To provide practice and clarification of defining and non defining Relative clauses in the context of texts about the internet
To identify and provide practice in intonation movements in speech in non-defining relative clauses
Procedure (51-90 minutes)
- Show students pictures of different popular websites and ask them to point out what each of them is known for. - Ask them to discuss with their partner the following: * How often they use the internet * What they use it for * What websites they like to use it for - Tell them they are going to watch a 1 minute video. After watching they have answer the question: * How did the internet change this boy's life? http://www.rferl.org/media/video/how-a-little-afghan-boy-charmed-the-internet/27519540.html
- Elicit the meaning of the word ENTREPRENEUR - Students read Ex 4 and find out why YOUTUBE became successful - Check answer as a class
- Write these sentences on the board: * Chad Hurley, Steve Chen and Jawed Karim, who were also colleagues, were having problems trying to email a video clip. * Within two hours they came up with the idea which would solve the problem and change internet history, * YouTube was a place where you posted videos. - Ask them what they notice in each one them. - Highlight the use of WHO, WHICH, WHERE in relative clauses
- One by one present the different rules for Relative Clauses: * Describe or provide information about something or someone that we have usually specified * Enable us to combine clauses together without repeating things e.g. i tried to help a child. The child was crying out loud. I tried to help a child who was crying out loud. * They usually come immediately after the main clause I like taking care of babies who smile a lot. * They usually start with a relative pronoun. - Elicit rules for relative pronouns
- In pairs students match the main clauses to their corresponding relative clauses - Check as a class - Using the underlined phrases they make sentences that are true for them
- Write two of the sentences on the board. * That's the website which I visit every day. * You Tube, which is very popular, allows you to post your own videos. - Elicit from the students where the relative clauses are - 'which i visit everyday.' + 'which is very popular' - Remove these two clauses from the sentences and ask the students which sentence has lost it's main piece of information (That's the website) - Ask the students which sentence has kept it's main piece of information (YouTube allows you to post your own videos) T - Introduce to the students the idea that a defining relative clause has essential information or defines something and that a non-defining relative clause has only additional or extra information. Use this opportunity to explain that 'that' can only be used in defining clauses. - Ss then separate the cut outs they had earlier matched into defining and non defining relative clauses - Check as a class -
- Ask students to complete Ex 6 A. CCQs to ensure they have understood what they have to do in the exercise. - Check as a class. - Elicit the use of commas to separate relative clauses in non defining clauses. - Highlight the fact that wherever there is a comma, it requires a pause
- Students read instructions and teacher checks for understanding. - Sts do Ex 7 A - Check as a class - Students work in pairs to practice thr sentences in 7 A out loud.
- Show students activities in Ex 8 A - Ask them which of these they like doing online and which ones they prefer in the real world. - Very quickly discuss the advantages and disadvantages of a few. - Elicit a few conjunctions that are used to join to sentences together (and, but, or, because, when, that, which, so). Highlight the fact that clauses make sentences more complex. - Ask them to discuss their opinions on the advantages and disadvantages of the activities mentioned in Ex 8 A using complex sentences.