LESSON 19: RESTRICTIVE AND NON-RESTRICTIVE RELATIVE CLAUSES doc

25 LESSON 19: RESTRICTIVE AND NON-RESTRICTIVE RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to distinguish between restrictive relative clauses and Non-restrictive relative clauses. Teaching aids: lesson plan, handouts, Procedure: T Stages and contents T’s activities Ss’ activities I. Restrictive Relative Clauses Dùng để bổ nghóa cho danh từ đứng trước chưa được xác đònh rõ. Nếu bỏ đi mệnh đề chính sẽ không rõ nghóa. Ex: - I saw the girl. She helped us last week.  I saw the girl who/that helped us last week. II. Non-restritive Relative Clauses Dùng để bổ nghóa cho danh từ đứng trước đã được xác đònh rõ, là phần giải thích thêm. Nếu bỏ đi mệnh đề chính vẫn rõ nghóa. Mệnh đề này thường được tách khỏi mệnh đề chính bằng dấu phẩy “,”. Ta dùng mệnh đề quan hệ không hạn đònh khi: - Trước danh từ quan hệ có: this/ that /these/ those/ my/ her/ his/… Ex: My father is a doctor. He is fifty years old.  My father, who is fifty years old, is a doctor. - Từ quan hệ là tên riêng hoặc danh từ riêng. Ex: Mr. Brown is a very nice teacher. We studied English with him.  Mr Brown, who we studied English with, is a very nice teacher. * LƯU Ý: KHÔNG dùng THAT trong MĐQH không hạn đònh. Ex: Mr Brown, that we studied English with, is a very nice teacher. EXERCISES I/ Underline the relative clauses in the sentences. Then add commas to separate the Non-restrictive relative clauses. 1. The man who is talking to the principal is our form teacher. 2. The boys who are sitting in the first row will receive the medals. 3. The students who are in the grade 10 th are going to clean the school yard. 4. The animals which are kept in iron cages will be carried back to the forest 5. Mr. Tan who is our gymaster is very thin and tall. 6. The book which we borrowed from the library must be returned by Monday 7. The little boy who is crying over there lost his way. 8. Mrs. Van who lives next door to Hoa works at the television station. 9. The dog which has some black spots is Ba’s. 10. My mother bought the shoes which were made from Hong Kong. -gives the examples to show the form and the use. -gets Ss to do the exercise. -look at, listen and answer the T’s questions. 1. restrictive 2. restrictive 3. restrictive 4. restrictive 5. Non- restrictive 6. restrictive 7. restrictive 8. Non- restrictive 9. Non- restrictive 10. restrictive 26 II/ Combine the two sentences by using a relative clause. Some clauses need commas, some do not: 1. The lady is a famous writer. You met her at the party last night. 2. The child enjoyed the chocolates. Her mother bought them from France. 3. Dr Oley is our family’s dentist. He is a popular dentist in the city. 4. They drank a lot of Coke. It is diet Coke. 5. The river is Sai Gon River. It flows through Ho Chi Minh City. 6. The girls are performing the play. They rehearsed it yesterday. 7. Their parents are anxious about their children. The children come back late. 8. The lecturer is my uncle. He gave an interesting talk on TV last night. 9. The student kept talking about the project. It was done last week. 10.Mr. Phong hasn’t come yet. He is supposed to be at the meeting. -asks Ss to combine. -gets feedback. 1. who(m) 2. which 3. who 4. which 5. which 6. which 7. who 8. who 9. which 10. who LESSON 20: PASSIVE VOICE Aim: By the end of the lesson, Students will be able to review and change the sentences into the passive voice. . Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities 1. Form: Ex: (A) She arranges the books on the shelves every weekend. S V O (P) The books are arranged on the shelves (by her) every weekend. S be V3/ed by O Active: S + V + O + ……. Passive: S + be + V3/ed + (by O) + …… 2. Rules Khi đổi từ chủ động sang bò động, ta chú ý các bước sau: a. Xác đònh S (Chủ từ), V (Động từ), O (Túc từ) và thì của động từ trong câu chủ động. Ex: (A) She arranges the books on the shelves every weekend. S V1 O b. Đem O lên làm S, chuyển S xuống làm O đặt sau by. Ex:(P)The books are arranged on the shelves (by her) every weekend. S by O c. Thêm động từ to be (phù hợp với thì của động từ trong câu chủ động), và chuyển động từ chính sang V3/ed. Ex:(P)The books are arranged on the shelves (by her) every weekend. be V3/ed 3. Notes: a. Trong trường hợp có liên từ and và giới từ of, ta phải xác đònh đầy đủ chủ từ hoặc túc từ khi chuyển đổi. -gives the example to explain the form. -helps Ss to show the rules to change. -look at and listen. -take notes when necessary. 