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Unit Six: Population 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 diffe

Unit Six: Population

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)

- 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

- Chalk and board - Paper strips

Stage/

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

- 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

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

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

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

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

4 when/ Φ 5 who/ that

Appendix: Activity 4

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)

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