LESSON PLAN

TUNE UP! 4
Rebecca Charry Roje, Irena Pavlovi, Ivana piranec
SCHOOL
CLASS
DATE
MENTOR
TRAINEE
TOPIC
UNIT 3 MAKING A DIFFERENCE
3 C grammar RELATIVE CLAUSES
AIMS
A) Lingi!"i#$
- To revise and practise the use of defining and non-defining relative clauses and to compare them ith
Croatian !atributne re"enice#
%) C&mmni#a"i'()*n#"i&na+$
- To use relative clauses in communication, $noing the difference beteen the to types
TEACHING AIDS AND
MEDIA
%lac$board
TEACHING MATERIALS
Tune up! 4 S",(n"-! %&&. and Tune up! 4 /&r.0&&. by
Rebecca Charry Roje, Irena Pavlovi, Ivana piranec

LESSON STRUCTURE
INTRODUCTION STUDENT1S %OOK2 3ag(! 442 45
A#"i'i"6 7$ R(a,ing a "(8" !a"ra"(, 9i": RELATIVE CLAUSES
S"ag( &0;(#"i'($ To engage students ith the topic and focus their interest
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 7$ &tudents are as$ed to read the dialogue in tas$ ', page ()
and to anser the *uestions+
A#"i'i"6 <$ Conclude bo,
S"ag( &0;(#"i'($ To elicit students- $noledge of the topic
C+a!! &rgani!a"i&n$ Individual students
D(!#ri3"i&n$ &tudents fill in the Conclude bo,, draing conclusions from the
previous e,ercises and ma$ing comparisons ith Croatian -atributne re"enice-
E!"ima"(, "im($ . min
E!"ima"(, "im($ / min
PRESENTATION

A#"i'i"6 3$ Relative clauses
S"ag( &0;(#"i'($ To compare the uses of defining and non-defining relative
clauses and the difference in meaning
C+a!! &rgani!a"i&n$ Pair or$
D(!#ri3"i&n$ Ta!. <$ 0rganised in pairs, students do tas$ 1 on page () and
anser the *uestions folloing the 1 te,ts+
A#"i'i"6 4$ Conclude bo,
S"ag( &0;(#"i'($ To deduce the rules regarding the use of defining and non-
defining relative clauses
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ &tudents study the e,amples given in tas$ 1, page (2 and complete
the rules+ 0nce they have done it, they share them ith the rest of the class+
A#"i'i"6 =$ 3diting 4correcting mista$es5 and deciding on the type of clause
S"ag( &0;(#"i'($ To spot the mista$e and to decide on the type of clause used in
the sentence
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 3$ &tudents do tas$ /, page (2 6 they correct the mista$es and
decide hether the clauses are defining or non-defining+
E!"ima"(, "im($ . min
E!"ima"(, "im($ / min
E!"ima"(, "im(7 8 min
FOLLO/ UP /ORK%OOK 3ag(! 44
A#"i'i"6 >7 Crossing out the incorrect relative pronoun
S"ag( &0;(#"i'(7 To apply the rules regarding the use of relative pronouns
C+a!! &rgani?a"i&n7 Individual or$
9(!#ri3"i&n$ Ta!. 7$ &tudents read the phrases in tas$ ', page (( and cross out
the incorrect relative pronouns+
A#"i'i"6 @$ :pplying the correct relative pronoun
S"ag( &0;(#"i'($ To apply the correct relative pronoun
C+a!! &rgani?a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. <$ &tudents read the sentences in tas$ 1, page (( and
complete them ith the correct relative pronouns+
A#"i'i"6 4$ ;orming relative clauses
S"ag( &0;(#"i'($ To join the sentences by using the correct relative pronouns
C+a!! &rgani?a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 3$ &tudents read the sentences in tas$ /, page (( and join
them in their noteboo$s, using the correct relative pronouns+
A#"i'i"6 5$ 3diting
S"ag( &0;(#"i'($ To correct the mista$es in the sentences
C+a!! &rgani?a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 4$ &tudents read the sentences in tas$ (, page (( and correct
them+
E!"ima"(, "im(7 1 min
E!"ima"(, "im(7 / min
E!"ima"(, "im(7 8 min
E!"ima"(, "im(7 ( mins
CLOSURE
A#"i'i"6 7A$ <ap filling
S"ag( &0;(#"i'($ To practise the use of relative pronouns
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. =$ &tudents do tas$ ., page (. and fill in the gaps ith the
appropriate relative pronouns+
A#"i'i"6 77$ =omeor$ tas$
S"ag( &0;(#"i'(7 To join sentences into relative clauses
C+a!! &rgani?a"i&n7 Individual or$
D(!#ri3"i&n7 Ta!. >7 &tudents do tas$ 8, page (. for their homeor$+
A#"i'i"6 7<$ >esson round up
S"ag( &0;(#"i'($ To summarise the lesson
C+a!! &rgani!a"i&n$ T - class
D(!#ri3"i&n$ &tudents elicit hatever they have learnt about defining and non-
defining relative clauses+
E!"ima"(, "im($ . min
E!"ima"(, "im($ ' min
E!"ima"(, "im($ 1 min
LESSON PLAN
SCHOOL
CLASS
DATE
MENTOR
TRAINEE
TOPIC
UNIT 7 A GLIMPSE OF %RITAIN
7% r(a,ing an, '&#a0+ar6 THE BUEEN
NO/ HAS NE/ NEIGH%OURS
AIMS
A) Lingi!"i#$
- To introduce and practise ne vocabulary related to running a country
- To practise conditional clauses
%) C&mmni#a"i'()*n#"i&na+$
- To read for specific purposes
- To encourage students# ability to tal$ about politics, government, monarchy, republic, the economy and
elections
C) E,#a"i&na+$
- To develop a positive attitude toards politics
- To tal$ about the advantages and disadvantages of a monarchy?republic
TEACHING AIDS
AND MEDIA
%lac$board
TEACHING
MATERIALS
Tune up! 4 S",(n"-! %&&. and /&r.0&&. by Rebecca Charry Roje, Irena
Pavlovi, Ivana piranec

