Tran QuangKhai High School
LESSON PLAN
Class: 11a17 Length of the lesson: 45 minutes
No. of students: Date: March 16th, 2016
Unit 13: HOBBIES
Part E – Language Focus
Aims of the lesson: By the end of the lesson, students will be able to know how to distinguish and pronounce 4 sounds /pt/, /bd/, /ps/ and /bz/. Furthermore, they also know and use the cleft sentences correctly and suitably.
Teaching aids: Textbook, board, pieces of paper.
Key symbols: T – Ss: Teacher – Students Ss – Ss: Students – Students W/C: Whole class
Procedures:

Stages
Stage aims
Time
Procedures
Interaction pattern




Teacher
Students


Warm – up stage
Review the previous lesson: /skr/ sound and get ready for the new lesson.
5ms
Ask students to make 4 teams to play game: Whisper
“I scream and you scream, we all scream for an ice cream”
Give the sentence to the person on the 1st table of each teams, they have to whisper the message to the other until the last player gets the message.
The last person, who gets the passage, has to run quickly to the board and writes down the message.
The team, which writes the right message, will be the winner.
Allow them 2 minutes to play.
Introduce the topic.
Make teams and play together.
W/C

Pronunciation
Check their knowledge about how to pronounce ending sound –ed and –s/es. If they are not clear about these 2 sounds, remind them again.
20ms
Show 12 pieces of paper:
Steps
Robbed
Robs
Stops

Stopped
Stabbed
Jumped
Maps

Grabbed
Shops
Trapped
Clubs

Divide class into 4 teams.
Ask each team to arrange these words with the ending sounds:
Team A: /pt/
Team B: /bd/
Team C: /ps/
Team D: /bz/
Allow them 2 minutes.
Ask them to show their answers on the board.
Check with the whole class and give the rules:
Ending –ed:
Case 1: voiceless consonants ending: /k, p, f, s, ʧ, ʃ, ɵ/ ( -ed = /t/
Case 2: voiced consonants, vowel and diphthong ending: /v, b, g, z, r, m, n, l, ʤ, ɗ, n/ ( -ed = /d/
Case 3: verbs ends in /t, d/ ( -ed = /id/
Ending –s/es:
Voiceless: /p, t, k, f/ ( -s/es = /s/
Voice: /b, d, g, r, l, m, n, w, v/ ( -s/es = /z/
/ʧ, ʤ, ʃ, z/ ( -s/es = /iz/
Ask students to practice reading aloud the sentences in their books.
Allow them 2 minutes to practice.
Invite some students to read out loud.




Make the team.
Arrange the words as require.




Show the answers to the board.
Check together and give the rules.
Take notes.













Practice reading aloud.

Read out loud.
T – Ss



Ss – Ss






T – Ss

















T – Ss


Grammar
Introduce the cleft sentences, which result from changing the normal sentence pattern to emphasize a particular piece of information.
20ms
Give an example:
Maya gave me a cakeyesterday.
S OAdv
Ask students to look at the sentence and identify what part of speech of the underline words (S, O and Adv).
Ask students to look at 3 following sentences to find out the similar and different.
( It was Maya who/that gave me a cake yesterday.
(It was a cake that Maya gave me yesterday.
( It was yesterday that Maya gave me a cake.
Ask students to think and give the rule:
It + is/was + S/O/Adv + relative clause (that + S + V (+Adv) or that + V + O)
Explain the rule.We can transform the sentence in different ways depending on which part of it we want to bring into focus.
Ask students to make 4 teams and do the grammatical exercise in their textbooks.
Prepare 7 pieces of paper, each piece has a number (1 – 7).
Teams take turn to take a piece of paper.