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Copy of Relative pronouns and Relative clauses
upper-intermediate level


This lesson is a Test Teach Test approach so the students' knowledge on relative pronouns and relative clauses is first tested. Students have 10 minutes to work individually on the test paper. Then, based on the problems seen, the teacher plans and presents the target language. Then the learners do another test to practice the new language. Again teacher monitors closely and offers delayed whole class feedback just for the areas students still seem to have problems with. After this, students have a controlled speaking practice when they are encouraged to guess the things other students read definitions about using relative clauses. Another freer activity at the end of the lesson is having students speaking about a picture making a sentence as long as possible by using relative clauses.


Abc teacher's detailed Answer Key

Main Aims

  • To provide review, clarification and practice of relative pronouns and relative clauses in the context of people, places and things.

Subsidiary Aims

  • Speaking about people, places and things using relative pronouns and relative clauses in a fluent and accurate speach


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

Project 2 pictures of 2 different parks. Ask ss which park they like best. Elicit answers such as: "I like the park that/which has a lake / a bridge." "I like the park where is a bridge / a lake"

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Tell ss that they are going to work individually. Hand over the Test 1 handouts. Inform Ss that they have 10 min to complete the task individually Test 1 Monitors closely and writes down Ss's common mistakes. Close the task after 10 min and have Ss check their answers in pairs. Start projecting the Test 1 exercises while they are checking their answers in pairs.

Teach (10-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Having the Test 1 projected start offering WC FB on the board just for the areas Ss had problems with during the Test 1 (in-put is tightly connected to the 1st test's results) Try to elicit everything from students while correcting the wrong answers.

Test #2 (10-15 minutes) • Check students' use of the target language again and compare with the first test

Announce Ss that they are going to work alone. Hand over the Test 2 handout. *In case Ss had consistent problems also with the relative pronoun forms in the 1st test, then give them "Test 2 extra-form practice" handout. *In case no relative pronoun forms were noticed during the 1st test, give Ss the Test 2 handout. Monitor closely and write down student's common mistakes. Close the task and have students check their answers in pairs. Project the Task 2 while Ss are checking their answers in pairs. offer a WC FB just for the areas Ss had problems with during the Test 2

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

Instructions: (pick a S and make a demo while instructing) -You work in groups of 3 -you have cut-ups with the definition of some things, animals, places etc. - grab a cut-up and say just the definition.."a place where you can borrow books". Don't say "library" (the word the definition is about)! - Have your group members guess the word whose definition you read. -The student who guessed the word has the right to grab another definition Close the task after 5 min of practicing (no FB needed as Ss have the definitions and the names completely written on the cut-ups

Free practice (10-10 minutes)

project "4-Fee practice .1st projection" Ask Ss: -What do you think Marina means? (Marina is the name THAT/ WHICH I was given by my mother) -What do you think Craiova means? (Craiova is the place WHERE I was borne) -How about 2010? (2010 is the year WHEN I was borne) - How about Atahan & Tolga? (They are the persons WHO / WHOM I love the most.) Tell Ss that they are going to do the same. Instructions: -Write down some of the most important things in your life (people, places, dates, etc) - Walk around the class and have your colleagues guess what that things are for you - While guessing you have to use relative clauses. Give Ss the handouts. let your example projected on the WB while Ss mingle and speak (as an example support just in case some students might need it) Monitor and offer WC FB at the end if mistakes are noticed

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