Giáo án Tiếng Anh lớp 11: UNIT 11 SOURCES OF ENERGY-LANGUAGE FOCUS

Tham khảo tài liệu giáo án tiếng anh lớp 11: unit 11 sources of energy-language focus, tài liệu phổ thông, tiếng anh phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả
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Giáo án Tiếng Anh lớp 11: UNIT 11 SOURCES OF ENERGY-LANGUAGE FOCUS UNIT 11 SOURCES OF ENERGY PART E: Language focusA.Objectives Aim : By the end of the lesson Ss will be able to pronounce: -the consonant clusters: [ʃr], [spl], and [spr] so that they can say them correctly when saying individual words as well as sentences. -Teaching students how to use participles and/or To-infinitive to replace relative clauses. Structures : - Present participle used to replace relative clauses - Past participle used to replace relative clauses - To-infinitive used to replace relative clauses Teaching aids cassette or CD player, textbook Techniques:role play, combine the sentences, pair work, group workB.Procedure:T Contents T & Ss’activitiesA). PRONUNCIATION Have students close theirStage 1 : books and listen. Read aloud some words which contain clusters [ʃr], [spl],shrine splat sprayshrimp splat spring and [spr]. For example:  Students listen carefully.shred splendid spreadshrewd split spree  Students listen to andshriek splendour sprinkle repeat the sounds after theStage 2: Teacher writes the phonetic teacher.symbols of these sounds on the board.Act out so that students can repeat and  Students listens andsay them correctly. repeat the words after the Stage 3: Teacher writes the words containing each Pratice the following sentences:1.They were all shrieking with laughter cluster on the board, then2.He shrugged (his shoulder) , saying reads them aloud and hashe didn’t know thing and did’t care students repeat word by3.My dad hates shrimp paste word twice or three times.4.what a splendid spring day.5.The stream spilits into the three Stage 4: The teacher actssmaller streams at this point out the sentences in6.The house has a narrow front , but it Pronunciation on page 131splays out at the back (Textbook) and has studentsB.GRAMMAR: repeat. Have some students read the sentences aloudStage 1 :. and correct mistakes when1. The boy who is running after the dog necessary.is my brother.- The boy running after the dog is my  Students listen andbrother. repeat. Students then take2. Baseball is a game which is played down the symbols and themainly in the United States. words in their notebooks.- Baseball is a game played mainly inthe United States. Teacher writes these3. Paul was the only person who sentences on the board anddiscovered the mistake. asks students to give- Paul was the only person to discover remarks. Ask them to workthe mistake. in pairs and then tell the Possible remarks: difference between the pairs* Sentence 1 is active, so we use of sentencesVerb+ing to replace who is* Sentence 2 is passive, so we use  Students work in pairsVerb+ed to repalce which is* In sentence 3, we use To-infinitive to discussing the differencereplace who discovered because between the pairs ofthere is the only person before it. sentences. They then giveStage 2: The teacher gives comments their remarks to the class.on thestudents remarks and then writes somenotes on the board for the students tocopy down, as follows:  Students copy down theV-ing phrase sentences and the(Active meaning) Replacingwho/which/that+verbV-ed (p.p.) phrase(Passive meaning) Replacingwho/which/that+be+p.p.To-infinitive phrase Replacingwho/which/that+verbExercise 1: Rewrite the sentences ,using a present participle phrase The teacher has studentsExercise 1: Suggested answers: work in pairs and finish the1. The boy playing the piano is Ben. exercise. Then have some2. Do you know the woman coming of them stand up and readtoward us? the each sentence aloud. ---3. The people waiting for the bus in the Correct the mistakes andrain are getting wet ...