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NAME JIWEON LEE
LESSON # 2

DATE: NOVEMBER 3RD, 2016 (when lesson will be taught)
QUARTER Fall 2016(e.g. Spring 2007)

CONTEXT
Level: 100 levels
Skill : Grammar
Topic or function: Relative Clauses (Who, where, which, and that)

OBJECTIVES
THE STUDENTS WILL BE ABLE TO COMBINE TWO SENTENCES USING WHO, WHERE, WHICH, AND THAT.

TARGET EXPRESSIONS OR MAIN TEACHING POINTS
Who, where, which, and that

SOURCES
Fuchs, M. and Bonner, M. (1995). Focus on Grammar. White Plains, NY. Pearson
Education.
Bland, S. K. (2003). Grammar Sense. Madison Avenue, NY. Oxford.
JOIN THESE SENTENCES BY MEANS OF RELATIVE PRONOUNS. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&u
act=8&ved=0ahUKEwjX5ZGGgIHQAhXiq1QKHQOZD8gQFgg2MAQ&url=http%3
A%2F%2Froble.pntic.mec.es%2Fdgub0004%2Frelativesworksheet.doc&usg=AFQjC
NFN-3BTxQDfreoNP8YWY_380JbKvg&bvm=bv.136811127,bs.1,d.cGc

MATERIALS
Grammar in Common 3
Handout 1

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Stage

Procedure
1.
2.

Resources /
Page No.

PPT. s.1
Greet and introduce the students.
T: Good evening! Tonight, we will talk about what
PPT. s. 2
relative clauses are and how to use them.

Time
(min)
1

3.

Show and read the dialogues to the students. Give
emphasis on 'who', 'that', and 'where.'
PPT. s. 3
Warm up
4.
Ask the students about the dialogues.
(Dialogue)
① "Who did A send the box to?"
② "What was inside the box?"
(Comprehension
③ "Where does A's friend live?"
check about
5.
After asking about the dialogues, say to the
dialogues.)
students:
6.
T: We can get information from these phrases in the Click 3 times
sentences. However, they are not the main ideas,
but are additional ideas.
7.
Explanation of
concept 1
8.
Examples of the 9.
concept 1
10.

11.
Practice for the
concept 1

12.
13.
14.

15.
16.
17.
18.
Explanation of

19.
20.

T: Clauses like them are called as 'relative clauses'.
Relative clauses identify or give additional
information about people, things, and places, using
certain words.
Here are some examples.
Read the three sentences on slide 5 to the students.
T: Can you see the bolded words on the monitor? In
front of the bolded words, there are words meaning
'things, places, and people.'
The underlined phrases identify or give more
information about each preceding word.
Now, let's distinguish them in this slide.
Make the students read them.
T: Now, I will ask about the 'words in bold'.
① What is the 'book' among the three categories?
② What is the 'place' among the three categories?
③ What is the 'friend' among the three categories?
The students would say the answers. Click to show
the answers.
T: That's correct! Good job. (praise)
T: Then, what did I say for the underlined phrases?
After the students answer, show the answers and
praise them.
T: What can we do by using relative clauses?
T: We can combine two sentences into one

PPT: s. 4
Click one time
PPT. s. 5

Click 3 times.

Click 3 times.

PPT. s. 6.
Click for
answer
Click for..
Click for...

Click 1 times.

PPT. s.7

(6
min)

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concept 2
21.
Example for the
concept 2.

22.

23.
24.

Practice for
concept 2

Introduce
concept 3.

