LESSON PLAN Teacher: Lesson: LANGUAGE FOCUS – Unit 12 – THE ASIAN GAMES Class: 11 Date: Time allotted: 45 minutes Period: 5 1. Aims and objectives: - To help students distinguish the sounds /str/, /skr/ and /skw/ . - To have the class pronounce correctly and practise these sounds in the words and sentences with the right stress and intonation. - To enable the students to revise the use of Relative clause and understand and write sentences with omission of relative pronouns. - To encourage students to use the language and the structures they have learned in everyday situations. 2. Language: - Vocabulary: scratch, squeeze, squeak, squeal, rubber - Structures: relative clause 3. Skills: Integrated skills 4. Methods: communicative approach 5. Techniques: questions and answers, pair work, repetition, flash cards, paper boards TEACHING PROCEDURE Time Teaching steps, teacher’s activities Students’ activities 1 minute I. Stabilization - Greets students and introduces observing teachers - Checks the attendance - Greet the teacher. - The monitor answer. 4 minutes II. Presentation A. PRONUNCIATION 1. Lead in - Has students play the game WHO IS THE FASTER? - Divides the class into two groups and give each group 5 flash cards. - Tells the word the teacher needs and alternatively. Who hears what word the teacher needs will find it in their cards immediately and sticks it on the board. The group will get 1 mark for each answer. After the game, the group having more correct answers will be the winner. -Leads to the lesson. - Listen to the explanation of the game. -Work in team. 5 minutes 2. Pre practice - Models each of these consonants/str/, /skr/, /skw/ for a few times and then instructs student to pronounce them. + /str/ + / skr/ + / skw/ - Reads the examples on page 144, ask students to listen and repeat follow the teacher. - Calls on some students to read the -Listen to the teacher and ape like the teacher. words out loud. Teacher listens and corrects if students pronounce the words incorrectly. If many students do not pronounce the words correctly, teacher may ask them to repeat after himself/ herself again in chorus and then individually. 3. Controlled practice (Hangs on the paper board with some sentences to practise) - Has students work in pair in one minute and read aloud the sentences on page 144. - Goes around seeing the students practise and take note the typical errors. -Calls some students read these sentences aloud again and give feedback. - Practise pronouncing and read aloud these sentences when the teacher request. B. GRAMMAR 1. Lead-in -Asks students to recall the use of relative clause. -Gives exercises as the examples for relative clause and omission of relative clause. - Explains the knowledge and asks students to do the examples. a. Relative pronouns as subject: The pronouns who/which/that can be the subject of relative clause. E.g.: I told you about the woman. She lives next door. I told you about the woman who - Listen to their teacher. - Look at the board and answer the teacher’s questions. lives next door. b. Relative pronouns as object: The pronouns which/whom/that can be the object of a relative clause. E.g.: I want to introduce you to a person. I’m sure that you have met him before.  I want to introduce you to a person whom I’m sure that you have met before. c. Omission of relative pronouns: E.g.: I want to introduce you to a person I’m sure that you have met before. - Gives two sentences for two cases: the relative pronoun can be omitted and cannot be omitted. 1. My neighbor who always helps everyone is a good person.  Cannot be omitted. 2. The topic that we are talking about is very interesting.  The topic we are talking about is very interesting. - Explains these cases: ● Relative pronouns “who, whom, which, that” can be omitted without changing any elements when they are objects in the sentences. ● But we can not omit: “who, which, that” as subjects or “who, whom, which” are after a comas without changing any elements in the sentence. - Gives the conclusion: ●When the relative pronoun plays the role as an object, we can leave out the pronoun without changing any elements of the sentence. ●Clauses without pronouns are very common in informal English. 2. Pre-practice - Hangs on the paper board with Exercise 1, Exercise 2 and Exercise 3 on pages 144 and 145 respectively. - Calls one student to read aloud the requirement of each exercise. -Explains how to do the tasks. - Listen and take note. - Read through the sentences. 3. Controlled- practice - Asks students to work in pairs to discuss the exercise. - Goes around the class to observe the students’ working and help students if necessary. - Calls some students to go to the board and write their answers. - Checks the answers with whole class and gives the feedback. -Work in pairs. -Go to the board and write their answers. - Listen to the teacher’s feedback. Expected answers: Exercise 1: 1. Have you found the bike you lost? 2. Most of the classmates he invited to the party couldn’t come. 3. The short stories John told were very funny. 4. The dictionary I bought yesterday is expensive, but very interesting. 5. I didn’t like the man we met this morning. 6. The beef we had for lunch was really delicious. Exercise 2: 1. I enjoy my job because I like the people I work with. 2. The dinner party we went to wasn’t very enjoyable. 3. The house we’re living in is not in good condition. 4. I wasn’t interested in the things they were talking about. 5. He didn’t get the job he applied for. 6. The bed I slept in Exercise 3:  1. The girl who we are going to see is from Britain.  2. He works for a company that makes cars.  3. What was the name of the man who you met yesterday?  4. The table that was broken has now been repaired.  5. Do you know the girl who he is talking to?  6. This is the novel that I’ve been expecting. 4. Free- practice Asks students to work in pairs with topic “Talking about your favorite sports”, then invites some students to speak out the sentences: - using relative clauses without a relative pronoun. - using the omission of relative clauses with prepositions. - listen to the teacher and take note. - work in pairs to talk about the topic. - read aloud the sentences. Suggestions: 1. Volleyball is the kind of sport I like best. 2. The sport I usually play is football. 3. The football team I’m taking part in is very famous. III. Wrapping up 1.Consolidation Summarizes the main points: - Distinguish the clusters /str/, /skr/ and /skw/. - Master the relative clause and equivalent types of clauses without relative pronoun. - Use the structure correctly to apply for communicative tasks appropriately. 2. Homework - Asks students to do the exercises in Exercise book. - Gets students to prepare the new lesson Reading of Unit 13. - listen to the teacher. - review the lesson. SELF-VALUATION: ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Please write your suggestions here: ……………………………………………………………………… ……………………………………………………………………… . LESSON PLAN Teacher: Lesson: LANGUAGE FOCUS – Unit 12 – THE ASIAN GAMES Class: 11 Date: Time allotted: 45 minutes Period: 5 1 of relative pronouns. - To encourage students to use the language and the structures they have learned in everyday situations. 2. Language: - Vocabulary: scratch, squeeze, squeak, squeal,. students to do the exercises in Exercise book. - Gets students to prepare the new lesson Reading of Unit 13. - listen to the teacher. - review the lesson. SELF-VALUATION: ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Please