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Relative Clauses
Pre-Intermediate (A2) level

Description

The topic of this lesson is words. First, Sts are introduced to simple, defining relative clauses through the context of a TV game show, where contestants have to define words to each other. This context shows Sts that relative clauses can help them with the essential language skill of paraphrasing. After practising the grammar, Sts go on to learn other useful phrases which will help them keep going in a conversation when they don't know the exact word for something. In the next lesson Sts then read an article about new words which come into the language each year, and finally, Sts see how a dictionary can help them pronounce new words correctly.

Materials

Abc Sets of cards
Abc Sets of cards
Abc 3C(a) Gap-fill handout
Abc Guided Discovery Task
Abc Listening 2.3.C - Transcipts
Abc Listening 2.4.D
Abc Listening 2.3.C
Abc Speakers
Abc Listening 2.2.B
Abc Bunch of Colourful Letters
Abc Whiteboard
Abc Projector
Abc Power Point Presentation

Main Aims

  • To provide clarification, review and practice of defining relative clauses in the context of a TV game show.

Subsidiary Aims

  • To provide gist and detailed listening practice in the context of a TV game show.
  • To provide accuracy speaking practice in communicating words in the context of what's the word game.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

*T projects letters (scrabble) on the w/b; *T asks: What do you see? Sts respond. *T asks: Do you like games like scrabble or doing crosswords? Sts respond. *T says: Let's play then and gives a bunch of letters to each group of sts and asks: How many words can you make in two minutes? Sts get ready. *T sets time (2 mins), sts start making words in groups. *T says stop and sts report back on quantity of words made in each group for 2 mins. *T gets some possible answers: BRING, GREAT, DISH, CLEAN, SHINE, BLOND. *T praises sts.

Exposure (3-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

*T says: We are going to listen to the rules of the game. *T says: As you listen, answer two questions: What's the word? How do you play the game? *T projects two questions on the w/b. *T plays the recording. *Sts answer the questions as they listen. *Sts check their answers in pairs. *T elicits the rules of the game show by asking these questions: 1. How many contestants are there? (two - Lola and Martin) 2. How many words can Martin see on the TV screen? (six) 3. Who is going to give definitions, the presenter or Martin? (Martin) 4. Who is going to guess the words? (Lola/the contestant) 5. Which words can't Martin use? (the words on the TV screen) *T makes the rules absolutely clear by demonstrating the game to the class if the need be. *T projects a TAXI DRIVER on the w/b. *T explains that Martin cannot use taxi or driver (or drive) in his definition. *T elicits a possible definition, e.g. A person who is in a car every day. He takes you to places and you pay him.

Exposure - Phase 2 (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

*T says: We are going to listen to the rest of the TV show. *T says: You have to listen to Martin's definitions. You will not hear Lola's answers, so you have to guess the six words on the TV screen. *T says: I am going to play the audio twice. First, I am going to play the whole audio and you should try to write down some words. The second time, I am going to pause the audio to give you time to write down each word. *T points to a handout and says: As you listen write down the six words. *T asks ICQs to make sure the sts understand what they are expected to do. *T disseminates the handouts among the sts. *T plays the recording with bleeps. *Sts check their answers in groups. *T re-plays the recording (without bleeps); *Sts check their answers. *Sts check their answers against the answer key on the w/b.

Useful Language - Introduction (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

*T points to the listening transcripts handouts about a game show. *T says: Find and underline the words "who, which, where". *T projects the listening transcripts on the w/b and demonstrates an example if the need be. *T asks ICQs if the need be, e.g. Are you going to underline the questions like who, which, where? Sts respond: Yes. *T says: You have got 1 minute. *Sts skim the transcript and underline "who, which, where" in the text. *T projects 3 sentences on the w/b taken from the "What's the word?" TV show listening transcript. *T says: Look at these words in red and think for 1 min about their meaning. *T disseminates handouts from GDT (the Guided Discovery Task); *Sts think for 1 min. *T projects 3 sentences again to carry out back chain drilling. *T drills, sts repeat.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

*T gives a piece of picture (1/4) to each student; *T says: Find your partner; *Each student should find another three Sts to make the whole picture puzzle set. *T demonstrates how to find a new partner if the need be; *Sts work in a group of 4; *T projects 1 sentence on the w/b "A postman is a person who brings you your letters" and elicits the answer for CCQ: Do we use "who" to talk about persons? Sts respond: yes *T says there are 7 sentences on the walls; Stick the matching word "who, which or where" to each sentence; *T gives each group of Sts "who, which and where" cards; *T says: You have got 2 mins. *Sts mingle and match. *T says: Once you finish, compare your answers with other groups; *Sts check their answers with another groups. *Sts check their answers against the answer key on the w/b;

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

*T projects a photo of a baby on the w/b; *T says: You are going to define this photo without naming that it is a baby using "who, which, or where"; *T elicits possible answers from Sts; *T takes some notes of language used for delayed FB and error correction; *T holds two sets of cards face down; *T says: Each of you are going to receive a set of cards with photos on it; You're going to work in pairs; *T says: Don't show your card to your partner; Think for 1 min about how you would define them to your partner as we did with a photo of a baby; *T asks ICQs if the need be; *Sts think for 1 min and start defining the photos on cards to each other; *Sts define photos by turn; *T monitor evenly and assists if the need be; *T takes some notes of language used for delayed FB and error correction; *As an optional extra activity, T gives each group an envelop containing another sets of cards; *Sts take one card without looking and define it within 1 min. Sts play by turn; *T monitors evenly and takes some notes for further delayed FB and error correction;

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

*T carries out some delayed feedback correction of the language used by the Sts during the stages; *T elicits correct answers from Sts for possible errors; *Sts take some notes.

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