Lesson plan - Unit 15: Space conquest - Lesson: Language focus

Trường: THPT Phạm Hùng 	GVHD: Cô Nguyễn Ngọc Minh Tâm	
Lớp: 11/2. Môn: Tiếng Anh	Họ và tên GSh: Nguyễn Duy Thanh
Tiết:	MSSV: 7086609
Ngày 27 tháng 3 năm 2012 
LESSON PLAN
UNIT 15: SPACE CONQUEST
LESSON: LANGUAGE FOCUS
OBJECTIVES:
	By the end of the lesson, students will be able to:
Distinguish and pronounce four sounds /nt/, /nd/, /n /, /ns/, /nz/.
Use “could (not) and be (not) able to” as well as “tag questions” correctly and suitably.
Time/
Stages
Contents
Teacher’s activities
Students’ activities
5’
** Jumbled words
wnte
edn
mothn
chncea
leansr
** Answer keys
went
end
month
chance
learns
- Showing a poster containing jumbled words
- Asking students to re-oder them in individuals in 2 minutes
- Asking students to express their answers
- Giving correction
- Asking students to read the words reordered
- Correcting and explaining how to pronounce them
- Working
- Giving their answers
- Taking notes
- Reading aloud
- Taking notes
3’
** Practice:
- Running through these words
- Asking students to practice these sounds in pairs 3 minutes
Lead in:
- Do you know how to pronounce these sounds?
- We can conclude: we could pronounce these sounds 3 minutes ago or we were able to pronounce these sounds 3 minutes ago?
- Do you know differences between could and be able to?
- Now we move on section Grammar to find the differences
7’
** Could or was/were able to
* Situation 1
When Peter was young, he could / was able to hear everything far away from him.
Rules:
We use could for general ability to say that somebody could did something at any time in the past. Was able to is also possible 
* Situation 2
Peter didn’t go for a walk with us last night at first, but Mary was able to persuade him.
 Rules: We don’t normally use could to say that somebody did something in particilar situation. Instead, we use was/were able to 
Notes: However, we use
- Couldn’t to say that something didn’t happen in particular situation
- Could can refer to one occasion or particular situation with perceptive verbs: see, look, hear, taste, feel, smell
- Showing a poster containing examples
- Eliciting the target language:
 + Is this sentence about, class?
 + This sentence mentioned him in general or in details?
 + in the pass or at present?
 + Which words is used to mention that?
- Eliciting the target language:
 + Is this sentence about?
 + This sentence metioned her generally or particularly?
 + When is she metioned?
 + Which words is used to mention that?
- Peter
- general
- in the past
- could / was able to 
- Mary
- particularly
- in the past
- was able to
7’
Exercise 1: Complete the sentences, using could/ couldn’t or was, were (not) able to
On page 176
Answer keys:
1. couldn’t/ was not able to
2. was able to
3. could/ was able to
4. was able to
5. could/ was able to
6. couldn’t/ was not able to
- Running through the task
- Doing one sentence as a model
- Asking students to work in individuals in 5 minutes
- Asking students to share theirs answers with their friends
- Asking students to express their answers
- Correcting exercise 1
- Taking notes
- Working
- Sharing
- Showing their answers
- Taking notes
Who can help me make one yes/ no question?
- Asking students to make a question
- Analizing the question:
 + Is it a verb?
 + What is it?
 + In question, Is a verb before subject?
- Today, I will introduce you another kind of questions. It,s tag question
8’
** Situation 3
She has lovely blue eyes, doesn’t she?
** Tag question is a question added at the end of the statement.
** Rules:
 - Question tags are used after affirmative and negative sentences, but not after questions.
- we most often put negative tags after affirmative sentences, and non- negative tags after negative sentences. 
 - If the main sentence has an auxiliary verb, this is repeated in the question tag.
- If the main sentence has no auxiliary verb, the question tag has “do”
Notes:
The tag questions for:
- “I am” is “aren’t I”?
- Imperative is “won’t you/ will you”?
- “Let’s” is “Shall we”?
- “There are” is “Aren’t there”?
- “There is” is “Isn’t there”?
- “Nothing/ everything is” is “Is it”?
- “Nobody/ no one is” is “Are they “? 
- Asking students to look at an example on the poster
- Eliciting the target language:
 + Where is the main verb in this sentence?
 + Is it normal or special verb?
 + When we make a question with a normal verb, can we need auxiliary verb?
 + Subject is “she”, we need do or does?
 + Is it “does She” class?
 + The part of sentence before comma is possitive, the part after comma is nagetive and vice versa
- Looking at example
- has
- normal
- need
- does
- yes
7’
Exercise 2:
On page 176- 177
Answer keys:
1. It’s expensive, isn’t it?
2. The film was great, wasn’t it?
3. She has a lovely voice, doesn’t she?
4. It does not look very good, does it?
5. you have had your hair cut, haven’t you?
- Running through the task
- Doing one sentence as a model
- Asking students to work in individuals in 5 minutes
- Asking students to share theirs answers with their friends
- Asking students to express their answers
- Correcting exercise 2
- Taking notes
- Working
- Sharing
- Showing their answers
- Taking notes
7’
Exercise 3: 
On page 177
Answer keys:
1. doesn’t she?
2. haven’t you?
3. wasn’t this?
4. didn’t we?
5. won’t we?
6. can’t you?
7. mustn’s that?
- Running through the task
- Doing one sentence as a model
- Asking students to work in individuals in 5 minutes
- Asking students to share theirs answers with their friends
- Asking students to express their answers
- Correcting exercise 3
- Taking notes
- Working
- Sharing
- Showing their answers
- Taking notes
1’
Homework
- Reviewing the lesson
- Preparing the next lesson
Asking students to review the lesson and the next lesson
Taking notes
 Duyệt của GVHDCM	Long Hồ, ngày 26 tháng 3 năm 2012
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Nguyễn Ngọc Minh Tâm	 Nguyễn Duy Thanh