THE UNIVERSITY OF DANANG

UNIVERSITY OF FOREIGN LANGUAGE STUDIES

FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION

ENGLISH LANGUAGE TEACHING METHODOLOGY 3

Lesson plan: Language Focus

Name: Trần Thị Quý Hà – 18SPA01

Lê Quốc Việt – 18SPA01
Class: ELTM3 – 01
Group: 6

Danang, 30th August 2021

 LESSON OUTLINE

 Class stabilization

 Check-up

 New lesson

I. Warm-up: Name the pictures

II. Pronunciation

*Activity 1 (Presentation): Presenting the sounds.

*Activity 2 (Practice): Listen and repeat.
*Activity 3 (Practice): Practise reading aloud the sentences.
*Activity 4 (Production – Optional): Tell a story using the given words.

III. Grammar
*Activity 5 (Presentation): Presenting new structure.
*Activity 6 (Practice): Rewrite the sentences.
*Activity 7 (Practice): Choose the best answer.
*Activity 8 (Production): “Noughts and Crosses” Game

 Consolidation:
 Self – assessment
 Homework
 Week
Period Date of teaching: ……../………/……….

ENGLISH 11 (STANDARD VERSION)

UNIT 13: HOBBIES
LANGUAGE FOCUS
 School:
 Class: 11

 Teachers: Trần Thị Quý Hà, Lê Quốc Việt

 Objectives: By the end of the lesson, the students will be able to:

- Distinguish and pronounce four sounds /pt/, /bd/, /ps/, /bz/ correctly.
- Use cleft sentences for emphasis.

 Teaching method: Communicative approach.

 Teaching aids: Textbook, slide, board, chalk, handouts, pieces of note

 Procedures:

Time Content Activities

2’ A. Class stabilization
1. Establishing the new class order
2. Checking attendance
B. Check- up
35’ C. New lesson

I. Warm-up: Name the pictures.

1. Stamps /ps/ Whole – class
- Teacher shows the pictures
gradually on the slide and asks
students to give the name of each
5’ picture in one word.
- T writes the right guesses on the
board and underlines the ending
for Ss to recognize the new sound
clusters.
- T introduces the new lesson.
 2. Cabs /bz/

3. Stopped /pt/

4. Robbed /bd/
 II. Pronunciation Whole – class
Activity 1: Presenting the sounds. - Teacher explains the difference
2’ in producing four sounds.
/p/ + “-ed” => /pt/ ; /p/ + “-s” => /ps/ - Teacher models first and gets
/b/ + “-ed” => /bd/ ; /b/ + “-s” => /bz/ students to repeat the sounds in
chorus.
- Teacher invites some students to
repeat the sounds.

Activity 2: Listen and repeat Whole-class

Textbook page 151 -T plays the recording for students
to listen.
- T then plays the recording again
and asks Ss to repeat.
- Teacher invites individuals to
4’ read the words in one or two rows.
- Teacher gives feedback and
corrects the mistakes if there are
any.

Activity 3: Practice reading words in sentences. Pair - work

Textbook page 152 - T asks students to underline the
words containing the sound
clusters in focus.
- T plays the recording for students
to hear the sentences.
4’
- T then puts Ss in pairs to practice
reading those sentences.
- After 2 minutes, T invites some
Ss read the sentences in front of
the class.
- T gives corective feedback.

Activity 4: Tell a story using the given words. Pair – work

Handout 1 - T gives the instruction: Tell a
Optional Tell a story using the given words. story using the given words.
- T distributes the handout.
(5’)
disturbed (v), stopped (v), grabbed (v), robbed (v), slipped, - T gives the meaning of the words
jumped (v), bumped into (vp) if necessary.
shops (n), stamps (n), cabs (n), maps (n), clubs (n), robes (n), - T puts Ss in pairs to tell their
lips (n), tips (n) story and then asks some students
to share their stories with the class.
- T listens and gives feedbacks.

.
 III. Grammar : Cleft Sentences Whole – class
-T shows a picture and a
It is/was + focus + that…
sentence to set the scene.
- T elicits students to formulate
Activity 5: Presenting a new structure.
7’ forms of the new structure by
asking Ss Yes/No questions and
short-answer questions. E.g:
+ “Who is he?”
+ “Who is she?”
+ “What did this boy do last
month?”
* Subject focus
- T asks Ss:
+”This boy”, is it a subject or an
object?”
- T then gives an example to
show Ss how to use cleft
sentences to emphasize the
This boy visited his aunt last month subject.
S O Adv - T asks students to give the
1. Subject focus. form of subject focus.
- T then asks Ss to give the use
and the meaning of the form.
It is/was + S + that/who + Verb * Object focus
- T asks Ss:
E.g. It was this boy who/that visited his aunt last month + “Whom did this boy visit last
month?”
2. Object Focus
+ “His aunt”, is it subject or object,
class?”
- T then gives the example of
It is/was + O + that/who(m) + S + Verb object focus.
- T asks Ss to give the form of
E.g. It was his aunt that/whom this boy visited last mont
object focus.
- T asks Ss to give the use and
3. Adverbial Focus the meaning of the form.
* Adverbial focus
- T asks Ss:
+”When did this boy visit his
It is/was + averb(time,place,..) + that + S + Verb aunt?”
E.g. It was last month that this boy visited his aunt +”Last month”, is it adjective or
adverb?”
- T gives example.
- T asks Ss to give the form of
adverb focus.
- T then asks them to give the
use and the meaning of the form.
 Activity 6: Rewrite the sentences. Individual – work
Handout 2: Rewrite the following sentences, paying attention - T gives the instruction and then
4’ to the words underlined. distributes the handout.
1. John found a gold coin in his garden. - T asks students read through
2. My mother bought me a present on my birthday. the exercise.
3. Huong and Sarah sang together at the party. -T does sentence 1 as a model.
4. Hoa borrowed the book from Long. -T asks students to rewrite the
5. The man is learning English. sentences individually and then
6. The pedestrian asked the police a lot of questions. compare the answers with their
7. The boy hit the dog in the garden. partners when they finished.
8. His father repaired the bicycle for him. -After 2 minutes, T checks
Answer keys: students’ answers:
1. It was John who found a goal coin in his garden. +T invites students to give the
2. It was my mother who bought me a present on my answer orally for each question.
birthday. +T checks the answers with the
3. It was Huong and Sandra who sang together at the class.
party.
4. It was the book that Hoa borrowed from Long.
5. It is English that the man is learning.
6. It was the police who(m) the pedestrian asked a lot of
questions.
7. It was in the garden that the boy hit the dog.
8. It was for him that his father repaired the bicycle.

