Tiếng Anh khối lớp 11 - Unit 11: Sources of Energy

Unit 11: Sources of Energy
Part E: Language Focus
Aims: By the end of the lesson, students will be able to:
(Language) Learn how to pronounce and distinguish three sounds /Sr/, /spl/, /spr/; understand and know how to use the reduced forms of relative clauses (using participles and to infinitives).
(Skill) Develop pronunciation-related abilities (reading, speaking and listening); be able to understand and use the reduced forms of relative clauses in written and oral practice.
Relevant previous knowledge:
Students’ previous knowledge about consonant clusters (pronunciation) and relative clauses (grammar).
Approach and teaching aids:
Approach: Communicative Approach, Grammar Translation Method.
Teaching aids: PowerPoint, computer, projector, blackboard, textbook, speakers.
Anticipated problems:
Technical problems (Teacher should prepare carefully before going to class).
Students may not be able to pronounce the sounds correctly in the pronunciation part and may forget how to use relative clauses right in the grammar part. (Teacher should spend time explaining how to pronounce the sounds correctly and reviewing what students have learnt about relative clauses).
Teaching procedure:
Stages
Teacher’s Activities
Student’s Activities
Notes
Teaching Pronunciation (10 minutes)
Lead-in: 
Show a picture of a shrimp and ask students: “What is it?”
Give feedback.
Say out loud the phrase “a shrimp” and ask students to repeat.
Show a picture of a splash and ask students: “What is it?”
Give feedback.
Say out loud the phrase “a splash” and ask students to repeat.
Show a picture of the spring and ask students: “What season is it?”
Give feedback.
Say out loud the word “spring” and ask students to repeat.
Presenting new sounds:
Show a table of words using 3 new sounds /Sr/, /spl/, /spr/.
Ask students to look at the screen or look at their book page 131.
Introduce 3 new sounds.
Show students how to produce those sounds (if necessary).
Practicing sounds:
Ask students to repeat the sounds in chorus and individually.
Introduce words containing those sounds.
Ask students to listen to the samples and repeat, in chorus and individually.
Introduce sentences using those sounds.
Read those sentences out loud to make samples.
Ask students to repeat, in chorus and individually.
Answer the question.
Repeat the phrase.
Answer the question.
Repeat the phrase.
Answer the question.
Repeat the word.
Repeat the sounds.
Repeat the words.
Repeat the sentences.
Pictures: See appendix
Words containing 3 sounds:
/Sr/
/spl/
/spr/
shred
splash
spring
shrill
split
spray
shrimp
spleen
spread
shrine
splutter
sprightly
Sentences containing 3 sounds:
They were all shrieking with laughter.
He shrugged (his shoulders), saying he didn’t know and didn’t care.
My dad hates shrimp paste.
What a splendid spring day!
The stream splits into three smaller streams at this point.
The house has a narrow front, but it splays out at the back.
Teaching Grammar (30 minutes)
Reviewing:
Review briefly what students have learnt about relative clauses (definition, function, usage).
Hold a fill-in-the-blank game in which there are 8 sentences using relative clauses.
Ask students to fill in the blanks using the appropriate relative pronouns or relative adverbs.
Ask 4 students to go to the board and write down the answers. The student who has the most correct answers will win a gift.
Give feedback after the 4 students have done.
Announce the results and give the present.
Presenting:
Using participle phrases:
Show 2 pictures and give 2 related situations.
Give 2 examples expressing the situations using relative clauses in active and passive voice.
Transform the examples into new sentences using present and past participle phrases.
Show students the way to transform them correctly.
Give 2 more examples using relative clauses in active and passive voice.
Ask students to transform the 2 examples into new sentences using present and past participle phrases.
Give feedback and show the correct answers.
Repeat the way to transform them correctly.
Using infinitive phrases:
Show 2 other pictures and give 2 related situations.
Give 2 examples expressing the situations using relative clauses.
Transform the examples into new sentences using infinitive phrases.
Show students the way to transform them correctly.
Show students how to recognize the signs of this reduced form.
Note down in the notebooks.
Do the task.
Volunteer to the board and write down the answers.
Winner gets the present.
Note down in the notebooks.
Volunteer to transform the examples.
Note down in the notebooks.
Fill-in-the-blank task’s answers:
The man who paid for the meal yesterday was Tom.
Laura had a wooden box, where she kept her photos in.
I don’t know the name of the woman to whom I spoke on the phone.
The meeting which we had to attend went on for 3 hours.
This school is for children whose 1st language is English.
My office, which is on the 2nd floor, is very small.
Do you know the reason why Marta left?
Products which are made in this factory are very good.
The girl who sold books yesterday was Tang Thanh Ha.
The girl selling books yesterday was Tang Thanh Ha.
Movies which are made by James Cameron are very good.
àMovies made by James Cameron are very good.
The woman who is talking to Sam over there is an actress.
The woman talking to Sam over there is an actress. 
He is the boy that was injured in the accident.
He is the boy injured in the accident.
Is Robinson Crusoe the only one that lives on the island?
à Is Robinson Crusoe the only one to live in the island?
Tom Cruise is the most famous actor who appears in this film.
Tom Cruise is the most famous actor to appear in this film.
the first, second, , last, only
superlatives
Teaching Grammar (30 minutes)
Give 2 more examples using relative clauses.
Ask students to transform the 2 examples into new sentences using infinitive phrases.
Give feedback and show the correct answers.
Repeat the way to transform them correctly.
Practicing:
Exercise 1:
Introduce the exercise, explain the request and how to do it.
Ask students to do the exercise in a limited time.
Walk around to help students when necessary.
Invite individuals to go to the board and write the answers.
Give feedback and show the correct answers on the screen.
Exercise 2 & 3:
(Do as exercise 1)
Volunteer to transform the examples.
Do the exercise.
Write answers on the board.
Note down in the notebooks.
The captain was the last man who left the ship.
The captain was the last man to leave the ship.
Here is the first form that he must fill in.
à Here is the first form for him to fill in.
The boy playing the piano is Ben.
Do you know the woman coming toward us?
The people waiting for the bus in the rain are getting wet.
The scientists researching the causes of cancer are making progress.
The fence surrounding our house is made of wood.
We have an apartment which overlooking the park.
Ending 
(5 minutes)
Sum up the lesson by asking students how to use the reduced forms of relative clauses (participle phrases and infinitive phrases).
Give homework: Review what they have learnt in the lesson and prepare for the next lesson.
Answer the question.
Do as being told.
Appendix