Thematic Unit For Esl Listening and Speaking Course

Thematic Unit for ESL Listening and Speaking Course
Course Description
This College Academic English for Listening and Speaking course is an obligatory course
that worth 3 credits per semester in a university located in China. It is designed for the highintermediate level EFL undergraduate students (not majoring in English programs but other
programs) from this university. All the students first language is Mandarin Chinese. The class is
based on the needs analysis of students. Students meet in this class twice per week on Tuesday
10:30am-11:30am and Friday 3:00pm-4:00pm. The lesson includes individual work, small group
work and whole class work.
The overall goals of this course are to enable students to improve listening
comprehension ability as well as to conduct conversations in academic and daily life related
topics accurately and appropriately. After completing the semester successfully at the end,
students are expected to 1) acquire at least 300 new words and be able to apply them in
discourses; 2) manage native-like pronunciation; 3) conduct conversations in all types of
academic and daily topics accurately, fluently with confidence.
This thematic unit mainly contains the introduction of relative clauses. It is divided into
four 60-minute listening and speaking lessons. The goal for the four lessons is to enable students
to use relative clauses accurately and appropriately. That is to say, the objectives of the four
lessons are: 1) Students will be able to choose correct reference words when they are using
relative clauses to give specific information. 2) Students are expected to achieve 80% of
accuracy in the pop quiz at the end of the four lessons. 3) Students will be able to give wellfounded reason how and why they make the choice of reference word.
This thematic unit will be introduced at the second half of the semester, after students
have been taught the fundamental linguistic knowledge such as basic vocabulary, basic syntax,
language function, etc. Most ESL/EFL learners are confused by the different types of relative
clauses and multiple choice of reference words. However, it is very important for ESL learner to
master the usage of relative clauses because they can give specific and/or crucial information that
helps improve listeners understanding of speakers utterances during conversations. Moreover,
relative clauses are also frequently used in academic works. Mastering relative clauses based on
the fundamental English linguistic knowledge can greatly benefit undergraduate ESL/EFL
students academic achievements.
The dominant teaching method in this course is communicative language teaching
approach due to the nature of this course (focus on nurturing listening and speaking skills). Being
able to communicate required more than mastering linguistic structure, due to the fact that
language was fundamentally social (Halliday, 1973). It required communicative competence,
which means knowing when and how to say what to whom (Hymes, 1971). By actively
practicing communicative activities, students will gain the ability to work with linguistic
contents cohesively and coherently. The bottom-up approach will help students learn the target
language piece by piece and then work to put the pieces in place, constructing whole meaningful
texts out of the pieces (Larsen-Freeman & Anderson, 2011). For example, students will first be
exposed to explicit grammatical rules and be taught deductively with the facilitation of
explanation of L1, then, they will be required to apply the linguistic contents (relative clauses) to
practical communicative activities.
The following principles adapted from a pedagogical principle list (Nation, 1993), and
they provided supportive guidelines for the designing process of this course instruction: 1)
Support and push learners to produce output in a variety of appropriate genres. Various types of
communicative activities such as debating, presentations, etc. will be used in this course to
encourage students to speak English. 2) Provide opportunities for cooperative interaction. Most
of the in-class activities require team work, therefore, students will be able to retain knowledge
under diversified topics and activities.
References:
Halliday, M. A. K. 1973. Explorations in the Functions of Language. London: Edward Arnold.
Hymes, D. 1971. Competence and performance in linguistic theory in R. Huxley and E. Ingram
(eds.). Language Acquisition: Models and Methods, 3-28. London: Academic Press.
Diane, L. F. and Marti, A. 2011. Techniques & Principles in Language Teaching. Oxford:
University Press.
Nation, I. S. P. 1993. Sixteen principles of language teaching. In L. Bauer and C. Franzen (eds.),
Of Pavlova, Poetry and Paradigms: Essays in Honor of Harry Orsman (pp209-224). Wellington:
Victoria University Press.
60-Minute Listening and Speaking Lesson Plan

