Use of “That, Who, Which, When, Whom, Whose” to Produce Defining Relative Clauses Primary 5 (Basic 5) Third Term Week 6 English Studies

USE OF “THAT, WHO, WHICH, WHEN WHOM, WHOSE” TO PRODUCE DEFINING RELATIVE CLAUSES PRIMARY 5 (BASIC 5) THIRD TERM WEEK 6 ENGLISH STUDIES

ENGLISH STUDIES

THIRD TERM

WEEK 3

PRIMARY 5 (BASIC 5) 

THEME – STRUCTURE

TOPIC – RELATIVE CLAUSES USING THAT, WHO, WHICH, WHEN WHOM, WHOSE

LEARNING AREA

1. Introduction

2. Examples of Defining Relative Clauses

3. Uses of Defining Relative Clauses

4. Class Exercise

5. Summary

LEARNING OBJECTIVES 

By the end of the lesson, pupils should be able to:

1. Explain relative pronouns.

2. Identify defining relative clauses in sentences.

3. Use that, who, which, when, whom, whose correctly.

4. Construct sentences using defining relative clauses.

5. Differentiate between the relative pronouns.

ENTRY BEHAVIOUR

Pupils have previously learned about pronouns, sentence construction, and the use of simple sentences to describe people, places, and things.

This lesson builds on that knowledge by introducing relative pronouns such as who, whom, whose, which, that, and when, which are used to join sentences and give more information about a noun, making sentences clearer and more meaningful.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Sentence charts

2. Whiteboard and marker/chalkboard and chalk

3. English textbook

4. Flashcards

5. Pupils’ notebooks

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

A defining relative clause is a part of a sentence that gives important information about a noun. It helps us to identify exactly the person, animal, thing, or time we are talking about.

We use relative pronouns such as who, whom, whose, which, that, and when to join sentences and give more details.

We use relative pronouns such as:

• who (for people)

• whom (for people in object position)

• whose (shows possession)

• which (for things or animals)

• that (for people and things)

• when (for time)

Importance of the Lesson

This lesson helps pupils to:

• Join sentences correctly.

• Give more information about nouns.

• Improve writing and speaking skills.

• Use English more clearly and correctly.

In this lesson, pupils will learn how to use relative pronouns to form defining relative clauses in sentences.

Examples of Defining Relative Clauses

• The boy who is standing there is my friend.

• The girl who won the prize is my sister.

• The teacher who teaches us English is kind.

• The man whom I met is a doctor.

• The woman whom we saw is my aunt.

• The student whom the teacher praised is hardworking.

• The boy whose bag is missing is crying.

• The girl whose father is a teacher is my classmate.

• The pupil whose book was lost is sad.

• The book which is on the table is mine.

• The pen which I am using is new.

• The car which is outside belongs to my uncle.

• The house which we visited is very big.

• The dog which barked last night is my neighbour’s.

• The day when we went on excursion was fun.

• The time when the bell rang was 10 o’clock.

• The week when we had exams was stressful.

• The school that I attend is very big.

• The food that she cooked was delicious.

• The boy that broke the window has apologized.

Importance of Relative Clauses

• They make sentences clearer.

• They give more information about nouns.

• They improve writing and speaking skills.

CLASS EXERCISE/HOMEWORK

A. Fill in the blanks with the correct relative pronoun.

1. The boy ______ is playing is my brother.

2. The book ______ is on the table is mine.

3. The girl ______ bag was stolen is crying.

4. The man ______ I saw is a doctor.

5. The day ______ we met was special.

B. Choose the correct answer.

6. The teacher (who / which) teaches us is kind.

7. The car (who / which) is outside is new.

8. The pupil (whose / whom) bag is missing is sad.

9. The boy (when / who) won the race is my friend.

10. The time (when / which) the bell rang was 2 pm.

C. Join the sentences using relative pronouns.

11. I saw a boy. The boy is my friend.

12. She has a book. The book is very interesting.

13. The man is a doctor. I met him yesterday.

14. The girl is my sister. Her bag is red.

15. We visited a house. The house is very big.

ANSWERS

1. who

2. which

3. whose

4. whom

5. when

6. who

7. which

8. whose

9. who

10. when

11. I saw a boy who is my friend.

12. She has a book which is very interesting.

13. The man whom I met yesterday is a doctor.

14. The girl whose bag is red is my sister.

15. We visited a house which is very big.

SUMMARY

A relative clause is a part of a sentence that gives more information about a noun. A defining relative clause is very important because it helps to identify exactly who or what we are talking about. Pupils learned that defining relative clauses give important information about a noun and we use words like who, which, that, when, whom, and whose to construct them.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. The teacher introduces the lesson by asking pupils:

• Who is your best friend?

• What is your favourite book?

• When do you come to school?

Pupils’ Activities: The pupils respond orally.

2. The teacher explains that a relative clause gives more information about a noun.

Pupils’ Activities: The pupils listen attentively.

3. The teacher introduces relative pronouns:

• who (for people)

• whom (for people in object position)

• whose (possession)

• which (for things/animals)

• that (for people and things)

• when (time)

Pupils’ Activities: The pupils repeat after the teacher.

4. The teacher writes examples on the board:

• The boy who is dancing is my brother.

• The book which is on the table is mine.

Pupils’ Activities: The pupils read after the teacher.

5. The teacher explains that defining relative clauses help to identify exactly the person or thing being talked about.

Pupils’ Activities: The pupils listen and take notes.

6. The teacher guides pupils to construct sentences using relative pronouns.

Pupils’ Activities: The pupils give their own examples.

7. The teacher corrects pupils’ sentences where necessary.

Pupils’ Activities: The pupils make corrections.

8. The teacher gives more examples and explains their meanings.

Pupils’ Activities: The pupils respond and ask questions.

9. The teacher asks pupils to identify relative clauses in sentences.

Pupils’ Activities: The pupils participate actively.

10. The teacher summarizes the lesson by revising all relative pronouns and their uses.

Pupils’ Activities: The pupils participate in the summary.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION 

Teacher asks pupils,

1. What is a relative clause?

2. Mention four relative pronouns.

3. Give one sentence using “who”.

4. Give one sentence using “which”.

5. What does “whose” show in a sentence?