Period 2 A lesson plan for Learning about Language
(The Restrictive and Non-Restrictive Attributive Clause)
Introduction
In this period students will be helped by the teacher first to discover ways to increase their vocabulary, and then to discover useful words and expressions by doing the given exercises in the text book. After learning about the focused grammar item students are asked to discover useful structures and do the restrictive and non-restrictive attributive clause exercises.
Objectives
To help students better the way to increase their vocabulary
To help students learn to use some useful words and expressions
To help students learn to identify and use the restrictive and non-restrictive attributive clause exercises
Procedures
1. Warming up by learning about tips to build English vocabulary
Feeling difficult trying to memorize so many vocabulary words? It doesn't need to be a hard task! Check out these practical pointers that can help you build your word power!
Connect: It's easier to memorize words based on a common theme. Make your own connections between words and possibly organize them in a spider diagram.
Write: Practically using vocabulary can help it stick in your mind. Write sentences with new vocabulary words or compose a story using a group of words or expressions.
Draw: Expose the artist in you by drawing pictures related to the words you study. Your drawings can help trigger your memory in the future.
Act: Get your moves on by acting out words and expressions you learn. Or, imagine and act out a situation where you would need to use them.
Create: Design flashcards in English and study them in your spare time. Each week make new ones, but continue to review all of them.
Associate: Assign different colors to different words. This association will help you recall vocabulary later.
Listen: Think about other words which sound similar to the words you're learning, especially complex words. Associate the other words with this new word to help you remember the pronunciation.
Choose: Remember that topics that interest you will be easier to learn. Therefore, carefully select words that you will find useful or interesting. Even the process of making the choice is a memory aid!
Limit: Don't try to memorize the dictionary in a day! Limit yourself to 15 words per day, and you'll gain confidence instead of feeling overwhelmed.
Observe: Keep an eye out for the words you're studying when reading or listening to English.
2. Discovering useful words and expressions
Please turn to page 3. Do exercises 1, 2 and 3. Please check your answers against your classmates’.
3. Learning about restrictive & non restrictive clauses
Do the following pairs of sentences mean the same thing?
1a My uncle, who lives in London, is very rich.
b My uncle who lives in London is very rich.
2a The policies, which were unpopular, were rejected by the voters.
b The policies which were unpopular were rejected by the voters.
3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.
b My niece whose husband is out of work will inherit the house which I have always treasured.
The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).
4. Taking a quiz on the attributive clause
Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.
1. As many children came were given some cakes.
A. that B. as C. who D. whom
2. The visitors saw rows of houses the roofs are red.
A. on which B. of which C. where D. that
3. She wore, _ was very uncommon in the country, a red garment.
A. what B. that C. which D. it
4. The boys, _ could not reach the shelf, went to look for something to stand on.
A. the tall of whom B. the tallest of whom C. the tallest me D. the tallest of them
5. I usually take a nap after lunch, is my habit.
A. which it B. as it C. as D. that
6. Please tell me the way you did the job.
A. how B. where C. which D. in which
7. Caves and hollow trees are not the only places .
A. where do bats live B. which bats live C. where bats live in D. in which bats live
8. Is this museum some German friends visited the day before yesterday?
A. the one B. which C. that D. where
9. The farmer uses wood to build a house to store grain.
A. in which B. where C. that D. with which
10. The reason he failed was that he was too careless.
A. why B. that C. \ D. A. B or C
11. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.
A. when, which B. that, which C. when, that D. which, that
12. Little has been done is helpful to our work.
A. that B. what C. which D. all that
13. Perhaps this is the only market you can get such cheap goods.
A. that B. of which C. by which D. where
14. We’ll put off the outing until next week, __ we won’t be so busy.
A. when B. which C. at which D. in that
15. Do you friends are coming to our party?
A. whose else B. else who’s C. who’s D. who else’s
(Keys: 1~15：BBCBC DDAAA BADAD)
Closing down by discovering useful structures
To end this period go to page 4 to do the four structure exercises.
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