Giáo án Anh văn lớp 11 - Unit14 - Lesson : Language Focus pptx

Lesson Plan (grade 11 – advanced)
Period 118: Preparation date :8 /4/2008
Unit14 : Lesson : Language Focus- grammar
I. Aims :
- By the end of the lesson, the students are able to make compound nouns with the words space
and air.
- By the end of the lesson, the students are able to distinguish and use can, could and be able to.
II. Lexical items :
-persuade - foggy - disturb - stuck
III. Structures :
- Joe can speak four languages.
- We were able to persuade them at last.
IV. Teaching aids:
- textbook - handouts - pieces of paper
- chalk and board
V. Techniques :
- Grammar-based (Can, could, and be able to)
VI. Procedures :
State/time

Teacher’s and students’ activities Blackboard Materi
als
1. warm-
up
(7’)
Game: Hot Seat
-Divide SS into 2 groups ,A and B.
-Choose one representative from each group to sit in the

-
Pictures














“hot seat” in the front with their backs to the board.
-Write a word on the board and ask the groups to explain
what the word is so that their team mate in the “hot seat” can
guess the word.
-Tell SS they must not say the word, translate the word or
use gestures.
-Give one point to the first group to successfully guess the
word. And continue with a new word.
-The group with more points wins the game.
-Keep a running total of points for each group on the board.
-Declare the winner.
These are the words used in the game:
Moon NASA Yuri Gagarin

Plane airport spaceman
-Write the words plane, airport, and spaceman on the board.
-Ask SS to give other words for plane.
-Elicit from SS the word class or part of speech of these
words.
( expected : they are nouns
Transition:
-Yes, these are nouns are formed by two words together, so
they are called compound nouns, part of the lesson today
will focus on compound nouns space and air.

Unit 14
Language
Focus
- chalk
and
board















- T writes down on the board :
2. word
study
(12’)

3.
Grammar

(2’)
Compound Nouns:
- elicit from SS the formation, meaning and stress pattern of
the worlds.
- the meanings of these compounds take the meanings of
both elements of the expressions.
- like most compound nouns, these compounds have the
main stress on the first part.
Activity 1 Matching to make compound nouns (task a,
p197)
-Ask SS to complete each of the sentences with a noun from
the table in task a or a correct form of the verb given in the
box.
-Tell SS to compare answers in pairs.
-Call on SS to read their completed sentences and check the
answers with the whole class.
Activity : gap-filling (task b, p197)

- Ask SS to read the sentences and fill in each space with a
suitable word from the list
- Tell SS to compare answers in pairs and then go over the
answers with the whole class.
Can , could and be able to:
- elicit from SS sentences with can, could and be able to and

Formation:

Space
+
noun
Air

a)Answers:
1. spaceman,
space shuttle,
space suit,
space walk,
2. airline,
airplane, air
bed, airsick

b) answers:
1. spaceman 2.
airsick 3.
space shuttle.
4. space suit 5.
-
textboo

k
- Chalk
and
board














Textbo
ok
then distinguish between these structures.
- sentence structure with can and be able to + infinitve: in
the present tense, be able to is more formal and less usual
than can
- we always use be able to , not can in these structures: to-
infinitive, after a modal verb, present perfect.
- sentence structure with couldn’t and was / were able to….:
we use could or was / were able to for general past ability or
opportunity in the past.
To say that the ability or opportunity resulted in a particular

action, something that really happened ( specific past action)
, we use was/ were able to but not could
We can use either form in negative sentences or questions :
couldn’t or wasn’t/ weren’t able to
We normally use could ( not was/ were able to) with verbs
the senses ( see, smell, taste , hear…) and verbs of thinking (
understand, ….)
Activity 1 : conversation completion (task a, p.198)
- Ask SS to read the sentences in the task and rewrite them
using the passive structure.
-Tell SS to work with a partner and compare answers.
-Call on SS to write their sentences on the board and check
with the class.
air bed

.







Activity 2: error recognition
- give each student a handout
- tell SS that some of the sentences are correct and some are
in correct.
- Ask SS to correct the incorrect sentences and check the
correct ones


4.
Homewor
k
(1’)
Sentence Completion
-Give out handouts and SS to look at the information about
the two restaurants and complete the sentences
Handou
t