G Á 12NC

LESSON PLAN Unit Six: Population Lessons N 0 6 – 7 Language Focus Outcomes - By the end of the lesson, the students are able to write fractions in their written form. - By the end of the lesson, the students are able to use different types of relative clauses. Type of lesson - Grammar – based (Relative clauses) Key Vocabulary - fractions - devoted - supply Key structures - China’s population is nearly 1.3 billion, which is almost 22% of the world population. - Shanghai, whose population density reaches 2,118 people per sq.km, is . Anticipated problems - Some students seem too shy to share ideas and experience. Materials - Textbook - Handouts - Chalk and board - Paper strips Stage/ Timing Procedure Aims Focus Materials 1. Warm- up (7 – 9’) Game: Text messages - Divide SS into small groups. - Give out handouts with text messages in a special form or numbers. - Ask the groups to translate or write the messages into full English form. - One correct translation will earn the group 1 point. The groups with more points will win the game. This is the handout: 1. R U OK? 4. I’ll B L8 6. Y R U L8? 2. C U B 45 5 I O U 7. W8’n 4 U 4 ½ hour 3. gr8! Expected answers: 1. Are you OK? 2. See you before 5:00 3. great! 4. I’ll be late 5. I owe you 6. Why are you late? 7. Waiting for you for half an hour. - To create interest and to introduce the language point. Groups - Handouts - Chalk & board - Chalk & board Stage/ Timing Procedure Aims Focus Materials - Ask SS what this form is called and when it is used. Expected: It’s a kind of shorthand and is often used in informal notes or email. - To focus SS on form T – SS - Ask SS when or where they often see things like ½, ¾. Expected: in mathematics, when talking about proportions . T – class Transition: - Yes, and they are called fractions. Part of the lesson today will focus on how to write fractions in full form. - Chalk & board. 2. Word - Write down on the board: Unit 6 Language Focus Fractions - To give SS an idea what fraction is T – class - Chalk & - Draw a circle on the board and divide it into 4 equal parts. - Ask SS how many parts they can see in the circle, and then elicit ¼, ½, and ¾. Expected: ¼ = a quarter ½ = a half ¾ = three – quarters - Tell SS in fractions, the numerator is a cardinal number and the numerator  cardinal number denominator ordinal number - To draw SS attention to form T- class - Chalk & board + if the numerator is ≥ 2 (2 or over), the denominator must be in the plural form. E.g.: 2/3 = two – thirds (5 – 7’) + quarter is often used for fourth. E.g.: ¼ = a quarter - To practice writing fractions in full form Individuals - Textbook Completing the sentences (p.87 – 88) - Ask SS to complete the sentences with the full form of the fractions. - Tell SS to compare answers in pairs. Pairs - Call some students to read their answers while some others write them down on the board. T-class 3. Gram- mar (10– - Check with the whole class. Stage/ Timing Procedure Aims Focus Materials 15’) Relative Clauses - Write these sentences on the board: - To encourage SS to analyse the difference s of the two structures T-class - Chalk & board a. The man who is standing over there is our new teacher. b. Mr Minh, who teaches us English, is a nice man. - Tell SS to underline the relative clauses in the sentences, and ask them what the clauses functions in sentence a. ( Expected: It describes the preceding noun, and is essential to the clear understanding of the noun, that is, to define or limit the noun.) - Ask SS if the clause in sentence b does the same, and what function it has in the sentence. (Expected: No, the clause in b is not there to define the noun because it is clear who he is; it just adds extra information about the man.) T-class - Chalk & board - Ask SS if there is any difference in the form or structure of the two sentences. (Expected: The relative clause is b is separated by commas.) - Elicit and present the types of relative clauses and their features: Restrictive/ Defining relative clauses Non – restrictive/ Non-defining relative clauses Form & structure Without commas to separate the clauses from the noun. With commas to separate the clause from the noun. Usage To describe / identify the preceding noun, to make it clear which one we mean. To add more information about the preceding