LESSON PLAN

School: Colegiul Naional Octavian GogaDate: June, 9th, 2015Teacher: Alina ChiraForm: 10th Textbook: Upstream Upper IntermediateUnit: 10. The Cycle of Life Lesson : English in UseType of lesson: Revision and PracticeSkills: listening, reading, speakingTime: 50 min.Lesson aims: to revise and practice relative clauses, clauses of purpose and clauses of concession to develop the students reading skills and sub-skills (skimming and reading in detail)Lesson objectives:By the end of the lesson students will be able to: identify and properly use relative clauses determine the difference between defining and non-defining relative clauses identify and properly use clauses of purpose identify and properly use clauses of concession use reading techniques( skimming, sentence-level reading) in an effective wayTeaching techniques elicitation explanation conversation role play/ dialogue prediction skimmingResources: textbooks blackboard worksheets

STAGES OF THE LESSON

Warm up: The teacher greets the students, introduces herselfTime: 1

Lead in : Teacher writes down on the board several gap filling sentences on various subjects: film, music, literature, culture and civilization. Students must come up with the missing words. In each sentence, one of the missing words is a relative pronoun ( who(m)/ that, which/ that, whose) or a relative adverb (where, when, why). 1. I know the land where the wild things are.2. The Englishman who went up a hill but came down a mountain.3. Dont bite the hand that feeds you.4. The man who sings clap along if you feel like a room without a roof is called Pharell Williams.5. I remember the day when the earth stood still.6. Jane Austen, who wrote Pride and Prejudice, was a famous English writer.7. I remember the time when I read Great Expectations, which is a Charles Dickens novel.8. Last year I visited Buckingham Palace, which is the place where Queen Elizabeth lives.Aims: - to make a smooth introduction to the subject to activate students prior knowledge of the subject to stir up students interest in the subjectTechniques: ElicitationInteraction: T-Ss, Ss-T (Whole class work)Estimated time: 5

Activity 1: Teacher quickly revises relative clauses. She points out the fact that while a non defining relative clauses gives extra/ unnecessary information which doesnt change the meaning of the sentence, a defining relative clause offers necessary information. Moreover, a non defining relative clause is marked by commas. By giving proper examples teacher makes sure that students are able to determine the difference between defining and non-defining relative clauses:The giant panda, which lives in China, eats bamboo.- non defining relative clauseThe bear which/that lives in China eats bamboo.- defining relative clause

Aims:-to activate students prior knowledge to prepare students for the upcoming exercise, to facilitate grammar practice Techniques: -Elicitation-ExplanationInteraction: T-Ss, Ss-T Estimated time: 5

Activity 2: Teacher explains the task (ex. 1/ pg. 184) that students will have to complete. Teacher will guide and help the students by solving the first item, then students will have to complete the task orally. Teacher will then check the answers.Answer key: 1. where2. who3. whose4. who5. which6. where7. which8. whenAims:-to make students practice relative clausesTechniques: - writingInteraction: Ss-TEstimated time: 3

Activity 3: Teacher quickly revises clauses of purpose. Teacher explains that clauses of purpose are introduced with specific words/expressions and enumerates them. She emphasizes the fact that clauses of purpose are used to answer the question why? or what for?. She then explains the various ways of building clauses of purpose by writing examples on the board: to infinitive : She went to the market to buy some food. In order to/so as to+ infinitive (formal) : We play sport in order to keep fit. So that + can/will (present/future reference): I am giving you my email address so that we can get in touch. So that + could/would(past reference): We left a message with his neighbour so that he would know wed called In case plus+ present tense ( present or future reference): Take an umbrella in case it rains. In case + past tense(past reference): She had taken her swimsuit in case the hotel had a pool. Note: In case is never used with will or would. For + noun (expresses the purpose of an action): I went to the pharmacy for a medicine. For + ing form( expresses the purpose of something or its function): Scissors are used for cutting paper In order not / so as not to + infinitive: I practised so as not to be taken by surprise Prevent plus+ noun/pronoun (+ from) + ing form : Bad wether prevented the ship from departingAims:-to activate students prior knowledge to prepare students for the upcoming exercise, to facilitate grammar practice Techniques: -Elicitation-ExplanationInteraction: T-Ss, Ss-T Estimated time: 5

