LESSON PLAN

High School: LIC. TEORETIC B. FRANKLIN

Teacher: ROXANA ALEXANDRA NELEAPCA
Topic: RELATIONSHIPS and so and such
SS level: FIRST CHOICE
No. of SS: 30
Grade: 9th
Type of the lesson: vocabulary, language , grammar
Skills focus: reading, speaking, writing
Objectives:
By the end of the lesson students will be able to:
1. use vocabulary related to ways of keeping in touch with people and types of
relationships between people
2. to effectively and correctively use so/such
3.

find and use the most proper Romanian counterparts for so/such structures

Methods/ Procedures:
-

deducing

prediction

Interaction: individual, group work, in pairs

Materials : handouts, worksheets, task sheets
CONTENTS
Stage 1: warm up discussion
Phase: 2 minutes
Interaction: T - SS
Procedure: T greets SS and asks them if they are ready to begin their lesson.
SS greet teacher.
T asks who is on duty and if there is anybody absent.
SS are ready to begin the English lesson

Stage 2: Checking the previous knowledge

Phase: 10 minutes
Interaction: T - SS
Procedure: T asks SS what their homework was and checks how they did it. (worksheet with
3 fill-in exercises)
T chooses two or three answers. SS check their homework.
Stage 3: Lead in
Aim: to deduce the difference between so and such
Phase: 5 minutes
Interaction: SS - T
Procedure: Open discussion between student and teacher about how their day went and
about the relationships between them and their relatives/ friends, and also ask students
to shortly describe them. They have to form sentences regarding the given discussion
theme.
Stage 4: Presentation
Objective 1 - to difference the meanings and uses of so/such compounds
Activity 2
Aim: to use the so/such properly
Phase: 10 minutes
Interaction: pair work
Aid: worksheet
Procedure: The teacher will explain the meanings and uses of the so/such compounds.
In pairs students will solve the exercises in the worksheet. They will report the results.
Possible errors will be corrected.
Possible problems: time management
Stage 5 Practice
Objective 2 - use vocabulary related to relationships
Activity 1
Aim: to introduce vocabulary describing family relationships
Phase: 10 minutes
Interaction: SS T
Aid: handout

Procedure: Students will describe the images from the handout and try to predict the
relationships between the characters or the relationships between the characters. and
how they feel. Then they will complete the gaps from exercise 1.
Possible problem: poor vocabulary
Stage 6 - Production
Objective 3 - find and use the most proper English counterparts for so/such structures
Activity 4
Aim: to build up a story starting from a sentence in the handout.
Phase: 10 minutes
Interaction: group work
Aids: handout
Procedure: Students have to find an end to the stories presented in the handout. The
leader of the group will read the story to the class. Errors will be corrected. Students will
decide which story is more interesting and correct.
Possible problems: the correct and coherent use of language
Stage 7 Assigning homework
Write a 5 lines (50 words) paragraph describing your relationship with your family and say
something about each member.

HANDOUT 1

HANDOUT 2
Compare the following sentences:
This book is so interesting.
This is such an interesting book.
Such interesting books are hard to find.
I was amazed that the crowd was so big.
I was amazed that there was such a big crowd.
Such big crowds can be frightening.
The story was so complicated.
It was such a complicated story.
Such complicated stories are difficult to follow.
You are so intelligent.
You are such an intelligent person.
A person of such intelligence is a pleasure to meet.

WORKSHEET

Exercise 1: Complete the following exercise with SO or SUCH.

1 - The day was ___________ hot that everybody went to the beach.
2 - I like Carmen and Michael. They are ___________ nice people.
3 - It was ___________ cold weather that nobody could go outside.
4 - India is ___________ a beautiful country.
5 - Petrol is ___________ expensive now that more and more people take the bus.
6 - My Internet connection is ___________ slow that I can't work properly.
7 - It was ___________ a relief to finish my essay that I decided to go out for a walk.
8 - Paul Auster's latest book was ___________ good that I read it twice.
9 - How could her husband say ___________ horrible things to her.
10 - I wish she didn't drive ___________ fast.
Exercise 2: Complete the following exercise with SUCH or SUCH A .
1 - I never noticed you lived ___________ long way from the city centre.
2 - They couldn't believe the news on TV. September 11th was ___________ shock.
3 - John and Sonia are ___________ nice people. They get on well with everybody.
4 - Dawn always looks smart. She wears ___________ elegant clothes.
5 - It was ___________ boring film that I kept falling asleep while I was watching it.
Exercise 3: Change the sentences but the meaning must remain the same. (with SO or SUCH
or SUCH A)
1 The weather was so hot ! It was _______________________ .
2 It was such a windy day! The day was _______________________ .
3 The exercise was so difficult. It was __________________________ .
4 Their car was such an expensive one. Their car was ________________________ .
Exercise 4: Which of the following is NOT correct?
1 - 'He was _________________, he always came top of the class.' a) so clever b) so
intelligent c) such clever d) such a clever boy
2 - 'It was ___________________, everyone stayed indoors.' a) so hot b) such a hot day c)
such hot weather d) so a hot
3 - ' 300 for a shirt! That's _________________ !' a) such expensive b) so dear c) so
expensive d) such a high price
4 - 'He was ____________________, he could do 10 miles and not even sweat.' a) such a fit
runner b) so a runner c) so fit d) such a good runner