Grammar Lesson: Non-Defining Relative Clauses
To introduce Ss to the concept of non-defining relative clauses in the context of travel
To provide practice writing sentences using accurate punctuation
Procedure (35-45 minutes)
T tells Ss she recently went on a vacation to Izmir with her family, showing a photo of Izmir on the presentation. T uses T-S teaching and CCQs to tell Ss that Americans say 'vacation' while British people say 'holiday', but that they have the same meaning. T asks Ss to discuss their most recent vacation in pairs for 1-2 minutes. T instructs them to state where they traveled to, what they did, and any other information they want to share. T asks for one S to share with the WC.
T shows a traveler profile for Sue, a 25-year-old American who is traveling to Australia. T goes over the profile, asking specific Ss questions like, "Where is she going?" and "Where is she from?" T asks Ss if they know the word 'destinations' and if not, briefly teaches the MFP of the word. T uses defining relative clauses to recap the information. For example, T says, "Sue is the woman who is traveling to Australia."
T pulls up a presentation that contains the example sentences she used with defining relative clauses such as "Sue is the woman who is traveling to Australia" to briefly review and contrast the previous lesson. Underneath, T shows an alternate sentence using a non-defining relative clause with 'who': "Sue, who is American, is traveling to Australia." T highlights and points out that the non-defining relative clause is extra information that isn't needed. T shows another example using 'which': "The Great Barrier Reef is the place that she is excited to visit" and "The Great Barrier Reef, which is very famous, is her destination." T shows another example using 'where': "Sue is traveling from the place that she is from" and "Sue is traveling from the United States, where she is from, to Australia."
Using the same three example sentences, the T points out important elements related to the sentence after trying to elicit all of the answers from the Ss. Specifically, the T explains that non-defining relative clauses apply to nouns, and that 'who' is used for people, 'where' is used for places, and 'which' is used for things and verbal nouns. T also states that proper punctuation is crucial here, and that the sentences MUST contain commas to separate this clause. Then, the T points out placement using two alternate examples to the target sentences, and shows that the clause can come in the middle or at the end of the sentence.
T gives the Ss a HO that is folded and tells them not to unfold it. The first half of the HO asks Ss to add proper punctuation to sentences about Sue's profile. T asks the Ss to complete it alone, and then directs Ss to check in pairs. T asks specific Ss to punctuate the sentences on the WB. T corrects and explains any errors. T asks the Ss to unfold the second half, which asks them to complete examples using either 'who' or 'which' based on the noun. T asks Ss to complete alone and then to check in pairs. T calls on specific Ss to read the answers. T fills out the answers on the WB.
T passes out one of two traveler profiles to each S. They will either have Rachel, who is traveling to Jordan, or Chris, who is traveling to New York City. Both profiles will contain the same information as the example profile. T asks Ss to write sentences with non-defining relative clauses about the travelers. T asks each S to write three sentences using any information. T pulls up example sentences about Sue's profile on the WB to help guide them, since saying they can use 'any information' may be too vague. T asks Ss to find another person with the same traveler profile as them, and check together. T calls on 1-2 Ss with Rachel's profile to share their sentences and then 1-2 Ss with Chris's profile to share their sentences. If there is extra time (at least 3-5 minutes, so if it's between 12:50-12:55), T asks Ss to discuss in pairs if they would rather visit Jordan or New York City and why.
While monitoring the Ss writing and sharing their sentences, the T writes down any major reoccuring or specific errors related to punctuation, placement, or proper word usage. T asks Ss to point out the errors, and if necessary, explains why they are errors before ending the class.