LESSON PLAN

UNIT 11: NATIONAL PARKS
PERIOD: LANGUAGE FOCUS

Objectives:
By the end of lesson, students will be able to:
- Distinguish the sound /t/ and /d/
- Pronounce the words and sentences containing these sounds correctly
- Use conditional sentences (types 1, 2 and 3) and conditional sentences in reported speech appropriately.
Method and Techniques: integrated, mainly communicative approach.
- Grammar: Conditional sentences ( type 3)
Teaching aids: board, chalk, pictures, text books,hands out
Procedure:
Stages/
Time
Teacher’s activities
Student’s activities

Warm-up
(2 minutes)

 Warm up
-Show some pictures of animals called pronounce /t/ or /d/
- Call some students answer and write on the board
- Check the answers with whole class.

- Listen to teacher’s instruction
- Give the answers.


Pro-nunciation


(8 minutes)

 A. Pronunciation
Activity 1 – Listen and repeat
- Writes two sounds /t/ and /d/ on the board, reads for a few times
- Explains the differences between the two sounds, and how to produce them.
- Asks Ss to read the words in each column out aloud in chorus for a few more times.
-Calls on some Ss to read the words out loud.
- Listen and takes notes of the typical errors
How do we pronounce the -ed? 
In 3 ways:
- /id/: If the base verd ends in one of these sound: /t/ , /d/
- /t/: If the base verd ends in one of these sound: /f/, /p/, /s/, /ʃ/, /ʧ/, /k/
- /d/: all other sounds
- Give some examples
Activity 2 – Practise these sentences
- Guides students to practise pronouncing.
- Ask Ss to underline the words pronouncing the sound /t/ and /d/
- Reads the sentences first as model.
- Asks students to pay much more attention to stressed syllables.
- Asks Ss to work in pairs and take turn to read aloud the given sentences (Page 119 – Practise these sentences)
- Goes around to listen and takes notes of the typical errors
- Calls some Ss to read the sentences again and provides corrective feedback.


-Observe and listen to teacher’s guide
-Listen carefully and
- Practise ( read the words in your book)




-Listen and repeat






-Underline the words containing the sounds //t/ and /d/
- Work in pairs


Grammar Vocabulay


33minutes
Presentation:
-Make a dialogue
EX:
A: Did you go to school yesterday?
B: Yes, I did
A: What would have happened if you hadn’t gone to school yesterday?
B: I wouldn’t have understood the lesson.
- Ask Ss to find a new structure in the dialogue
- Write new grammaticial point on the boards
Conditional sentences type 3
Eg: + If you had got there last night, you would have met him
+ If he had listened to me, he wouldn’t have failed in the exams
Form:
+ IF Clause: If + S + had (not) + V(III/ed),
(Past perfect)
+ Main Clause: S + would (not) + have + V-(III/ed)
could
might

Use: Unreal in the past
-Calls on some Ss to tell the class about the meaning and use of the third conditional.
The inversion of conditional sentences (type 3)
Form: Had + S1 + (not) + V(III/ed) , Main Clause
Ex: 1) If I had have a lot of money, I would have gone to Japan
Had I have a lot of money, I would have gone to Japan
2) If it had not been for your help, I wouldn’t have succeeded.
Had it not been for your help, I wouldn’t have succeeded.
-Ask Ss to give some examples.
- Check their answers
- Asks Ss to do excercise 1, 2 ,3
-Goes around and provide help
Practice:
Activity 1
- Asks Ss to do excercise 1 individually and find a partner to check their answer
- Asks Ss to give the answers
- Check the answers with whole class and gives corrective feedback
Exercise 1:
1. had known 5. could have enjoyed
2. had had 6. had known
3. would have gone 7. had stopped
4. would have passed 8. had killed
Activity 2
- Guides Ss to do the Ex. 2
- Goes around the class and helps Ss.
- Asks Ss