Brief Description of Classroom Setting:
- 20 high-intermediate EFL learners of L1 back ground of Mandarin Chinese
- Students meet in this class twice per week on Tuesday 10:30am-11:30am and Friday 3:00pm4:00pm.
- A listening and speaking lesson focusing on relative clauses aim to build the practical, efficient
lexical and discourse competency. In other words, students will be able to choose correct
reference words when they are using relative clauses to give specific information. And they will
be able to give well-founded reason how and why they make the choice of reference word.
- Includes individual work, small group work and whole class work.
Pre-lesson Inventory:
Language objective: Students will be able to comprehend oral language as well as to express
their thought in different situations with detailed information using relative clauses with who,
whose, and whom to compose sentences correctly.
Content objective: Students will be able to use relative clauses to discuss about their favorite
person.
Materials to take to class: 20 copies of course material handout, whiteboard markers.
Equipment needed for class: Laptop for sound track and PowerPoint.
Assignments to collect from students: Collect homework from previous class.
Special room arrangement: None.
Warm-up Activity: Fill in the Blanks (5 minutes)

Purpose: To remind students of the use of relative clauses with {ing} and {ed}.
Procedure:
- Briefly review the content thats taught in last class (which is introduction of relative clauses).
- Show one sentence at a time on the PowerPoint that has omitted the relative clause(s) with a
hint (e.g.: Somebody _____ John looked for you while you were gone. [Hint: name]), ask a
student to give his or her answer to fill in the blank.
- The rest of the students need to decide the answer is right or not, if not, they need to correct it.
- Alternate students until all 5 sentences (see below) are completed.

a. Somebody _____ John looked for you while you were gone. [Hint: name]
b. I was awakened by a clock _____. [Hint: ring]
c. I got the letter ______ me the admission to Colorado State University. [Hint: offer]
d. The plane _____ 132 passengers has just departed. [Hint: carry]
e. Can you hear someone _____? [Hint: cry]
Transition: Show the sentences to the students once again on PowerPoint. Briefly introduce
different ways of describing the same situation and ask students to come up with additional
description. If any student come up with the relative clauses that will be taught in this lesson,
instructor will write them down on the board.
Activity 1: Introduction of Relative Clauses (10 minutes)

Purpose: To introduce students the use of relative clauses with who, whose, and whom.
Procedure:
- Show a picture of different people in different clothes standing at different directions on
PowerPoint, ask student to first describe the picture using prepositional phrases, then ask
students to try to describe certain people in the picture using relative clause who. (e.g.: The man
who stands under the tree is our professor.)
- Introduce the major situations that can use relative clause with who and explain the reason.
- Introduce similar situations that need to use relative clause whom and explain how and why to
use it. While explaining, instructor will use examples to help students to have a better
understanding. (e.g.: When the people is the object of the verb, or when it is used with a
preposition) And ask students to compose sentences like The lady whom I want to marry is in
Colorado.
- Introduce the major situations that can use relative clause with whose and explain the reason.
- Then instructor will come up with few more examples that can use relative clauses with who,
whom and whose. Then encourage students to come up with additional ones.
Transition: Review the relative clauses and ask students to repeat the pronunciation of the
sentences after the instructor. Notify students to pay attention to how the relative clauses will be
used in the upcoming activity.
Activity 2: Recreate Sentences Together (10 minutes)

Purpose: To give students examples of the use of relative clauses with who, whose, and whom
and to enable them to compose sentences using these clauses.
Procedure:
- Divide the class into three groups.
- Ask group 1 to create a sentence describing a person like Johns father is 80 years old, then
group 2 needs to create a related sentence such as Johns father goes swimming every day. And
group 3 need to combine these two sentences using one of the relative clauses that are taught in
this lesson like Johns father, who is 80 years old, goes swimming every day.
- The rest of the students need to decide the answer is correct or not, if not, they need to correct
it.
- There will be hints showing on PowerPoint as well as on the handouts about how and when to
use which relative clause in order to help students conduct their work.
- Alternate groups to create sentences or to recreate sentences. Each group needs to at least create
2 different individual sentences and each group needs to at least recreate one combined sentence
using the relative clause.
Transition: Ask students to repeat the pronunciation of the sentences after the instructor. Notify
students to pay attention to how the relative clauses will be used in the upcoming activity.
Activity 3: Listen and Rewrite (10 minutes)

Purpose: To develop and improve students ability to make correct choices of words for relative
clauses throughout practicing.
Procedure:
- The instructor will slowly read a paragraph of someone favorite person for twice. Students
need to pay attention to the personal details given in the paragraph, and then use a relative clause
to rewrite the information. For example, when the instructor reads My father is an engineer. He
works in the construction site., students need to write down the information as My father is an
engineer who works in the construction site.
- There will be hints showing on PowerPoint as well as on the handouts about how and when to
use which relative clause to help students compose sentences.
- Each student need to use the doc cam and share their answers with the rest of the class. Peer
students will point out if the answers are correct or not.
Transition: Instructor write down the outstanding sentences that students composed using
relative clauses taught in this lesson, then ask students to repeat the pronunciation after the
instructor. Ask students whether they have any questions about the sentences.
Activity 4: My Favorite Person (20 minutes)