Activity 4: Teacher gives each student a worksheet (the worksheet uses the examples from ex 2a/pg 184 in a more interactive way).Teacher explains the task that students will have to complete ( they are required to match sentences and use the words in brackets for joining them).Teacher will guide and help the students by solving the first item, then students will have to complete the task individually. Teacher will then check the answers.Aims:-to get students to practice relative clausesTechniques: - writingInteraction: Individual work, Ss-TEstimated time: 5Activity 5: Teacher quickly revises clauses of concession. She explains that clauses of concession are used to express a contrast and are introduced with the following words/phrases: but, although/even though/though, in spite of/despite, however, while/whereas, yet, nevertheless, on the other hand. Teacher writes some examples on the blackboard:

but: Everyone was happy but he was sad. Although/even though (more emphatic than although) / though (informal, used in everyday speech, can be put at the end of the sentence) + clause: Although/ Even though/ Though it was raining he was wearing sunglasses. She felt embarrassed although/ even though/ though it was not her fault. The exam was difficult. I think I did well, though. In spite of/ despite + noun / -ing form : Despite his best efforts the man just couldnt succeed. In spite of his best efforts the man just couldnt succeed. He couldnt succeed despite/ in spite of.. In spite of the fact + the fact plus cause : In spite of/ Despite the fact that he studied hard he couldnt pass the exam. However/ nevertheless ( we always use a comma after however/nevertheless): I listened to his speech for a few minutes . However/ Nevertheless I couldnt understand a thing he said. While/ Whereas : He is green-eyed, while/whereas his twin brother is blue-eyed. Yet ( formal)/ still: It was July, yet it was chilly outside. He is an old man. Still, he is in good condition. On the other hand: This dress is very expensive. On the other hand, the cheap one is not as elegant as the expensive one.Aims:-to activate students prior knowledge to prepare students for the upcoming exercise, to facilitate grammar practice Techniques: -Elicitation-ExplanationInteraction: T-Ss, Ss-T Estimated time: 6

Activity 6: Teacher explains the task (ex. 3/ pg. 184) that students will have to complete. Teacher will work through the example with students. In groups, students will have to rephrase the sentences in as many ways as possible.Teacher will then check the answers.Aims:-to get students to practice clauses of concession Techniques: - conversation, writing Interaction: Group work, Ss-Ss, SS-TEstimated time: 5Activity 7: Teacher explains the task and points out that Ss should use both clauses of purpose and clauses of concession in their exchange. Teacher works through the example with Ss . Ss will work in pairs orally.Aims:-to get students to practice clauses of purpose and concession to develop their speaking skills Techniques: - dialogue, role playInteraction: Pair work, S-S, Ss- TEstimated time: 5

Activity 8 : Students are required to complete exercise 8/ pg. 185. Teacher asks students to look at the title of the text and elicit/ explain what it means. Then ask Ss to skim the text in order to get the general idea. Teacher tries to elicit why so is the correct answer ( it is used with an auxiliary verb to show that a statement made about one thing is also true of something else). Teacher will guide and help the students by solving the first item, then students will have to complete the task in pairs. Teacher advises students to focus on a whole sentence at a time, and to look very carefully at the words before and after each gap . Teacher will check answers on the board.Aims:-to develop Ss reading skills, to improve Ss vocabularyTechniques: anticipation/prediction, elicitation, skimming, sentence- level reading, Interaction: Pair work, Ss-TEstimated time: 7

Activity 9: Teacher offers feedback and thanks everyone for the lesson. Teacher assigns the homework: ex. 2b/pg. 184.Aims:-to get students practice more and consolidate information -to let them know how well they performedTechniques: elicitationInteraction: Individual workEstimated time: 3