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LESSON PLAN

Name: Monica ColDate: January, 20th, 2011

School: School No.150 St.Elefterie

Grade: 7 (L1)

Level: intermediate

No. of students: 29

Textbook: High Flyer Intermediate, Longman

Topic:

Unit 11 Great Adventures:An Adventure Story

Relative clauses (who, that, whose, which, where)

Time: 50 min

Location: the classroom

Type of lesson: developing skills

Functions:- to narrate according to the events in the text

- to initiate discussion

- to predict content

Skills: 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 clauses

Aids: whiteboard, textbook, work-sheets, flashcards, power-point presentation, tape

Specific competences:

1. to use properly, in various contexts, words and phrases related to the main concept of thelesson - 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 relativeclauses 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 logicalsequence 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 students

personal experienceTeaching methods: brainstorming, conversation, dialogue, exercise, explanation, role play

Evaluation:

- initial: homework check-up

- continue: through activities, error correction

- final: through oral and written feed-back and homework

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Stages of lesson:

Warm-up

Activity 1

General Competence: to develop positive attitude towards learning English

Specific competence: to correct mistakes

Method: dialogueProcedure: Teacher (T) checks the homework first. Ss read their homework and correct it if

necessary.

Interaction:

T-S; S-T

Class management: whole class activity

Timing: 5 min

Lead-in

Activity 2

General Competence: to express curiosity about the lives of children from other cultural spaces

Specific competence: to use properly, in various contexts, words and phrases related to the main

concept of the lesson - adventure (based on the mind map)Method: conversation

Aids: flash-cards

Procedure: 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 each

concept. 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 activity

Timing: 5 min

Pre-Reading

Activity 3

General 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 the

lesson, adventure story.

Method: conversation

Aids: work-sheets (a table with 2 columns / 2 lists: things you know for sure/ things you dont

know not sure of)Procedure:T challenges Ss introducing a strong motivational task related to Ss previous

experience on the topic adventure: An adventure trip means things that happen according to

the plan and expectations, but especially surprises or situations in which you have to find a

solution. Have you ever been on an adventure trip? Ss work in groups to write a list of things

they are sure about (3) and things they are not sure about, or they dont know (3). They discuss

the possibilities and one S from the group (a task at any Ss choice) writes the lists. The points of

view are shared with the class. Such task can also be solved individually or as pair work.

Interaction: Ss-Ss; Ss-Ss-T

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Class management: group work activity

Timing: 5 min

Activity 4

General Competence: to raise awareness concerning the knowledge about different geographicalareas

Specific 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: dialogue

Aids: the text in the textbook

Procedure: T announces the purpose of the lesson: Today we are going to be reading and

talking 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 are

looking 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 sentence

with 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 by

T to the whole class. Scanning the text: Speed game: Facts only! Students find the name of a

mountain/river/city/a year/an American archeologist (ex. 8/48)Interaction: S-S; S-T

Class management: whole class activity, followed by pair work activity

Timing: 5 min

While-ReadingActivity 5

General Competence: to receive and produce an oral message

Specific competence: to identify the main stress in the compound words (based on the listening

activity)

Method: dialogue

Aids: tape, a sheet of paper

Procedure: 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. Ss

listen to the compound words on the tape and identify the main stress in these words. Ss repeat

the words and draw a simple graph to represent the music of the word. Then they listen to the

words again and check the stress.

Interaction: S-S; S-T

Class management: pair work activity

Timing: 5 min

Activity 6

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 to emphasize the stylistic dimension of the adventure storyMethod: conversation

Aids: work-sheets; handouts

Procedure:

T asks Ss to look at an image on the screen, representing a cave and two explorers. T tells the Ss

that 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 whole

class activity (power point presentation and also handouts which help emphasize the main points

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concerning relative clauses). After the first example T elicits what is a relative clause, its position

and the introductory word (the relative clause is the sentence which adds more information about

one of the nouns in the main clause and begins with who, whose, which, thatand where. The

relative 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 activity

Timing: 5 min

Activity 7

General Competence: to express curiosity about the lives of the people from other cultural

spaces

Specific competence: to order the events in a narrative text as they appear in the text (based on

the logical sequence of the events)


Aids: work-sheets; textbook

Procedure:

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 to

write a short idea. T discusses the results as a whole class activity. Then T asks students to tell

briefly the content of the 1st (or 2nd /3rd /4th ) paragraph. T can overcome Ss difficulties in

identifying the paragraphs by asking Ss to read aloud the first sentence of each paragraph (usuallythe topic sentence).