LESSON STRUCTURE
INTRODUCTION
A#"i'i"6 7$ @onarchy and republic
S"ag( &0;(#"i'($ To engage students ith the topic and activate their interest
C+a!! &rgani!a"i&n$ T - class
D(!#ri3"i&n$ Ta!. 72 Ta!. <$ &tudents are as$ed to e,plain the difference
beteen a monarchy and a republic and to say hat they thin$ a day in the life of a
member of the royal family is li$e+
A#"i'i"6 <$ Reading an e,tract from the 'st paragraph of &ue Tonsend-s novel
The Queen and I, tas$ /, page 'A
S"ag( &0;(#"i'($ To guess hat the novel is about
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 3$ &tudents read the e,tract and try to guess hat the novel is
about+ They e,press their opinion on hether the monarchy should be abolished in
the BC or not and give their reasons+
E!"ima"(, "im($ . min
E!"ima"(, "im($ 1 min
PRESENTATION

A#"i'i"6 3$ Reading
S"ag( &0;(#"i'($ To read the te,t and to decide hether the statements a-e are
true or false
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. 4$ &tudents read the te,t and decide on hether the statements
a-e in tas$ (, page ' are true of false+
A#"i'i"6 4$ Reading comprehension
S"ag( &0;(#"i'($ To decide hich of the multiple choice options is correct
C+a!! &rgani!a"i&n$ Individual or$
D(!#ri3"i&n$ Ta!. =$ &tudents read the sentences from the te,t in tas$ ., page '1
and try to guess hich of the three paraphrased versions given is the closest in
meaning+
A#"i'i"6 =$ AFTERTHOUGHT$ Classroom discussion
S"ag( &0;(#"i'($ To e,press their opinion on the Dueen
C+a!! &rgani!a"i&n$ T - class
D(!#ri3"i&n$ Ta!. >$ &tudents tal$ about hat they have learnt about the Dueen
from the description in the first paragraph, and hat ma$es her different from her
ne neighbours, the Threadgolds+ They also have to say hy they had problems
understanding each other at first+
E!"ima"(, "im($ 'A min
E!"ima"(, "im($ 'A min
E!"ima"(, "im($ 8 min
FOLLO/ UP
A#"i'i"6 >$ LITERATURE STOP$ &ue Tonsend
S"ag( &0;(#"i'($ To learn about the life and or$ of &ue Tonsend, 3nglish
novelist and playright, best $non for her boo$s about :drian @ole+
C+a!! &rgani!a"i&n$ <roup or$
D(!#ri3"i&n$ &tudents brainstorm $noledge on :driane @ole and &ue Tonsend,
sharing opinions on their or$+
E!"ima"(, "im($ / min
CLOSURE
A#"i'i"6 @$ Classroom discussion
S"ag( &0;(#"i'($ To e,press opinions and spea$ their mind on the monarchy and
hether the BC ould be better off ithout it
C+a!! &rgani!a"i&n$ T - class
D(!#ri3"i&n$ Ta!. @$ &tudents read arguments that might be useful in the
classroom debate on hether or not the monarchy should be abolished in the BC
and e,press their opinion, supporting their attitudes+
E!"ima"(, "im($ 2 min
%OARD PLAN
26 March 2014
Sue Townsend
Elizabeth II
monarchy
republic
elections
Parliament - the House of Commons, the House of Lords