Jessica Kidd Jessica Kidd

Grammar - Defining relative clauses
Intermediate level

Description

In this lesson, the students will be practicing and defining Relative Clauses. The grammar part of the lesson will be done beforehand, therefore the lesson plan for today is to practice and reiterate the rules as well as relative pronouns. The activities include pair work and match words from the box, and omitting the relative pronoun for certain sentences. The lesson will start with a broad outline and revision of relative clauses and pronouns.

Materials

Abc Relative Clause Crossword
Abc Relative Clause Crossword
Abc Relative Clause Crossword
Abc Match the columns handout

Main Aims

  • To provide practice and review of relative clauses and pronouns in the context of sentence forming using nouns and everyday objects.

Subsidiary Aims

  • To provide students with freer writing practice of the relative clauses and omission of pronouns

Procedure

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

During the lead in I would like for the students to quickly revise and practice what they have just learnt. To do this, i will hand out 'cut outs' where the students will match column A with column B. A) Relative Pronoun B) Used for I will then have an idea if they have learnt what is necessary.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I will start this stage with a ECDWS using one of the words in the box to make a sentence as an example for the Ss. Put students into groups of 3. The next task is for the Ss to complete definitions in their workbook with a word from the box below, as well as using the correct relative pronoun. Ss to then discuss their answers as a group and with the teacher. Write sentences on the WB while Ss are discussing their answers, leaving gaps. Ss to get up and fill in the answers.

Highlighting (5-8 minutes) • To draw students' attention to the target language

In order to highlight relative clauses and pronouns, i will introduce activity 3. This entails matching the remaining words from activity to with the prompts /sentences in the workbook (1b). a)T- write the pronouns and remaining words on the board b)Ss - write definitions for them using the pronouns Thereafter to discuss answers with the class.

Controlled Practice (5-12 minutes) • To concept check and prepare students for more meaningful practice

Ss to look back at the exercises and sentences in 1a) and 1b) and decide which definitions do NOT need a pronoun. CC: When the person or thing they refer to is not doing the action of the verb ie: you can leave out that, who or which when they are the object. If the relative pronoun is the subject of it's clause, it can't be left out. CHECK ANSWERS Ask students if they understand this concept and can move forwards.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss to work in pairs. Student A to turn over their worksheet. Student B: Read 3 definitions from exercise 1a. eg: A ... is a machine ... makes copies Student A: Remember the correct words. eg: photocopier/ which or that Ss to SWOP around. I will monitor and the use of the correct pronoun.

Free Practice & Feeedback (8-10 minutes) • To provide students with free practice of the target language

During this stage, i will give the Ss a free 'fun' activity. The students will split up in to two teams, A and B. I will hand out a crossword puzzle with 2 sections. It is the same crossword but (A) has certain words filled in, and (B) has different words filled in. Each team has to come up with questions to elicit the correct word. Keeping in mind that relative clauses need to be used during this activity. Eg: {A person WHO treats sick patients) >>> Doctor Teams then give each other clues until all the blocks are filled. Monitor, ensure relative pronouns are being used and provide constructive feedback.

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