Examples for

25.
26.

sentence!
T: I'll show you an example about how to combine
two sentences. Here is a sentence. This sentence is
a main sentence. And then, here is the other
sentence to combine. To combine two sentences
into one, I will use the first one as the main
sentence. The other one is an additional sentence.
The second one will add its information to the first
one, the main sentence.
T: To combine them, first find a common word
from the two sentences. Can you find it? What
word is in both sentences?
The students would answer 'girl'.
T: That's correct. The 'girl' is the common point of
both sentences. Then, because 'girl' means people,
put 'who' after the girl in the main sentence. Next,
change a word from the second sentence. Change
'girl' into 'who'. Now, we combined the two
sentences into one. 'A girl is sitting in the chair'
plus 'a girl has black hair' is 'a girl who has black
hair is sitting in the chair.'
T: Now, let's combine these two sentences.
Ask questions for encouraging the students to
follow.
① "What is the common word in both sentences?"
② "What is the category of the word?
(The Ss would answer.)
③ "What should we put after 'friend'?"
(The Ss would answer.)
④ "What is the function of the 'my friend likes to
cook.'?
(The Ss would answer.)
⑤ "Can you say a combined sentence for me?"
(The Ss would answer.)

PPT. s. 8
Click
Click
Click

Click

Click.

PPT. s. 9.

Click 2 times

Click 1 time
Click 1 time.

27.

T: Here are several notices for combination. First,
the additional information, a clause, should directly PPT. s. 10.
follow after the common nouns or pronouns.
Second, there are two positions for the additional
information. It can come after the main clause or
the inside of the main clause.

28.

T: These examples are following the three rules
PPT. s. 11.
correctly.

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concept 3.

Practice for
concept 3.

Explanation of

I.

T: First, the underlined clauses are after the noun.
They are directly following the nouns.
Click 1 time
II. T: Second, the first additional clause is inside of
the main clause. The second additional clause is Click 1 time
after the main clause.
Click 1 time.
29. T: Here is a combined sentence. The underlined
clause means that it is the additional information. It PPT. s. 12
is right about the second notice, because it is inside
of the main clause. However, it is combined Click 1 time
incorrectly.
30. Ask the students to find the method.
Click 1 time.
① T: Where is the underlined clause?
(The Ss would answer "it is after 'I'.".)
② T: Yes, it follows 'I'. However, if you think about the
meaning of the clause, does it give more information
about 'I'?
(The Ss would answer 'no.')
③ T: Then what is it describing?
(The Ss would answer 'it describes a book.')
④ T: That's correct! Then, can you tell me why it is
Click 1 time.
incorrect?
(The Ss would say 'it is because the described
word is too far away from the underlined clause.')
⑤ T: Yes, you're right. It describes a word which is too
far away from itself. You should put the additional
clause directly after the described noun
31. T: then, how can we correct this sentence? Where Click 1 time
can we put the additional clause?
(The Ss would answer 'Move the additional clause
to after 'book'.)
32. T: Good job! Can anybody tell the answer for me?
(The Ss would answer.)
33. T: You did a wonderful job! Yes, here is the correct
one. By moving the additional clause right after the Click 1 time.
word 'book', now it is a correct sentence. Also, it is
correct in the view of notice number three because
it is after the main clause.

34.

T: Let's see the tools for connection. To combine
both sentences, as I told you before, you should PPT. s. 13.

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Concept 4

Example of
concept 4

Practice for
concept 4.

Explanation of
Concept 5
Example of
concept 5

Practice for
concept 5

Explanation of

change a word from the additional clause.
35. T: If the common word for combining is people,
use 'who' to connect two sentences. Also, you can
use 'that as well. They can be used for subjects or
object pronouns for people.
36. T: Here is the example. There is a common word in
both sentences, 'person.'
37. T: Because the word 'person' means people, I will
change the word in the additional idea into 'who' or
'that'.
38. T: They can be combined into this sentence:
39. T: Now it's your turn.
40. Ask the students to find the method.
① T: what is the common word in both sentences?
(The Ss would say 'friend')
② T: Yes, and why and what will we change them to?
(The Ss would say 'because friend is people, we
should change it into 'who' or that'.)
③ T: That's correct! Then, can you tell me the
combined sentence?
(The Ss would say the answer.)

