Skill-Based Lesson Plan: Assignment 4
Instructional Method:
This is a skills-based plan to
teach students about the adjective clause. This lesson will use a deductive and
inductive approach, as well as the shallow-ended Communicative Language
Teaching approach (Thornbury 1999). This lesson will be focused on fluency of
reading, writing, and speaking. The total class time is 2-hours.
The reason a chose the
shallow-ended CLT with a deductive and inductive approach was because I wanted
to give the students a chance to figure some rules out on their own, as they
will be doing a large portion of this work is solo.
Grammar Focus:
The main grammar focus of this
class is the adjective clause and explaining the difference between essential
and nonessential adjective clauses.
Teaching context:
Learner type:
You are teaching in a public high
school in Korea and your English class has 20 students in attendance. The
students are in Grade 10 and are equivalent to CLB 5, as this is a public
school there are males and females in the class. After doing a student
assessment you come to find that the majority of students are taking your English
class for academic purposes only. Your students also take other classes
throughout the day, study for long hours at night, and they might also have
extra circulars, so they may be tired.
Technology:
The class has the use of laptops
for technology in the classroom.
The teacher has use of a smartboard/whiteboard.
Link to the warm up game: http://www.eslcommando.com/2013/08/adjective-clause-online-game.html
Link to quiz: http://www.eslcommando.com/2018/02/adjective-clause-practice-quiz.html
Objective:
Learners will be able to
1) Recognize adjective clauses in a
piece of writing.
2) Create their own written sentences
with adjective clauses.
3) Use sentences with adjective
clauses verbally.
Materials:
Pen/pencil and paper, laptop,
worksheets (digital or physical), whiteboard/smartboard and markers.
|
Activities |
Materials and Timing |
|
Welcome and preparation: Welcome the students to class and give
any necessary announcements. Once the announcements are finished you can then
start explaining the warmup activity to the class. |
Materials: N/A. Time: 5 minutes. |
|
Warm up: The teacher will send a link to the
online game for the students to play, which is about adjective clauses. Online
game link: http://www.eslcommando.com/2013/08/adjective-clause-online-game.html
The teacher should handout small
papers that have random sequence on it that the students will put in as their
names upon the completion of the game, because the game records the scores
within the last hour and you do not want students making fun of those who did
not score well, you can also use this to assess students. Do not forget to
write down which sequence goes with which student. The students will complete the game
individually, the teacher should complete the game as well in order to see
the scores of them game. Ex: Q53jk Score: 121 |
Material(s): Teacher will need a laptop. Students will need laptops. Time: 10 minutes |
|
Elicitation: Write out 3 adjective clauses on the
whiteboard/smartboard and ask the students to tell you which words they think
are adjectives, pronouns, or adverbs. Ex. Diane felt manipulated by her beagle Santana, whose
big, brown eyes pleaded for another treat. Chewing with her mouth open is one
reason why Fred cannot stand sitting across from his sister Melanie. The house on the left, which belongs
to Nicole, is up for sale. When the students guess correctly
underline the word and write the answer underneath (adjectives, pronoun,
adverbs), this way more students can give answers if there are any incorrect
ones. When all the words have been answered correctly, explain to the class
what adjective clauses are and how they work. An adjective clause is a group of
words that consists of a subject and a verb, yet it is not a complete
sentence that can stand alone. Adjective clauses begin with relative pronouns,
including who, whom, whose, that, which. They may also begin with relative
adverbs, such as: when, where, why. These will function as an adjective. To avoid
writing a fragment, you must connect each adjective clause to a main clause. Punctuating adjective clauses properly
is important, you will need to decide if the adjective clause is essential or
nonessential and use commas accordingly. Essential clauses do not require commas.
What makes an adjective clause essential is when you need the information it
provides. Ex. The vegetables that people leave uneaten are
often the most nutritious. Nonessential clauses do require commas.
