tiếng anh 11- unit 12- language focus

LESSON PLAN
Teacher:
Lesson: LANGUAGE FOCUS – Unit 12 – THE
ASIAN GAMES
Class: 11
Date:
Time allotted: 45 minutes
Period: 5
1. Aims and objectives:
- To help students distinguish the sounds /str/, /skr/
and /skw/ .
- To have the class pronounce correctly and practise
these sounds in the words and sentences with the right stress
and intonation.
- To enable the students to revise the use of Relative
clause and understand and write sentences with omission of
relative pronouns.
- To encourage students to use the language and the
structures they have learned in everyday situations.
2. Language:
- Vocabulary: scratch, squeeze, squeak, squeal, rubber
- Structures: relative clause
3. Skills: Integrated skills
4. Methods: communicative approach
5. Techniques: questions and answers, pair work,
repetition, flash cards, paper boards
TEACHING PROCEDURE
Time Teaching steps, teacher’s activities Students’ activities
1 minute I. Stabilization
- Greets students and introduces
observing teachers

- Checks the attendance
- Greet the teacher.
- The monitor answer.
4 minutes II. Presentation
A. PRONUNCIATION
1. Lead in
- Has students play the game WHO IS
THE FASTER?
- Divides the class into two groups and
give each group 5 flash cards.
- Tells the word the teacher needs and
alternatively. Who hears what word the
teacher needs will find it in their cards
immediately and sticks it on the board.
The group will get 1 mark for each
answer. After the game, the group
having more correct answers will be the
winner.
-Leads to the lesson.
- Listen to the explanation
of the game.
-Work in team.
5 minutes
2. Pre practice
- Models each of these
consonants/str/, /skr/, /skw/ for a few
times and then instructs student to
pronounce them.
+ /str/
+ / skr/

+ / skw/
- Reads the examples on page 144, ask
students to listen and repeat follow the
teacher.
- Calls on some students to read the
-Listen to the teacher and
ape like the teacher.
words out loud. Teacher listens and
corrects if students pronounce the words
incorrectly. If many students do not
pronounce the words correctly, teacher
may ask them to repeat after himself/
herself again in chorus and then
individually.
3. Controlled practice
(Hangs on the paper board with some
sentences to practise)
- Has students work in pair in one
minute and read aloud the sentences on
page 144.
- Goes around seeing the students
practise and take note the typical errors.
-Calls some students read these
sentences aloud again and give
feedback.
- Practise pronouncing
and read aloud these
sentences when the
teacher request.
B. GRAMMAR

1. Lead-in
-Asks students to recall the use of
relative clause.
-Gives exercises as the examples for
relative clause and omission of relative
clause.
- Explains the knowledge and asks
students to do the examples.
a. Relative pronouns as subject:
The pronouns who/which/that can be
the subject of relative clause.
E.g.: I told you about the woman. She
lives next door.
I told you about the woman who
- Listen to their teacher.
- Look at the board and
answer the teacher’s
questions.
lives next door.
b. Relative pronouns as object:
The pronouns which/whom/that can
be the object of a relative clause.
E.g.: I want to introduce you to a
person. I’m sure that you have met him
before.
 I want to introduce you to a person
whom I’m sure that you have met
before.
c. Omission of relative pronouns:
E.g.: I want to introduce you to a

person I’m sure that you have met
before.
- Gives two sentences for two cases: the
relative pronoun can be omitted and
cannot be omitted.
1. My neighbor who always helps
everyone is a good person.  Cannot
be omitted.
2. The topic that we are talking about is
very interesting.  The topic we are
talking about is very interesting.
- Explains these cases:
● Relative pronouns “who, whom,
which, that” can be omitted without
changing any elements when they are
objects in the sentences.
● But we can not omit: “who, which,
that” as subjects or “who, whom,
which” are after a comas without
changing any elements in the sentence.
- Gives the conclusion:
●When the relative pronoun plays the
role as an object, we can leave out the
pronoun without changing any elements
of the sentence. ●Clauses without
pronouns are very common in informal
English.
2. Pre-practice
- Hangs on the paper board with
Exercise 1, Exercise 2 and Exercise 3

on pages 144 and 145 respectively.
- Calls one student to read aloud the
requirement of each exercise.
-Explains how to do the tasks.
- Listen and take note.
- Read through the
sentences.
3. Controlled- practice
- Asks students to work in pairs to
discuss the exercise.
- Goes around the class to observe the
students’ working and help students if
necessary.
- Calls some students to go to the board
and write their answers.
- Checks the answers with whole class
and gives the feedback.
-Work in pairs.
-Go to the board and write
their answers.
- Listen to the teacher’s
feedback.
Expected answers:
Exercise 1:
1. Have you found the
bike you lost?
2. Most of the classmates
he invited to the party
couldn’t come.
3. The short stories John

told were very funny.
4. The dictionary I bought
yesterday is expensive,
but very interesting.
5. I didn’t like the man we
met this morning.
6. The beef we had for
lunch was really
delicious.
Exercise 2:
1. I enjoy my job because
I like the people I work
with.
2. The dinner party we
went to wasn’t very
enjoyable.
3. The house we’re living
in is not in good
condition.
4. I wasn’t interested in
the things they were
talking about.
5. He didn’t get the job he
applied for.
6. The bed I slept in
Exercise 3:
 1. The girl who we are
going to see is from
Britain.
 2. He works for a

company that makes cars.
 3. What was the name
of the man who you met
yesterday?
 4. The table that was
broken has now been
repaired.
 5. Do you know the
girl who he is talking to?
 6. This is the novel that
I’ve been expecting.
4. Free- practice
Asks students to work in pairs with
topic “Talking about your favorite
sports”, then invites some students to
speak out the sentences:
- using relative clauses without a
relative pronoun.
- using the omission of relative clauses
with prepositions.
- listen to the teacher and
take note.
- work in pairs to talk
about the topic.
- read aloud the sentences.
Suggestions:
1. Volleyball is the kind of
sport I like best.
2. The sport I usually play
is football.

3. The football team I’m
taking part in is very
famous.
III. Wrapping up
1.Consolidation
Summarizes the main points:
- Distinguish the clusters /str/, /skr/
and /skw/.
- Master the relative clause and
equivalent types of clauses without
relative pronoun.
- Use the structure correctly to apply
for communicative tasks appropriately.
2. Homework
- Asks students to do the exercises in
Exercise book.
- Gets students to prepare the new
lesson Reading of Unit 13.
- listen to the teacher.
- review the lesson.
SELF-VALUATION:
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