Procedure:
- The class will be divide into groups of two. Students will have 6 minutes to discuss about their
favorite person and explain why he or she is the favorite using the relative clauses that have just
been taught.
- When students are discussing, instructor needs to loiter the classroom offering help.
Meanwhile, there will be hints showing on PowerPoint as well as on the handouts about how and
when to use which relative clause to help students conduct their conversation.
- After the discussion, each student will have 1 minute to talk about their favorite person and
explain the reason. Instructor needs to pay attention to the major mistakes that students make and
correct it after the 1-minute presentation.
Closure (5 minutes)
- Ask a random student about the relative clauses that are taught in this lesson.
- Ask this student to tag one other student to compose a sentence using one of the relative clauses
who, whose, and whom.
- Then the student who are tagged needs to tag another student to compose a sentence with the
other relative clause. Alternate students until 3 relative clauses are used.
Homework Assignments: No Homework will be assigned.
Handout
Listening Transcript
relative
pronoun
use
example
who
subject or object pronoun for people
which
subject or object pronoun for animals and

things
which
referring to a whole sentence
whose
possession for people animals and things
whom
that
relative
adverb
object pronoun for people, especially in nondefining relative clauses (in defining relative
clauses we colloquially prefer who)
subject or object pronoun for people, animals
and things in defining relative clauses (who or
which are also possible)
meaning
use
I told you about the woman who

lives next door.
Do you see the cat which is lying
on the roof?
He couldnt read which surprised
me.
Do you know the boy whose
mother is a nurse?
I was invited by the professor
whom I met at the conference.
I dont like the table that stands in
the kitchen.
example
when
where
why
in/on which
in/at which
for which
refers to a time expression

refers to a place
refers to a reason
the day when we met him

the place where we met him
the reason why we met him

their thought in different situations with detailed information using relative clauses with that,
which, when, and where to compose sentences correctly.
Content objective: Students will be able to talk about one thing that impressed them the most.
Assignments to collect from students: None.
Warm-up Activity: Who Am I? (5 minutes)

Purpose: To remind students of the use of relative clauses with who, whose, and whom.
Procedure:
- Briefly review the content thats taught in last class (which was introduction of relative
clauses).
- The instructor will choose one student and then describe the personality/wearing as if he or she
were that student. The description structure could be arranged as I am the kind of person who
- The class needs to find out which one of the students that the instructor is talking about.
Transition: Ask students to think about other situations that could be described using relative
clauses besides describing a person. If any student come up with the relative clauses that will be
taught in this lesson, instructor will write them down on the board.
Activity 1: Introduction of Relative Clauses (15 minutes)

Purpose: To introduce students the use of relative clauses with that, which, and where.
Procedure:
- Show a picture of a fridge full of food on PowerPoint, ask student to first describe the picture
using prepositional phrases first, then ask students to try to describe certain things in the picture
using relative clause that. (e.g.: The jar of milk that is at the upper level must be used by
tomorrow, or else it will be expired.)
- Introduce the major situations that can use relative clause with that and explain the reason.
- Introduce similar situations that need to use relative clause which and explain how and why to
use it, and the difference between which and that. While explaining, instructor will use examples
to help students to have a better understanding. (e.g.: The reference word which can only be used
to describe things, but that can refer to either person or things.)
- Introduce the major situations that can use relative clause with where, and when then explain
the reason.
- Then instructor will come up with few more examples that can use relative clauses with that,
which, when, and where. Then encourage students to come up with additional ones.
Transition: Review the relative clauses and ask students to repeat the pronunciation of the
sentences after the instructor. Notify students to pay attention to how the relative will clauses be
used in the upcoming activity.
Activity 2: Complete the Lyrics (15 minutes)

