LESSON PLAN

Name: Chelaru Alina-Georgiana

Date: May, 30th, 2013
School: Colegiul Naional Pedagogic ,,tefan cel Mare Bacu
Grade: IX A
Level: upper-intermediate
Textbook: Going for Gold, Longman
Topic: Unit 8 Land of the Pharaohs
Relative clauses (who, that, whose, which, where)
Time: 50 min
Teaching aids: textbooks, blackboard, handouts, notebooks;

Type of lesson: grammar consolidation

Skills: reading, writing, listening, speaking (integrated receptive and productive skills)

Lesson aims:
- to review students knowledge of the use of relative pronouns (who, whose, that, which)
and adverbs (where) in relative clause
- to develop students reading-comprehension skills
- to get the students to express thoughts and personal opinions in English;
Objectives: By the end of the lesson, learners will be able:
- to produce elaborate sentences using relative pronouns and adverbs;
- to express personal opinions using the English language;
- to state a sentence describing pictures that are shown;
- to identify specific information in a text

Assumptions: Ss have been taught the relative pronouns but they may still be at a loss when dealing with
them
Anticipated problems: Some Ss may have difficulties in expressing their point of view, so they
will be prompted by the teacher .

Didactic strategies: Procedural resources: elicitation, conversation, explanation, reading

comprehension, matching exercise, fill-in the gap exercises.

Teachers role: coordinator, advisor, monitor, resource, help

Evaluation:
- initial: homework check-up; summary of the theory
- continue: through activities, error correction
- final: through oral feed-back and homework
Stages of the lesson:

Activity 1 : Warm-up

Aim: to create a pleasant environment for the Ss

Method: dialogue
Procedure: T greets Ss, asks them informal questions, who is absent. SS answer informal
questions, get ready for the lesson.
T informs SS on the structures that they are going to practise.
Interaction: T-S; S-T
Class management: whole class activity
Timing: 2 min

Activity 2: (Lead in)

General Competence: to develop positive attitude towards learning English

Specific competence: to review students knowledge related to the use of relative clauses
Method: dialogue, matching exercise
Procedure: Teacher (T) checks if Ss had any homework. In case they did, Ss read their
homework and correct it if necessary.
T engages Ss in a matching exercise in order to remind them the use of relative pronouns and the
types of relative clauses.
Then Ss are asked to tell the difference between defining and non-defining relative clauses and to
solve an exercise individually (exercise 2, page 79, Going for Gold). In case Ss have difficulties
in remembering the definitions, the T provides Ss with a handout containing the theory and
examples.
Ss answer the teachers questions, give examples, definitions and solve the exercise indicated by
the teacher. T checks Ss answers.
Interaction: T-Ss; Ss-T; Ss-Ss
Class management: whole class activity; individual work
Timing: 8 min

Activity 3: Exercise I, work-sheet

General Competence: to understand and interpret a written message in English

Specific competence: to use relative pronouns (who, whose, that, which) and adverbs (where) in
relative clauses
Method: fill-in exercise;
Procedure: T gives Ss worksheets containing several exercises in which relative pronouns are
used. T asks Ss to solve exercise I from the worksheet. Ss solve the exercise. T checks Ss
answers.
Then, the T asks the Ss to have a look at the picture on page 175 for 30 seconds and afterwards
solve ex.4, page 90. Ss solve the exercise. T checks Ss answers.
Interaction: T-Ss; Ss-T;
Class management: individual work
Timing: 8 min
Activity 4: Pre-Reading
General Competence: to express flexibility in exchanging ideas while working in a group
Specific competence: to express personal points of view
Method: dialogue
Aids: textbook, notebook,
Procedure: T announces the purpose of the activity: Today we are going to be reading and
talking about a story entitled How the camel got his lump. Before reading the text, I would like
you to have a look at the illustrations from exercise 1, page 81, discuss them with your classmate
and try to predict the correct order of the pictures, how they are connected in relation to the title
of the story. Ss have a short conversation related to the images.
T asks several teams to give their opinion.
Interaction: T-Ss, Ss-Ss, Ss-T
Class management: pair work
Timing: 8 min

Activity 5: While-Reading

General Competence: to understand and interpret a written message in English

Specific competence: to identify specific information in a text
Method: conversation
Aids: textbook;
Procedure: T gives the Ss a few minutes to look through the entire text and asks the Ss if there
are any unknown words. T explains the unknown words and then asks the Ss to read the text
silently in order to answer the questions from ex. 4/ page 82.
Ss read the text. T asks Ss for their answers.
Interaction: T Ss; Ss-T
Class management: whole class activity
Timing: 15 min

Activity 6: Post-Reading

General Competence: to develop interest in the discovery of socio-cultural specific expressed in

texts in English
Specific competence: to write a different ending for the story based on the evolution of the
events and characters
Method: conversation
Aids: textbook
Procedure: T asks Ss to work in pairs and decide on a different ending for the story. Ss work in
pairs. T asks several teams to express their ideas.
Interaction: T-Ss, Ss-Ss, Ss-T
Class management: pair work
Timing: 8 min
Activity 7: Exercise II/III, work-sheet
(Optional, depending on the time left)

General competence: to understand and interpret a written message in English

Specific competence: to use relative pronouns and adverbs in relative clauses
Method: fill-in exercise
Aids: Work-sheets;
Procedure: T asks Ss to solve exercise II /III from the worksheet. Ss solve the exercise.
T checks Ss answers.
Interaction: T-Ss, Ss-T;
Class management: whole class activity
Timing: 5 min

Activity 8: Feed-back - giving assignment; evaluation of the lesson

Method: conversation
Procedure: T assigns the homework the rest of the exercises from the work-sheet (if they are
not finished during the class, in this case T gives ex. 2, 3, page 79, Going for Gold as homework).
Ss ask questions in case there are aspects that need to be clarified. T thanks Ss for their
cooperation.
Interaction: T-Ss, Ss-T;
Class management: whole class activity
Timing: 2 min
Work-sheet

I. Fill in the blanks in the following sentences with the appropriate relative
pronoun: who, which, that, whose, whom.

1. Seven is a movie ___________________ scared me and gave me nightmares.

2. Meryl Streep is an actress for _____________________ I have much respect.

3. Sean Connery is an actor _____________ has starred in many movies.

4. Al Pacino is an actor ______________ record of hits has been amazing.

5. Give me the title of the movie ________________ starred Danny Devito.

6. I loved The Sound of Music __________________ was based on a true story.

7. We took a second trip to see the movie stars homes _________________ we thought
were the best.

8. I'm sure that next year's Oscar will go to the film ____________ deserves to win.

II. Fill in with the appropriate relative pronoun: WHO(M), WHICH, THAT,
WHERE and WHOSE:

I like the woman ____________ works at the flower shop.

The building ____________ Doris works is on Central Avenue.

The man ____________ wallet I found is very happy.

The movie ____________ I saw last weekend was outstanding.

Are there any people ____________ you would recommend the product?

III. Connect the following pairs of sentences using who, which, or what:

I talked to the girl. The girl had asked for an appointment.

The glasses were broken. The glasses were my grandmothers.

Margaret bought the tie for you. The tie is very expensive.

I bought a new pen. The pen writes very well.

The audience applauded the speaker. The speaker delivered a most interesting speech.