“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... Check t[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 II III IV 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 Teaching aids: Textbook, board, pieces of paper Key symbols: T – Ss: Teacher – Students Ss – Ss: Students – Students W/C: Whole class Procedures: Stages Warm – up stage Stage aims Time Review the previous 5ms lesson: /skr/ sound and get ready for the new lesson Procedures Interaction pattern Teacher Students - Ask students to make teams to play - Make teams and play W/C game: Whisper together “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 Lop11.com (2) - - 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 - the last player gets the message 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 Show 12 pieces of paper: Steps Stopped Grabbed - Pronunciation - Robbed Stabbed Shops Robs Jumped Trapped Stops Maps 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 = Lop11.com T – Ss - Make the team Ss – Ss - Arrange the words as require - Show the answers to T – Ss the board - Check together and give the rules - Take notes (3) Grammar Introduce the cleft 20ms sentences, which result from changing the normal sentence pattern to emphasize a particular piece of information /t/ 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 - 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 Lop11.com - Practice aloud reading T – Ss - Read out loud T – Ss - Look at the example and identify some part of speech - Look at examples and give the answers (4) It was a cake that Maya gave me 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 Lop11.com - Listen and take notes Ss – Ss - Make teams - Choose a piece of paper - Do exercise T – Ss - Check the answers with friends - Give the answers on (5) the answers on the board - Check with the whole class - Suggested answers: A Exercise 1: It was the boy who visited his uncle last month It was my mother who bought me s present on my birthday It was Huong and Sandra who sang together at the party It was Nam’s father who got angry with him It was the boys who played football all day long It was the girl who received a letter from her friend yesterday It was his presence at the meeting that frightened the children B Exercise 2: It is English that the man is learning It was a book that the woman gave him It was the postcard that she sent her friend It was the book that Hoa borrowed from Long It was his grandfather who/that the little boy greeted in a strange Lop11.com the board - Check together (6) language It was the policeman who/that the pedestrian asked a lot of questions It was the stranger who/that the dog barked at C Exercise 3: It was in the garden that the boy hit the dog It was for tea that she made some cakes It was for him that his father repaired the bicycle It was on his birthday that she presented him a book It was in Britain that he met his wife It was from the shop that she bought that present It was at 8.00 a.m that the meeting stared Homework Get students practice 1m cleft sentences at home - Complete the left exercises in their - Listen and take notes textbooks - Prepare the next lesson Lop11.com T – Ss (7)