LESSON PLAN

Name: Raluca Tatulea

Date: 25th March
School: Scoala Gimnaziala Herastrau
Grade: 7B (L1)
Level: intermediate
No. of students: 26
Textbook: High Flyer Intermediate, Longman
Topic:
Unit 11 Great Adventures: An Adventure Story
Relative clauses (who, that, whose, which, where)
Time: 45 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 the
lesson - 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 relative
clauses 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 logical
sequence of the events)

Teaching methods: brainstorming, conversation, dialogue, exercise, explanation, role play

Stages of lesson:

Warm-up
Activity 1
Method: dialogue
Procedure: Teacher (T) checks the homework first. Ss read their homework and correct it if necessary.
Interaction:

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T-S; S-T
Class management: whole class activity
Timing: 5 min

Lead-in
Activity 2
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, jewelry, 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-T
Class management: group work and then whole class activity
Timing: 5 min

Pre-Reading
Activity 3
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
Class management: group work activity
Timing: 5 min

Activity 4
Specific competence: 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)
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

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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-Reading
Activity 5
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 the adventure 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 story
Method: 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 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, that and 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 and easy to read, as they connect ideas expressed by the narrator.
Interaction: S S; Ss-T
Class management: pair work; whole class activity
Timing: 10 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)
Method: conversation
Aids: work-sheets; textbook
Procedure:
Ss read the text silently. Then they order the events written on the work-sheet (main ideas written as 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 1 st

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(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 (usually the topic sentence).
Interaction: Ss-Ss; Ss-T
Class management: group work
Timing: 5 min

Activity 8 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
Method: conversation
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