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Grammar relative clauses
Intermediate B2 level


In this lesson, students will listen to a live listening, then match the sentences with the pictures, then try to produce one sentence out of two sentences working in pairs. Students will then complete the HO of the relative pronoun and its matching function. Then students will be exposed to the clarification of the target language through a variety of tasks and CCQ's and finally they will complete the gap fill of the sentences taken from the lead in activity, then they will continue with a questionnaire activity then if there's enough time they will complete the lesson with a flexi activity.


Abc flexi activity (inside out workbook, page 58 ex 1)
Abc controlled practice H0 ( inside out page 89 ex 4)
Abc clarification 2 activity (teacher made)
Abc clarification1 activity (teacher made)
Abc relative pronoun function matching HO (teacher made)

Main Aims

  • To clarify and provide controlled practise of relative clauses in the context of childhood

Subsidiary Aims

  • To practice speaking using relative pronouns in the context of childhood


Lead-in (4 minutes) • To generate interest in the context of childhood through live listening

Students are exposed to a live listening expressing childhood memories. As the T tells her story about her childhood, she puts up random pictures on the walls of the class room. When she is done she hand out one cut up sentence to every student. If there is a lack of number certain students will be handed two papers. Students match the related sentences with the pictures. every picture should have two sentences. CCQ: How many sentences are there for each picture? [2] Do these sentence give us information? [yes] How could you join both sentences to make one? [using a relative pronoun]

Exposure (6-8 minutes) • To provide context for the target language through sentences

Students will talk in pairs on how to connect the two sentences in order to get one. After students have discussed the possible answers, [certain sentences are likely to have more than one answer] they share their answers orally as a whole class feedback.

Highlighting (2-3 minutes) • To draw students' attention to the target language

student are split into 3 or 4 groups depending on their attendance to class. They will be given a HO with the functions of relative pronouns on a piece of paper and cut up pieces of relative pronouns so they can match them placing the pronouns inside the empty boxes on the HO. student then leave their table to check other tables to see whether the other groups answers are correct.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Students are given a handout with two sentences. and are asked relevant CCQ's: a) A nanny is a person that takes care of you while growing up. b) The idea of an imaginary friend is something that is made up by children with creative minds. > In which definition can you replace the relative pronoun 'that' with 'which'? [b] > In which definition can you replace the relative pronoun 'that' with 'who'? [a] > Is it possible to leave out the relative pronouns in these definitions? why? why not? [ no because they are both the subject of the verb] Clarify the relative pronoun 'that' by informing students it may be used interchangeably for relative pronouns 'who' or 'which' T reflects two sentences on the board this time and asks students to work in pairs to answer the following questions. A) The work that you do is very interesting. B) He is the man that won the prize. C)The man who I met yesterday is a famous artist. 1) Identify the subject, verb and the object in each sentence. 2) Decide which relative pronouns you must keep and which ones you can leave out. [keep b] [leave out A and C] clarify that when the pronoun is the subject of the verb you keep it, and when the pronoun becomes the object of the verb because there is another subject already you can leave it out.

Controlled Practice (4 minutes) • To concept check and prepare students to practise using the relative pronouns

Students are shown the sentences from the lead in activity. They will work in pairs to talk about which relative pronoun best fits each blank. Then students will come to the board and write the pronouns in each blank for a whole class feedback and discuss. CCQ's: is there only one answer for each blank? [no] T asks students to explain, in order to elicit, 'who' and 'which' can be changed with that.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

students are given a Handout and are expected to produce questions from the jumbled up words. students work individually to write the sentences then they work in pair for a discussion. students then talk about each other and share each others childhood experiences. Answer key: A) the school that you went to? B) the toys that you played with? C) the parties that you were invited to? D) the books which you were interested in? E) the things that you were worried about? F) the things that you used to dream of?

Free Practice (4-5 minutes) • To provide students with free practice of the target language

If there is enough time T provides students with a HO of the activity in which students are expected to omit the relative pronoun that can't be used in each sentences. students will be able to complete this activity individually. T will elicit the answers from the students.

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