Thiết kế giáo án điện tử 11

3
Unit 9
The post office
Period 1: READING
I. Objectives
By the end of the lesson students will be able to:
– Develop such reading micro-skills as scanning for specific ideas, and
identifying antonyms.
– Use the information they have read to discuss post office services.
II. Materials
Textbook, handouts.
III. Anticipated problems
Students may need to be provided vocabulary related to post office services so
that they can complete various learning tasks. Finding antonyms may also be a
difficult task so teachers should be ready to help students (e.g. giving cues,
teaching them how to guess meaning in context, etc.).
IV. Procedure

Time Steps
Work
arrangement
5’
WARM-UP: A MATCHING GAME
(To teach vocabulary related to post office services)
– T divides the class into small groups of 3-4
students. Then T distributes the following handouts
for Ss to do the matching task in their own groups.
Which group finishes it first and has all the correct
answers will be the winner.
– T might want to get Ss to tell if there are similar
services in their neighbourhood post offices to get

Ss to use the new words. Remember to get Ss to
pronounce the new words correctly. When
Group
work and
whole
class
4
correcting Ss, T may want to model first and then
ask Ss to repeat after him/ her.
Matching these post office services with the
correct translations below:

1. Express Mail Service
a. Th− chuyÓn b»ng ®−êng
hµng kh«ng
2. Surface Mail
b. DÞch vô ®iÖn hoa
3. Air mail
c. DÞch vô ®iÖn tho¹i
4. EMS mail
d. DÞch vô ph¸t hµnh b¸o
5. Parcel service
e. DÞch vô göi fax
6. Express Money Transfer
f. Th− chuyÓn b»ng ®−êng bé,
®−êng s¾t, hoÆc ®−êng biÓn
7. Messenger Call Service
g. DÞch vô th− chuyÓn ph¸t
nhanh
8. Facsimile service

h. DÞch vô chuyÓn ph¸t tiÒn
nhanh
9. Press Distribution
i. DÞch vô chuyÓn ph¸t b−u
phÈm
10. Flower Telegram Service
j. Th− chuyÓn ph¸t nhanh

Answer

1. g 3. a 5. i 7. c 9. d
2. f 4. j 6. h 8. e 10. b


7’
BEFORE YOU READ
– T gets Ss to work in pairs and answer Questions
1 & 2 using the pictures on page 100 as cues. Q1
can be skipped to save time.
– T calls on some Ss to answer the questions.
– T checks with the class and asks Ss to guess what
they are going to read about.
Suggested Answers:
2. I go to office when I need to send a letter, make
a phone call, transfer money, pay the phone bill,
subscribe to a newspaper, send a fax, receive a
parcel, etc.

Pair work
Whole

class
5
3. The post office may offer a number of various
services such as mail and parcel service, express
mail surface, fax service, messenger call service,
money transfer service, flower telegram service,
passport renewal service (dÞch vô gia h¹n hé chiÕu
– a new service), etc.




8’

10’


WHILE YOU READ
Introduction: You are going to read about Thanh
Ba Post Office and the different services they offer.
Then you do the tasks that follow.
TASK 1
– T gets Ss to firstly read Task 1 and locate the
words in italic in the passage. Then Ss read around
these words so that they can guess their meanings.
For example, the word “speedy’ in line 3 in the
paragraph about Express Money Transfer is the
same meaning as “quick”. Ss can get the meaning
of “speedy” thanks to such words as “express” and
“quick”. However, T may note that some of the
words in this Task are hard to guess because the
context is not helpful enough. T should therefore
give Ss more instruction and guide, for example,
teaching them to combine different methods to deal
with difficult words. For example, for the word
“spacious” occurring in line 2 of the first
paragraph, T may guide Ss so that they see that this
word may have a positive meaning because it is

used to advertise Thanh Ba post office.
Advertisements often contain positive words.
Looking at all the four options in the answer to Q1,
Ss can see that A, B, and D all have a positive
meaning, so the answer should be C. Also,
“spacious” is related to “space”, so it may mean
“having a lot of space”. “Cramped” means




Individual
work and
whole
class

Individual
work and
6

7’
“narrow”, so it should be the answer.
– T gets Ss to do the task individually, then discuss
the answers in pairs, and finally T checks the
answers with the whole class
Answer:
1. C 2. B 3. D 4. C
TASK 2
– T gets Ss to read the passage silently and then
answer the comprehension questions in Task 2.
Before Ss answer the questions, T might want to
elicit or remind them some tips to do the task:
+ First, Ss should skim the five questions to
understand them. As Ss do this they:
• underline the key words to decide what
information they need to find and guess
where in the text they can find the
information, using the subheadings of the
paragraph to help themselves.
• look for questions words like “why” which
indicates Ss should read for specific thing like
a reason.
+ Then they should go back to the passage and
locate the key words in the passage.
+ Then they should read around the key words
carefully to find the answer.
– T gets Ss to check their answers with a peer

– T calls on some Ss to answer and ask them to
explain their choices.
– T checks with the class and gives the correct
answers
Answer:
1. Advanced technology and a spacious and
pleasant front office (lines 1-2 paragraph 1)
2. Mail and parcel service, express money transfer,
phone calls and faxes, press distribution (looking
whole
class

Individual
work and
whole
class


7
at the subheadings of the paragraphs)
3. Air mail, surface mail, and EMS mail (lines 1-2,
paragraph 2)
4. For someone to receive a phone call (lines 2-3,
paragraph 4)
5. Subscribe (line 2, paragraph 5)
TASK 3
T checks if Ss can provide evidence to support the
given statements in Task 2 without a second
reading of the passage. If they cannot, T gets Ss to
read through all the 4 questions in Task 2 and
identify the key words in each question. This is to
help them identify the information they need to
look for in the passage. For example, in question 1,
the key words might be “cannot”, ‘phone calls”
and “10 p.m”. In question 2, these might be “save
money”, “parcel” and “under 15 kg”, etc.

– Now T instructs Ss to guess where in the passage
they can find the information, using their
knowledge of the passage (e.g. question about
money transfer can be found in the paragraph about
money transfer). Then Ss go back to the passage
and locate the answers.
– Then T gets Ss to check their answers with a
friend.
– T calls on some Ss to present and say where they
look for their answers. T gives feedback and
correct answers.
Answer:
1. Open daily 7-9 p.m (paragraph 1)
2. Competitive rate for parcels of under 15 kg
(paragraph 2)
3. EMS mail will be delivered in the shortest time
possible (paragraph 2)
4. The money will be sent to your relatives in less
8
than 24 hours (paragraph 3)

8’
AFTER YOU READ
– T introduces the task: Ss work in small groups of
3 or 4 and discuss the questions.
– T reminds Ss of the structures to ask and give
opinions (e.g. what do you think? In my opinion,
…)
– T goes around to check and offer help.
– T calls on the groups to tell and explain their

choice.
– T gives corrective feedback
Group
work and
whole
class
3’
WRAPPING UP
– T summarises the main points of the lesson.
– For homework T asks Ss to write a short
paragraph about one service they like most in their
neighbourhood post office and explain why they
like that service.


EXTRA ACTIVITY: A COMPETITION
T divides the class into small groups of 3-4 Ss and announces the
competition: supposing each group is working for a different post
office and now they should think of one service that may be attractive
to customers. Then Ss prepare a small talk about this service and then
tell the class about their service when they are ready. The class or T
will decide which service is the most attractive. The group which
offers the most attractive service wins the competition.

Period 2: SPEAKING
I. Objectives
By the end of the lesson students will be able to
9
– Use appropriate language to make requests in formal business situations.
II. Materials

Textbook
III. Anticipated problems
Students may transfer the Vietnamese speaking rules when making requests in
English, which could cause communication difficulty, should they be involved
in cross-cultural communication. So T should raise their awareness of
linguistic and socio-cultural differences between English and Vietnamese
speakers in the way they make requests.

IV. Procedure

Time Steps
Work
arrangement

7’
WARM UP
– This warm up activity encourages Ss to reflect on
their own experiences with giving requests and on
their knowledge of this communicative function in
Vietnamese and English.
– T divides the class into small groups of 3-4 Ss
and gets them to discuss these questions:
a. Have you ever heard someone make a
request in English? What did they say?
b. Have you ever made a request in
Vietnamese? What did you say?
c. Did you observe any differences in the way
requests are made in English and
Vietnamese?
– After 7-8 minutes, T asks Ss to give their

answers. T writes the answers on the blackboard
but should refrain from making any comments or
correction at this stage. Note that the questions
may be quite challenging for Ss, so they may not
have the full answers and T should accept this. Tell

Group
work and
whole
class










10
them not to worry if they don’t have the answers
because in the following task they are going to
learn how to make requests in English.

15’
TASK 1
– T leads Ss to the topic by getting them to look at
the picture on page 103 and asks questions like
“What can you see in the picture? Where do you

think these people are? Who is the man? Who is
the woman? What might the man want to do? Etc.”

– Then T gets Ss to practice reading the dialogue in
pairs. After getting some pairs to read aloud the
dialogue and correcting their pronunciation, T gets
Ss to answer the question: “What service is the
customer taking in the dialogue?” and look for
examples of requests and responses to requests in
the dialogue. E.g.
Request: Could you help me to send this document
to my office by fax?
Response: Certainly. What’s the fax number?
(T may also tell Ss that before making requests
people tend to say something, for example in the
dialogue the customer says “Excuse me” to get
attention. Other things they may say are greetings,
for example “Hello”, “Good morning/ afternoon”
or checking if the other person is ready to listen,
e.g. “You’ve got some minutes?”)
– T then gives Ss some other structures to express
requests. T may want to tell Ss what structures to
use when the request is more formal (e.g. you don’t
know the other person or he/ she is more powerful
than you) and more important (e.g. borrowing
money). E.g.

I was wondering if you/ I More formal More
Pair work,
individual

work and
whole
class
11
could perhaps/ possibly ….?
Would you be kind enough to
…?
Would you mind (V-ing) …?
Would you please ….?
May I ….?
Could you/ I … please?
I would/ I’d like to … please
Can you/ I … please?






Less formal
important





Less important

– T might also want to tell Ss that an appropriate
response to a request for service is normally “Yes

certainly sir/ madam”
– Then T might want to draw Ss’ attention to the
differences between Vietnamese and English rules
of speaking when making requests. E.g. in
Vietnamese we often say something which may be
literally translated into English as “Please do this
(V) for me”. In English, however, this request may
sound strong and impolite.
– Finally, T might want to give Ss some situations
to practice making requests using the above
structures. E.g.
a. In the post office: What would you say if
you’d like to send an EMS mail?
b. In a shop: What would you say if you’d like
to change some coins to make a phone call?
c. In the class: What would you say if you’d
like the teacher to correct your essay?
d. At home: What would you say if you’d like
to use your brother’s computer?
Suggested answers
a. I’d like to send an EMS mail please/ Could I
have this EMS mail sent to Nha Trang
please?
b. I was wondering if I could have some coins
for making an urgent phone call?
12
c. Would you have time to look at my essay
and give me some feedback please?
d. Could I use your computer for a minute
please? I need to send an email right away.

10’
TASK 2
– T explains the task and new words. T elicits
some useful structures, e.g. asking about the price/
fee, saying address, etc.
– T puts Ss in pairs and gets them to write the
dialogue together based on the information given
in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogue
A: Good morning, sir/ madam/ Miss. May I help
you?
B: Yes, I would like to have a telephone line
installed at home please.
A: Certainly, sir/ madam/ Miss. Where do you
live?
B: 120 Tran Hung Dao Street. When can you send
people over?
A: Firstly, you will need to register, sir/
madam/Miss. It will take a week to process
before we can send someone over. So today is
Wednesday, hopefully, the installation can be
done by Wednesday next week. Would you like
to register now?
B: Oh yes, definitely. But you know what? I will
be out of town until Thursday. So can you send
someone on Friday then? I’ll be home all day

Friday.
A: Certainly, sir/ madam/ Miss. Have you already
Pair work
and whole
class
13
got a telephone?
B: Yes I have. Ah and what is the installation fee
and monthly fee?
A: The installation is free of charge, sir/ madam/
Miss. And then you pay 30.000 dongs a month,
plus 1.200 dongs per minute for the calls you
make. And I have the registration form here if
you could fill it out and return it to me please?