Activity 7: Choose the best answer. Pair – work

Handout 3: Choose the best answer - T gives instruction and
1. It was the girl......... a letter from her friend yesterday. then distributes the handout.
a. That received b. Who received - T asks Ss to work in pairs to
c. whom received d. a&b are corrected find out the correct answers for
2. It......who played football all day long. the exercise.
4’ a. was the boys b. Were the boys - T checks Ss’ answers:
c. is the boys d. are the boys + T invites students to give the
3. It was the stranger..... the dog barked at. answer for each question and
a. whom b. That explain the reason.
c. who d. all are correct + T checks the answers with the
4...........................that me met his wife. class.
a. It was in Britain
b. It was on Britain
c. It is in Britain
d. It is at Britain
5............................that the meeting started.
a. It is at 8 a.m
b. It was on 8 a.m
c. It was at 8 a.m
d. b&c are correct
Answer keys:
1. d
2. a
3. d
4. a
5. c
 Activity 8: “Noughts and Crosses” Game Group – work
- T draws a ca-ro board on the
Using Cleft Sentences to make the sentences with the given board.
word/phrase. - T divides the class into two
teams: one is NOUGHTS and the
5’ My brother The boys her sad story other is CROSSES.
English a smartphone The police - T introduces the rule: The
at 8:00 am My grandmother In Japan NOUGHTS team will begin first.
Each team will take turns to
E.g. It was my brother who collected these foreigned stamps. choose a word/phrase on the
It was her sad story that made me cry. board and make sentence using
cleft sentences. If the sentence is
correct, the teacher puts a 0/X in
the square. If the sentence is not
correct, no 0/X is put in the
square. The team who can make
can make three noughts or
crosses in a row across, down or
a diagonal line will win.

D. Consolidation Whole – class

Review what students have learned in the lesson on a - Teacher gives students a piece
5’ piece of note. of note and ask them to write
Activity: What stuck with you today things they have remembered
most from the lesson. Teacher
helps students to stick them on
the ‘What stuck’ Board.
- Teacher reads out loud some
notes and ask if students agree
with their friends.
- Teacher summarizes the lesson
at the same time.
 E. Self-assessment: Whole-class
1’ - Teacher gives students the self-
assessment form and asks them to
fill in it in class or at home (if the
lesson runs out of time).

2’ F. Homework: Whole-class
- Practice pronouncing four sounds. Teacher assigns the homework
- Revise the usage and structure of cleft sentences.
- Prepare for the next lesson.
- Do “Hot Potato” exercise.

* Pronunciation
* Writing skill
 APPENDICES
*Lesson:
 HANDOUTS

*Handout 1:
Tell a story using the given words.

disturbed (v), stopped (v), grabbed (v), robbed (v), slipped, jumped (v), bumped into (vp)
shops (n), stamps (n), cabs (n), maps (n), clubs (n), robes (n), lips (n), tips (n)

*Handout 2:
Rewrite the following sentences, paying attention to the words underlined.
1. John found a gold coin in his garden.
2. My mother bought me a present on my birthday.
3. Huong and Sarah sang together at the party.
4. Hoa borrowed the book from Long.
5. The man is learning English.
6. The pedestrian asked the police a lot of questions.
7. The boy hit the dog in the garden.
8. His father repaired the bicycle for him.

*Handout 3:
Choose the best answer
1. It was the girl......... a letter from her friend yesterday.
b. That received b. Who received
c. whom received d. a&b are corrected
2. It......who played football all day long.
a. was the boys b. Were the boys
c. is the boys d. are the boys
3. It was the stranger..... the dog barked at
a. whom b. That
c. who d. all are correct
4...........................that me met his wife.
a. It was in Britain
b. It was on Britain
c. It is in Britain
d. It is at Britain
5............................that the meeting started.
a. It is at 8 a.m
b. It was on 8 a.m
c. It was at 8 a.m
d. b&c are correct

* Self – assessment