New lesson plan: Defining Relative Clauses

Laura Perez

Defining Relative Clauses - Intermediate level

Defining Relative Clauses
Intermediate level

Description

In this lesson will compare different machines they used to have in the past and in the present. They will mention what they are for during the lesson as we review and learn about Defining Relative Clauses. At the end, they are expected to combine different machines to create a new one where they will explain they functions.

Materials

No materials added to this plan yet.

Main Aims

To contrast and practice Defining Relative Clauses

Subsidiary Aims

To practice speaking for some real life situations.
To learn the structure of defining relative clauses.

Procedure (35-45 minutes)

Lead-in (3-5 minutes) • To set lesson context, activate some background knowledge, and engage students.

To begin the lesson, the teacher will request from students to think about objects that were common 20 years ago but they are not now. After, the teacher will elicit by nominating the student and asking to mention only one example. Those objects will be written on the digital board.

Text Work (6-8 minutes) • To provide context for the target language through a text or situation. To expand students interest on relative clauses.

Students will be given a definition of a machine´s example. Then, they will read some sentences where they will see examples of relative clauses: "Which, that, who, where, whose". They will identify the object. After, students will match other definitions with different machines.

MFP (10-12 minutes) • To identify and analyze language conventions in the model sentences that are helpful for using defining relative clauses.

Each part in this stage will have four minutes. MEANING: it will be shown two sentences using each relative clause "who", "that", and "which". The teacher will ask some CCQ´s. CCQ´s Does the sentence have a subject? What is the subject? What does it say about the subject? What word is it connecting the subject and the information? Why do we use this information? Is the sentence provide more information about the machine? FORM: recycling the sentences from the exercise above, students will be given the structure and they will have to organize the sentence based on that. The teacher will ask some ICQ´s to check the instructions are clear. ICQ´s Do you have to organize the examples? (yes) How many minutes do you have? (two minutes) PRONUNCIATION: the students will identify the words stressed and the intonation in every case.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Now, students will have some sentences to circle the right relative clause. After, they will compare the answers with a classmate. As they compare and share, the teacher listens and provides feedback.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

The students will be play a guessing game. The teacher will model how to play by saying a description of a machine: "is a machine that makes copies of documents". Students will say the name of it. After, the teacher will sent in private massage through Zoom the name of the object, the student mentions it function and the other one guesses. A second part during this stage is to request from student to think and invent a new machine by combining other ones. Then, to tell to their classmates what its function is using defining relative clauses. At the end, students share their inventions.

Error Correction (4-5 minutes) • To provide meaning feedback related to the most common mistakes during the students´ interventions.

At the end of the lesson, the teacher will spend some minutes to go over some common mistakes students did during the class to correct grammar, pronunciation or meaning. Those examples will be explained on a digital board. This stage will be important to guide students and avoid fossilization.