Elisa Adriana Ortiz Hernandez Elisa Adriana Ortiz Hernandez

TP7 LP Elisa Adriana Ortiz Hernandez
Intermediate level


The Ss will practice using relative clauses. They will become familiar with the target language by reading a small text containing relative clauses, after which a grammar analysis will guide them through its meaning and form. The controlled practice Ss will read sentences and complete them with relative pronouns in case that they be needed. The students will practice their oral skills playing a guessing game using relative clauses.


Abc Elisa Adriana Ortiz Hernandez

Main Aims

  • To introduce and practice relative clauses.

Subsidiary Aims

  • To provide practice of relative clauses in describing places, people, and things


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Teacher shares a link on Google Jamboard where working alone Ss. will look at three photos and describe what they have in common and what they represent. T. Conducts brief class feedback after the Ss. have written their answers based on what students said.

Exposure (3-3 minutes) • To provide context for the target language through a text or situation

T. let Ss. know that they will be working in a grammar lesson about relative clauses. Ss. read a short text with the usage of the target language. (1 minute) Ss. discuss what is the short text indicating.

Highlighting (4-4 minutes) • To draw students' attention to the target language

T. shares a link on Google Jamboard where students individually will have to read and answer a gist task. Ss. will check their answers in pairs in Breakout Rooms. T. checks answers with the whole group nominating Ss.and asking the reasons of their answers OCFB

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T. shares a Google Slides Presentation to elicit MFPA. While T. explains, she asks questions and gives examples. Ss. answer questions and provide examples at each point of the explanation.

Controlled Practice (8-8 minutes) • To concept check and prepare students for more meaningful practice

T. explains to SS. they will have 4 minutes to read and answer the exercises on Google Forms. T. shares a link on Zoom’s Chat, to a Google Form in which Ss. will read sentences and write relative pronouns in case that they be needed. After Ss. answer the exercise in forms, they will check their answers in pairs. (Via Breakout Rooms) Ss. will share their answers with the whole class. T. asks why they give their particular answers, and T. will ask the reason of their answers.

Freer Practice (8-8 minutes) • The purpose in this stage is fluency

T.. shares a link on Zoom’s Chat, to a Google Slides Presentation where Ss. will think in a person, place, or thing, describe it to their team members using relative contractions. They have to guess the person, place, or thing. Ex. Is the building where the president of the USA live in. It’s a man who was the first president of the USA. It’s a fruit that is oval and we have to peel it before we eat it.

Feed back (5-5 minutes) • To inform Ss how they did in content and language

Using Zoom Board teacher will write down mistakes heard during the freer practice, and asks Ss to correct them. T. corrects the mistakes with the Ss.

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