Relative clauses - 3H2 23 november
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Lesson duration is: 50 minItems in this lesson
Slide 1 - Slide
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Slide 2 - Slide
13:10-14:00
Leerdoel: Maak de grammatica uitleg interactiever en als leerlingen geen vragen stellen, stel ze dan zelf.
Make sure the students are sitting in their assigned seats. They are not allowed to eat/drink anything but water. They have 3 minutes to fill their bottle and go to the bathroom. We start at exactly 13:13. Anyone not back by then is too late and will have to get a note. Phones in the bag and grab books/notebook/pens.
Slide 3 - Slide
Overgang 'pauze' naar doelen: alright everybody, good afternoon. Make sure the phones are in the or your bag and you have your books on the table.
Go over the plan for today, 'today we will be looking at the first piece of grammar this theme. This one should be relatively easy. Take out your notebooks to take notes because we will do that right after this.' Ask a student to read out the goals. Students are quiet and listen to me and each other.
Slide 4 - Slide
Their homework was to do the exercises about the stones, but because it was a lot, they can still finish them for Monday.
Goals/plan + repeating the homework may take until 13:18/20 (3-5 min)
Slide 5 - Slide
Until 13:26
Give students about 3 minutes to write down 'relative clauses' and the full first 3 sentences first. Also tell them they have 2-3 minutes to write all this down and then I'll start and that I'll be checking afterwards if they've written everything down that I told them to.
Once written down, put a line between car and which in the first sentence and ask a student to tell me which part of the sentence gives extra information. Mention that this (which is very fast) is the 'relative clause'. Put 2 lines in the second sentence in place of the commas and ask them what gives extra information and if this extra information is necessary to understand the rest of the sentence.
Next, ask a student where I should put the line for sentence 3 and put it in place. Then ask them about the 3 words we've looked at so far (which, who, that) and ask if anyone knows when to use which if you look at the sentence that comes before the relative clause.
During the entire explanation, students are quiet. If they have a question, they may raise their hand. If I want input or an answer to a question, I will ask for a volunteer to answer or otherwise ask someone at random.
Consequences for talking:
1. Repeat my expectations
2. Say their name
3. Give them a warning
4. Move them to be in front with me
5. Move them out of the classroom temporarily. Last resort because I want them to know the grammar too, but not at the expense of other people.
Slide 6 - Slide
Until 13:30
In this slide, write down the answers given by the student on the question when to use which. Make sure all the information below is on the slide:
Who: people
Which: things, animals
That: both, but never between commas
Give them 20 or so seconds to write the new information down and then move on to the next slide.
Slide 7 - Slide
Until 13:33
Ask students to look at the sentences and figure out in which of the 3 sentences you can leave out the who/that. Give them about 20 seconds for this and then ask someone to answer. Only 5 and 6 you can do this.
Slide 8 - Slide
Until 13:38
Ask students to wait before they write down the sentences they have to write down and listen first.
Tell them if the relative clause is important to understand what or who the sentence is about, you can often leave out the who/that/which, but sentence 4, you do need the information, yet you cannot leave it out. That is because you can only leave it out if the word after the who/which/that is a noun or a person. So you cannot say that's the guy ran away from the police, but you can say he's the guy I follow on instagram.
Give students about 1-2 minutes to write down the 2 sentences below the who/which/that they wrote down previously. Tell them they have 1-2 minutes to write all this down and then I'll start continue. If someone is not writing, remind they I will be checking.
Slide 9 - Slide
Until 13:40
Ask students to wait before they write down the sentences they have to write down and listen first.
Tell them that to talk about ownership, we use whose. But only with people. And that sometimes we change who into whom after a preposition, but that it is very old fashioned.
Give students about 20 seconds to write down the 2 sentences. Tell them they have 20 seconds to write it down and then I'll start continue. If someone is not writing, remind they I will be checking.
To see if they understand, we will now practice a few sentences.
Slide 10 - Slide
until 13:45
Give students 3 minutes to fill out these sentences. Tell them on the test we will expect them to give all the possible answers, but for now just one is enough. Students can work together, as long as they're not too loud and distracting other people and the work gets done.
After those 3 minutes, I will check the answers with them.
2. The music which/that/nothing I listened to is comforting
3. My dog Sunny, which has a short tail, is very old
4. This is the woman who/that/nothing we saw last week
5. Mister Tjeerde, who is a teacher, works at Thorbecke.
6. Marvin, whose bik was stolen, had to walk home.
Slide 11 - Slide
Until 13:55
Students have to do the ex. from E, about the grammar they just learned.
If they are with that, they can continue their stones homework.
Students can work together here and can be a little bit louder because they had to pay attention for a long time.
Students may discuss with each other. If they are not doing what they're supposed to be doing:
1. I will repeat what I want from them
2. I will give them a warning
3. I will put them somewhere else
4. I will make them do some 'strafwerk' with the Stones (write all the stones from D + their translations before tomorrow).
They have to do this until the end of the lesson.
They may not leave early, they may not use their phone, they may not refuse to do the work. They may, however, if they're done with the work take out their reading book and read it if they have it.
Slide 12 - Slide
At 13:56 I will tell them about this homework and move on to the goals.
Slide 13 - Slide
Students do not have to raise their hands here, I will ask a student to read out the goals and ask if they have done all 3 things (and to tell me what a relative clause is and when to use whose, that and X)
Students may not put their books away until I am done discussing the goals with them. If they do, they need to grab them again. No exceptions. (Unless I have told them they could in the step before this)
