GROUP 7

1. Trương Bảo Hân 2. Lê Minh Hiền

3. Đỗ Diệu Thảo Hương 4. Nguyễn Thanh Lâm
5. Nguyễn Thị Kim Phụng 6. Nguyễn Kim Qui

LESSON PLAN

ENGLISH 11
UNIT 13: HOBBIES
E. Language Focus
Grammar: Cleft sentences

I. OBJECTIVES:
By the end of this lesson, students will have:
‒ identified a cleft sentence by looking at its form and located “the focus” in a cleft sentence
‒ applied three kinds of the cleft sentence by practicing:
 highlight the subject, object and adverb of an original sentence
 making a cleft sentence to express a specific information
‒ valued the importance of hobbies in daily life

II. TIME: 30 minutes

III. TECHNIQUES: Questions and answers, drills, pairwork/groupwork
IV. LEXICAL ITEMS & STRUCTURES:
‒ Structures: Cleft sentence: It + is/was + [the focus] + who(m) / that + …
V. TEACHING AIDS: Blackboard, Microsoft Powerpoint, projector
VI. PROCEDURES:
STAGES
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
& TIMING
Presentation Lead-in
(13 minutes) ‒ Ask students “In normal ‒ Answer ‒ By raising our voice
conversation, when we talk higher or speaking
to each other, how can we louder
emphasize an important
information by using only
our voice?”
‒ Answer ‒ No
‒ Ask students “When writing,
can we use our voice just like
speaking?” ‒ Listen
‒ Explain that this is the reason
why we need some structures
to emphasize a specific
information when writing
because we cannot raise our
voice or “write” louder to
emphasize it ‒ Listen
‒ Introduce “Cleft sentence” as
one of the structures to
emphasize a specfic
information
‒ Listen and answer ‒ Subject
‒ Ask students to look closely
at the underlined red words
and answer whether the
underlined red words are ‒ Answer ‒ “Person”, because
subject or object “person” is human,

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‒ Elicit students the underlined “thing” is object or
red words are “person” or animal
“thing” and how to know ‒ Take notes

‒ Write on the board:

Human → Person
Object & Animal → Thing ‒ Listen to follow the step-by-
step instruction and take
‒ Ask students to listen notes
carefully to follow the step-
by-step instruction on the ‒ Listen and take notes
screen and take notes
‒ Listen and take notes
‒ Tell students in step 1 they
begin the sentence with “It”
‒ Tell students in step 2 they
need to add “to be” next to
“It” and that “to be” must be ‒ Answer ‒ “hit”
in the same tense as in the
original sentence.
‒ Ask students where the main ‒ Answer ‒ In the past, based on
verb in the original sentence “yesterday”
is
‒ Elicit students whether the ‒ Answer ‒ “was” because in the
main verb “hit” is in the past orginial sentence, it
or in the present is in past tense.
‒ Ask students whether “to be”
next to “it” is “is” or “was” if
‒ Listen and take notes
that “to be” must be in the
same tense as in the original
sentence
‒ Tell students in step 3 they
bring down “the focus” and
place it next to “to be”.
Highlight “the focus” is the
specific information we want ‒ List some relative pronouns ‒ who, whom, which,
to focus on and it always with their use that, whose,…
stands next to “it” and “to
be”
‒ Tell students in step 4 they
need to write a relative
pronouns next to “the focus”. ‒ Listen and take notes
Ask students to list some
relative pronouns with their
use
‒ Emphasize that in cleft
sentence there are some ‒ Answer ‒ “who” or “that”,
differences from relative because “the boy” is
clause that they have learnt a person.
before, then show the notes
on the screen and explain ‒ Answer ‒ “No”
‒ Ask students what relative
pronoun they will write next
to “the boy” and why they ‒ Listen and take notes
choose that relative pronoun
‒ Ask students whether they
can choose “which” or not ‒ Listen and take notes
‒ Show the note and emphasize

