LESSON PLANName: Monica ColţDate: January, 20th, 2011School: School No.150 “St.Elefterie”Grade: 7 (L1)Level: intermediateN...
Stages of lesson:Warm-upActivity 1General Competence: to develop positive attitude towards learning EnglishSpecific compet...
Class management: group work activityTiming: 5 minActivity 4General Competence: to raise awareness concerning the knowledg...
concerning relative clauses). After the first example T elicits what is a relative clause, its positionand the introductor...
T asks Ss from each group to pick out any card from the “Fishbowl:” one of them is for the roleof the narrator. S – “narra...
Work-sheet 1Can you make these sentences easier to read by putting in:who – that – which – where – or whose ?             ...
Work-Sheet 2A. Order (write a number) the events as they appear in the adventure story: No.               Events         T...
Work-Sheet 3 A possible ending to the story: pessimistic, realistic or optimistic. Order thesentences in a logical way:A. ...
Work-Sheet 4Order the sentences in a logical way to make a paragraph:   • They opened the chest and found some treasure bu...
Order the sentences in a logical way, to make a paragraph:    It was also easier to get back because it was downhill. The...
Order the sentences in a logical way to make a paragraph:   • They opened the chest but there was only rubbish inside.   •...
THE RELATIVE PRONOUN AS THE SUBJECT OF A RELATIVE CLAUSE    •   Relative clauses about things- I am writing about a cave.-...
13
Upcoming SlideShare
Loading in...5
×

Lesson Plan

5,016

Published on

As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
5,016
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
166
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Lesson Plan