27 Ex:- Active: He and I see the film  Passive: The film is seen by him and me. - Active: He bought a box of chocolates last week  Passive: A box of chocolates was bought last week. b. Trong câu bò động: by O luôn đứng sau adverbs of place (trạng từ chỉ nơi chốn) và trước adverbs of time (trạng từ chỉ thời gian). Ex:(P)The books are arranged on the shelves (by her) every weekend. adv of place by O adv of time c. Trong câu bò động, ta có thể bỏ: by people, by us, by them, by someone…. Ex: (P): A new bridge has been built across the river (by them). EXERCISES Put the verbs in parentheses into the correct active or passive voice 1. Last night my favorite program________________ (interrupt) by a special news bulletin. 2. When I______________ (arrive) at the airport yesterday, I______________ (meet) by my cousin and a couple of friends. 3. Kim______________ (write) this composition last week. That one _____________ (write) by Phi. 4. I don’t have my bicycle today. It’s with the repairman. It______________ (repair) right now. 5. Someone has bought the small lot behind my house and a new house_______________ (build) on it next year. 6. A: Do you understand the explanation in the book? B: No, I don’t. I_______________ (confuse). 7. A: When____________ your bike_______________ (steal)? B: Two days ago. 8. A:__________ you_____________ (pay) your electricity yet? B: No. I haven’t. but I’d better pay it today. If I don’t, my electricity supply ______________ (shut off) by the power company. 9. A: Did you hear about the accident? B: No. What________________ (happen)? A: A bicyclist_____________ (hit) by a taxi in front of the dorm. B: ___________ the bicyclist______________ (injure)? A: Yes. He_______________ (take) to City Hospital. 10. The Eiffel Tower_____________ (be) in Paris, France. It_____________ (visit) by millions of people every year. It_______________ (design) by Alexandre Eiffel (1832-1923). It_______________ (erect) in 1889 for the Paris exposition. Since that time, it_______________ (be) the most famous landmark in Paris. Today it______________ (recognize) by people throughout the world. -gets Ss to do the exercise. -has Ss give the answers. 1. was interrupted 2. arrived/ was met 3. wrote/ was written 4. is being repaired 5. will be built 6. am confused 7. was…stolen 8. Have paid?/ will be shut off 9. happened/ was hit/ was…injured/ was taken 10. is/ is visited/ was designed/ was erected/ has been/ is recognized 28 LESSON 21: WRITING (Write Invitations) Aim: By the end of the lesson, Students will be able to write Invitations. Teaching aids: lesson plan, handouts, blackboard. Procedure: T Stages and contents T’s activities Ss’ activities    Task 1. Work in pairs. Write as many statements of invitation as you know. Ex: Do you feel like…? - - -    Task 2. Match the three sections of an invitation letter with Tung’s letter. 1. Reason for invitation 2. Statement of invitation (time, date, place) 3. Request for reply. Hi Phi A. Just call and tell me if you can come. Oh, one more thing, we early need you to help to carry Nga- her motorbike was stolen last week. I’m expecting your call. B. Nga, Kim and I are planning a motorbike trip to Lai Thieu, and we’d very much like you to join in. C. We’ll start early, Sunday morning at 5:30, from my place. Breakfast will be at Kim’s parents’ house when we arrive. After breakfast, we’re free to roam the town and explore the various orchards there. Kim’s mother will treat us to a special lunch that she prepares. After lunch we’ll decide whether to leave or stay until 5:00 p.m. Bye. Tung 1:____________ 2:_____________ 3:______________    Task 3. Work in groups. Nam wants to write a letter inviting his aunt, who has just finished a course of Environmental Studies in Australia, to come and talk about conservation at the weekly meeting of his school’s club. Now help him to write an invitation letter. ……………………………………………… …………………… …………………………………………………… ……………… ………………………………………… ………………………… ……………………………………………….…………………… …………………………………………… ……………………… ……………………………………………….……….…………… ………………………………………………… ………………… ……………………………………………………… …………… ……………………………………………………… …………… …………………………………………………………… ………    Task 4. Exhibition. Stick some finished paper on the board. -asks Ss to write the invitations. -gets Ss to read the letter and match with the sections. -asks Ss to write the letter of invitation. -sticks some letters on the board. -pairwork. 1. B 2. C 3. A -groupwork. -look at and compare. 29 LESSON 22: READING (Conservation) Aim: By the end of the lesson, Students will be able to read the passages to do the exercises, make solutions about environmental damage. