TP2 defining and non-defining relative clauses - fashion
To practice defining and non-defining relative clauses in the context of fashion.
Speaking for fluency in the context of fashion.
Procedure (32-46 minutes)
Ask the students about the previous lesson. Ask them: Why did the speakers disagree? What were they arguing about in conversation 1 (ask someone) and conversation 2 (ask someone)
Hold up worksheet 1. Tell the students that on this page there are some sentences that were said after their conversation. Can they read the sentences and guess which conversations they were from? DO NOT fill in the blanks yet. Just guess which conversation they came from. Discuss with a partner. After about 2 min of conversation, instruct the students to start filling in the blanks. Project the worksheet on the board. When it looks like they have almost finished, ask one person from each group to come up and write the answers. FB to check answers. CCQ - make the difference between defining and non-defining clear. 1. What does she want him to wear? Anything else? or something specific? 2. Is there something special about this person? What is important about this person? 3. What did she buy him? And what extra information do we also know about the jacket? Is it that important that we know how much the jacket costs? Or is it just extra information? 4. Who does that color look good on? Just people? What people? 5. What happened six times? It's the sixth time... period? It's the sixth time that what? 6. Who is he having a meal with? And what do we know about his parents?
Ask the students which relative pronouns can be erased from these sentences. Ask one student from each group to come up and look at the sentence and decide if something can be erased. Tell them they can ask their classmates for help. Once the sentences have been completed, present "defining relative clause" and "non-defining relative clause." today we are going to look at this grammar. now look at thr bottom half of your worksheet --- i want you to finish these sentences with your own ideas for clauses. project ex. 3 on the board. give select students a whiteboard marker and tell them to complete a select sentence. ELICICITING write the formulas for defining and non-defining relative clauses, relatively. PRONUNCIATION go through the example sentences and say them out loud and have them repeat. focus in particular on the non-defining clauses and the commas, which indicate a special stress.
distribute ex 4 and 5. instruct the learners to complete alone. then check with a partner. put the answers on the board. does anyone have any questions about this?
DEMO ask one student to come up "oh hi, [student name] nice to see you! hi hi wow, what is that? (points to watch / shirt / bracelet / shoes) make student say "it's a [thing]" tell me more about it.... (point at the grammar) make them ask you what is (my bracelet) oh its a bracelet that i bought in kadikoy! this is a shirt, which i have had since i was 15! etc etc tell the students to stand up find a different partner than from the rest of the lesson and do a dialogue
if the lesson still has time left, instruct the learners to switch partners. continue dialogue, this time tell your partner about your favorite articles of clothing. do a demo with a student. what is your favorite article of clothing? i really love this huuuge jacket that keeps me very warm in the winter.