Tourism, relative pronouns
Upper Secondary 4 level
To provide clarification and practice on relative clauses and relative pronouns based on the context on tourism.
To practice and improve writing sentences using relative pronouns and clauses in the context of tourism.
Procedure (4-106 minutes)
A few pictures are displayed on the IWB and students are asked to describe and compare the pictures with their partners. Ss share their answers with the class.
Tr shows the HO and sets instructions. You will get a text with missing information (relative pronouns and clauses). When you get the HO, read it. Then with your partner, try to guess what information / words are missing. Tr then distributes the HO. Once Ss complete the given task, they share their answers with the class. Tr sets instructions again. Now I'll read the text and you will fill in the blanks with the missing information. I will read the text thrice, so you have enough chance to write the exact information. Tr reads the text thrice. Ss then check their answers among themselves and then WCFB is done.
Ss check their answers among themselves. Tr monitors and notes down errors made by Ss. Tr then displays the answers on the board. Ss are given a few minutes to check their answers. Delayed error correction is done.
In this stage, tr presents and clarifies the target language: relative pronouns and clauses. Tr asks Ss to read the text. She stops them at the second sentence. Now we can get to places that were once hard to reach. Tr questions Ss: What is the function of 'what' in the sentence? It is the relative pronoun. The part of the sentence after the relative pronoun is the relative clause. Relative clauses add information about a noun by putting a relative pronoun immediately after the noun, followed by a phrase. Tr displays a few example sentences on the board and asks CCQs. 1 It is not uncommon to find tourists who never go outside the resort. Does the relative clause give you main information about the sentence? Will there be meaning in the sentence if we remove the relative clause? No The relative pronoun 'who' refers to - tourists. 2. I come from an area which is a popular tourist destination. What is the relative pronoun in this sentence? which what does it refer to ? area Would there be meaning in the sentence if you remove the relative clause? No Tr. writes the relative pronouns : who, which, that, where on the IWB. Tr questions Ss on when they would use a particular pronoun. For example: When would you use 'who'? to talk about people. Give me an example of a sentence with 'who' as a relative pronoun. Then tr asks Ss to write the form for the example sentences on the board. It is not uncommon to find tourists who never go outside the resort. - who - relative pronoun, never - denotes negative form, go - verb, outside - adverb, the resort - object Tr asks SS to read the sentences and asks them to mark the weak and strong forms in the sentences. She encourages Ss to chunk words and pause naturally as they read the sentences. The sentences are drilled in groups and individually.
Ss are asked to open their text books to pg 83 and complete Ex2 and 3. Ex2: Ss are to fill in the blanks using the correct relative pronoun. Ex 3: Ss are to correct the sentences using relative pronouns. Tr models the first sentence in each of the task.
Ss are asked to check the answers among themselves. During WCFB, Ss nominate each other to check the answers and the answers are displayed on the board. Delayed error correction is done if required.
Ss play the game - Pyramid. In this game a few categories are displayed on the IWB. For example: Things that you carry in your purse while travelling. Words belonging to each category are kept on the table. Ss are put in groups. One member from a group selects a category. He / she describes words in that category to his / her group without saying the word. The group is suppose to guess the word. Ss are encouraged to use a relative clause to describe the word. Each Ss gets 2 mins to describe all the words in the category.
Task 1: Ss are given a HO on tourism in Antarctica and are asked to read it and find out the main idea of the text. SS share their answers with the class. Task 2: Ss are given a HO with questions based on the text. They are asked to read the questions and answer them. PC and WCFB are done. Task 3: Ss are given clues to words in the text. They are instructed to read the clues and find out the word. PC and WCFB are done.
Ss engage in a few speaking tasks based on the text. Tr monitors them and delayed error correction is done during WCFB.
Ss are given the following task and are asked to work in groups. You met some friendly aliens on a recent space flight. You invited them to visit Earth sometime. Yesterday, they contacted you. They’d like you to give them a 5-day tour of your planet. Design the best itinerary you can. (Transportation will not be a problem as you can use their spacecraft.) Tr. provides a model . PC and WCFB are done.
Taboo is played . Ss are put in groups and one member is given a word. The S has to give clues to his or her group members to guess the word. They have to use relative pronouns while giving clues to their peers.
Tr monitors and notes down mistakes made by Ss during the game. Tr writes the incorrect sentences on the board and asks Ss to correct it.