  1. 1. LESSON PLANName: Monica ColţDate: January, 20th, 2011School: School No.150 “St.Elefterie”Grade: 7 (L1)Level: intermediateNo. of students: 29Textbook: High Flyer Intermediate, LongmanTopic:Unit 11 – Great Adventures: An Adventure StoryRelative clauses (who, that, whose, which, where)Time: 50 minLocation: the classroomType of lesson: developing skillsFunctions: - to narrate according to the events in the text - to initiate discussion - to predict contentSkills: reading, writing, listening, speaking (integrated receptive and productive skills)Lesson aims: - to develop students’ reading-comprehension skills - to develop students’ speaking skills (talking about adventure trips) - to make students aware of the use of relative pronouns (who, whose, that, which) and adverbs (where) in relative clausesAids: whiteboard, textbook, work-sheets, flashcards, power-point presentation, tapeSpecific competences: 1. to use properly, in various contexts, words and phrases related to the main concept of the lesson - “adventure”(based on the mind map) 2. to express points of view based on personal experience on the topic of the lesson, “adventure story” to skim the narrative text for the general idea; to scan the text for detailed information (based on the idea that stories are an important aspect of culture) 3. to identify the main stress in the compound words (based on the listening activity) 4. to use relative pronouns (who, whose, that, which) and adverbs (where) in relative clauses to emphasize the stylistic dimension of the adventure story 5. to order the events in a narrative text as they appear in the text (based on the logical sequence of the events) 6. to write a possible (either optimistic or pessimistic) ending for the adventure story 7. to expand the story according to the experiences of the character and the student’s personal experienceTeaching methods: brainstorming, conversation, dialogue, exercise, explanation, role playEvaluation:- initial: homework check-up- continue: through activities, error correction- final: through oral and written feed-back and homework 1
  2. 2. Stages of lesson:Warm-upActivity 1General Competence: to develop positive attitude towards learning EnglishSpecific competence: to correct mistakesMethod: dialogueProcedure: Teacher (T) checks the homework first. Ss read their homework and correct it ifnecessary.Interaction:T-S; S-TClass management: whole class activityTiming: 5 minLead-inActivity 2General Competence: to express curiosity about the lives of children from other cultural spacesSpecific competence: to use properly, in various contexts, words and phrases related to the mainconcept of the lesson - “adventure” (based on the mind map)Method: conversationAids: flash-cardsProcedure: Each group of Ss receives flash-cards on the topic “adventure.”Ss work in groups of 6 or 8 to discover the word related to the flash-cards:Group 1 – adventure (lama, jaguar, risky trip, torchlight, compass, steep mountain)Group 2 – Inca (Inca leader and his family, Sun God, Machu Picchu, temple, Inca map)Group 3 – Treasure (coins, jewellery, gold, statues)Group 4 – Exploration (magnifying-glass, binoculars to look high and low, children on a trip,map)Whole-class activity: power-point presentation to check and expand orally the meaning of eachconcept. Ss write a sentence which bridges these words, relevant to the topic of the lesson.Interaction: Ss-Ss; Ss-TClass management: group work and then whole class activityTiming: 5 minPre-ReadingActivity 3General Competence: to express flexibility in exchanging ideas while working in a group(values and attitudes)Specific competence: to express points of view based on personal experience on the topic of thelesson, “adventure story.”Method: conversationAids: work-sheets (a table with 2 columns / 2 lists: things you know for sure/ things you don’tknow – not sure of)Procedure: T challenges Ss introducing a strong motivational task related to Ss’ previousexperience on the topic “adventure:” “An adventure trip means things that happen according tothe plan and expectations, but especially surprises or situations in which you have to find asolution. Have you ever been on an adventure trip?” Ss work in groups to write a list of thingsthey are sure about (3) and things they are not sure about, or they don’t know (3). They discussthe possibilities and one S from the group (a task at any S’s choice) writes the lists. The points ofview are shared with the class. Such task can also be solved individually or as pair work.Interaction: Ss-Ss; Ss-Ss-T
  3. 3. Class management: group work activityTiming: 5 minActivity 4General Competence: to raise awareness concerning the knowledge about different geographicalareasSpecific competence: to skim the narrative text for the general idea; to scan the text for detailedinformation (based on the idea that stories are an important aspect of culture)Method: dialogueAids: the text in the textbookProcedure: T announces the purpose of the lesson: “Today we are going to be reading andtalking about the adventure story of a child and his friends who travel to a place in the Andes,where the Incas lived about 6oo years ago. We will find out together what the children arelooking for in this far away land. Can you make a guess before reading the adventure story?”T tells Ss that the text is quite long and they need to skim and scan it (T accompanies the sentencewith a drawing: a magnifying glass, which indicates that they will discover the text together.)Skimming for the general/ main idea of the adventure story: Ss answer the questions addressed byT to the whole class. Scanning the text: Speed game: “Facts only!” Students find the name of amountain/river/city/a year/an American archeologist (ex. 8/48)Interaction: S-S; S-TClass management: whole class activity, followed by pair work activityTiming: 5 minWhile-ReadingActivity 5General Competence: to receive and produce an oral messageSpecific competence: to identify the main stress in the compound words (based on the listeningactivity)Method: dialogueAids: tape, a sheet of paperProcedure: Ss work in pairs. T asks Ss to identify three or more compound words in theadventure story (for example: water bottles), then to talk to the partner to explain them orally. Sslisten to the compound words on the tape and identify the main stress in these words. Ss repeatthe words and draw a simple graph to represent the music of the word. Then they listen to thewords again and check the stress.Interaction: S-S; S-TClass management: pair work activityTiming: 5 minActivity 6General Competence: to understand and interpret a written message in EnglishSpecific competence: to use relative pronouns (who, whose, that, which) and adverbs (where) inrelative clauses to emphasize the stylistic dimension of the adventure storyMethod: conversationAids: work-sheets; handoutsProcedure:T asks Ss to look at an image on the screen, representing a cave and two explorers. T tells the Ssthat they can make sentences about the image with the help of words like: who, which, that,whose, where. They are asked to use the right word to join the sentences written on the work-sheets and to make them easy to read. Ss work in pairs, and then T checks the answers as a wholeclass activity (power point presentation and also handouts which help emphasize the main points 3
