LESSON PLAN Inspectie Speciala

LESSON PLAN
School: Colegiul Naional Octavian Goga

Date: June, 9th, 2015
Teacher: Alina Chira
Form: 10th
Textbook: Upstream Upper Intermediate
Unit: 10. The Cycle of Life Lesson : English in Use
Type of lesson: Revision and Practice
Skills: listening, reading, speaking
Time: 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
way
Teaching techniques
- elicitation
- explanation
- conversation
- role play/ dialogue
- prediction
- skimming
Resources:
- textbooks
- blackboard
- worksheets
STAGES OF THE LESSON

Warm up: The teacher greets the students, introduces herself
Time: 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 subject
Techniques: Elicitation
Interaction: 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
clause
The 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
-Explanation
Interaction: 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. where
2. who
3. whose
4. who
5. which
6. where
7. which
8. when
Aims:-to make students practice relative clauses
Techniques: - writing
Interaction: Ss-T
Estimated 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 departing
practice
-Explanation
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 clauses
Techniques: - writing
Interaction: Individual work, Ss-T
Estimated time: 5
Activity 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.
practice
-Explanation
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-T
Estimated time: 5
Activity 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 play
Interaction: Pair work, S-S, Ss- T
Estimated 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 vocabulary
Techniques: anticipation/prediction, elicitation, skimming, sentence- level
reading,
Interaction: Pair work, Ss-T
Estimated 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 performed
Techniques: elicitation
Interaction: Individual work
Estimated time: 3

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LESSON PLAN

School: Colegiul Naional Octavian Goga

STAGES OF THE LESSON

Aims:-to activate students prior knowledge

- For + noun (expresses the purpose of an action): I went to the

- However/ nevertheless ( we always use a comma after

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