Lesson plan

Date: 11th of March, 2009 Mentor: Claudia Bolcas Student: Silviana Secara School: Liceul Teologic Baptist Emanuel Class: 10th grade Level: Upper-Intermediate Title of the lesson: Relative clauses Type of lesson: Grammar lesson Number of students: 25 Time: 50 minutes Objectives: By the end of the lesson students will be able to: identify forms of defining and non-defining relative clauses; name the function of defining and non-defining relative clauses that is to give extra information about the person or thing we are talking about; use properly the relative pronouns: who/which/that/where/when, etc; practice the open cloze procedure; Teaching materials: textbook, notebook, blackboard, handouts. Modes of interaction: teacher-whole class student-whole class pair work individual work

Stages of the lesson/time

1.Warm-up 1

Objectives

Teachers activity

Students activity

Mode of interaction
Teacherwhole class Studentwhole class Teacherwhole class

To organize students To check students homework

Good morning students. How are you today ? Lets see who is absent today.

Students answer: Good morning, teacher! Today no one is missing.

2. Lead in 9

To introduce the new context To make students be aware of certain key concepts that are vital for the students to understand the meaning and the use of grammar structures

Teacher gives the students a handout, containing a text where relative clauses are underlined. (handout1 ). The teacher says: Look at the text, especially at those bordered sentences. Read the text individually and guess what type of sentences are those in a square. After students read the text. What kind of clauses are ? What is the purpose of relative clauses ? Look at the clauses in the given text. What is their role? Very good, what kind of pronouns introduce this type of clauses ? Give me examples. Note down the title in your notebooks, Relative Clauses Very good, so relative clauses give information about a noun, and are introduced by relative pronouns like who, which, that, where, whose, etc. They are placed immediately after the noun To revise and consolidate which it describes. students knowledge of the grammar structure Open your notebooks at page 82. Lets solve exercise 1, by turn. Lets go on to exercise 2. Read the task and answer the questions individually. Who is ready ? 2

Students receive the handouts and read the text individually in about 4 minutes.

Students answer: They are relative clauses. A student answers: Relative clauses give additional information about a noun. A student answers: Relative pronouns introduce this type of clauses. Who/which/whose/that are relative pronouns. Students write on their notebooks.

Teacherwhole class Studentwhole class

Teacherwhole class

Students open the books and solve the exercise. 1.who 2.which/that 3.when 4.where 5.which 6.whose 7.who 8.whom A student reads the task: Answer these questions and solve the exercise: 1. Sentence 2 can have two different relative pronouns: which/that. 2. In sentence two the relative pronoun can be omitted. 3. In sentence five the relative pronoun refers to the whole

Teacherwhole class Studentwhole class Individual work

Did you ever hear about the man who eats paper? This is a true story which took place in Australia. It's the story of a man who suffers from some sort of disease which makes him crave cellulose (the material out of which paper is made of). He used to eat newspapers until his wife decided that it would be better if she made paper for him (so he wouldn't have to eat the ink which covers newspapers. She didn't want to be known as the woman whose husband was obliged to eat inky newspapers because he had no kind person to make paper for him. His wife is a woman who loves a joke, so she makes him paper which has all sorts of exotic flavours. So, now he only eats the paper that his wife makes and only eats ordinary newspapers when he is travelling, for instance when he is in New York. He likes to visit New York, because it is where the newspapers are the thickest. He is happiest on Sunday, when he is in New York, because that is when the newspapers are really thick. Thick newspapers, for him, are like a feast at an excellent restaurant.
To crave= a rvni Thick= gros ( thickest= cel mai gros) Feast= osp

Handout2

Practice: Relative clauses

1. Join each pair of sentences together to make one sentence, using who or that. Write the second sentence as a relative clause. 3

e.g.1 This is the woman. She gave me my first job. This is the woman who gave me my first job. 2 He picked up the book. It was on the desk. He picked up the book that was on the desk. 3 The meal was delicious. Ben cooked it. The meal that Ben cooked was delicious. 4 She's the woman. She telephoned the police. 5 He's the person. He wanted to buy your house. 6 We threw out the computer. It never worked properly. 7 This is the lion. It's been ill recently. 8 The man was badly injured. He was driving the car. 9 The children broke my window. They live in the next street. 10 They sold the cat. It was afraid of mice. 11 This is the chair. My parents gave it to me. 12 I've applied for the job. You told me about it. 13 We're looking for the ball. We were playing with it. 14 The man was holding the gun. We saw him. 15 I'm going to speak to the mechanic. He repaired my car. 16 The TV programme was very sad. I watched it last night. 4

17 The girl had red hair. I saw her. 18 That's the woman. I was telling you about her. 2. Correct these sentences: 1. My sister, who I am always being compared, is actually two years older than me. 2. His second symphony, which I heard it last night, is not nearly as good as first. 3. Im afraid that under the circumstances there is little which we can do. 4. Many people were hurt in the explosion, several of who were standing a hundred metres away. 5. Shes always open to new ideas, that is what I really like about her. 3.