noun. Other features Object relative pronouns can Object relative pronouns Stage/ Timing Procedure Aims Focus Materials be omitted cannot be omitted. Relative words Subj: who, that, which Obj: who(m), that, which Possessive: whose (for both people & things), of which Adv: when, where, why Subj: who, which Obj: who(m), which. Poss: whose (for both people & things), of which Adv: when, where (8 – 9’) Activity 1: Error Correction (Task a, p.88) - For SS to recognize the function of different relative words Individuals - Textbook - Ask SS to read the sentences, underline the words or phrases that are incorrect and write the correct word or phrase. Tick (√) the sentences that are correct. - Tell SS to compare answers with a partner and then go over the answers with the class. (10–12’) Activity 2: Joining the sentences (Task b, p.89) - To provide some controlled practice - Tell SS to read the pairs of sentences and combine them using relative words and add commas where necessary. - Call on SS to write their sentences on the boards and check with the class. (9-10’) Activity 3: Answering questions using relative clauses (Task c, p.89) Individuals Pairs T- class - Textbook - Ask SS to answer the questions using the information provided in relative clauses. - Tell SS to compare answers with a partner. - Go over the answers with the class. (9-10’) Activity 4: Definitions - Put SS into two groups, A and B Groups - Cards - Give each group a set of cards. Set A to group A, set B to group B. (Appendix) - To allow SS to make sentences Stage/ Timing Procedure Aims Focus Materials of their own - Tell the groups to take turns to read the definitions of the words on the cards. And the students in the other group say what it is. With a correct word, the group wins 1 point. The group that wins more points will win the game. - Give a demonstration: I have a word on the card in my hand. I’m going to read the definition, say what it is. “A place where you can buy food, and many other things” T-class (Expected: A supermarket) - Then show SS the card with “supermarket – buy food and .” T-class - Check SS’ understanding of instructions and have them start the game. - Keep a running total of points for each group on the board. - Declare the winner (7-9’) Activity 5: Expanding sentences (Optional – to be left out if out of time) - To give free practice and encourage creativity Groups - Chalk & board - Put SS into small groups. - Write the following sentence on the board: This is Tom. - Tell SS, in their groups, to try to expand the sentence and make it as long as possible. T- class - After the time limit of 5 minutes, the group with the longest and correct sentence will win the game. Sentence Completion - Give out handouts and ask SS to do the exercise at home. Complete each sentence with a suitable relative word. Where more than one is acceptable, write all the alternatives. 1. The winner, . set a new record, is a humble person. 2. Jack can’t remember he lent his car to. 3. The food was left was eaten the following day 4. I can never forget the day I met you. 5. The people were waiting outside were becoming impatient. Expected answers: 1. who 2. who/ whom 3. which/ that Stage/ Timing Procedure Aims Focus Materials 4. when/ Φ 5. who/ that Appendix: Activity 4 Set A Set B Words and cues on cards: Words and cues on cards: 1. restaurant (you can eat) 1. key (opens doors) 2. policeman (arrests people) 2. zoo (you can see animals) 3. holiday (nobody works) 3. teacher (to teach) 4. Quebec (French is spoken) 4. Christmas (Santa Claus) 5. elephant (big ears) 5. bank (money) Suggested definitions: Suggested definitions: 1. a place where you can eat 1. something that opens doors 2. a person who arrests people 2. a place where you can see animal 3. a day when nobody works 3. a person whose job is to teach 4. a city in Canada where French is spoken 4. a day when you can see Santa Claus 5. an elephant whose ears are big/which has big ears. 5. a place where you can keep/ borrow money . Stage/ Timing Procedure Aims Focus Materials 1. Warm- up (7 – 9’) Game: Text messages - Divide SS into small groups. - Give out handouts with text messages. Claus) 5. elephant (big ears) 5. bank (money) Suggested definitions: Suggested definitions: 1. a place where you can eat 1. something that opens doors 2.