10’
TASK 3
– T explains the task, puts Ss in pairs and gets them
to write the dialogue together based on the
information given in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogues
1.
A: Good morning. How can I help you?
B: Good morning. I’d like to subscribe to Lao
Dong newspaper, please.
A: Certainly. For how long would you like to

subscribe?
B: For one year please
A: Great. Would you like to come and pick up your
newspapers or have them delivered to your
address?
B: Have them delivered to my address, please. That
is 7 Ngoc Ha Street. Ah and could I have them
delivered before 6:30a.m.?
A: Yes definitely. You will get the newspaper
every morning before 6:30.
B: Thank you very much indeed.
A: You are very welcome. Have a nice day.
B: You too. Good-bye
Pair work
and whole
class
14
A: See you.
2.
A: Yes? May I help you please?
B: Yes, I was wondering if you offer flower
telegram service?
A: Yes we do. When would you like to have the
flowers delivered?
B: Tomorrow, May 16
A: Great. And what kind of flowers would you like
to send?
B: Roses, a bunch of red roses please.
A: Certainly, a bunch of red roses, yes. And can I
have the name and address of the recipient,

please?
B: Her name is Mai and her address is 108 Tran
Nhan Tong Street.
A: OK. And would you like to send her a greeting
card?
B: Oh yes, please.
A: What would you like to be written in the card?
B: Ah something like “Dear Mai! Happy 17
th

birthday! Many happy returns of the day!”.
A: That’s it?
B: Yes, that’s it.
A: OK, I will get the flowers to be sent to Mai on
May 16th. Thanks very much.
B: Thank you

3’
WRAP UP
– T summarises the main points of the lesson.
– For homework, Ss do exercises in workbook and
prepare for the next lesson.

Period 3: LISTENING
15
I. Objectives
By the end of the lesson students will be able to:
– Develop such listening micro-skills as listening for specific and detailed
information.
– Use the acquired language to summarize the information they listen to.

II. Materials
Textbook, cassette tapes.
III. Anticipated problems
The topic can be challenging for Ss, so T should prepare them enough for the
listening tasks (e.g. pre-teaching new words, giving a bit of information about
the topic, etc.).
IV. Procedure

Time Steps
Work
arrangement
7’
WARM UP
– T divides the class into groups of 10 and
introduces the game: The groups should generate
as many words related to telephone as possible in 5
minutes.
– T divides the board into as many sections as the
number of groups is. When time is up, T calls on
the representative of each group to come to the
board and write their list. Then T gets the whole
class to count. Each correct word gets one point.
Which group has more points wins the game.
Suggested words:
Dial, cell phone, landline phone, mobile phone,
network, coverage, digit, fixed telephone, hand
phone, number, subscriber, fee, international calls,
local calls, long distance calls, telephone bill, text,
message, voice mail, hang up, hold, receiver,
iphone.

Group
work and
whole
class
16
8’
BEFORE YOU LISTEN
– T gets Ss to discuss this question in groups of 3-
4: “Do you think more and more people are using
cell phones in Vietnam nowadays? Why?”
– T goes around to listen. After a few minutes T
elicits answers from different groups.
Suggested Answers:
More and more people are using cell phones in
Vietnam nowadays because:
– Cell phones become cheaper and come in a
wider variety of colours and styles.
– There are more telecommunication companies,
e.g. Viettel, Vinaphone, Army Telecommunication,
etc. So competition is greater, which means better
service.
– There are many plans that customers can choose
from: prepaid, subscription.
– No subscription, no connection fee.
Pre-teach vocabulary
Commune (n): xã
Communal (adj)
Capacity (n): công suất, khả năng
Digit (n): số
Upgrade (v): nâng cấp

– T helps Ss to pronounce the words correctly. T
may want to play the tape or model first and then
ask Ss to repeat after the tape or after him/ her in
chorus and individually
– T presents or elicits the meanings of these words
from the class.

Group
work and
whole
class



WHILE YOU LISTEN
Introduction: You are going to listen about the



17


10’

8’



development of Vietnam’s telephone system over
the last few years. Then do the tasks that follow.
TASK 1
– T gets Ss to read the questions carefully and
work out what information they need to
concentrate on while listening. Then T checks with
the whole class.
– T gets Ss to read the options in each question
carefully and underline the words that make them
different. E.g. in Q5 these are “increase/ number
of phone”, “growth/ mobile phone”, “change/
international”, “reduction/ fee”. For the numbers T
gets Ss to read them aloud. This is to remind them
how the numbers are pronounced so that they can

catch the correct numbers later on.

– T gets SS to guess the answer to each question
and then tells them they need to listen attentively
to check if their guesses are confirmed.
– T plays the tape (or reads the tapescript) once for
Ss to listen and do the task.
– Then T gets Ss to find a partner to check their
answers with.
– T checks the answers with the whole class. If
many Ss cannot answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch.
TASK 2
– T checks if Ss can answer the questions in Task 2
without listening again. If they cannot, T plays the
tape for them to listen again but before doing this,
T should encourage Ss to read through all the
questions, identify the information they need to
look for in each question (by finding the key words
and the question word, e.g. “what’, “where’,


Individual,
pair work
and whole
class

Individual,
pair work
and whole
class

18
“when”, “how”, etc.) and if possible, predict the
answers.
– Then T plays the tape again for Ss to listen and
answer the questions. While Ss are listening, T
encourages them to take notes of what they hear
for the after-listening task.
– T gets Ss to check their answers with a partner.
Then T checks with the whole class. T should play
the tape again and pause at difficult points if many
Ss cannot complete the task.
Tapescripts:

Over the past few years, Vietnam has quickly
developed its telephone system.
Vietnam ranks second only to China for growth in
the number of telephone subscribers. It is among
the 30 countries in the world that have more than
two million telephone subscribers.
In the early 1990s, there were only 140,000
telephones across Vietnam. At present, we have
more than six million subscribers.
In 1996, Vietnam began upgrading its fixed
telephone networks and changing numbers from
six to seven digits in Hanoi and Ho Chi Minh City
as well as five to six digits in other provinces.
Five years later the mobile phone system was
upgraded to meet the growth in customer demand.
Since 2000, Vietnam has reduced the price of
several services, especially in the monthly fees for
fixed and mobile telephones.
In the future, more attention will be paid to the
rural areas. At present, 93 percent of communes
across Vietnam have telephone services. A
network of 6,014 communal post offices has been
set up across the country.

19
10’
AFTER YOU LISTEN
– T divides the class into small groups of 3 or 4
and gets them to summarize the listening text
based on their notes and the cues given in their

books. T might want to appoint a group leader for
each group. This person will monitor the group
work, note down ideas and appoint a representative
to present their work to the class.
– T goes around to check and offer help.
– After checking that all the groups have finished,
T calls on the representative of each group to
present their summary. T checks if other groups
would have the same or different ideas.
– T listens and takes note of their errors. T
provides corrective feedback after that.

Group
work and
whole
class

2’
WRAP UP
– T summarises the main point of the lesson.
– For homework, Ss learn by heart new words and
make sentences with them.


Period 4: WRITING
I. Objectives
By the end of the lesson students will be able to:
– Write a formal letter to express their evaluation of a service
II. Materials
Textbook, handouts

III. Anticipated problems
Students may not have sufficient linguistic resources to write a letter of
complaint (dissatisfaction), so T should be ready to help them.
IV. Procedure
20

Time Steps
Work
arrangement

7’
WARM UP: CROSSWORD PUZZLE
(This activity is to help Ss revise the new words)
– T divides the class into small groups of 3-4 and
distributes this handout. Ss do the puzzle in their
groups.
– After a few minutes T calls out the representative
of each group to go to the board and write the
answers.
– T gives correct answers.
1
2
3
4

5

Complete the sentences with the appropriate
words:
Down
1. The … hours of General Post Office run
between 7 a.m and 9 p.m.
2. If you want to send money to your relatives who
live in another city, you can use the money ….
service at any post office in your neighbourhood.
3. Newspaper … is sometimes late. You expect to
have your paper at 6:30 am but it does not come
until afternoon.
4. You’ve got a big … to pick up at the post office.
Across
5. I like the flower telegram …offered at my
neighbourhood post office.

