Treatment. Unit 9 Science and technology Lesson plan 95. Lesson title. Language Focus. Defining and non - defining relative clauses. p.109

Unit of a long term plan

Unit 9 Science and technology Lesson plan 95

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Language Focus.

Defining and non - defining relative clauses. p. 109

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. C3 respect differing points of view

9. L4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S8 recount extended stories and events on a wide range of general and curricular topics

9. R3 understand the detail of an argument- both explicitly stated and implied - in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

Lesson objectives

All learners will be able to:

· Identify the difference between the sentences with who, where, why and which.

· Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation;

·Produce the sentences with who, where, why and which.

Some learners will be able to:

· * Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills;

· * Apply the sentences with who, where, why and which fluently.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

Social Science, Geography, Stylistics, Literature.

Previous learning

Talking about phobias.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the people’s psychological problems.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up.

Ex. 1 p. 109. Recognition exercise connected with “All about me”.

Answers:

1) Sentences: 1, 2, 4, 5, 6, 9. 10;

2) Sentences: 3, 8;

3) Sentences: 7;

4) Sentences: 2.

Rules

1) people

2) places

3) things

4) reasons

Slide (useful phrases).

Pictures

PPT

Student Book p. 109

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Relative clauses add extra information to a sentence by defining a noun. They are usually divided into two types – defining relative clauses and non-defining relative clauses.
Non-defining relative clauses
Look at this sentence.

My grandfather, who is 87, goes swimming every day.

‘who is 87’ is a non-defining relative clause. It adds extra information to the sentence. If we take the clause out of the sentence, the sentence still has the same meaning.
Look at some more examples.

My eldest son, whose work takes him all over the world, is in Hong Kong at the moment.

The film, which stars Tom Carter, is released on Friday.

The car, which can reach speeds of over 300km/ph, costs over $500, 000.

B. Rule II.

Remember that defining relative clauses are used to add important information. The sentence would have a different meaning without the defining relative clause.

· I’m going to wear the skirt that I bought in London.

· The skirt, which is a lovely dark blue colour, only cost £ 10.

The first sentence with a defining relative clause tells us which skirt. The second sentence, with a non-defining relative clause, doesn’t tell us which skirt – it gives us more information about the skirt. The context (which is missing here) makes it clear which skirt is being talked about.

Non-defining relative clauses can use most relative pronouns (which, whose etc, ) but they CAN’T use ‘that’ and the relative pronoun can never be omitted.

Grammar Drill Exercises:

Ex. 2 p. 109. Join the sentences halves with relative pronouns:

Ex. 3 p. 109. Make sentences using the phrases in the chat. Students do this task in pairs.

Ex. 4 – 5 p. 109. What is the difference between defining and non –defining relative clauses?

Find this difference in the sentences and explain the rule.

Extra task. Creative exercise.

Ex. 6. (also five – minute test, Test bank MultiRom).

Student Book p. 109

A Table

A Table

Student Book p. 109

Writing

Worksheet

Giving the home task.

W. B. p. 77 Ex. 5 -7

Self-assessment.

“Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment