English 11 unit 13 language focus

<span class='text_page_counter'>(1)</span>LESSON PLAN. Unit 13: Hobbies Part E: Language Focus Teacher: Thai Thi Y Ly Class: 11. Date:. Time: 45’. I. Objective By the end of the lesson, students will able to: -. Pronounce the clusters /pt/, /bd/, /ps/ and /bz/. -. Pronounce the words and sentences containing these clusters correctly. -. Use cleft sentences (subject focus, object focus and adverbial focus) correctly to do the exercises and solve communicative tasks. II. Materials: textbook, blackboard, posters, handouts,… III. Anticipated problem The students may find it difficult to pronounce these sounds so teacher should be ready to help them. IV. Procedures. Time 5’. Content 1. Warm-up: game Bingo. Teacher’s activities. Students. ‘activities - T shows the poster of words; - Ss listen and - T runs through by reading a. repeat words;.

<span class='text_page_counter'>(2)</span> Rule of game:. few times;. -. T asks Ss to write 5 words( in the - T helps Ss practice how to. practice. saying ”Bingo”;. poster) in a piece of paper; T read say “Bingo”;. - Ss choose and. some words until there is a student. write. getting all 5 written corresponded with those T read. This is the winner who reread all word have he/she have.. - T asks Ss to choose and to write down 5 words; - T reads aloud the words in. (Stopped ,jumped, stepped, trapped, robbed, stabbed , grabbed, bribed,. 8’. Ss. the poster until there is a winner.. down. 5. words; - Ss listen and check. if. their. words. are. corresponded with. stops, steps, maps, shops, robs, bribes,. words T read, and. rubs, clubs). if so, say “Bingo” aloud. - T models the /pt/, /bd/, /ps/ - Ss listen to T’s. 2. Pronunciation. and /bz/ for a few times and model and repeat. Rules:. asks Ss to repeat the sounds in the sounds;. -ES:. turn before Ss see them;. + after /p/, /f/, / /, /k/ ==> /S/. - T teaches the rules of groups and do the pronunciation. and. Ss. work. - Ss finish the task. - T gives instruction: “You and. go. to. will have one minute to blackboard. -ED. in. divides task;. + after vowels, voice consonants, class into 4 groups; except /z/, / /, /d / ==> /Z/. -. the to. arrange the words with the write the answer; +. after. vowels. and. voice. consonants / /, /b/, /v/, /z/, / /, / /, /g/, /m/, /n/, / /, /l/ ==> /D/ + after voiceless consonants / /, /p/, /f/,. sounds I give you: group A /pt/, group B /bd/, group C /ps/, group D /bz/";. -. Ss. words. read. the. in. each. column out aloud.

<span class='text_page_counter'>(3)</span> /s/, / /, / /, /k/ ==> /T/. - T asks the leader of each in. chorus. and. team to write down the words individually for a on the blackboard;. few more times;. - T shows the poster of 4 - Ss answer T’s sounds and words containing questions; these sounds as a feedback to check Ss’ answers;. -. Ss. repeat. choral and. - T reads sounds and words a individually few of times; - T gets Ss to read the words in each column out aloud in chorus and individually for a few more times; Answer: - T listens and corrects if Ss * Listen and repeat. pronounce. / pt / Stopped. / bd / robbed. / ps/ stops. / bz/ robs. jumped. stabbed. steps. bribes. the. words. incorrectly; - T shows the poster of practicing these sounds in sentences;. stepped trapped. grabbed maps. rubs - T runs through by such. bribed. shops. clubs. questions. as:. how. many. sentences are there? which sounds have we learnt in the sentences?.... in then.

<span class='text_page_counter'>(4)</span> *Practice. the. following - T reads them several times. sentences(151-152). and call students repeat in choral and then individually.. 25’. 3.Grammar: Cleft sentences Tom borrowed Tim S. V. O(người). - T draws on the blackboard( a - Ss carefully pay picture of 2 boys and a tie in attention. and. turn);. the. answer. - T gets Ss’ attention by asking. questions. questions;. while - Ss listen to T and. drawings such as girl or boy?, take notes; a tie yesterday O(vật) adverbial a. Subject focus: Expected example:. what’s his name? what did Tom do yesterday?.... - Ss take part in building. the. - T sets the scene to have the lesson. example: Tom borrowed Tim a tie yesterday. - Ss do Exercise 1 individually;. - It was Tom who/that borrowed Tim a - T analyzes this sentence and - Ss share their draws structures; tie yesterday. answers with their Form:. - T instructs and ask Ss do friends; Exercise 1 individually then. - Ss play game:. It is/was + S+ that/who +V+…. shares with their friends;. b. Object focus. - T holds game “Pick apples” and to do Exercise 2;. choose the apple answer. questions;. Expected example: -. T. draws. on. - It was Tim who(m) Tim borrowed a blackboard(an apple tree);. the - Ss pick lucky ones. do. not.

<span class='text_page_counter'>(5)</span> tie yesterday. - T tells Ss the rules of game answer. - It was a tie that Tom borrowed Tim yesterday.. and there are 3 lucky ones; Ss question; pick lucky ones do not answer the questions;. - Ss get handouts and ask questions. Form: It is/was + O+ that/who(m)+ - T shows the poster of if any. S +V+…. questions and runs through it;. c. Adverbial focus. - T models an apple- a question and lets Ss play. Expected example:. game;. It was yesterday that Tom borrowed - T give feedback and correct Tim a tie. incorrect sentences; Form: It is/was + adverbial + that+. - T gives Ss handouts and run. S +V….. through them.. Exercise 1: Choose the correct answer a, b, c or d. Exercise 2: rewrite the sentence using clef sentences. Pay attention to 7’. the underlined part. Homework: At home, Ss: -. learn. structures. - T sets the homework. they. have. learnt; -. do exercises in the handout;. -. prepare the next lesson Unit 14. the. - Take notes..

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