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 again that students cannot
use “which” in cleft sentence
‒ Tell students in step 5, which
is also the last step, they just
need to bring down the
remainder of the original ‒ Listen and take notes
sentence. Tell them not to
repeat “the boy” as it is now ‒ Answer ‒ “the boy”
in “the focus”, so no need to
repeat it
‒ Point out the sentence in step ‒ Answer ‒ The same sentence
5 is called “cleft sentence” but different
and what “cleft” means emphasis
‒ Ask students where “the
focus” in the cleft sentence is ‒ Listen and take notes

‒ Show the second sentence

and ask students what the
difference between the first
sentence and this sentence is ‒ Answer ‒ “the dog” is “thing”
‒ Tell students that they just do because it is an
the same 5-step like the first animal
example for any kind of cleft ‒ Complete the cleft sentence
sentence, the only thing
changed is “the focus” ‒ Answer ‒ Adverb
‒ Elicit students the underlined
red words are “person” or
“thing” and how to know
‒ Demonstrate from step 1 to ‒ Answer ‒ Adverb tells where,
step 5 again for students when or how an
action happens
‒ Show the third sentence and ‒ Answer ‒ Adverb of place
ask students the underlined
red words is subject, object
or adverb
‒ Ask students how to know an ‒ Complete step 1, 2 and 3
adverb in a sentence

‒ Ask students in the third ‒ Listen and take notes

sentence, the adverb “in the
garden” is adverb of place or
adverb of time
‒ Answer
‒ Ask several students to
complete the new cleft
sentence from step 1 to step 2 ‒ Listen and take notes
‒ Highlight in step 3 that
students need to keep the
preposition if the adverb has
a preposition ‒ Complete the cleft sentence
‒ Elicit students in step 4
which relative pronouns can
be used ‒ Answer ‒ Adverb
‒ Show the note and emphasize
that students cannot use
“where” or “when” for ‒ Answer ‒ Adverb of time
whatever kind of adverbs
‒ Ask students to complete
step 5 ‒ Listen and take notes
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 ‒ Show the last sentence and
ask students “yesterday” is
subject, object or adverb ‒ Complete the cleft sentence
‒ Elicit students the adverb
“yesterday” is adverb of
place or adverb of time
‒ Tell students that they just do ‒ Three kinds of cleft
‒ Answer
the same 5-step like the third sentence: cleft
example as it focus on the sentence focusing
adverb on subject, object
‒ Ask several students to and adverb
complete the new cleft
sentence from step 1 to step 5

‒ Ask students how many

kinds of cleft sentence that
they have been introduced
and what they are ‒ Answer ‒ It + is/was + the
focus + who/that +
‒ Write on the board three …
kinds of cleft sentence:

Subject focus
Cleft sentence Object focus
Adverb focus

‒ Ask students to recall the 5

steps, what is in common in
three kinds of cleft sentence
in terms of form. Write on
the board while students are
answering ‒ Take notes

It + is/was + the focus +

who(m)/that + …

‒ Highlight again that “the

focus” always stands
between “It is/was” and
relative pronouns
“who(m)/that”
‒ Ask students to take notes
these forms carefully in order
to use it for the next practice
exercise
Practice Task 1: Rewrite the sentences
(7 minutes) ‒ Give the instructions:
 Work individually
 Timing: 3 minutes
‒ Ask the students to look at
the request “Rewrite the
sentences using the cleft
sentence structure.”
‒ Do the first example, ask the
students to remember three
questions:
Suggested answers:
‒ Listen to the instructions 1. It was Nam’s father
who/that got angry with
him.
‒ Look and read the request out 2. It was on his birthday
loud that she presented him a
book.
3. It is English that the
man is learning.
4. It was the policeman
who/whom/that the
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  Present or past? pedestrian asked a lot of
 Subject or object or questions.
adverb? 5. It was in Britain that
 Person or thing? he met his wife.
‒ Do the exercise 6. It was his presence at
‒ Let students to do the
exercise. the meeting that
Task 2: Feedback frightened the children.
‒ Swap their answer
‒ Ask the students to swap
answer with their partner ‒ Go to the board and write
‒ Call on some students to go
down the sentences.
to the board and write down
the answer
‒ Listen to the feedback
‒ Give feedback
Production Tell a story using cleft Story 1:
(10 minutes) sentences. Suggested answer:
‒ Divide class into 4 groups.
‒ Provide each group 5-7 ‒ Receive pictures
pictures with information.
‒ Ask them to work in group ‒ Put pictures in correct order
and put those pictures in
correct order in 3 minute
‒ Come to the board, stick the
‒ Ask one representative of
correct order of pictures on
each group to come up to the
the board and tell the story
board, stick the pictures in
correct order and tell the
story using 3 cleft sentences. ‒ Listen to the feedback
‒ Give feedback

