B2 Grammar

FIRST

7C Relative clauses — Relative pronouns

Aim Adaptation and extension
to practise using relative pronouns and defining and • Fast-finishing pairs should think of five more nouns related
non-defining relative clauses to the environment. They should swap their nouns with
another pair and compete to see who can write down five
Activity type sentences (with relative pronouns) in the shortest amount
of time.
a speaking activity in which students use relative clauses to
talk about topics related to the environment • As an alternative activity, organise students into pairs and
provide each with a copy of the entire sheet (not cut up).
Challenge them to see which pair can be the first to write
Classroom dynamics
two sentences for each item in the grid, one with a defining
pairwork relative clause and one with a non-defining relative clause.
• Alternatively, give individual students or pairs a time limit
Time taken of five minutes and have them write two sentences, one
15 minutes containing a defining relative clause and one containing a
non-defining relative clause, for as many items in the grid
Preparation as they can. Students should only be awarded a point if
they have written two correct sentences.
You will need one copy of the activity sheet per pair with
the item cards cut up. (The list of relative pronouns at the
top should not be cut up; it should be left intact for students B2
FIRST Grammar
to be reminded of the pronouns they can use.) Each pair of
students will also need a coin.
7C Relative clauses — Relative pronouns
Procedure Relative pronouns
1 Organise students into pairs. Explain that they are going that when where which who whose
to do an activity in which they use relative pronouns to
talk about topics related to the environment.
environmentally endangered
2 Distribute the list of pronouns and a set of cards to each flood
friendly product species
pair of students. Explain that students take it in turns
to pick a card and say a sentence giving information contamination activist sustainable energy
about the word or phrase on the card using a relative
clause. Before they pick a card, each student should
toss the coin. If they get heads, their sentence should green lifestyle countryside pollution
include a defining relative clause. If they get tails, their
sentence should include a non-defining relative clause. If environmental
fossil fuels wind power
necessary, write heads = defining and tails = non-defining issues
on the board to remind students while they are doing the
activity. earth renewable energy solar power
3 Demonstrate the activity. Begin by tossing a coin to
determine whether you are going to use a defining or
electric car nature poison
non-defining relative clause. Then pick a card. If you
get heads and solar power, for example, you could
say: Solar power is a type of energy which is becoming atmosphere water filter carbon footprint
very important in some countries. If you get tails and
carbon footprint, you could say, for instance: Our carbon
footprint, which is connected to how much carbon we use shortage recycling bin invention
in our lives, is too big.
4 Tell students they will get a point for every correct
PHOTOCOPIABLE © Pearson Education Limited 2020 30

sentence they make. Circulate as students complete the

activity, prompting and offering support where necessary.
5 At the end of the activity, conduct feedback by
nominating a few pairs to share some of their most
interesting sentences with the rest of the class. Who won
the most points?

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