Giáo án A Closer Look 2

Ss recall how to describe people and things using relative pronouns, and get ready for the lesson focus on defining relative clauses.

T writes two incomplete sentences on the board: 'A teacher ___ teaches English is kind.' and 'A book ___ is on the desk is new.' Ss choose who or which for each gap and say why. T then asks: 'Do we use a comma before the relative clause in these sentences?'

Ss answer: 'A teacher who teaches English is kind.' (who refers to a person and is the subject of teaches) and 'A book which is on the desk is new.' (which refers to a thing and is the subject of is). Ss note that the clauses identify a specific teacher and a specific book, with no commas. Ss write the title 'Defining relative clauses' in their notebooks.

Ss understand the meaning of four key words and discover the form and rules of defining relative clauses from the Language focus sentence.

Part A: T presents four words: variety (biến thể), accent (giọng), fluency (sự lưu loát), accuracy (độ chính xác), using the examples 'English has many varieties.', 'An accent can reflect a speaker's background.', 'Regular conversation can improve fluency.', 'Check accuracy when you revise.'
Part B: Ss read the sentence 'Students who practise regularly often gain confidence.' and answer three questions in pairs: (1) Which clause gives essential information? (2) Is there a comma before who? Why? (3) Which words can we use for people and for things?

Part A: Ss explain in their own words: variety = different forms of English, accent = the way someone pronounces words, fluency = speaking smoothly, accuracy = being correct.
Part B: Ss conclude: (1) 'who practise regularly' identifies which students we mean, so it is essential. (2) There is no comma, because the clause is not extra information. (3) who/that for people, which/that for things. Ss write the rule: 'A defining relative clause gives essential information identifying a person or thing. Do not put commas around it. Only an object relative pronoun can be omitted.'

Ss apply a three-step method (meaning, then subject or object role, then pronoun) to choose the correct relative pronoun in new sentences.

T models Worked example 1: 'Students ___ ask questions can clarify meaning.' and Worked example 2: 'The dictionary ___ I use has clear examples. (which/whose)'. Then Ss work in groups of four with Worksheet 1 to decide the pronoun for each sentence card and explain the reason.

Worked example 1: the intended meaning is students who ask questions; 'ask' needs a subject, and the noun students is the subject, so the answer is who (Who is the subject of ask and identifies students).
Worked example 2: the intended meaning is the dictionary that I use; 'I use' has the dictionary as its object, so the answer is which (Which refers to dictionary and is the object of use). Whose is not needed because there is no possession.
Group product: a completed sentence card set with the pronoun and a one-line reason for each card, and a three-step checklist written on a poster: 1. Find the intended meaning. 2. Identify the subject or object role. 3. Choose who, that, which or omit the object pronoun.

Ss practise choosing the correct defining clause, building sentences and checking clauses for accuracy.

Ss complete textbook exercises 1, 2, 3 and 5 in pairs, then check answers with the class. Exercise 1: Students ___ ask questions can clarify meaning. A. who B. whose C. where D. when. Exercise 2: The dictionary ___ I use has clear examples. (which/whose). Exercise 3: Choose the correct defining clause. A. The words, that I learnt, were useful. B. The words that I learnt were useful. C. The words which I learnt them were useful. D. The words who I learnt were useful. Exercise 5: Check defining clauses. a) The phrase I wrote down is useful. b) The speaker who helped us was patient.

Exercise 1: A (who). Who is the subject of ask and identifies students.
Exercise 2: which. Which refers to dictionary and is the object of use.
Exercise 3: B (The words that I learnt were useful.). No commas; do not repeat the object 'them'.
Exercise 5: a) correct (the object pronoun is omitted); b) correct (who is kept as the subject pronoun).
Ss write the corrected form of any wrong sentence in their notebooks.

Ss use defining relative clauses to write and say personalised sentences about language learning, linked to the real context of English varieties and communication.

Step 1: Ss build a sentence from the prompts in Exercise 4: A learner -> who practises regularly -> can improve -> fluency.
Step 2: Ss write four sentences about themselves or a friend using defining clauses with the words variety, accent, fluency and accuracy.
Step 3: Ss read their sentences aloud to a partner and listen for correct use of commas and pronouns.

Exercise 4 sample: 'A learner who practises regularly can improve fluency.'
Sample personal sentences: 'A friend who speaks with a clear accent is easy to understand.' 'I like the variety of English that I hear in movies.' 'Students who check their accuracy make fewer mistakes.' 'A teacher who gives feedback helps students improve.'
Each sentence contains a defining clause with no commas and a correct relative pronoun.