LESSON PLAN

Supervisor : Nguyễn Thị Ngọc Hương

Student teacher : Trần Lê Đăng Khoa
Level : Intermediate (Grade 11)
Duration : 45 minutes

Unit 11

SOURCES OF ENERGY
Teaching point: Language Focus

1. Aims/Objectives:
- By the end of the lesson:
+ Students will be able to pronounce consonant clusters /ʃr/, /spl/ and /spr/ sounds
correctly.
+ Students know how to use Relative Clause replaced by participles or to
infinitive.

2. Skills:
- Speaking: pronouncing the words, speaking loudly the examples.
- Writing: doing exercises of Relative Clause replaced by participles or to infinitive.

3. Approach: CLT, GTM, ALM

4. Teaching aids: color chalk, black board and textbook.

5. Procedure:
- Greeting and checking attendance.
- Today’s lesson: LANGUAGE FOCUS
 Time/Stages Teacher’s activity Content Students’ activity
PRONUNCIATON
(10 minutes)
- tells students about what - “Today we are going to - Listen to the teacher.
1. Introduction going to be learned today is. make sound of some
(2 minutes) another consonant
clusters /ʃr/, /spl/ and /spr/”.

- gives some examples and - E.g. “spray”, “split”, - listen to the teacher’s
pronounces them loudly. “shrine”… voice.

- says the sounds /ʃr/, /spl/ - each sound will be - listen to the teacher’s
2. Presenting and /spr/ in turns then writes pronounced twice. pronunciation then
(3 minutes) them on the B.B. take note.

- has students repeat in - “Listen and repeat after - repeat after the
chorus. me, class” teacher in chorus.

- explains way to produce - try to make the

those consonant clusters. sounds correctly.

- instructs students to 1. Listen and repeat. - listen to the teacher.

3. Practice practice using words in the 2. Practise these sentences.
(5 minutes) textbook (page 131)

- reads aloud the words in 3 - shred, spleen, spray…. - listen and repeat.
columns in page 131 and
lets students repeat in
chorus.

- requires 6 students to read 1. They were all shrieking - listen to their friends
6 sentences given in page with laughter. and practice with low
131. 2. He shrugged…. voice.
GRAMMAR
(35 minutes)
1. Lead-in
(10 minutes)
(3 minutes) - give examples of relative
clause replaced by to-inf.
(2 minutes) - expresses how and when
to use this kind of
replacement.
(1 minute) - gives examples of original
relative clauses.
(1 minute) - transforms the above
sentence into R.C replaced
by the present participle.
(2 minutes) - gives another example.
(1 minute) - elicits the differences
between 2 above sentences
and how to use participles.
1.“Tom was the first student - look at the B.B and
that got 10 marks.” focus on teacher’s
 Tom was the first voice.
student to get 10
marks.
2. “She is the last person
who was rescued.”
 She is the last person
to be rescued.
“When there is a modifier
(the last, the first, the
second) before the noun we
want to focus, we may use
to-inf in R.C.”
“The teacher who teaches - follow the teacher.
me English is very tall.”
 The teacher teaching - try to understand the
me English is very sentence.
tall.
“The car which is painted in - listen to the teacher.
red is mine.”
 The car painted in
red is mine.
“Who can tell me the - listen to the teacher
differences between them?” and try to answer the
question.
2. Presentation
(7 minutes)
(2 minutes) - writes the structure on the
B.B.
(2 minutes) - expresses the use of this
structure.
(2 minutes) - requires some students to
give examples.
(1 minute) - lets students copy the
structure down.
3. Practice
(22 minutes)
- guides students to open the “Now open your book,
textbook (page 131) and do please! Page 131. We
the exercise 1.
(5 minutes) - calls some random
students to go to the B.B.
(1,3,4)
(3 minutes) - moves to exercise 2 in the
textbook. Teacher lets
students do the exercise
individually in 3 minutes
and calls 3 students to go to
the blackboard. (1,3,6)
(4 minutes) - corrects the exercise.
(2 minutes) - lets students copy the
correct sentences down their
notebooks.
- moves to exercise 3. Call
(8 minutes) some students to stand up
and read out loud the
answers. (1,3,5)
- reviews today’s lesson and
ends the lesson.
Wh/that + Verb
 Ving (Present
Participle)
- just listen to the
Wh/that + be + V3/ed
teacher.
 V3/ed (Past
Participle)
“This structure is used to
reduce the relative pronoun
for the natural speaking.”
“A/B, would you give me - give examples as the
an example?” teacher orders.
“Now, please copy the form - copy down.
and the examples down
your notebook”
- open their books.
together do the exercise 1.”
EXERCISE 1: - do the exercise.
(Textbook, grade 11, page
131)
“Ok, now is the exercise 2 - do the exercise.
in page 132. You have 3
minutes to do that exercise
and I will call some of you
to give answers on the B.B”
EXERCISE 2 - correct the exercise.
(Textbook, grade 11, page
132) - copy down the
correct sentences.
EXERCISE 3 - do task 3.
(Textbook, grade 11, page
132)
- review the lesson.