UNIT 11 SOURCES OF ENERGY PART E: Language focus A.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 work B.Procedure: T Contents T & Ss’activities A). PRONUNCIATION Stage 1 : shrine splat spray shrimp splat spring shred splendid spread shrewd split spree shriek splendour sprinkle Stage 2: Teacher writes the phonetic symbols of these sounds on the board. Act out so that students can repeat and say them correctly.  Pratice the following sentences: 1.They were all shrieking with laughter Have students close their books and listen. Read aloud some words which contain clusters [ʃr], [spl], and [spr]. For example:  Students listen carefully.  Students listen to and repeat the sounds after the teacher.  Students listens and repeat the words after the Stage 3: Teacher writes the words containing each cluster on the board, then 2.He shrugged (his shoulder) , saying he didn’t know thing and did’t care 3.My dad hates shrimp paste 4.what a splendid spring day. 5.The stream spilits into the three smaller streams at this point 6.The house has a narrow front , but it splays out at the back B.GRAMMAR: Stage 1 :. 1. The boy who is running after the dog is my brother. - The boy running after the dog is my brother. 2. Baseball is a game which is played mainly in the United States. reads them aloud and has students repeat word by word twice or three times. Stage 4: The teacher acts out the sentences in Pronunciation on page 131 (Textbook) and has students repeat. Have some students read the sentences aloud and correct mistakes when necessary.  Students listen and repeat. Students then take down the symbols and the words in their notebooks. - Baseball is a game played mainly in the United States. 3. Paul was the only person who discovered the mistake. - Paul was the only person to discover the mistake.  Possible remarks: * Sentence 1 is active, so we use Verb+ing to replace "who is" * Sentence 2 is passive, so we use Verb+ed to repalce "which is" * In sentence 3, we use To-infinitive to replace "who discovered" because there is "the only person" before it. Stage 2: The teacher gives comments on the students' remarks and then writes some Teacher writes these sentences on the board and asks students to give remarks. Ask them to work in pairs and then tell the difference between the pairs of sentences  Students work in pairs discussing the difference between the pairs of sentences. They then give their remarks to the class. notes on the board for the students to copy down, as follows: V-ing phrase (Active meaning) Replacing "who/which/that+verb" V-ed (p.p.) phrase (Passive meaning) Replacing "who/which/that+be+p.p." To-infinitive phrase Replacing "who/which/that"+verb" Exercise 1: Rewrite the sentences , using a present participle phrase Exercise 1: Suggested answers: 1. The boy playing the piano is Ben. 2. Do you know the woman coming  Students copy down the sentences and the The teacher has students work in pairs and finish the exercise. Then have some of them stand up and read toward us? 3. The people waiting for the bus in the rain are getting wet. 4. The scientists researching the causes of cancer are making progress. 5. The fence surrounding our house is made of wood. 6. We have an apartment overlooking the park. Exercise 2:Rewrite the following sentences , using a past participle phrase Suggested answers: 1. The ideas presented in that book are interesting. 2. I come from a city located in the the each sentence aloud. Correct the mistakes and give comments where necessary Exercise 2: The teacher has students work in pairs again. Ask them to study southern part of the country. 3. They live in a house built in 1890. 4. The photographs published in the newspaper were extraodinary. 5. The experiment conducted at the University of Chicago was successful. 6. They work in a hospital sponsored by the government. Exercise 3: Rewite the following sentences , using an infinitive phrase. Exercise 3: Suggested answers: 1. John was the last man to reach the top of the mountain. 2. The last person to leave the room must turn off the light. 3. The first person to see is Mr. Smith. 4. This is the second person to be the example and then rewrite the sentences. Have them compare their answers with their partners. The teacher then asks some of them to read aloud the sentences and corrects mistakes or gives comments when necessary. . The teacher has students study the example and then finish the exercise. Ask them to compare their killed in that way. 5. The first person to catch the ball will be the winner. Stage 3: Homework: the teacher gives some more exercises for students to do at home. *Rewrite these sentences using "participle" or "To-infinitive". answers with their partners. -Have some stand up and read their sentences. Correct mistakes and give comments where necessary. . UNIT 11 SOURCES OF ENERGY PART E: Language focus A.Objectives Aim : By the end of the lesson Ss will be able to pronounce: -the consonant. pairs and then tell the difference between the pairs of sentences  Students work in pairs discussing the difference between the pairs of sentences. They then give their remarks to the. exercise. Then have some of them stand up and read toward us? 3. The people waiting for the bus in the rain are getting wet. 4. The scientists researching the causes of cancer are making progress.