Module 4 Lesson 2

CHARITIES AND CONFLICT

Teacher’s name:

Date:

Grade: 9

Number of people present

Number of people absent

The Theme of the lesson

Relative clauses (review)

Objectives according to the Curriculum

9.6.6.1 - use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures                               
on a range of familiar general and curricular topics;

9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Evaluation criteria

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Analyze given feedback; Form opinion and give constructive answers to feedback

• Identify facts and details in extended talks with little support

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

 min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up Ex 1 (4 min)

Relative clauses (review)

1 At this level, students will have seen relative clauses before, but will mostly have focused on defining clauses.

Ask students to read through the sentences and then work with a partner to complete the rule. Check answers. Read the sentences without the relative

clause to show that B and C define the noun and A and D add extra information.

Rule

1 B 2 C 3 A 4 D

students respond to greeting and take their places.

Students work with the new grammar and check the answers

students respond to greeting and take their places.

Students work with the new grammar and check the answers

The middle of the lesson – 35 min

LANGUAGE NOTE

Point out to students that we do not use that as a relative pronoun in non-defining relative clauses. Students work with a partner to

complete the sentences. Check answers in open class. Ask students to work in small groups to discuss whether or not they agree with the statements.

Monitor to help with any difficulties and to prompt students to give reasons for their answers. Listen to some of their opinions during whole-class feedback.

Answers

1 who/that 2 who/that 3 who/that 4 which/that

They are all defining relative clauses.

3 If you’re short on time, set this exercise for homework but perhaps do number 1 in open class to make sure students are clear on what they have to

do. Allow them to compare answers with a partner before feedback in open class.

Answers

1 The locals, who were very kind, gave them food.

2 Rome, which is my favourite city, is an exciting place.

3 I’ve been reading a book by William Boyd, who is one of my favourite writers.

4 My neighbour Rubens, who is from Guatemala, has been living here for ten years.

which to refer to a whole clause

4 Look back at sentences A and B in Exercise 1 and ask students what which refers to (A: Calabria; B: buildings). Explain that which can be used to refer to specific things or to whole clauses. Ask students to read sentences 1 and 2 and decide what which refers to. Check answers.

Answers

1 Calabria 2 Città Futura has 13 local employees

students read the rule and work in pairs. They complete the task and check

Students work individually to complete sentences 1–4.

Student read the sentences and complete the task

Weaker students work with stronger students

Students work individually to complete sentences 1–4.

Student read the sentences and complete the task

1 point for each correct answer

Teacher evaluates and guides students

1 point for each correct answer

Book

Book, slide, text

Book, slide

The end of the lesson – 5 min

Homework (5 min)

5 Students work in pairs or individually to complete the exercise. Check answers in open class.