- Give the sentence to the person on the 1 st table of each teams, they have to whisper the message to the other until the last player gets the message.. - Make teams and play together[r]
(1)Tran Quang Khai High School
LESSON PLAN
Class: 11a17 Length of the lesson: 45 minutes
No of students: Date: March 16th, 2016
Unit 13: HOBBIES
Part E – Language Focus
I Aims of the lesson : By the end of the lesson, students will be able to know how to distinguish and pronounce sounds /pt/, /bd/, /ps/ and /bz/ Furthermore, they also know and use the cleft sentences correctly and suitably
II Teaching aids : Textbook, board, pieces of paper
III Key symbols : T – Ss: Teacher – Students Ss – Ss: Students – Students W/C: Whole class IV Procedures:
Stages Stage aims Time Procedures Interaction
pattern
Teacher Students
Warm – up stage
Review the previous lesson: /skr/ sound and get ready for the new lesson
5ms - Ask students to make teams to play game: Whisper
“I scream and you scream, we all scream for an ice cream”
- Give the sentence to the person on the 1st table of each teams, they have to whisper the message to the other until the last player gets the message
- Make teams and play together
(2)- The last person, who gets the passage, has to run quickly to the board and writes down the message
- The team, which writes the right message, will be the winner
- Allow them minutes to play - Introduce the topic
Pronunciatio n
Check their knowledge about how to pronounce ending sound –ed and –s/es If they are not clear about these sounds, remind them again
20ms - Show 12 pieces of paper:
Steps Robbed Robs Stops Stopped Stabbed Jumped Maps Grabbed Shops Trapped Clubs - Divide class into teams
- Ask each team to arrange these words with the ending sounds:
Team A: /pt/ Team B: /bd/ Team C: /ps/ Team D: /bz/
- Allow them minutes
- Ask them to show their answers on the board
- Check with the whole class and give the rules:
- Ending –ed:
Case 1: voiceless consonants
ending: /k, p, f, s, ʧ, ʃ, ɵ/ -ed
= /t/
- Make the team
- Arrange the words as require
- Show the answers to the board
- Check together and give the rules
- Take notes
T – Ss
Ss – Ss
(3) Case 2: voiced consonants, vowel
and diphthong ending: /v, b, g, z, r, m, n, l, ʤ, ɗ, n/ -ed = /d/ Case 3: verbs ends in /t, d/ -ed
= /id/ - Ending –s/es:
Voiceless: /p, t, k, f/ -s/es = /s/ Voice: /b, d, g, r, l, m, n, w, v/
-s/es = /z/
/ʧ, ʤ, ʃ, z/ -s/es = /iz/
- Ask students to practice reading aloud the sentences in their books
- Allow them minutes to practice - Invite some students to read out loud
- Practice reading aloud
- Read out loud
T – Ss
Grammar Introduce the cleft sentences, which result from changing the normal sentence pattern to emphasize a particular piece of information
20ms - Give an example:
Maya gave me a cake yesterday.
S O Adv
- Ask students to look at the sentence and identify what part of speech of the underline words (S, O and Adv) - Ask students to look at following
sentences to find out the similar and different
It was Maya who/that gave me a cake
yesterday
It was a cake that Maya gave me
- Look at the example and identify some part of speech
- Look at examples and give the answers
(4)yesterday
It was yesterday that Maya gave me a
cake
- Ask students to think and give the rule:
It + is/was + S/O/Adv + relative
clause (that + S + V (+Adv) or that + V + O)
- Explain the rule We can transform the sentence in different ways depending on which part of it we want to bring into focus
- Ask students to make teams and the grammatical exercise in their textbooks
- Prepare pieces of paper, each piece has a number (1 – 7)
- Teams take turn to take a piece of paper If they have number 1, they need to all the sentence number in exercises
- Allow them minutes
- Ask them to check the answers with their friends
- Invite some students to write down the answers on the board
- Listen and take notes
- Make teams
- Choose a piece of paper
- Do exercise
- Check the answers with friends
- Give the answers on the board
Ss – Ss
(5)- Check with the whole class - Suggested answers:
A Exercise 1:
1 It was the boy who visited his uncle last month.
2 It was my mother who bought me s present on my birthday.
3 It was Huong and Sandra who sang together at the party.
4 It was Nam’s father who got angry with him.
5 It was the boys who played football all day long.
6 It was the girl who received a letter from her friend yesterday.
7 It was his presence at the meeting that frightened the children.
B Exercise 2:
1 It is English that the man is learning. 2 It was a book that the woman gave
him.
3 It was the postcard that she sent her friend.
4 It was the book that Hoa borrowed from Long.
5 It was his grandfather who/that the little boy greeted in a strange language.
(6)6 It was the policeman who/that the pedestrian asked a lot of questions. 7 It was the stranger who/that the dog
barked at.
C Exercise 3:
1 It was in the garden that the boy hit the dog.
2 It was for tea that she made some cakes.
3 It was for him that his father repaired the bicycle.
4 It was on his birthday that she presented him a book.
5 It was in Britain that he met his wife. 6 It was from the shop that she bought
that present.
7. It was at 8.00 a.m that the meeting
stared.
Homework
Get students practice cleft sentences at home
1m - Complete the left exercises in their textbooks
- Prepare the next lesson