Purpose: To give students examples of the use of relative clauses with that and to enable them to
compose sentences using these clauses.
Procedure:
- Instructor will play a song named Endless Love by Mariah Carey and Luther Vandross on the
laptop.
- Students will need to pay attention to the lyrics and write down the sentences with relative
clauses that are in the lyrics.
- After listening the song, students will need to talk about their notes for the lyrics.
- The instructor will reveal the complete lyrics with relative clauses highlighted, and replay the
song for one more time. Students will pay attention to the correct answer and remember it.
Endless Love (lyrics)
By Mariah Carey & Luther Vandross
My love, there's only you in my life
The only thing that's right
My first love
You're every breath that I take
You're every step I make
And I...I want to share all my love with you
No one else will do
And your eyes (Your eyes, your eyes)
They tell me how much you care, oh yes
You will always be my endless love
Two hearts, two hearts that beat as one
Our lives have just begun
Forever (Woo oh)
I'll hold you close in my arms
I can't resist your charms
My love (Woo love)
I'll be a fool for you
I'm sure
You know I don't mind (Woo you know I don't mind)
'Cause you
You mean the world to me oh
I know I've found in you (I know I've found in you)
My endless love
Woo and love (Woo love)
And yes (And yes)
You'll be the only one
('Cause no one can deny) No one can deny
This love I have inside
And I'll give it all to you
(My love) My love, my love
My endless love
Transition: Ask students to repeat the pronunciation of the highlighted sentences after the
instructor. Notify students to pay attention to how will the relative clauses be used in the
upcoming activity.
Activity 3: 5-W Presentation (20 minutes)

Procedure:
- The class will be divide into groups of two.
- Instructor will ask students to, use all the relative clauses they have learned as much as
possible, to talk about one thing that impressed them the most. The event must contain the
following 5 elements: who, when, where, what, and why (5 Ws).
- Students will have 5 minutes to write a draft to elaborate the event using the relative clauses
that have just been taught.
- When students are preparing, instructor needs to loiter the classroom offering help. Meanwhile,
there will be hints showing on PowerPoint as well as on the handouts about how and when to use
which relative clause to help students conduct their draft.
- After the preparation, each student will have 2 minute to talk about their experience. Instructor
needs to pay attention to the major mistakes that students make and correct it after the 2-minute
presentation.
- Also, instructor need to record the number of times that the speaking student uses relative
clauses. Each time the speaking student uses one relative clause correctly, he or she can get 1
point.
- Alternate students turn until the activity time is up.
- The student with the highest points wins.
Closure (5 minutes)
that, which, when, and where.
other relative clause. Alternate students until 4 relative clauses are used.
Handout:
Endless Love (lyrics)
By Mariah Carey & Luther Vandross
My love, ____ only you in my life
The only thing ____ right
My first love
You're every breath _____ I take
You're every step _____
And I...I want to share all my love with you
No one else will do
And your eyes (Your eyes, your eyes)
They tell me how much you care, oh yes
You will always be my endless love
Two hearts, two hearts ____ beat as one
Our lives have just begun
Forever (Woo oh)
I'll hold you close in my arms
I can't resist your charms
My love (Woo love)
I'll be a fool for you
I'm sure
You know I don't mind (Woo you know I don't mind)
'Cause you
You mean the world to me oh
I know I've found in you (I know I've found in you)
My endless love
Woo and love (Woo love)
And yes (And yes)
You'll be ________
('Cause no one can deny) No one can deny
This love I have inside
And I'll give it all to you
(My love) My love, my love

My endless love
relative
pronoun
use
example
who
subject or object pronoun for people
which
subject or object pronoun for animals and

things
which
referring to a whole sentence
whose
possession for people animals and things
whom
that
relative
adverb
when
where
why
object pronoun for people, especially in nondefining relative clauses (in defining relative
clauses we colloquially prefer who)
subject or object pronoun for people, animals
and things in defining relative clauses (who or
which are also possible)
meaning
in/on which
in/at which
for which
use
refers to a time expression
refers to a place
refers to a reason
I told you about the woman who

lives next door.
Do you see the cat which is lying
on the roof?
He couldnt read which surprised
me.
Do you know the boy whose
mother is a nurse?
I was invited by the professor
whom I met at the conference.
I dont like the table that stands in
the kitchen.
example
the day when we met him
the place where we met him
the reason why we met him

which, when, and where to compose sentences correctly.
Content objective: Students will be able to use relative clauses in academic debates.

