Thiết kế bài dạy môn Tiếng Anh 11 - Unit 13: Hobbies - Part E – language focus - Tran Quang Khai High School

Thiết kế bài dạy môn Tiếng Anh 11 - Unit 13: Hobbies - Part E – language focus - Tran Quang Khai High School

I. Aims of the lesson: By the end of the lesson, students will be able to know how to distinguish and pronounce 4 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:

 

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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
Aims of the lesson: By the end of the lesson, students will be able to know how to distinguish and pronounce 4 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
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 4 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.
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 2 minutes to play.	
Introduce the topic.
Make teams and play together.
W/C
Pronunciation
Check their knowledge about how to pronounce ending sound –ed and –s/es. If they are not clear about these 2 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 4 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 2 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/ ð -ed = /t/
Case 2: voiced consonants, vowel and diphthong ending: /v, b, g, z, r, m, n, l, ʤ, ɗ, n/ ð -ed = /d/
Case 3: verbs ends in /t, d/ ð -ed = /id/
Ending –s/es:
Voiceless: /p, t, k, f/ ð -s/es = /s/
Voice: /b, d, g, r, l, m, n, w, v/ ð -s/es = /z/
/ʧ, ʤ, ʃ, z/ ð -s/es = /iz/
Ask students to practice reading aloud the sentences in their books.
Allow them 2 minutes to practice.
Invite some students to read out loud.
Make the team.
Arrange the words as require.
Show the answers to the board.
Check together and give the rules.
Take notes.
Practice reading aloud.
Read out loud.
T – Ss
Ss – Ss
T – Ss
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 3 following sentences to find out the similar and different. 
ð It was Maya who/that gave me a cake yesterday.
ðIt was a cake that Maya gave me yesterday.
ð 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 4 teams and do the grammatical exercise in their textbooks.
Prepare 7 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 do all the sentence number 1 in 3 exercises.
Allow them 3 minutes.
Ask them to check the answers with their friends.
Invite some students to write down the answers on the board.
Check with the whole class.
Suggested answers:
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.
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 language.
It was the policeman who/that the pedestrian asked a lot of questions.
It was the stranger who/that the dog barked at.
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.
Look at the example and identify some part of speech.
Look at 3 examples and give the answers.
Listen and take notes.
Make teams.
Choose a piece of paper.
Do exercise.
Check the answers with friends.
Give the answers on the board.
Check together.
T – Ss
Ss – Ss
T – Ss 
Homework 
Get students practice cleft sentences at home.
1m
Complete the left exercises in their textbooks.
Prepare the next lesson.
Listen and take notes.
T – Ss

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