Teacher Support Programme | Egypt

Lesson Plan Template

Aims for the lesson (language/skills/other aims)

 Finish the mid term counselling

 Do the reading assessment – student work book pg 52
 Page 88-89
o Defining relative clauses in the context of gadgets

Anticipated problems (language/behaviour/other things which may disrupt

your lesson)

 For the counselling/reading the students aren’t present

 Complicated questions relating to relative clauses

Defining relative clauses give us information about things, people, possessions,

places and times using a relative pronoun

THINGS – that / which

PEOPLE – who / that (we use who more than that)
POSSESSIONS – whose
PLACES – where, which/that + preposition –(if there is a preposition you can
miss which/that)
TIMES – when
Materials
 Student book/workbook
 IWB
 Worksheet for lesson
 Worksheet for assessment

Stage Aim Procedure

British Council | Teacher Support Programme | Egypt
and
time
Give the crossword as the warmer
4.30 Lead in OR
Use the headings to ask them questions like hot seat
10
minutes Worksheet – match the words with the definitions.
Check in pairs
Use the gadgets and vocab to describe to each other

5 minutes Elicit and then highlight the rules

Things – that/which
People – who/that
Possessions – whose
Places – where, which/that +preposition
Times – when

Underline the relative pronouns in activity 2

5 minutes Two don’t have relative pronouns
1 - which
2 - that
3 - which
4 - object of relative clause
5 - who
6 - where
7 - object of relative clause
8 - whose
9 - where
10 - which

Pair check – Answers on the board and check together

10 1) The relative pronoun in 4 & 7 can be left out

minutes because it’s the OBJECT of the relative clause.
2) The relative pronoun in 10 and the verb be (which is)
can be left out because the sentence is PASSIVE

(4) Which other definition in ex 2 can you write without a

relative pronoun – 3
 15minutes PRACTICE
Complete the definitions with a word from the box
CHOOSE YOUR OWN PRONOUN
(1a)
1) A photocopier is a machine that makes copies of
documents.
2) Bodyguard, that/who
3) Laundrette, where
4) Plumber, whose
5) Vacuum cleaner, that/which

Individual – check in pairs – plenary feedback

(1b) Synthesis with the words from the box, use

which, that, who, whose, where
1) Cooker, that/which
2) Cleaner, that/who
3) Drycleaner, where
4) Decorator, whose
5) Stationer’s, where
6) Boiler, that/which

Individual – check in pairs – plenary feedback

Production Make your own quiz – pg 129/130

Use the vocab to make questions
ICQ – do you use the vocab in the question or is the vocab
the answer?

Review Review the context of last lesson –

The minimalists – what did they have? Electronics, what
were they worried about? Losing things.

Ok so talk in your groups about the things that you have

PAGE89
Vocabulary and listening – How Gadgets Work

What do you own?

Do they ever break?
What do you do?
British Council | Teacher Support Programme | Egypt
Page 3 of 4
LISTENING 9.1 audio 3
4 conversations
What are the gadgets?
Laptop, photocopier, touchscreen phone, dvd player
What are the phrases that tell you this?
1) Crashes, screen freezes, restart, reinstalling the
software
2) Paper gets stuck, machine breaks down, open it,
large number of copies,
3) Ringtone, touch icons, scroll down the menu with
your finger, recharge he battery
4) The films in, press the ‘ok’ button, ready to watch,
pause it

LISTEN AGAIN

Number the phrases in the order you hear them

HOT SEAT
Split into team
Put the names of the gadgets on the board and select one
person to come to the front they have 1 minute each to
have the thing described to them.

Reading assessment