lớp 11-Unit 12- Language focus

LESSON PLAN Teacher: Lesson: LANGUAGE FOCUS – Unit 12 – THE ASIAN GAMES Class: 11 Date: Time allotted: 45 minutes Period: 5 1. Aims and objectives: - To help students distinguish the sounds /str/, /skr/ and /skw/ . - To have the class pronounce correctly and practise these sounds in the words and sentences with the right stress and intonation. - To enable the students to revise the use of Relative clause and understand and write sentences with omission of relative pronouns. - To encourage students to use the language and the structures they have learned in everyday situations. 2. Language: - Vocabulary: scratch, squeeze, squeak, squeal, rubber - Structures: relatives clause 3. Skills: Integrated skills 4. Methods: communicative approach 5. Techniques: questions and answers, pair work, repetition, flash cards, paper boards TEACHING PROCEDURE Time Teaching steps, teacher’s activities Students’ activities 1 minute I. Stabilization - Greets students and introduces observing teachers - Checks the attendance - Greet the teacher - The monitor answer 5 minutes II. Presentation A. PRONUNCIATION 1. Lead in - Has students play the game WHO IS THE FASTEST? - Divides the class into two groups. Choose 2 people from each group and give each group 10 flash card. - Tells the word they need and alternatively, each person will find in their cards this word. They will take this word and stick it on the table. With each right word, the group will take 5 marks. After the game, which group has more correct answers will be the winner. - Work in team -Leads to the lesson. 4 minutes 2. Pre practice - Models each of these consonants/str/, /skr/, /skw/ for a few times and then instructs student to pronounce them. + /str/ street, strong, strange, strength + / skr/ scream, screen, screw, scratch + / skw/ square, squeeze, squeak, squeal - Reads the examples on page 144, ask students to listen and repeat follow the teacher. - Asks students to practise in pair and calls on some students to read the words out loud. Teacher listens and corrects if students pronounce the words incorrectly. If many students do not pronounce the words correctly, teacher may ask them to repeat after himself/ herself again in chorus and then individually. -Listen to the teacher and ape like the teacher 5 minutes 3. Controlled practice (Hangs on the paper board with some sentences to practise) - Has students work in pair and read aloud the sentences on page 144. - Goes around seeing the students practise and take note of the typical errors. -Calls some students read these sentences aloud again and give feedback. - Practise pronouncing and read aloud these sentences when the teacher request 5 minutes B. GRAMMAR- VOCABULARY Exercise 1 1. Lead in -Asks students to recall the use of relative clause. -Gives exercises as the examples for relative clause and omission of relative clause. -Gives examples to explains the knowledge and asks students to do the examples a. Relative pronouns as subject: The pronouns who/which/that can be the subject of relative clause. E.g.: I told you about the woman. She lives next door. I told you about the woman who lives next door. b. Relative pronouns as object: The pronouns which/whom/that can be the object of a relative clause. E.g.: I want to introduce you to a person. You have met him before.  I want to introduce you to a person you have met before. - Listen to their teacher - Look at the board - Answer the teacher’s questions The pronouns who/which/that can be the subject of relative clause. c. Omission of relative pronouns: We can leave out the pronoun when it is not the subject of the relative clause. Clauses without pronouns are very common in informal English. E.g.: 1. I told you about the woman living next door. 2. This is a novel Shakespeare wrote. 2 minutes 2. Pre practice - Explain the exercises on pages 144 and 145 and the vocabulary if any. - Gives the exercise on the board. - Listen and take note. - Read through the sentences. 3 minutes 3. Controlled practice - Asks students to do it individually, and then compare with their partners. - Gives help as needed. - Calls on some students to write down their answers on the board. - Corrects the sentences and give feedback. -Work the exercise individually and compare the answers with their partners. -Go to the board and write their answers. - Listen to the teacher’s feedback. Expected answer: 1. Have you found the bike you lost? 2. Most of the classmates he invited to the party couldn’t come. 3. The short stories John told were very funny. 4. The dictionary I bought yesterday is expensive, but very interesting. 5. I didn’t like the man we met this morning. 6. The beef we had for lunch was really delicious. 1 minute 4. Free practice - Asks students to talk about their favorite sports, using relative clause without a relative pronoun. - Listen to the teacher. -Talk about themselves. Suggestion: 1. Volleyball is the kind of sport I like best. 2. The sport I usually play is football. 2 minutes Exercise 2 1.Lead in - Gives and explains the examples on the board, after that explains how to make a relative clause with a preposition. The picture you are looking at was drawn by Picasso. The sports he is good at are swimming and high jumping. -Listen to the teacher and take notes. 2 minutes 2. Pre practice - Hangs on the paper board containing the exercise on page 145. -Explains how to do the task. -Listen to the teacher. -Read the task given on the board. 3 minutes 3. Controlled practice - Asks students to work in individually, and then compare his/her answer with the partner. - Goes around the class and helps students if necessary. - Invites students to write the sentences on the board. - Checks the answers with whole class and gives the feedback. -Do the task given on the board. -Compare the answers with their partner. - Go to the board and write their answers. Expected answer: 1. I enjoy my job because I like the people I work with. 2. The dinner party we went to wasn’t very enjoyable. 3. The house we’re living in is no tin good condition. 4. I wasn’t interested in the things they were talking about. 5. He didn’t get the job he applied for. 6. The bed I slept in was very modern 1 minute 4.Free practice - Asks students to work in pairs, using relative clauses with preposition to make the sentences. -Listen and take notes. -Work in pair to talk about themselves. Suggestion: 1. The patient you’re taking care of is Peter’s grandmother. 2. The word I’m looking up has many meanings to understand. 2 minutes Exercise 3 1.Lead in - Gives two sentences for two cases: the relative pronoun can be omitted and cannot be omitted. 1. My neighbor who always helps everyone is a good person.  Cannot be omitted. 2. The topic that we are talking about is very interesting.  The topic we are talking about is very interesting. - Explains these cases: ● Relative pronouns “who, whom, which, that” can be omitted when they are objectives in the sentences. ● But we can not omitted: “who, which, that” as a subject and “who, whom, which” after a comas. Listen to the teacher and take notes. 2 minutes 2. Pre practice - Gives the task on page 145 on the board: - Calls one student to read aloud the requirement of Exercise 3. - Explains new word if any. - Tells students how to do the task. Read the requirement of the task and the sentences. 3 minutes 3. Controlled practice - Asks students to work in pairs to discuss the exercise. - Goes around the class to observe the students’ working. - Calls some students to go to the board and write their answers. - Checks students’ answers. - Work in pairs to discuss the answers. - Go to the board to do the exercise. Expected answer:  1. The girl who we are going to see is from Britain.  2. He works for a company that makes cars.  3. What was the name of the man who you met yesterday?  4. The table that was broken has now been repaired.  5. Do you know the girl who he is talking to?  6. This is the novel that I’ve been expecting. 1 minute 4.Free practice Asks students give more examples with two cases like the exercise. Write the example on the board. Suggestion: 1. My new mobile phone which has just been bought is from Japan.( can not be omitted) 2. The man whom I want to meet always makes us feel surprised.  The man I want to meet always makes us feel surprised. 3 minutes III. Wrapping up 1.Consolidation Summarizes the main points: - Distinguish the clusters /str/, /skr/ and /skw/. - Pronounce the words and sentences containing these clusters correctly. - Master the relative clause and equivalent types of clauses without relative pronoun. - Use the structure correctly to apply for communicative tasks appropriately. 2. Homework - Asks students to do the exercises again. - Gets students to prepare the new lesson Reading of Unit 13. SELF-VALUATION: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Please write your suggestions here: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… . LESSON PLAN Teacher: Lesson: LANGUAGE FOCUS – Unit 12 – THE ASIAN GAMES Class: 11 Date: Time allotted: 45 minutes Period: 5 1. Aims. omission of relative pronouns. - To encourage students to use the language and the structures they have learned in everyday situations. 2. Language: - Vocabulary: scratch, squeeze, squeak, squeal,