Group
work and
whole
class
21
Answer
B
T U
R D S
A P E I
N A L N
S E R V I C E
F C V S
E E E S

R L R
Y



7’
PREPARE SS TO WRITE
TASK 1
– T explains the task and gets Ss to read through it.
T explains new words if necessary. Note that to
make the task more realistic, T might want to
modify it a little bit, allowing Ss to talk about any
post office they know if they do not like to talk
about Thanh Ba post office.
– Ss then work in pairs talking about things that
they like and do not like about the services at
Thanh Ba Post Office or a post office they know.
– After a few minutes T elicits answers from Ss,
writes good answers on the blackboard and helps
Ss express their ideas. T reviews the structures that
are used for expressing likes/ dislikes and opinions,
if necessary.


Individual
and pair
work, and
whole
class
20’

WRITING
– T reminds Ss of the format and layout of a formal
letter.
– T draws Ss’ attention to the fact that when
evaluating something people normally say about
good things before they say about negative things.
This is to make their hearers feel good. People may
also want to give suggestions to improve things
they find not good enough.

22
– Then T guides Ss to work out the structure of the
letter they are going to write. E.g.

Opening Introduce who you are
Say the purpose of your letter
First paragraph Say about what you like about the
service
Second paragraph Say about what you do not like about
the service.
Make suggestions if possible.
Closure Thank the recipient for their time and
attention.
Good-bye

– T reviews the structures that are used for giving
suggestions. E.g. it would be a good idea to …, if I
could make a suggestion, that would be about …, I
would suggest …, etc.

– Then T gets Ss to write the letter. In the
meantime, T goes around to check and help.
Sample writing
Nguyen Thanh Mai
12 Tran Hung Dao St.
Mr. Vu Nguyen Hung
Director, Thanh Ba Post Office
2 Tran Hung Dao St.

Dear Mr. Vu Nguyen Hung:

My name is Nguyen Thanh Mai. I am a regular
customer of Thanh Ba Post Office. I am writing in
reference to your invitation for comments about the
services offered at the post office and suggestions
for improving them.
I think generally, your services are of very good
quality. For example, I especially like the Flower
Telegram Service. It is much cheaper than many
florists’ that I know. And there are many types of
23
flowers to choose from, too. I also like the Express
Money Transfer Service. It is speedy and effective.
And I like the press distribution service. The
delivery is always punctual and I never lose any
newspapers. I highly appreciate the fact that your
staff are helpful and courteous.
If I could make a suggestion, however, that would
probably be about your business hours. I think you
close quite early. Sometimes I need to send an

urgent fax at night time but the post office closes at
9p.m. So I thought it may be a good idea to keep it
open until 10 or 10:30 p.m. And I notice that the
telephone in the booth at the end of the corridor is
not working properly.
Thank you very much for your time and attention. I
wish you a good weekend.
Kind regards
Nguyen Thanh Mai
8’
FEEDBACK
– T chooses one letter and reads it to the class.
– Then T elicits corrective feedback from the class
and gives final comments afterwards. T should
draw Ss’ attention to the format of the letter, the
organisation of ideas and language use.
Whole
class
3’
WRAPPING UP
– T summarises the main point of the lesson.
– For homework, T asks Ss to revise their letters
according to their peer’s suggestions and submit
for marking in the next lesson.

EXTRA ACTIVITY:
You do not like the mail and parcel delivery service at your
neighbourhood post office. Your letters are often lost and your parcels
24
are sometimes opened. Newspapers delivery is also often very late.

