SCHOOL: JU Gimnazija Banjaluka

CLASS: II8
TEACHER : Željka Vračević
LESSON No: 13 DATE: 23rd May
TOPIC/teaching contents: Unit : Hopes and fears
Grammar: Non-defining relative clauses

LESSON TYPE: Development Lesson

GENERAL GOAL: Students will be introduced to a new thematic unit. They will further improve their reading,
listening and speaking skills. A new grammar unit will be processed in the second half of the lesson.

SPECIFIC GOAL: Students will read an article about various fears and phobias. They will get to know about the
main differences between the two terms and find information about famous people and their fears. They will be
given a handout that contains 25 strange phobias, which can be read at home. After reading the article from the
book, students will develop a conversation in which they will exchange experiences with different fears and
phobias. In the second part of the lesson, a new grammar lesson will be processed. Students will learn about
relative clauses and how they can be used both in speaking and writing.

EXPECTED OUTCOMES: Students will learn new vocabulary items, further develop their reading, listening and
speaking skills and they will be able to communicate about their fears and phobias. When it comes to grammar,
students will be able to use relative clauses appropriately and, thus, enrich their speech and writing style.

TEACHING METHODS: Communicative language teaching, Direct method, Grammar-Translation method, Audio-
lingual method

TEACHING MEANS/AIDS: Course book, board, CD player, workbook, handouts

LESSON PLAN
TIME: 45 min

Warm up (5 minutes):
Speaking:
I introduce myself to students and establish a relaxing learning environment by telling them my expectations for
the class (attention and active participation). I encourage them to ask questions about anything they feel is left
unclear and emphasize that those students who participate will be rewarded.
Since I do not know their names, I ask them to write them down on a piece of paper which will be positioned in
front of each student.

Activity 1 (5 minutes) :
Introducing the topic:
I tell students to open their books, page 96 and ask them the following questions:
- Do you have any fears?
- What is fear, in your opinion?
- What is phobia?
- What is the difference between the two if there is one?
- How do you behave when you are scared of something?
- What is more serious, a fear or a phobia?
While they are speaking, I write the title FEARS AND PHOBIAS on the board and TO BE SCARED OF/ TO BE AFRAID
OF under the title.
I tell them an example explaining the main difference between a fear and a phobia, and they are given handouts
with 25 strange phobias around the world to have a look at home.
Activity 2 (10 minutes)
Reading and listening:
I ask students to read the text on page 96 and underline unfamiliar words. I write the words on the board, and
they copy them in their notebooks.
Afterwards, I ask them to look at the exercise 1c. There are four sentences, but only three of them serve as
opening sentences for each paragraph in the text they have just read. The task is to match the sentences with the
three paragraphs and I tell them they can work in pairs if necessary. When they finish, we listen to the recording
and check the answers together.
ANSWERS:
A3 B not used C1 D2
We finish talking about fears with a short discussion in which they tell me the best ways to treat and overcome a
fear.

Activity 3 (15 minutes):

Introducing grammar lesson:
I switch to Serbian to make my explanations clear and more available to students. I ask them to tell me what they
know about relative clauses in their own language. What is the difference between a sentence and a clause?
I write four sentences on the board:

U bisokopu je film koji dugo čekam.

Ona je djevojka koja se rijetko sreće.
Igrači Borca, koji su postigli odličan rezultat u prošloj sezoni, ispraćeni su aplauzom sa stadiona.
Cezar, koji je vladao Rimskim carstvom, se plašio mačaka.

I ask them to underline relative clauses in each sentence. Then I ask them are there any differences between the
sentences (defining, non-defining).
I tell them to open page 97 and write down the title in their notebooks RELATIVE CLAUSES, as well as the main
differences between defining and non-defining relative clauses, and relative pronouns used in these sentences.

WHO – people
WHICH – things and animals
WHERE - places
WOSE – possession
THAT – (I tell them to be careful with using “that”. In DRC, it replaces who and which, but in NDRC they cannot be
replaced).

I explain the difference between DRC and NDRC by using the following example:

John’s brother who works is a doctor lives in London. (John has two or more brothers)
John’s brother, who is a doctor, lives in London. (John has only one brother)

Activity 4 (10 minutes):

Exercises and practice:
In groups, students do the exercises on page 97 and, if there is time, I give them handouts with additional
exercises. I write down the names of the most active students and tell their teacher to reward them in the next
class.

HOMEWORK: Pages 78 and 79 in activity books and handouts.