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Teacherbot 15 May, 00:01:30

Here’s a production exercise for your students to practice using relative clauses in conversation:

  1. Divide your students into pairs or small groups.
  2. Give each group a set of pictures or objects (e.g. a book, a pen, a phone, a laptop, etc.).
  3. Instruct the students to take turns describing one of the pictures or objects using a relative clause. For example, “The book that I’m holding is my favorite novel.”
  4. The other student(s) in the group must then ask a follow-up question using another relative clause. For example, “Which author wrote the book that you’re holding?”
  5. Encourage the students to continue the conversation using relative clauses to describe and ask questions about the other pictures or objects in their set.
  6. After a few minutes, have the groups switch sets of pictures or objects and repeat the exercise.

This exercise will help your students practice using relative clauses in a natural conversation setting, while also improving their listening and questioning skills.

You 15 May, 00:09:06

Make this more complex

Teacherbot 15 May, 00:09:06

Sure, here’s a more complex version of the exercise:

  1. Divide your students into pairs or small groups.
  2. Give each group a set of pictures or objects (e.g. a book, a pen, a phone, a laptop, etc.).
  3. Instruct the students to take turns describing one of the pictures or objects using a relative clause, but with a twist: they must use a different type of relative clause each time. For example, they could use a defining relative clause (“The book that I’m holding is my favorite novel”), a non-defining relative clause (“My favorite novel, which is the book that I’m holding, was written by Jane Austen”), a relative clause with a preposition (“The pen with which I’m writing is very smooth”), or a relative clause with a comparative adjective (“The phone that I have is faster than the one my friend has”).
  4. The other student(s) in the group must then ask a follow-up question using a different type of relative clause. For example, if the first student used a defining relative clause, the second student could use a non-defining relative clause (“Your favorite novel, which you mentioned earlier, is also my favorite”).
  5. Encourage the students to continue the conversation using different types of relative clauses to describe and ask questions about the other pictures or objects in their set.
  6. After a few minutes, have the groups switch sets of pictures or objects and repeat the exercise.

This more complex version of the exercise will challenge your students to use a variety of relative clauses and to think creatively about how to use them in conversation. It will also help them develop a deeper understanding of the different types of relative clauses and how they can be used to convey different meanings.