LESSON PLAN 4

Unit 12: The Asian Games
Lesson: Language focus
Class: 11/1
Time allotted: 45’
Aim: To help students learn and practice pronunciation and the structure of Relative clauses.
Objectives: By the end of the lesson, the students will be able to:
- Distinguish the 3 sounds /str/, /skr/, /skw/.
- Pronoun the words and sentences containing these sounds correctly.
- Revise relative clauses to do exercises.
- Understand about the omission of relative pronouns.
Teaching aids and materials:Textbook, blackboard, handouts, projector.
Procedure:

Stages/ time
Activities
Work arrangements

I. Warm-up
( 5’)
Game: Slap the board
Objective: to involve Ss and lead in the new lesson.
- T writes 3 sounds /str/, /skr/, /skw/ on the blackboard.
- T divides the class into 2 teams: A and B.
- T calls 4 Ss for each team to the front of the class.
- Ask Ss to stand at equal distance from the blackboard
- T calls out the words containing the 3 sounds one by one. (1. squire 2. scream 3. squeak 4. straight 5. scroll 6. strict 7. squire 8. stress 9. scrunch 10. straw)
- Ss run forward to slap the sounds on the blackboard.
- Which team slaps more correct words first will be the winner.
- T allows Ss to play.
Key:
/str/
/skr/
/skw/

4. straight
6. strict
8. stress
10. straw
2. scream
5. scroll
9. scrunch
1. squire
3. squeak
7. squeal

- T declares the winner and gives gift.
Lead in:
- T introduces: in our lesson today, we will practice the 3 sounds: /str/, /skr/ and /skw/.
Team work


II. Pronunciation
( 7’)
Presentation:
Objective: to help Ss distinguish the 3 sounds.
- T shows the table on the screen:
/str/
/skr/
/skw/

 Street
Strong
Strange
Strength
 Scream
Screen
Screw
Scratch
 Square
Squeeze
Squeak
Squeal


- T pronounces aloud the words in each column and asks Ss to repeat.
- T asks Ss to pronounce the words chorally and individually.
- T listens and corrects their pronunciation.

Practice:
Objective: to help Ss practice reading the sentences containing the target sounds.
- T asks Ss to read through the sentences on the textbook and underline the words containing the 3 sounds.
- T shows the sentences on the screen:
1. There was a strong man on the street at night.
2. The strong man looked very strange.
3. He was holding an ice-cream in one hand, and a rubber doll in the other hand.
4. The man was eating the ice-cream, squeezing the doll and it was squeaking.
5. The man was screaming while walking to the square.
6. Nobody knew why he was doing the strange things.


- T reads the sentences and asks Ss to repeat chorally.
- T asks some Ss to read out loud the sentences.
- T gives feedback.
Teacher – whole class













Teacher – whole class

III. Grammar
(24’)

Presentation:
- T gives Ss 3 examples:
+ Ex1: The woman is very friendly. She lives next door.
+ Ex2: This is the novel. Shakespeare wrote this novel.
+ Ex3: The girl is very nice. I talked about her yesterday.
- T asks Ss to combine each pair of sentences into 1 sentence using relative pronoun.
Expected answer:
+ Ex1: ( The woman who/ that lives next door is very friendly.
+ Ex2: ( This is the novel which/ that Shakespeare wrote.
+ Ex3: ( The girl whom/ that I talked about yesterday is very nice.

- T underlines the relative pronouns and asks Ss:
“What is the function of these relative pronouns?”
Ss: Ex1: Subject,
Ex2: Object,
Ex3: Object of preposition
- T points to each relative pronoun and asks Ss:
“Can we omit it?”
- T gives explanation and rewrites the sentences:
+ Ex1: Can’t omit, (Subject)
( The woman who/ that lives next door is very friendly.
+ Ex2: Can omit, (Object)
( This is the novel Shakespeare wrote.