Purpose: To remind students of the use of relative clauses with that, which, when and where.
Procedure:
- Briefly review the content thats taught in last class (which is introduction of relative clauses).
- Show one sentence at a time on the PowerPoint that has omitted the relative clause(s) (e.g.: Do
you remember the time _____ we missed the bus at CSU Transit Center?), ask a student to give
his or her answer to fill in the blank.
- Alternate students until all 5 sentences (see below) are completed.
a. Do you remember the time _____ we missed the bus at CSU Transit Center?
b. I love the house _____ I lived in _____ I first moved to USA.
c. The lease of this condo, _____ lasted for 10 months, is now over.
d. Is there anything _____ I can help you, maam?
e. Everything _____ he said is not true.
Transition: Show the sentences to the students once again on PowerPoint. Ask students to repeat
the pronunciation of the sentences after the instructor, and encourage students to come up with
additional description. If any student come up with the relative clauses that will be taught in this
lesson, instructor will write them down on the board.
Activity 1: Introduction of Key Sentences (10 minutes)

Purpose: To introduce students the use of nominal relative clauses with whatever, whoever, and
whichever.
Procedure:
- Give out the handouts to students.
- Show the following sentences on PowerPoint.
a. Whatever John said was bound to be lies.
b. You can talk to whoever you prefer in this meeting.
c. Whichever cellphone you choose will work just fine.
- Introduce the major situations that can use nominal relative clause with whatever, whoever, and
whichever, and explain the reason.
- Then instructor will come up with few more examples that can use nominal relative clauses
with whatever, whoever, and whichever. Then encourage students to come up with additional
ones.
Transition: Review the nominal relative clauses and ask students to repeat the pronunciation of
the sentences after the instructor. Notify students to pay attention to how will the nominal
relative clauses be used in the upcoming activity.
Activity 2: Listen and Write (15 minutes)

Purpose: To give students examples of the use of nominal relative clauses with whatever,
whoever, and whichever. And to enable them to compose sentences using these clauses.
Procedure:
- Give out students blank sheets.
- The instructor will read a paragraph adapted online (Random Idea English, 2012) that contains
a number of relative clauses slowly.
- Students will need to write down what they heard. Students can request instructor to repeat the
sentences that they did not hear clearly enough.
- After writing down the whole paragraph, students need to highlight the relative clauses that
appeared in the paragraph.
- Instructor will give out copies of the transcript. And ask students to check their work.
- Ask 5 students to read out their highlighted part. The rest of the class need to decide if the
answer is correct or complete enough, if not, correct or complete it.
Transition: Ask students to read after the instructor. Notify students to pay attention to how will
the nominal relative clauses be used in the upcoming activity.
Activity 3: Progressive Debate (Guse, 2011, p50-51) (25 minutes)

Procedure:
- The class will be divided into groups of two. Each group needs to sit on one side of the
classroom.
- Instructor will first assign the debate topic Should animals be used for drug and/or cosmetic
research? and then put two groups in different position.
- Each group will have 5 minutes to read their position statements and then to prepare to defend
their position. For every group member, there should be one key argument. Notify students
should use relative clauses in the arguments as much as possible.
- The first speaker has 1 minute to make the first position and then the other group have 1 minute
to question and challenge this position. The original speaker has the right to choose who will ask
the questions from the other group. During this time, anyone from the original group can rebut or
answer their challengers.
- Each interest group has a turn. The first speakers talk for 1 minute and then answer questions
from the other groups. While the debate is going on, group members should be taking notes of
the key arguments presented.
- The progressive debate continues with the remaining two speakers adding extra arguments to
their side of the debate.
- When all speakers have had their turn, the groups have to come up with an outcomes statement
which takes all the arguments into consideration.
- Call on volunteers from each group to share their final statement with the class.
Closure (5 minutes)
whatever, whoever, and whichever.
other relative clause. Alternate students until 3 nominal relative clauses are used.
Reference:
Exploring nominal relative clauses, interrogative wh-clauses and the like. (2012, April 14).
Message posted to http://random-idea-english.blogspot.com/2012/04/exploring-nominal-relativeclauses.html
Jenni, G. (2011). Communicative Activities for EAP. Cambridge. P50-51.
Handout:
Dictation Listen and write
I can't remember exactly
(1) it was Shirley said to him that day, but

what
(2) it
whatever
was, it made him absolutely furious.
(3) it was that said "Hell hath no fury like a

whoever
woman scorned" obviously hadn't seen Peter in action. This was
(4) I began to think

when
that
(5) some people said about him (that he had a filthy temper) might perhaps be
what
true after all.