Interaction: Ss-Ss; Ss-T

Class management: group work

Timing: 5 min

Activity 8

General 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 adventure

story


Aids: textbook

Procedure:

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-T

Class management: group work

Timing: 5 min

Activity 9General Competence: express curiosity about the lives of children from other cultural spaces

Specific competence: to expand the story according to the characters adventures in the

adventure story and Ss personal experience

Method: role-play

Aids: textbook

Procedure:

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T asks Ss from each group to pick out any card from the Fishbowl: one of them is for the role

of the narrator. S narrator answers three questions asked by his classmates. Then a different

narrator is chosen.

Interaction: S-Ss

Class management: whole class activity

Timing: 5min

Activity 10 Feed-back - giving assignment; evaluation of the lesson

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 adventure story based on the evolution of

the events and characters


Aids: textbook

Procedure: T assigns the homework. Ss ask questions in case there are aspects that need to be

clarified

Interaction: S-T

Class management: individual work

Timing: 5 min (20 min homework at home)

Bibliography:

Primary sources :

Acevedo, Ana, and Gower, Marisol.High Flyer Intermediate. Harlow, Essex:

Longman, 2004. 48-49

Secondary 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.html

http://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/i

deas2.php

http://iteslj.org/Techniques/Mehta-Vocabulary.html

http://www.englishcompanion.com/assignments/reading/103readingactivities.htm

http://curriculum2009.edu.ro/Ciclul_gimnazial/

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http://articles.famouswhy.com/category/lesson_plans/archive.htmlhttp://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/ideas2.phphttp://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/ideas2.phphttp://iteslj.org/Techniques/Mehta-Vocabulary.htmlhttp://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/ideas2.phphttp://jobs.languagelink.ru/tefl_clinic/practical_teaching/reading_skills/exploiting_readers/ideas2.phphttp://iteslj.org/Techniques/Mehta-Vocabulary.htmlhttp://articles.famouswhy.com/category/lesson_plans/archive.html


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Work-sheet 1

Can you make these sentences easier to read by putting in:

who that which where orwhose ?

who

Example: 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.

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Work-Sheet 2

A. 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:

Work-Sheet 3

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A possible ending to the story: pessimistic, realistic or optimistic. Order the sentences

in a logical way:

A. They tried to get back to the village but they got lost because they had lost their

compass.

They opened the chest but there was only rubbish inside. Their skeletons were found in thejungle many years later.

B. In the end they were a little richer but they were no longer friends. They opened the

chest and found some treasure but then they fought over it. They lost some of it in the riveron their way back.

C. It was also easier to get back because it was downhill. They found a lot of wonderful

treasure. They were very happy and found their way back easily because they found the

compass in Robertos pocket! They became famous in the world of archeology and theylived happily ever after.

..

Work-Sheet 4

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Order 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

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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 Robertos pocket!

Work-sheet 6

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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.

THE RELATIVE PRONOUN AS THE SUBJECT OF A RELATIVE CLAUSE

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Relative clauses about things

- I am writing about a cave.

- It has drawings of ancient people.

I am writing about a cavethat/which has drawings of ancient people.

Relative clauses about people

.

- These people are the explorers.

- They discovered the cave.These people are the explorerswho discovered the cave

THE 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 cavewhich/that I visited last year.

Relative clauses about people

- These people are the explorers.

- I met them last year.These people are the explorerswho 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 placewhere the vegetation was very overgrown.

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