John John

TP 4 - Grammar
B2/C1 level


This lesson will focus on teaching grammar (relative clauses) by setting CP and FP tasks in the context of power and connections in society.


Abc Coursebook exercises
Abc Google Form
Abc Lexis
Abc Slides

Main Aims

  • To introduce and practice relative clauses in the context of power and connections in society.

Subsidiary Aims

  • Sub-skill - reading for specific information


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- 5 mins - Introduce the topic - power and connections in society - Ask students to give some examples of powerful people and institutions in society - Ask students to think of other forms of power - eg behind-the-scenes power T-S T-Ss

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

- 10 mins - Set task exercise 2a, p.46 of the workbook - to be completed individually and then discussed as a class (no BOR) => Students to read the text box under Q2 on p.46 with four sentences containing relative clauses to be used as the TL (the sentences are underlined in the text box): => 1) 'A group of new growing economies working together' => 2) 'which means they can breach security and bring down governments' => 3) 'the world in which we live' => 4) 'the wealth they have accumulated' => Students to answer two questions about the text - who are the superclass and why are they so powerful? - OCFB & 3 CCQs: => Is our world controlled by the superclass? => Can hackers have power? => What do members of the superclass have in common with each other, but not with common people? T-S T-Ss

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- 10 mins - MFPA of the four sentences drawn from ex 3a, p.47 of the textbook: => 1) 'This has become an influential organisation that works across international boundaries' => 2) 'The statistics were viewed in the worst way possible' => 3) 'It was the year when/that the government passed the tax law' => 4) 'The CEO didn't like the way in which/that the media reported the situation' => 5) 'The woman who called earlier is here' - Choral and individual drill focusing on words 'that', 'which', 'they', 'when', 'who' T-S T-Ss

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- 10 mins - Task set - ex 3c, p.47 of the textbook - the task explores what a lobbyist is, what a lobbyist does - Students to read the text and then select the correct answer for the gaps based on the options provided in the text (some questions have two options that are equally valid) - Options include words and phrases covered in Exposure (which/they/that/who) - Students to perform the task individually and then work in pairs in BORs - OCFB T-S T-Ss S-S -

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- 10 mins - Communicative task - Google Forms - Students to do ex 4b, p.47 of the textbook - gap-filling exercise based on common relative pronouns containing words previously introduced (when/where/which/whom/why) - First answer to be done together as a class - Students to work in BORs - OCFB on the task - DEC T-S T-Ss S-S

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