Eileen Eileen

WH Clauses

Description

This lesson introduces WH clauses as noun clauses and embedded questions, focusing on how questions and information can be placed inside sentences. The emphasis is on meaning and sentence function rather than question formation rules. Students learn to distinguish direct questions vs embedded clauses and use them to explain reasons, results, concerns, and issues.

Materials

Abc Board
Abc Exercises
Abc Printed materials
Abc Projector
Abc Papers

Main Aims

  • To enable students to understand and accurately use WH clauses to report questions, explain reasons, and add information within sentences.

Subsidiary Aims

  • To reduce word-order errors in embedded questions.
  • To improve accuracy when reporting information and concerns.
  • To integrate grammar with diagnostic and explanatory vocabulary.
  • To help students distinguish questions vs statements with WH clauses.

Procedure

Activation (25-30 minutes) • To activate speaking fluency and sentence building skills in a playful way.

Prepare a list of words and cut them into slips. Each student will randomly take 2 words. For example: banana + clinic penguin + dentist socks + helicopter vaccine + sandwich carrot + nightmare Students must create a grammatically correct and imaginative sentence using both words. "Yesterday, I dreamed that a penguin was my dentist." "She brought a banana to the clinic as a gift for the vet."

Vocabulary (3-5 minutes) • Gain more vocabulary.

Ask students to give you the vocabulary cards of the day. Teacher checks them in case of spelling mistakes or wring definition. Put participation on the Excel.

Block 1 - WH Clauses as information (20-22 minutes) • Help students understand that WH clauses can function as information inside a sentence, not as questions.

Teacher writes on the board: -What is the problem? -I know what the problem is. Teacher asks: -Is the second sentence a question? -What information is inside the sentence? Teacher highlights meaning: -The WH clause works like a noun (the information). Teacher underlines word order change naturally. Students repeat one example sentence.

Block 2 - Embedded Questions (19-21 minutes) • Enable students to report or ask questions indirectly without question word order.

Teacher writes: -Where is the issue? -Can you tell me where the issue is? Teacher asks: -Which one is more direct? -Do we use question word order in the second sentence? Teacher highlights meaning: -Embedded questions are statements with question meaning inside. Students reformulate one direct question into an embedded one orally.

Block 3 - WH Clauses for Reasons and Results (20-22 minutes) • Help students use WH clauses to explain why, how, and what happens.

Teacher presents: -The doctor explained why the dehydration level was high. -We don’t know how the complication started. Teacher asks: -Is this asking a question, or explaining information? Teacher reinforces: -WH clauses help us explain, not just ask. Students paraphrase meaning simply.

Controlled Practice (18-20 minutes) • Consolidate understanding of WH clauses as noun clauses and embedded questions through meaning-based practice.

Students work individually. Instructions: Rewrite or complete the sentence so it contains the information inside the sentence. Do not form a direct question. Students complete the task. Teacher conducts whole-class feedback, focusing on meaning and structure.

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