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: relatives 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
5 minutes
II. Presentation

A. PRONUNCIATION
1. Lead in
- Has students play the game WHO IS THE
FASTEST?
- Divides the class into two groups. Choose 2 people
from each group and give each group 10 flash card.
- Tells the word they need and alternatively, each
person will find in their cards this word. They will
take this word and stick it on the table. With each
right word, the group will take 5 marks. After the
game, which group has more correct answers will be
the winner.
- Work in team
-Leads to the lesson.
4 minutes
2. Pre practice
- Models each of these consonants/str/, /skr/, /skw/
for a few times and then instructs student to
pronounce them.
+ /str/ street, strong, strange, strength
+ / skr/ scream, screen, screw, scratch
+ / skw/ square, squeeze, squeak, squeal
- Reads the examples on page 144, ask students to
listen and repeat follow the teacher.
- Asks students to practise in pair and calls
on some students to read the 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.
-Listen to the teacher and ape
like the teacher
5 minutes
3. Controlled practice
(Hangs on the paper board with some sentences to
practise)
- Has students work in pair and read aloud the
sentences on page 144.
- Goes around seeing the students practise and take
note of 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
5 minutes
B. GRAMMAR- VOCABULARY
Exercise 1
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.
-Gives examples to 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 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. You have
met him before.
 I want to introduce you to a person you have
met before.
- Listen to their teacher
- Look at the board
- Answer the teacher’s questions
The pronouns who/which/that can be the subject of
relative clause.
c. Omission of relative pronouns:
We can leave out the pronoun when it is not the
subject of the relative clause. Clauses without
pronouns are very common in informal English.
E.g.:
1. I told you about the woman living next door.
2. This is a novel Shakespeare wrote.
2 minutes 2. Pre practice
- Explain the exercises on pages 144 and 145 and the
vocabulary if any.
- Gives the exercise on the board.
- Listen and take note.
- Read through the sentences.
3 minutes 3. Controlled practice
- Asks students to do it individually, and then
compare with their partners.
- Gives help as needed.

- Calls on some students to write down their answers
on the board.
- Corrects the sentences and give feedback.
-Work the exercise individually
and compare the answers with
their partners.
-Go to the board and write their
answers.
- Listen to the teacher’s
feedback.
Expected answer:
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.
1 minute 4. Free practice
- Asks students to talk about their favorite sports,
using relative clause without a relative pronoun.
- Listen to the teacher.
-Talk about themselves.

Suggestion:
1. Volleyball is the kind of
sport I like best.
2. The sport I usually play
is football.
2 minutes Exercise 2
1.Lead in
- Gives and explains the examples on the board,
after that explains how to make a relative clause
with a preposition.
The picture you are looking at was drawn by
Picasso.
The sports he is good at are swimming and high
jumping.
-Listen to the teacher and take
notes.
2 minutes 2. Pre practice
- Hangs on the paper board containing the exercise
on page 145.
-Explains how to do the task.
-Listen to the teacher.
-Read the task given on the
board.
3 minutes 3. Controlled practice
- Asks students to work in individually, and then
compare his/her answer with the partner.
- Goes around the class and helps students if
necessary.
- Invites students to write the sentences on the board.
- Checks the answers with whole class and gives the

feedback.
-Do the task given on the board.
-Compare the answers with their
partner.
- Go to the board and write their
answers.
Expected answer:
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
no tin 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 was very
modern
1 minute 4.Free practice
- Asks students to work in pairs, using relative
clauses with preposition to make the sentences.
-Listen and take notes.
-Work in pair to talk about
themselves.
Suggestion:
1. The patient you’re taking
care of is Peter’s
grandmother.
2. The word I’m looking up

has many meanings to
understand.
2 minutes Exercise 3
1.Lead in
- 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 when they are objectives in the
sentences.
● But we can not omitted: “who, which, that” as a
subject and “who, whom, which” after a comas.
Listen to the teacher and take
notes.
2 minutes 2. Pre practice
- Gives the task on page 145 on the board:
- Calls one student to read aloud the requirement of
Exercise 3.
- Explains new word if any.
- Tells students how to do the task.
Read the requirement of the task
and the sentences.
3 minutes 3. Controlled practice
- Asks students to work in pairs to discuss the
exercise.

- Goes around the class to observe the students’
working.
- Calls some students to go to the board and write
their answers.
- Checks students’ answers.
- Work in pairs to discuss the
answers.
- Go to the board to do the
exercise.
Expected answer:
 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.
1 minute 4.Free practice
Asks students give more examples with two cases
like the exercise.
Write the example on the board.
Suggestion:
1. My new mobile phone which
has just been bought is from
Japan.( can not be omitted)

2. The man whom I want to meet
always makes us feel surprised.

The man I want to meet
always makes us feel surprised.
3 minutes III. Wrapping up
1.Consolidation
Summarizes the main points:
- Distinguish the clusters /str/, /skr/ and /skw/.
- Pronounce the words and sentences containing
these clusters correctly.
- 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 again.
- Gets students to prepare the new lesson Reading
of Unit 13.
SELF-VALUATION:
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