I had known Peter for
(6) seemed like ages, and we'd always got on well together.
what
But I was also friendly with Shirley,
(7) put me in a bit of an awkward situation. One

which
day I'd have Peter coming and confiding in me, - "That's
(8) I needed," he would say,

all
"and just
(9) everything was going so well". The next day it would be Shirley - "You
when
wouldn't believe
(10) sensitive that man is! I can't think

how
(12) was just a silly remark so seriously!"

what
(11) he has taken

why
(13) had happened was that some time ago Shirley had borrowed one of Peter's
What
course books, I've forgotten
(14) one, but

which
(15) one it was, Peter now

whichever
desperately needed it to revise for his exams,
(16) were only a week away.

which
Apparently she had lost it and couldn't remember
(17) she had had it last, probably

where
in some caf or other, knowing her, as that's where she likes to do
(18) little studying

what
she does. At first she didn't tell him
(19) she had done, having a fairly good idea of

what
(20) he would react.

how
So, when he asked
(21) his book was, she tried to laugh it off. And when he told her
where
that he couldn't see
(22) he was going to pass his exams now, and that

how
what
(23) chances he had had been ruined, and that it was all her fault, she had just laughed and said,
'Yeah,
(24)!' You can't blame Peter for flying off the handle, really.
whatever


which, when, and where to compose sentences correctly..
Content objective: Students will be able to use relative clauses to describe things.
Materials to take to class: 20 copies of course material handout, 20 copies of pop quiz,
whiteboard markers.

Purpose: To remind students of the use of relative clauses that are taught in the previous lessons
and help them prepare for the pop quiz.
Procedure:
- Briefly review the content thats taught in the last 3 lessons by listing all the pronouns and
make sentences using these clauses.
- Ask students to repeat the pronunciation of the sentences after the instructor.
Transition: Ask students to ask at least one question about relative clauses and instructor will
give the answers.
Activity 1: Can You Name It? (20 minutes)
Purpose: To give students examples of the use of all the relative clauses that are taught in this
class. To enable them to compose sentences as well as to develop and improve students ability to
make correct choices of words for relative clauses throughout practicing.
Procedure:
- Divide the class into two groups. Each group needs to sit at one side of the classroom.
- Instructor will first give an example of how this game is played. For example, if a student in
one group says Can you name the thing that people usually drink to keep them hydrated?, the
other group needs to figure out the answer is Water.
- If the second group gives an incorrect answer such as Alcohol, the original group will deny it
and the other group needs to keep guessing.
- For each question, each group has 3 chances to give the answer. If the group can figure out the
correct answer within guessing for 3 times, the group gets 1 point. If not, the group that asked the
question get 1 point.
- Keep rotating turns until the time is up.
- The group with higher points wins.
Transition: Conclude the relative clauses that are used in this activity and write them down on
the board. Compare the findings to all the relative clauses taught in the four lessons, if there is
any clauses missing, write it down. Ask students if they have any questions about the use of these
relative clauses.
Lesson Closure (5 minutes)

- Wipe out the relative clauses on the board.
- Ask one student to answer how many relative clauses he or she has learned in the four lessons.
- The rest of the class need to replenish any relative clauses that the student may miss.
- After answering the question, ask the student to tag one other student to compose a sentence
using one of the relative clause.
other relative clause. Alternate students until they used all the relative clauses that are taught in
this class.
Unit Closure: Pop Quiz (30 minutes)

Purpose: To evaluate students retain of the relative clauses that are taught in the four lessons.
Procedure:
- Give out copies of the pop quiz. Before starting the quiz, ensure that every student has taken
away relative course materials and has necessary stationery to finish the exam.
- When students are taking the quiz, the instructor should maintain the classroom order and offer
help to the students who have difficulty understanding the questions.
- When time is up, notify students to stop writing and collect the quiz.
Example (Random Idea English, 2012):
Q1. Fill the gaps in these nominal relative clauses with suitable words from the box.
Some words can be used more than once. (2 points)
how
1.
Sally? No, that's not
4.
5.
6.
7.
8.
9.
10.
where
who
what
why
I meant. I was talking about Jane.
she said just then really surprised me.
2.
3.
when
You're supposed to be an expert; that's

It was the opposite of
he had suggested.
Strong but smooth, that's just

Here's a list of
That's not
I'm asking you!
I like my coffee.
I've invited so far.