An adjective clause is nonessential when you have the information it provides;
it requires commas to separate it from the rest of the sentence. Ex. Broccoli, which people often leave uneaten, is
very nutritious. |
Material(s): Teacher will need the
whiteboard/smartboard and corresponding markers Time: 20 minutes |
|
Task 1: The teacher will send the Task 1
Worksheet to the class online or by email. Students will be working alone and
will access the first worksheet from their laptops. The worksheet will be in
the form of a Word document that will have three pieces of writing. The
students will then have to examine said pieces of writing and use the
highlight function within Word to highlight the adjective clauses that are
within each piece. The teacher will walk around the room
and supervise the task and assess as needed. The students will send a copy of
their work before corrections are made. The teacher will then show the
answers on the whiteboard/smartboard and answer any questions. After class the teacher will assess each
student’s worksheet that they sent in before any corrections were made and
will email feedback. |
Material(s): Teacher will need a laptop and
whiteboard/smartboard and corresponding markers. Students will need laptops. Time: 20 minutes: 5 minutes for every piece
of writing and 5 minutes for Q/A. |
|
Task 2: The teacher will send out the Task
2 Worksheet online or by email. Students will be working alone and
will access the Task 2 Worksheet that is also in the form of a Word
document. The worksheet will be a fill in blank with adjective clauses, the
students are expected to fill in the adjective clauses using Word. The teacher will walk around the room
and supervise the task, helping and assessing the students as necessary. The students will
send a copy of their work before corrections are made. The teacher will then show
answers on the whiteboard/smartboard and then answer any questions. After class the teacher will assess
each student’s worksheet that they sent in before any corrections were made
and email feedback. |
Material(s): Teacher will need a
laptop and whiteboard/smartboard and corresponding markers. Students will need
laptops. Time: 15 minutes: 10 minutes to fill in the
blanks and 5 minutes for Q/A. |
|
Task 3: Students will work alone and will need
to write four sentences with adjective clauses. The teacher will walk around
the room and supervise this task, helping and assessing as necessary, this is
an opportunity for corrective feedback. Corrective feedback will be given by
making sure students know the difference between essential and nonessential
adjective clauses, as well as making sure that they are using the correct
relative pronouns. |
Material(s): Teacher will need
whiteboard/smartboard and corresponding markers. Students will need pen/pencil and
paper. Time: 20 minutes. |
|
Task 4: The teacher will write example topics on
the board for students to use using the grammar and vocabulary that students
have already practised. Ex. Food Travel Shopping Students will work in assigned pairs and
practice verbally using adjective clauses with one another. The teacher will
walk around the room and supervise the task, as well as giving corrective
feedback. Corrective feedback given will be on pronunciation
and the use of the proper relative pronouns required for adjective clauses
within a sentence. |
Material(s): Teacher will need
whiteboard/smartboard and corresponding markers. Time: 20 minutes. |
|
Assessment: The teacher will send the students a
link to a quiz. Quiz link: http://www.eslcommando.com/2018/02/adjective-clause-practice-quiz.html The students will record the answers
on paper that they get incorrect and will hand them in to the teacher at the
end of class. The teacher will be able assess each student this way. |
Material(s): Teacher will need a laptop. Students will need laptops and
pen/pencil and paper. Time: 5 minutes. |
|
Follow-up and closing remarks: The students will need to hand in
their papers from Task three and the quiz, the teacher will then ask if
anyone has any following questions and will assign any necessary homework. |
Material(s): N/A. Time: 5 minutes. |
|
Homework: The students will write one paragraph
that contains at least 2 adjective clauses. |
|
Task 1 Worksheet:
Name: _______________
Date: ___________________
Instructions: Highlight all the adjective clauses
that you find in each piece of writing. Once you are finished, send a copy of
your work to the teacher, but keep your worksheet open for self-corrections.
1)
My best friend, who is the same age as me, is very nice. She
went to China, where many people live, on a vacation. She visited her family
and friends; she also went sightseeing. Mandarin Chinese, which is her second
language, is what she had to speak there. But she was happy to come back home
to Korea. Her cellphone was confiscated at school, which every student has,
because it was distracting the class.
2)
I don't like to ride the subway. There are always many
people on the train. Never having enough free seats is why I don't like to ride
the subway. But I don't have a license to drive. When I get off the train, I
often sanitize my hands. I have to walk the rest of the way home when I get off
the train. When I'm home I do my homework. When I finish my homework, I often
eat pizza. Then I wash my face and go to bed.
3)
The Think Tank at the National Zoo in Washington, DC, is an
exhibit that is unique. The project, which scientists call the Think Tank
("a place to think about thinking") examines the biological thinking
process of animals. Scientists, who have different opinions about which animal
behaviors actually involve thinking, say thought has three elements: image,
intention, and flexibility.
Task 2 Worksheet:
Name: _________________
Date: __________________
Instructions: Fill in the blanks with what you think
would be appropriate adjective clauses.
1.
My little brother is a boy _______________.
2.
Dumplings, ___________, are good to eat.
3.
English, ____________, is important for many
jobs.
4.
Last summer, ____________, I had a lot of fun.
5.
________________ I always take a bath.
6.
_______________ is a common question for many
students.
References:
Adjective Clause
Online Game. (1970, January 1). Retrieved from http://www.eslcommando.com/2013/08/adjective-clause-online-game.html
Adjective Clause
Practice Quiz. (1970, January 1). Retrieved from http://www.eslcommando.com/2018/02/adjective-clause-practice-quiz.html
Thornbury, S.
(1999). How to teach grammar. Essex, UK: Pearson Education
Limited.
What is an
Adjective Clause?: Adjective Clause Examples and Definition. (n.d.). Retrieved
from https://www.k12reader.com/term/adjective-clause/
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