LessonPlan:RestrictiveRelativeClauses

Teacher:HannahBaxter/KelsieMeyerCourse:UMNESLClass
Date:4/11/16
LevelofStudents:Intermediate
NumberofStudents:1520
Time:4045minutes
FocusofLesson:RestrictiveRelativeClauses:SubjectRelativeClauses

OBJECTIVES:
EnablingObjectives:
1. SWBATidentifycorrectrelativepronounsinrelationtothesubjectofasentence.
2. SWBATcombinetwoormoregivensentencestocreateasubjectrelative
clause.
3. SWBATthinkcriticallyaboutthepresentationalcontentandmethods.
TerminalObjectives:
1. SWBATgeneraterestrictivesubjectrelativeclausesinbothcontrolledand
communicativemanners.
2. SWBATutilizeactivitiesandprocedurespresentedinthislessonasaresource
fortheirownESL/EFLclasses.

MATERIALS:
TabooCardGame

WhiteboardandMarkers

Computor

DisneyThemedPowerPoint

Projector

LessonPlanCopies

PROCEDURE:
1. WarmupActivity:(10minutes)
StudentsareshownanimageofSharpayandRyanEvansfromHighSchool
Musical.Theyarethenaskedtocomeupwithvariousdescriptivesentences
describingactions,visuals,etc.
Severalsentencesarewrittenasexamples.
Usingtheexamplesentencesasastartingpoint,Tdemonstrateshowtheymight
becombined.TthenasksSsinpairstotrytocombinetheirownsentences.
Asaclass,sharesomeoftheircombinedsentences.
Tip:Atthispoint,theremaybemanymistakes.Itisimportanttofocuson
theconcept.Theformwillbefollow.
Checkforunderstanding:Teachercanassess,vialargegroupdiscussion,whatstudents
alreadyknowandwhattheydont.

2. Introduction:WhatisaRelativeClause?
Definitionofarelativeclauseanditsfunction.
Outlinedifferences/similaritiesbetweenadjectivesandrelativeclauses.

3. Form:BuildingaRelativeClause
UsingsimplesentencesfromMonstersInc,teacherwalkstheclassthroughthe
constructionofarelativeclausesentence.
Sullyisamonster.SullyworksatMonstersInc.twoseparate
sentences
Sullyisamonster[SullyworksatMonstersInc.]sentenceis
insertedafterheadNP
Sullyisamonster[SullyworksatMonstersInc.]SecondSullyis
redundant
Sullyisamonster[whoworksatMonstersInc.]SecondSullyis
replacedwiththeappropriaterelativepronounwho/that
3.1RelativePronouns:
Tintroducesdifferencebetweenpronounsusedforhumannounphrasesvs.
inanimateobjects.
Activity:
Asaclass,studentsareaskedtoidentifyappropriaterelativepronounfor
thecorrespondingpictures

Tip:Somepictures,suchasGrandmotherWillow,mayelicit
discussion.Usethistoillustratetheambiguitysometimes
presentedwithrelativepronounusage.

4. GuidedPractice:ReadytoPractice?
Inpairs,studentscombinethetwosentencesrelatingtothegivenpicturefrom
theDisneyclassic:TheEmperor'sNewGroove
Asaclass,studentssharetheirfinalsentences.
Tip:Tmayusethisexerciseasacheckforunderstandingofboth
pronounusageandform.
Instructorsmaypointout(tothefellowESLcolleagues)theideaofrestrictive
objectrelativeclauses,usingtheexample:
Kuzcowhoisstrappedtoatreeisabouttogooverahugewaterfall
vs.
Kuzcoisstrappedtoatreewhichisabouttogooverahugewaterfall

5. FreePractice:Taboo
Classisdividedintosmallgroupsof24students.Eachgroupisgivenseveral
Taboocards.Oneattimestudentswillattempttogettheirgroupmatestoguess
thecharacteroritemontheircardwithoutsayingtheworditselforthefourwords
listedbelowit.Thegoalisforthestudentstodescribetheircardusingthe
relativeclauseform.
Twillmodel
Example:FairyGodmotherwordsthatmaynotbeused:Cinderella,Magic,
Wand,Midnight
ThisisacharacterwhohelpsagirlgototheballtofindPrinceCharming

 Thisisacharacterwhoturnsapumpkinintoacarriage

Checkforunderstanding:Tcirculatesduringactivity,listeningtostudentsusage
ofrelativeclausephrases,andcorrectingifnecessary.
6. Feedback:
Studentsareaskedaseriesofquestionstodeterminewhattheyfound
helpful/liked/dislikedandhowtheymightchangethelessonforfutureclasses.
DiscussseveralcommonELLerrors/mistakes
7. AdditionalInfo:JustaBitMore...ThantheBareNecessities
Presentstudentswithseveralotherformsofrestrictiverelativeclauses,fortheir
ownpersonalknowledge.
Note:Thisisnotsomethingthatwouldbeincludedinthelessonitself

Citation:
Cowan,Ryan.TheTeachersGrammarofEnglish.CambridgeUniversityPress.NewYork,New
York.2008.