To provide clarification and practice of relative clauses in the context of special occasions.
To provide fluency and accuracy when using relative clauses in discussion.
Procedure (31-39 minutes)
T shows photos of his favourite celebration and has Ss talk about the celebration they prefer.
T introduces two texts that contain target language. Students do the gist task (complete blanks with phrases), check in pairs and then in whole class.
T shows three sentences from the previous text that contain the language.
In whole class, T asks CCQs questions that focus on the use of relative clauses. While students answer, he draws arrows, lines and squares on the board for Ss to differentiate a relative clause from a relative pronoun or a noun. Then T checks comprehension by having Ss find the relative clause and pronoun in a sentence. Immediately, T works on appropriacy by showing complex sentences (with relative clauses) vs. simple sentences. He asks CCQs to establish the difference between fluent, more natural vs repetitive, more childish speech. Next, T elicits relative pronouns and shows sentences with gaps for Ss to complete with one relative pronoun. T drills pronunciation chorally and individually.
Ss make oral sentences using words in boxes in breakout rooms. T elicits examples.
Ss complete blanks with the correct relative pronoun and check in pairs. Then T selects four sentences for Ss to make guesses about one partner in the class. T gets Ss in pairs (this was previously arranged) and Ss compare their guesses. To make the activity more communicative and realistic Ss should ask extra questions and use some of the phrases T shows on the slide. Ss return to the main room and share how many guesses were correct. Check language if necessary.