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    Pedagogical Grammar Prof. Penny Ur: Relative Clauses

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    Chavez Paola
    The document outlines a lesson plan for teaching relative clauses that follows the principles of task-based instruction, including an initial communicative activity to elicit students' implicit knowledge, explicit instruction and explanation of the grammar topic, controlled and less controlled practice exercises, and a final production activity requiring students to apply their new understanding of relative clauses in communicative tasks. The underlying theory combines task-based instruction with explicit instruction and practice in order to move students from declarative knowledge to automatic use of the grammar through meaningful communication.

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    Pedagogical Grammar Prof. Penny Ur: Relative Clauses

    Uploaded by

    Chavez Paola
    61 views13 pages
    The document outlines a lesson plan for teaching relative clauses that follows the principles of task-based instruction, including an initial communicative activity to elicit students' implicit knowledge, explicit instruction and explanation of the grammar topic, controlled and less controlled practice exercises, and a final production activity requiring students to apply their new understanding of relative clauses in communicative tasks. The underlying theory combines task-based instruction with explicit instruction and practice in order to move students from declarative knowledge to automatic use of the grammar through meaningful communication.

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    The document outlines a lesson plan for teaching relative clauses that follows the principles of task-based instruction, including an initial communicative activity to elicit students' implicit knowledge, explicit instruction and explanation of the grammar topic, controlled and less controlled practice exercises, and a final production activity requiring students to apply their new understanding of relative clauses in communicative tasks. The underlying theory combines task-based instruction with explicit instruction and practice in order to move students from declarative knowledge to automatic use of the grammar through meaningful communication.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    61 views13 pages

    Pedagogical Grammar Prof. Penny Ur: Relative Clauses

    Uploaded by

    Chavez Paola
    The document outlines a lesson plan for teaching relative clauses that follows the principles of task-based instruction, including an initial communicative activity to elicit students' implicit knowledge, explicit instruction and explanation of the grammar topic, controlled and less controlled practice exercises, and a final production activity requiring students to apply their new understanding of relative clauses in communicative tasks. The underlying theory combines task-based instruction with explicit instruction and practice in order to move students from declarative knowledge to automatic use of the grammar through meaningful communication.

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    © All Rights Reserved
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    of 13

    Pedagogical Grammar

    Prof. Penny Ur
    RELATIVE CLAUSES

    Irit Poria and Tamara Bourdan


    June 15th, 2011
    Task – Based Instruction:

    A. Task: Communicative Activity


    • I like people who are loyal. Please tell me about
    the people that you like:
    • I like people who…
    Now, let’s talk about some other “likes” and “dislikes”:
    • I dislike people who …
    • I like days when …
    • I dislike places where …
    • I dislike films which …
    B. Eliciting (implicit) knowledge from pupils, and
    presenting the new grammatical topic (explicit
    instruction):

    • What do all the sentences have in common?


    (Possible answer: All sentences have “wh words”)
    The “wh words” in the sentences are called
    Relative Pronouns (who, which, whose, whom
    that), or Relative Adverbs (where, when,
    why).
    They refer back to nouns/noun phrases:
    Who(m) and whose refer back to human-
    beings. Which refers back to animals, plants
    and things. That can refer back to both living
    and non-living things. Where refers back to
    places, when- to times and why usually
    explains a reason of something.
    • What comes after the Relative Pronoun/
    Adverb?
    • (Possible answer: Some information about the noun
    comes before the pronoun.)

    • The Relative Pronoun/ Adverb and the information


    that follows it are called a Relative Clause.
    Sometimes the Relative Clause presents some
    additional information about the noun it describes.
    Example: John Lennon, who(m) I admire, was
    assassinated by a psychopath.
    Sometimes the information in the Relative Clause is
    crucial to the understanding of the sentence,
    because it defines the head noun. Therefore, this
    type is more common.
    Example: I am wearing the necklace which my husband
    bought me.
    The underlined R.C. describes/defines the head noun
    and is necessary in order to understand the
    sentence. Without the relative clause nobody knows
    which necklace the speaker is talking about.
    We will focus on this type of R.C.
    C. Practice:
    a. Traditional (controlled, mechanical) practice:
    Procedure: Pupils fill in suitable Relative Pronouns/
    Adverbs:
    1. The man ___________ you told me about flew to Rome.
    2. The city __________ I live is very beautiful.
    3. The present ___________ you gave me was amazing.
    4. All the people _________ watched the play loved it.
    5. The reason __________ I like Dan is his pleasant behavior.
    6. The child _________ toy you broke is crying.
    7. I will never forget the day _________ we first met.
    8. The monster _________ we saw in the movie frightened us.
    b. Less controlled practice:
    Procedure: Pupils combine the pairs of sentences into
    one sentence using Relative Pronouns/Adverbs:

    1. The movie was about the holocaust. It made Ann cry.


    2. The man is very talented. He is my hair stylist.
    3. I would like to read a book. The critics praised it.
    4. The woman is so elegant. Her dress is blue and white.
    5. I love to swim in places. It is not too crowded there.
    6. Do you remember the time? The program starts then.
    7. The car was driven by Jim. It won the race.
    8. Everybody loves the teacher. She is talking to the principal.
    D. Production: using relative clauses in a
    communicative activity.
    1. Procedure: There is a list of nouns on the board,
    and students in pairs or groups (for interaction)
    suggest definitions for each of them, using Relative
    Pronouns. In the end, the teacher asks them to read
    their “products” – their definitions.

    Example: A doctor is someone who treats patients.

    List: dolphin, teacher, table, pupil, nurse, home, friend,


    dog, lion, 7 in the morning, book, tea, homework,
    night, Tel-Aviv, pen, mother, school.
    2. (Optional) Write a quiz / questionnaire for your
    classmates:

    Procedure: Students have to write definitions to ten


    items, using Relative Clauses. Beside each definition
    they will leave a dotted line where an answer will be
    filled in.

    Example,
    A person whose main job is to bake cakes: …………..

    The teacher collects their “products”- quizzes, to check


    and correct. Then, in the next lesson the students do
    them, either in writing, or orally. Obviously, no one
    gets the quiz he composed.
    The Underlying Theory
    Our underlying theory was Task-Based Instruction
    (Skehan):
    Our learners were given a communicative task, with the
    focus on meaning, which was supposed to lead to
    acquisition. We used implicit teaching. But, that is
    not enough.
    In order to achieve complete acquisition, we added
    explicit instruction, which was followed by practice.
    After practicing, students were required to apply the
    new knowledge in communicative tasks- production.
    To sum up, our underlying theory was Task-
    Based Instruction. It was followed by PPP,
    because implicit instruction is not enough.
    Practice is needed to progress from declarative
    knowledge to production and automaticity.
    Bibliography:

    • Crystal, D. (2004). Making sense of grammar.


    Pearson-Longman.232-238.
    • Skehan, P. (1997). A Cognitive Approach to
    Language Learning. Oxford: Oxford University
    Press.
    • Ur, P. (1988). Grammar Practice Activities.
    Cambridge University Press. 268-270.

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