I heard he'd said.
Do you see that bush? That's exactly

You remember the time, it was
We've just been talking about
I saw the fox yesterday.

we were staying at that hotel.
we should do later.
Q2. Complete the sentences with words from the box. Where you can, use a whever word. Some words can be used more than once. (2 points)
what
1.
I didn't hear
4.
5.
6.
who
whoever
you like to the party.
That wasn't
I spoke to earlier earlier.
He'll do
is necessary to win.
You can have
cake you want and I'll eat the other.
told you that doesn't know what they are talking about.
I always like to finish
book I'm reading.
of the children finish first will get a prize.
9.
10.
whichever
she said.
You can invite
7.
8.
which
she said was bound to be all lies.
2.
3.
whatever
I didn't see
child finished first.
Q3. Dictation/Listen and write. Instructor will read the following sentences to the students twice.
Students need to first write down the sentences and then decide whether the relative clauses in
the following sentences are correctly used or not. If not, correct it. (2 points)
1. This is the factory where we visited last week.
2. Everything which we saw was of great interest.
3. Who is the man who has gray hair?
4. That is the way which they work.
5. The house in that we lived is very small.
6. The person to who you spoke is a CSU graduate student.
Q4: Write down an experience that impressed you using 3-5 relative clauses. The paragraph need
not to exceed 250 words. (4 points)
Answers:
Q1: 1.who 2.What 3.why 4.what 5.how 6.who 7.what 8.where 9.when 10.what
Q2: 1.what 2.whatever 3.whoever 4.who 5.whatever 6.whichever 7.whoever 8.whatever

9.Whichever 10.which
Q3. 1.wherethat/which
2.whichthat or delete which
3.the second whowhat
4.whichthat
5.thatwhich
6.whowhom
Reference:
Exploring nominal relative clauses, interrogative wh-clauses and the like. (2012, April 14).
Message posted to http://random-idea-english.blogspot.com/2012/04/exploring-nominal-relativeclauses.html

Thematic Unit For Esl Listening and Speaking Course

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Thematic Unit For Esl Listening and Speaking Course

Uploaded by

Copyright:

Available Formats

Thematic Unit for ESL Listening and Speaking Course

60-Minute Listening and Speaking Lesson Plan

Warm-up Activity: Fill in the Blanks (5 minutes)

- Alternate students until all 5 sentences (see below) are completed.

Activity 1: Introduction of Relative Clauses (10 minutes)

Activity 2: Recreate Sentences Together (10 minutes)

Activity 3: Listen and Rewrite (10 minutes)

Activity 4: My Favorite Person (20 minutes)

Homework Assignments: No Homework will be assigned.

subject or object pronoun for people

subject or object pronoun for animals and

referring to a whole sentence

possession for people animals and things

I told you about the woman who

refers to a time expression

the day when we met him

60-Minute Listening and Speaking Lesson Plan

Warm-up Activity: Who Am I? (5 minutes)

Activity 1: Introduction of Relative Clauses (15 minutes)

Activity 2: Complete the Lyrics (15 minutes)

Activity 3: 5-W Presentation (20 minutes)

Homework Assignments: No Homework will be assigned.

(My love) My love, my love

subject or object pronoun for people

subject or object pronoun for animals and

referring to a whole sentence

possession for people animals and things

I told you about the woman who

60-Minute Listening and Speaking Lesson Plan

Warm-up Activity: Fill in the Blanks (5 minutes)

Activity 1: Introduction of Key Sentences (10 minutes)

Activity 2: Listen and Write (15 minutes)

Activity 3: Progressive Debate (Guse, 2011, p50-51) (25 minutes)

Homework Assignments: No Homework will be assigned.

Dictation Listen and write

I can't remember exactly

(1) it was Shirley said to him that day, but

was, it made him absolutely furious.

(3) it was that said "Hell hath no fury like a

woman scorned" obviously hadn't seen Peter in action. This was

(4) I began to think

true after all.

But I was also friendly with Shirley,

(7) put me in a bit of an awkward situation. One

day I'd have Peter coming and confiding in me, - "That's

(8) I needed," he would say,

(10) sensitive that man is! I can't think

(12) was just a silly remark so seriously!"

(11) he has taken

course books, I've forgotten

(14) one, but

(15) one it was, Peter now

desperately needed it to revise for his exams,

(16) were only a week away.

Apparently she had lost it and couldn't remember

(17) she had had it last, probably

in some caf or other, knowing her, as that's where she likes to do

(18) little studying

she does. At first she didn't tell him

(19) she had done, having a fairly good idea of

(20) he would react.

So, when he asked