  4. 4. concerning relative clauses). After the first example T elicits what is a relative clause, its positionand the introductory word (the relative clause is the sentence which adds more information aboutone of the nouns in the main clause and begins with who, whose, which, that and where. Therelative clause goes immediately after the noun. The relative pronouns are: who, whose, that,which; where is a relative adverb). Ss notice that these sentences make the text more fluent andeasy to read, as they connect ideas expressed by the narrator.Interaction: S – S; Ss-TClass management: pair work; whole class activityTiming: 5 minActivity 7General Competence: to express curiosity about the lives of the people from other culturalspacesSpecific competence: to order the events in a narrative text as they appear in the text (based onthe logical sequence of the events)Method: conversationAids: work-sheets; textbookProcedure:Ss read the text silently. Then they order the events written on the work-sheet (main ideas writtenas titles) as they appear in the story. T asks Ss to discuss and predict the end of the story, then towrite a short idea. T discusses the results as a whole class activity. Then T asks students to tellbriefly the content of the 1st (or 2nd /3rd /4th ) paragraph. T can overcome Ss’ difficulties inidentifying the paragraphs by asking Ss to read aloud the first sentence of each paragraph (usuallythe topic sentence).Interaction: Ss-Ss; Ss-TClass management: group workTiming: 5 minActivity 8General Competence: to develop interest in the discovery of socio-cultural specific expressed intexts in EnglishSpecific competence: to write a possible (optimistic or pessimistic) ending for the adventurestoryMethod: conversationAids: textbookProcedure:T discusses with Ss the ending of the story (exercise 14 page 49), either positive or negative.They give reasons for their choice (e.g. Does the optimistic ending match the story?)Interaction: Ss-Ss; Ss-TClass management: group workTiming: 5 minActivity 9General Competence: express curiosity about the lives of children from other cultural spacesSpecific competence: to expand the story according to the character’s adventures in theadventure story and S’s personal experienceMethod: role-playAids: textbookProcedure:
  5. 5. T asks Ss from each group to pick out any card from the “Fishbowl:” one of them is for the roleof the narrator. S – “narrator” answers three questions asked by his classmates. Then a differentnarrator is chosen.Interaction: S-SsClass management: whole class activityTiming: 5minActivity 10 Feed-back - giving assignment; evaluation of the lessonGeneral Competence: to develop interest in the discovery of socio-cultural specific expressed intexts in EnglishSpecific competence: to write a different ending for the adventure story based on the evolution ofthe events and charactersMethod: conversationAids: textbookProcedure: T assigns the homework. Ss ask questions in case there are aspects that need to beclarifiedInteraction: S-TClass management: individual workTiming: 5 min (20 min homework at home)Bibliography:Primary sources :  Acevedo, Ana, and Gower, Marisol. High Flyer Intermediate. Harlow, Essex: Longman, 2004. 48-49Secondary sources:  Harmer, Jeremy. The Practice of English Language Teaching (3d ed.). Harlow, Essex: Longman, 2001.  McCallum, George. 101 Games for Students of English as a Second or Foreign Language. Oxford: Oxford University Press, 1980.  Sesnan, Barry. How to Teach English. Oxford: Oxford University Press, 2004.Electronic sources:http://articles.famouswhy.com/category/lesson_plans/archive.htmlhttp://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/ideas2.phphttp://iteslj.org/Techniques/Mehta-Vocabulary.htmlhttp://www.englishcompanion.com/assignments/reading/103readingactivities.htmhttp://curriculum2009.edu.ro/Ciclul_gimnazial/ 5
  6. 6. Work-sheet 1Can you make these sentences easier to read by putting in:who – that – which – where – or whose ? whoExample: Manco Capac is the king V founded the Inca Empire. 1. I am writing about a cave has drawings of ancient people. 2. These people are the explorers discovered the cave 3. I am writing about a cave I visited last year. 4. These people are the explorers I met last year. 5. That man discovery you saw is a well-known explorer. 6. We came to a place the vegetation was very overgrown.
  7. 7. Work-Sheet 2A. Order (write a number) the events as they appear in the adventure story: No. Events The discovery of the cave. A stop at the bottom of Mount Huayna Picchu. The voyage along the Urubamba River. ……………………………………………….B. Develop the main idea of one paragraph: 7
  8. 8. Work-Sheet 3 A possible ending to the story: pessimistic, realistic or optimistic. Order thesentences in a logical way:A. They tried to get back to the village but they got lost because they had lost theircompass.They opened the chest but there was only rubbish inside. Their skeletons were found inthe jungle many years later.B. In the end they were a little richer but they were no longer friends. They opened thechest and found some treasure but then they fought over it. They lost some of it in theriver on their way back.C. It was also easier to get back because it was downhill. They found a lot of wonderfultreasure. They were very happy and found their way back easily because they found thecompass in Roberto’s pocket! They became famous in the world of archeology and theylived happily ever after.…………………………………………………………………………………………..
  9. 9. Work-Sheet 4Order the sentences in a logical way to make a paragraph: • They opened the chest and found some treasure but then they fought over it. • In the end they were a little richer but they were no longer friends. • They lost some of it in the river on their way back. Work-sheet 5 9
  10. 10. Order the sentences in a logical way, to make a paragraph:  It was also easier to get back because it was downhill. They became famous in the world of archeology and they lived happily ever after.  They found a lot of wonderful treasure.  They were very happy and found their way back easily because they found the compass in Roberto’s pocket! Work-sheet 6
  11. 11. Order the sentences in a logical way to make a paragraph: • They opened the chest but there was only rubbish inside. • Their skeletons were found in the jungle many years later. • They tried to get back to the village but they got lost because they had lost their compass. 11
  12. 12. THE RELATIVE PRONOUN AS THE SUBJECT OF A RELATIVE CLAUSE • Relative clauses about things- I am writing about a cave.- It has drawings of ancient people.I am writing about a cave that/which has drawings of ancient people. • Relative clauses about people. - These people are the explorers. - They discovered the cave.These people are the explorers who discovered the caveTHE RELATIVE PRONOUN AS THE OBJECT OF A RELATIVE CLAUSE  Relative clauses about things - I am writing about a cave. - I visited it last year.I am writing about a cave which/that I visited last year.  Relative clauses about people - These people are the explorers. - I met them last year.These people are the explorers who I met last year.Whose (relative pronoun) + clause - That man is a well-known explorer. - You saw his discovery.That man whose discovery you saw is a well-known explorer.Where (relative adverb) + clause - We came to a place. - The vegetation was very overgrown there.We came to a place where the vegetation was very overgrown.
  13. 13. 13

×