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Defining Relative Clauses
Pre-Intermediate (A2) level


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.


Abc 3C(a) Gap-fill handout
Abc Bunch of Colourful Letters
Abc Guided Discovery Task
Abc Listening 2.2.B
Abc Listening 2.3.C
Abc Listening 2.3.C - Transcipts
Abc Listening 2.4.D
Abc Power Point Presentation
Abc Projector
Abc Sets of cards
Abc Speakers
Abc Sticky Tack
Abc Walls
Abc Whiteboard, markers
Abc Answer keys for GDT
Abc Who, Which, Where matching cards
Abc Sets of cards

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.


Warmer/Lead-in (2-3 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 1.30 mins? Sts get ready. *T sets time (1.30 mins), sts start making words in groups. *T says stop and sts report back on quantity of words made in each group for 1.30 mins. *T gets some possible answers: BRING, GREAT, DISH, CLEAN, SHINE, BLOND. *T praises sts.

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

*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 (2-4 minutes) • To provide context for the target language through a text or situation

*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 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 for 30 seconds. *Sts check their answers against the answer key on the w/b.

Highlightening (2-4 minutes) • To draw students' attention to the target langauge

*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 disseminates GDT (the Guided Discovery Task) handouts among Sts; *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. They are on the second page of your handouts. *Sts think for 1 min. *Sts carry on with the rest of GDT related activities for 2 mins.

Clarification (2-3 minutes) • To clarify the meaning, form and pronunciation of the target language

*T projects answer keys for GDT on the w/b; Sts check their answers; *T also disseminates hard copy answer keys; *T projects 3 sentences again to carry out back chain drilling. *T drills, sts repeat.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

*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 _____ brings you your letters" and elicits the answer from students. *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;

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

*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 6 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 monitors 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;

Free Practice (8-9 minutes) • To provide students with free practice of the target language

*T projects 9 starters of the sentences containing who, where, which on the w/b; *T says: You should speak out these sentences according to you; *T says: There are 9 sentences, choose 3 and discuss them with your partner; *T disseminates handouts among students; *Sts choose 3 sentence starters and practice using defining relative clauses in the personalised context; *T monitors evenly and takes notes for delayed error correction and fb; *Sts change partner and practice the activity with another partner;

Feedback and Error Correction (2-4 minutes) • To provide feedback on students's production and use of langauge

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

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