Click 1 time
Click 1 time

PPT. s. 14
Click 2 times.
Click 2 time
Click 1/1/1
time.
Click 1 time.
PPT. s. 15

Click 1 time.
Click 1/1/1/1
time.

Click 1/1
41. T: If the common word means 'places', please time.
change it into 'where'. It means 'in that place'. Also,
'where' cannot be deleted. And be careful, 'where' PPT. s. 16.
Click 1 time.
cannot be replaced by 'that'.
42. T: Here is the example. There is a common word in Click 1 /1
Click 1 time.
both sentences, 'restaurant.'
43. T: Because the word means place, I will change the
Click 1/1/1
word in the additional idea into 'where'.
time
44. T: They can be combined into this sentence:
Click 1 time
45. Ask the students to find the method.
PPT. s. 18.
① T: what is the common word in both sentences?
(The Ss would say 'college.')
② T: Yes, and why and what will we change them Click 1 time
to?
(The Ss would say 'because college is place, we
Click 1/1/1
should change it into 'where'.)
③ T: That's correct! Then, can you tell me the time.
combined sentence?
(The Ss would say the answer.)
Click 1/1/
time.
46. T: If the common word means 'things', please change
PPT. s. 19.
it into 'which' or 'that' in the additional clause.

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Concept 6
Example of
concept 6

Practice for
concept 6

.

47. Here is an example. There is a common word in both
sentences, 'present.'
48. T: Because the word 'present' means things, I will
change the word in the additional idea into 'which' or
'that'.
49. T: They can be combined into this sentence:
50. T: Now, let's practice using 'which' or 'that'.
51. Ask the students to find the method.
① T: what is the common word in both sentences?
(The Ss would say 'box.')
② T: Yes, and why and what will we change them to?
(The Ss would say 'because the 'box' is thing, we
should change it into 'which' or 'that'.)
③ T: That's correct! Then, can you tell me the
combined sentence?
(The Ss would say the answer.)
52.

Direction for
production.
53.

54.
Presentations.

55.
56.
Monitoring.

Matching
answers.

Click 1/1
PPT. s. 20.
Click 1 time.
Click 1/1/1/1/

Click 1/1
time.
PPT. s. 21.
Click 1 time
Click 1/1/1
time.

Click 1/1/
Distribute handout 1 to the students. Say the time.
directions on the slide 24. Tell them if they don't have PPT. s. 22.
a textbook, they can write down the questions in the
next slide on their back side of the handout.
T: You will do an activity like this. Look at the
monitor. This is question number one on your PPT. s. 23
handout.
T: Let's find a common word. I can see 'man' in both
sentences. And the 'man' is people. I'll change the
'man' in the additional idea into who or that.
Therefore, the combined sentence is 'I met a man
who/that gave me this address.'
Click 1/1
time.
Show slide 24 and give them about 6 minutes.
Look around the students and check whether they
understood the explanations or not. If they didn't, PPT. s. 24.
prepare a different version of the explanation.

57. T: Times up! Let's match the answers. First, we will
go through the handout, and then, we will go to the
textbook.
PPT.
58. Ask answers to the students in each slide.
Ex) How did you combine the two sentences in s. 25 - 33
question number ( )?
59. If there are some students who are trying to write the
answer, wait for them.
60. Click twice for the answers.
61. Praise the students when they answer correctly.

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Wrap up.

62. T: Now, look at page 31. Let's read together, filling in
the blank on that page with Active Grammar.
63. Read and fill in the blanks together with the students. PPT. s. 34.
Click twice. Give them notice for 'that' in the part of
'where'.
64. Praise the students.
65. This is the final activity! Let's say the answers for
questions 7 next to the active grammar.
66. Go through the six questions on question 7. Click to
show the answers, following the students.
PPT.
67. T: Tonight, we learned about 'relative clauses'. You s. 35-36.
learned very well! That's it for this class. See you
later!
68. The class is finished.
PPT. s. 37