+ after vowels, voice consonants,

except /z/, / /, /d / ==> /Z/

-ED

+ after vowels and voice

consonants / /, /b/, /v/, /z/, / /, / /,

/g/, /m/, /n/, / /, /l/ ==> /D/

+ after voiceless consonants / /, /p/, /f/,

- T models the /pt/, /bd/, /ps/

and /bz/ for a few times and asks Ss to repeat the sounds in turn before Ss see them;

- T teaches the rules of

pronunciation and divides class into 4 groups;

- T gives instruction: “You will have one minute to arrange the words with the sounds I give you: group A /pt/, group B /bd/, group C /ps/, group D /bz/";

- Ss listen to T’s

model and repeat the sounds;

- Ss work in groups and do the task;

- Ss finish the task and go to the blackboard to write the answer;

- Ss read the words in each column out aloud

/s/, / /, / /, /k/ ==> /T/

Answer:

* Listen and repeat

/ pt / / bd / / ps/ / bz/

Stopped

jumped

stepped

trapped

robbed

stabbed

grabbed

bribed

stops steps maps shops

robs bribes rubs clubs

- T asks the leader of each team to write down the words

on the blackboard;

- T shows the poster of 4

sounds and words containing these sounds as a feedback to check Ss’ answers;

- T reads sounds and words a few of times;

- T gets Ss to read the words

in each column out aloud in chorus and individually for a few more times;

- T listens and corrects if Ss pronounce the words incorrectly;

- T shows the poster of practicing these sounds in sentences;

- T runs through by such questions as: how many sentences are there? which sounds have we learnt in the sentences?

in chorus and individually for a few more times;

- Ss answer T’s questions;

- Ss repeat in choral and then individually

*Practice the following

sentences(151-152)

- T reads them several times and call students repeat in choral and then individually

25’ 3.Grammar:

Cleft sentences

Tom borrowed Tim

S V O(người)

a tie yesterday

O(vật) adverbial

a Subject focus:

Expected example:

- It was Tom who/that borrowed Tim a

tie yesterday

Form:

It is/was + S+ that/who +V+…

b Object focus

Expected example:

- It was Tim who(m) Tim borrowed a

- T draws on the blackboard( a

picture of 2 boys and a tie in turn);

- T gets Ss’ attention by asking questions while drawings such as girl or boy?, what’s his name? what did Tom do yesterday?

- T sets the scene to have the example: Tom borrowed Tim

a tie yesterday

- T analyzes this sentence and draws structures;

- T instructs and ask Ss do Exercise 1 individually then shares with their friends;

- T holds game “Pick apples”

to do Exercise 2;

- T draws on the blackboard(an apple tree);

- Ss carefully pay

attention and answer the questions;

- Ss listen to T and

take notes;

- Ss take part in building the lesson

- Ss do Exercise 1 individually;

- Ss share their answers with their friends;

- Ss play game: choose the apple and answer questions;

- Ss pick lucky ones do not

tie yesterday

- It was a tie that Tom borrowed Tim

yesterday

Form: It is/was + O+ that/who(m)+

S +V+…

c Adverbial focus

Expected example:

It was yesterday that Tom borrowed

Tim a tie

Form: It is/was + adverbial + that+

S +V….

Exercise 1: Choose the correct

answer a, b, c or d

Exercise 2: rewrite the sentence

using clef sentences Pay attention to

the underlined part.

- T tells Ss the rules of game and there are 3 lucky ones; Ss pick lucky ones do not answer the questions;

- T shows the poster of questions and runs through it;

- T models an apple- a question and lets Ss play game;

- T give feedback and correct incorrect sentences;

- T gives Ss handouts and run through them

answer the question;

- Ss get handouts and ask questions

if any

7’ Homework: At home, Ss:

- learn structures they have

learnt;

- do exercises in the handout;

- prepare the next lesson Unit 14

- T sets the homework - Take notes.

Reading.