Now you write a letter to the manager of the post office to express
your dissatisfaction.
Period 5: LANGUAGE FOCUS
I. Objectives
By the end of this lesson, Ss will be able to:
– Distinguish the sounds /sp, /st/ and /sk/
– Pronounce the words and sentences containing these sounds correctly
– Distinguish the uses of defining vs. non-defining relative clauses
– Use these two structures correctly and appropriately to solve communicative
tasks
II. Materials
Textbook, handouts
III. Anticipated problems
Students might have difficulty pronouncing clusters because they do not exist
in Vietnamese. Ss may also have difficulty distinguishing and using non-
defining relative clauses. Therefore, T should be ready to assist them.
4. Procedures

Time Steps
Work
arrangement

7’
PRONUNCIATION
Distinguishing sounds
– T models the three consonant clusters /sp/, /st/
and /sk/ for a few times. Explain how to pronounce
clusters (e.g. pronounce the first sound and then
move onto the second sound quickly).
– T plays the tape (or reads) once for Ss to hear the

words containing these two sounds. Then T plays
the tape (or reads) again and this time asks Ss to

Individual,
pair work
and whole
class
25
repeat after the tape (or T).
– T asks Ss to read the words in each column out
loud in chorus for a few more times. Then T calls
on some Ss to read the words out loud. T listens
and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words
correctly, T may want to get them to repeat after
the tape (or himself/ herself) again in chorus and
then individually.
Practising sentences containing the target
sounds
– T asks Ss to work in pairs and read aloud the
given dialogue (p. 108).
– T goes around to listen and takes notes of the
typical errors.
– T calls on some Ss to read the sentences again
and provides corrective feedback.

7’
EXERCISE 1
– T gets Ss to read the example and analyse the
form of the relative clause occurring in it (e.g. this

clause begins with “who” and there is no comma
between the main clause and the relative clause).
– T gets Ss to complete other sentences in the same
way as the example. Before that, explain new
words if necessary.
– T gets Ss to go and write their answers on the
blackboard and elicits correction/ feedback from
the class.
– T gets Ss to work out/ review the meaning and
use of defining relative clause based on the
example and sentences they have just completed.
E.g. Defining relative clauses are used in order to
give important information about a person/ an
object. This information helps to distinguish him/
Individual
work and
whole
class
26
her/ it from others.
– T reminds Ss of the form of the structure. E.g.
there is no comma, it can start with any pronoun
like who, whom, whose, where, which, that.
Answers:
1. A burglar is someone who breaks into the house
to steal things.
2. A customer is someone who buys something from
a shop.
3. A shop-lifter is someone who steals from a shop.
4. A coward is someone who is not brave.

5. A tenant is someone who pays rent to live in a
house or flat.

7’
EXERCISE 2
– T gets Ss to review when to use whom (i.e. when
the noun to be modified is the object of the main
verb in the relative clause), who (i.e. when the
noun to be modified is the subject of the relative
clause), and whose (i.e. to express possessive).
– T gets Ss to give some examples to check that
they all understand the rules.
– T gets Ss to complete the exercise individually
and then find a peer to compare their answers.
– T checks the answers with the whole class and
gives correction where necessary.
Answers
1. who 2. whose 3.whom (who if informal
style)
4. whose 5. whom (who if informal style)

Individual
work, pair
work and
whole
class

7’
EXERCISE 3
– T gets Ss to distinguish the difference between

“that” and “which” (e.g. “that” can be used for
both people an things)
– T gets Ss to write the sentences with a peer.

Pair work
and whole
class
27
– Then T elicits answers from the whole class and
gives correction where necessary.
Answer
1. The man who answered the phone told me you
were away.
2. The waitress who served us was very impolite
and impatient.
3. The building that/ which was destroyed in the
fire has now been rebuilt.
4. The people who were arrested have now been
released.
5. The bus that/ which goes to the airport runs
every half an hour.

7’
EXERCISE 4
– T gets Ss to read the example and analyse the
form of the relative clause occurring in it (e.g.
there is a comma between the main clause and the
relative clause).
– T gives Ss some more examples and gets Ss to
work out/ review the meaning and use of non-

defining relative clause based on the examples.
E.g. Non-defining relative clauses are used in order
to give additional information about a person/ an
object, not to distinguish him/ her/ it. Usually, we
already know this person/ object so we don’t need
information to distinguish him/ her/ it.
– T reminds Ss of the form of the structure. E.g.
there is a comma, it can start with any pronoun like
who, whom, whose, where, which, that.
– T gets Ss to complete other sentences in the same
way as the examples.
– T gets Ss to go and write their answers on the
blackboard and elicits correction/ feedback from
the class.

Individual
work, pair
work and
whole
class