Date of planning:
Teacher: Le Thi Hai Nhu
Period 71+72: Unit 11: SOURCES OF ENERGY
Lesson E: LANGUAGE FOCUS

I. OBJECTIVES:
1. Knowledge:
- By the end of this lesson, students will be able to:
+ pronounce three clusters : /∫r/; spl/; /spr/.
+ pronounce the words and sentences contaning these sounds corectively.
+ review the relative clause.
+ use participle and to infinitive to replace relative clause
+ use these to solve communicative tasks.
2. Skill
- Main skill: speaking, reading, listening, writing.
3. Attitude
- Students have positive and constructive attitude in learning skill.
- Students are serious and willing to learn the lesson.
II. METHODS
Individual work, pair work, communicative approach.
III. TEACHING AIDS
English textbook 11, computer, chalk, projector…
IV. ANTICIPATED PROBLEMS
Students may have difficulties in pronouncing the sound : /∫r/; spl/; /spr/.
Teacher may not have enough time to finish the lesson in 45 minutes.
V. PROCEDURE
1. Class organization
Class
Teaching date
Number of students
Absentees

11




11







2. Check old lesson: no checking.
3. New lesson
Teacher’s activities
Students’ activities

I.PRONUNCIATION
Activity 1: Gap Fill
- Ask students to fill in each blank with one relevant word to each picture.
Fill in each blank with one relevant word to each picture:
/ /
Peach flowers are The stream…….into greeting…….. two branches
/
……..is my favorite seafood

- Introduce /∫r/, /spl/; / spr/ cluster consonant sounds.
- Explain the way how to pronounce these sounds:
+ When you pronounce this cluster consonant sound /∫r/, the sound /∫/ is pronounced more strongly than the sound /r/.
+ When you pronounce this cluster consonant sounds / spl/, /spr/, the sound /p/ is pronounced more smoothly and softly than the sounds /r/, /s/ and /l/
-Ask students to open the book
Activity 2: Listen and read
- Read these words
- Ask students to read after teacher
- Call on students to read again these words and correct if students’ mistake
Activity 3: One , two, or three
Read the words including the sounds, students have to listen and realize the sound and say 1 with /spl/; 2 with /spr/ and 3 with /(r/ (2minutes)
Words:
Shred, spring, shrill, spleen, splutter, spread, spray, split, shrine, sprightly.

Activity 4: Practise reading aloud these sentences
- read these sentences
- ask students work in pairs and practise these sentences in 3minutes.
- Let students work I pairs and practise these sentences in 3 minutes.
- call on students to read these sentences in front of the class and correct if students’ mistake

.



Work individually
Listen to the teacher
Suggested answers
Spring , split, shrimp
























Work individually
- Listen to Teacher
- Read after teacher
- Read again these words


Work individually
Listen to the teacher





Work in pair
- Listen to Teacher
- Listen and repeat
- Work in pairs and practise these sentences in 3 minutes
- Read these sentences in front of the class.








II. GRAMMAR
- Ask students to answer questions:
+ How many kinds of relative clause have you learn? What are they?
+ Introduce : “ today, we are going to learn about another kind of relative clause. This is reduced relative clause.
1.Relative clause replaced by participles ( active participles and passive participles )

a. Active participles ( present participles )
Activity 1
Give example 1 consist of 2 simple sentences on the board and ask student to combine the sentences into one using relative clause.
( Example 1: “The man is my brother . He is playing soccer.”
=>…………………………………………………………………….)

give the other sentences having the same meaning (“The man playing soccer is my brother” )
Ask students to distinguish the difference between these 2 sentences
underline that different points
give other example
( Example 2: The girl is very beautiful. She is sitting next to you.)
Ask students to match these 2 sentences by 2 ways
set up formula of active participle.
Formula 1
N + Who + V ( active)
Which
That
N+ Who + V-ing
Which
That

Note 1: present participles is uses to replace for relative clauses in active voice.