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 1/ One day, there was a
lion sleeping on his paw
after having a meal.
2/ A little came across
and think it was fun to
play on him. He ran up
and down and it was his
naughtiness which
awakened the lion.
3/ The lion was angry
and caught the mouse
into his paw. The mouse
begged him to release
it :” Please forgive me,
King of Jungle. I shall
never forget your
kindness. I may be small,
but who know, someday
I may turn out to be some
kind of help to you.”
4/ After hearing the
mouse said, the lion
laughed a lot. “ Ok ok, I
will let you go away, but
you have to promise
never do this again.” He
release the mouse.
5/ One day, it was on
hunting prey when the
lion got caught into a
hunter’s net. He roared to
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 looking for help. But
there no one could hear
him.
6/ Surprisingly a little
mouse came, it was the
little mouse that
interupted the lion’s
sleep on the day
before.The mouse cut off
the net and freed the lion.
7/ The lion thanked the
mouse and after that they
became friends forever.

Story 2:
Suggested answer:

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8
 1/ Sally had a dog called
Jack. One day, her
neighbor Mr Johnson,
came and said :”
Yesterday at lunch, I left
my sandwiches on the
outdoor table and went
back inside for a drink,
when I came back, my
sandwiches had
disappered.” , “ It was
Jack who stole and ate all
of my sandwiches”, he
accused.
2/ Sally answered :” I
believe Jack will never
do that.”. “ I know what I
saw” Mr Johnson said as
he walked away.
3/ Jack open his suit case
and decide to find out the
answer. There were a
detective hat and a
magnificent glass in the
case which could help
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 him to solve this
mystery.
4/ Jack wore his clothes
and started wandering
around the neighborhood
to find clues. Jack
couldn’t find anything, it
was about time he
decided to give up when
he came across another
dog in his neighborhood.
5/ Sweetie asked him
why he was so sad. He
told her the reason why
and suddenly Sweetie
said with a guilty
voice :” Yesterday when
I was walking on the
street, passed by Mr
Johnson House, I felt
hungry. It was me who
ate those sandwiches.”
6/ After hearing her
story, Jack lead her to
Sally and they told her
all of the story. Sally
advice Sweetie should
apologize Mr Johnson.
7/ Sally took the advice,
decided to apologize Mr
Johnson and promised
she would never do this
again. He wasn’t mad at
all and forgave her.
VII. HOMEWORK
‒ Do extra exercises.
‒ Prepare Unit 14: RECREATION – Part 1. Reading
VIII. APPENDIX
Exercise 1. Rewrite the following sentences, paying attention to the subject of the sentence, the object of the verb or
the adverbial modifier of the sentence.
Example:
The boy visited his uncle last month.
- It was the boy who/that visited his uncle last month.
1. Nam’s father got angry with him.
_______________________________________________________________________________________________
2. She presented him a book on his birthday.
_______________________________________________________________________________________________
3. The man is learning English.
_______________________________________________________________________________________________
4. The pedestrian asked the policeman a lot of questions.
_______________________________________________________________________________________________
5. He met his wife in Britain.
_______________________________________________________________________________________________
6. His presence at the meeting frightened the children.
_______________________________________________________________________________________________

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