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities    Task 1. Work in pairs. Write the causes of environmental damage. Cutting down of trees    Task 2. Read the text below and choose the correct answer among A, B, C or D We are all slowly (1)………………. the earth. The seas and the rivers are (2)…………… dirty to swim in. There is so much smoke in the air that (3)……………. unhealthy to live in many of the world’s cities. In one well-known city, for example, poisonous gases (4)………………. cars pollute the air so much that traffic policemen have (5)………………. oxygen masks. 1. A. destroy B. destroying C. destroyed D. destruction 2. A. a B. enough C. so D. too 3. A. it is B. is C. it was D. X 4. A. in B. from C. of D. by 5. A. worn B. wear C. to wear D. wore    Task 3. Read the text and answer the questions below Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923. The earthquake began a minute before noon when the people of Tokyo were cooking their midday meals. Thousands of stoves were overturned as soon as the earth began to shake. As a result, small fires broke out everywhere and quickly spread. It was impossible to use fire fighting equipment because most of the water pipes had burst. Consequently, over ninety per cent of the damage was caused by fire rather than by the collapse of buildings. If the earthquake had occurred at night while people were sleeping, fewer people would have died. 1. Where and when did the earthquake happen? 2. How many people were killed? 3. What were people doing when the earthquake happened? 4. Why was it impossible to use fire fighting equipment? -gets Ss to write the causes. -asks Ss to read and choose the answer. -makes Ss read and answer the questions. -pairwork. 1. B 2. D 3. A 4. B 5. C -read and answer, then compare. Causes of environmental damage 30 5. What caused most of the damage, the fire or the collapse of buildings? Key: 1. in Tokyo in 1923. 2. a hundred thousand people. 3. cooking their midday meals. 4. because most of the water pipes had burst. 5. the fire.    Task 4. Work in groups. Write the solutions for the environmental damages discussed in Task 1. -gets feedback. -asks Ss to write the solutions. -give the answers. -gruopwork. LESSON 23: CONDITIONAL SENTENCE (Type 1 & 2) Aim: By the end of the lesson, Students will be able to know and use Conditional sentence: Type 1 & 2. Teaching aids: lesson plan, handouts. Procedure: T Stages and contents T’s activities Ss’ activities I. Conditional Sentences (If Sentences): Type 1 Ex: If I finish my homework, I will go to the concert (= I will go to the concert if I finish my homework.) * If clause: If I finish my homework, * Main clause: I will go to the concert 1. Form If + S + V1… , S + will + Vo…… 2. Use Diễn tả một điều kiện có thể xảy ra ở hiện tại hoặc tương lai. II. Conditional Sentences (If Sentences): Type 2 1. Form If + S + V2/ed… , S + would/could + Vo…… (be  were) 2. Use Diễn tả một điều kiện không thể xảy ra ở hiện tại. Ex: - If he had much time, he would help you. (He doesn’t have much time now) - If I were in your position, I could do that. (I am not in your position now) EXERCISES I/ Delete the incorrect verb form. 1. I’ll send/ send you some information if you’ll tell/ tell me your address. 2. If Kate will be/ is late again, she’ll lose/ loses her job. 3. You’ll be/ are sick if you’ll eat/ eat all that ice-cream. 4. There won’t be/ isn’t enough room if everyone will come/ comes. 5. If we’ll go/ go out tomorrow evening, we’ll miss/ miss that new program on TV. -gives the examples to explain the form and the use. -gets Ss to do the exercise. -look at and listen, answer the T’s questions. 1. send ; ‘ll tell 2. will be; loses 3. are; ’ll eat 4. isn’t; will come 5. ’ll go; miss 31 II/ Use conditional sentence type 2 with would or could. 1. We can’t bathe in this part of river because the water is too dirty. 2. We spend too much money on electricity because we have four air conditioners in our house. 3. I can’t write to Linh because I don’t have her address. 4. Dick often causes accidents because he drives carelessly. 5. We can’t give much help to the poor because we waste a lot of money on unnecessary things. Key: 1. If the water weren’t too dirty, we could bathe in this part of river. 2. If we didn’t have four air conditioners, we wouldn’t spend too much money on electricity. 3. If I had Linh’s address, I could write to her. 4. If Dick didn’t drive carelessly, he wouldn’t often cause accidents. 5. If we didn’t waste a lot of money on unnecessary things, we could give much help to the poor. -asks Ss to rewrite. -corrects -use conditional sentence: Type 2. -take notes. LESSON 24: CONDITIONAL SENTENCE (Type 3) Aim: By the end of the lesson, Students will be able to review and use Conditional sentence: Type 3. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities * Conditional Sentences (If Sentences): Type 3 1. Form If + S + had + V3/ed… , S + would/could + have + V3/ed… 2. Use Diễn tả một điều kiện không thể xảy ra trong quá khứ. Ex: If we had studied hard last year, we would have got good marks. (We didn’t study hard last year and we didn’t get good marks) * Notes 1. Unless: “If … not” có thể được thay bằng “UNLESS” (trừ phi): Ex: - We will be late if we don’t hurry.  We will be late unless we hurry. - If I have time, I’ll help you.  Unless I have time, I won’t help you. 2. Inversion: Bỏ IF trong 3 loại câu điều kiện (phải có đảo ngữ với SHOULD/WERE/HAD): Ex: - If it should be necessary, I will go.  Should it be necessary, I will go. Ex: - If I were rich, I would buy a new car.  Were I rich, I would buy a new car. Ex: - If you had asked me, I would have told you the answer.  Had you asked me, I would have told you the answer. -gives the examples to explain the form and the use. -look at and listen, answer the T’s questions. 32 3. Một số từ/cụm từ có thể thay cho IF với nghóa tương đương: provided that; so(as) long as (miễn là); in case (trong trường hợp); on condition that (với điều kiện) Ex: You can borrow my book provided that you bring it back. EXERCISES I/ Put the verbs in parentheses in the correct form to complete the sentences or exchanges. 1. A: My mother always spends his money on expensive things. B: If he ______________ (be) practical, he _______________ (can save) some money. 2. A: Conservation programs have been introduced by most governments to prevent reckless waste of land. B: If there _______________ (not be) proper control by the governments, the earth _____________ (be) greatly damaged now. 3. A: Last month, we paid a massive electricity bill. B: If you ________________ (not waste) so much electricity, the bill _____________ (not be) so large. 4. If Mr. Brown ________________ (save) some money when he was young, he ______________ (not be) so poor now. 5. A: The invitation says six o’clock. B: Well, it’s six thirty now. A: If we _______________ (start) earlier, we ______________ (not be) so late now. II/ Rewrite the following sentences, using Conditional Sentence Type 3 1. He didn’t hurry, so he missed the train. If __________________________________________________ 2. My brother didn’t leave the car keys, so I couldn’t pick him up at the station. If my brother _________________________________________ 3. We didn’t go because it rained.  If it hadn’t ___________________________________________ 4. We didn’t go on holiday because we didn’t have enough money. If we ________________________________________________ 5. Susan felt sick because she ate four cream cakes.  If Susan _____________________________________________ Key: 1. If he had hurried, he wouldn’t have missed the train. 2. If my brother had left the car keys, I could have picked him up at the station. 3. If it hadn’t rained, we would have gone. 4. If we had had enough money, we would have gone on holiday. 5. If Susan hadn’t eaten four ice cream cakes, she wouldn’t have felt sick. -gets Ss to do the exercise. -asks Ss to rewrite. -corrects 1. were; could save 2. weren’t; would be 3. hadn’t wasted; wouldn’t have been 4. had saved; wouldn’t have been 5. started; wouldn’t be -use conditional sentence; Type 3. -take notes. 33 LESSON 25: WRITING (Write a Letter of Acceptance or Refusal) Aim: By the end of the lesson, Students will be able to write s letter of acceptance or refusal. Teaching aids: lesson plan, handouts, posters. Procedure: T Stages and contents T’s activities Ss’ activities    Task 1. Work in pairs. Put the following expressions in the right column. A. Letter of Acceptance B. Letter of Refusal 1. It’s not possible for me to…… 2. Your invitation to …… is a welcome. 3. I’m very sorry but I can’t make it/ come. 4. I’m quite unable to… 5. I’d be very pleased/ happy to come. 6. Thank you for your…, but unfortunately… 7. I’d be delighted to accept your invitation. 8. Your invitation to… was a lovely surprise. 9. I’m terribly sorry to have to refuse.    Task 2. Arrange the sentences (A-H) in the letter of Acceptance in the logical order. A. I’ll be very happy to come and stay with your family for a few days. B. It’s nice to see your parents and you again. C. Thanks very much for your invitation. D. Your plans sound very exciting. E. See you on this vacation. F. I can’t wait to join you with all the fun we’ll have. G. With love. H. Dear Lan.    Task 3. Your friend, Tam, invites you to come to HCM City with his parents in the coming vacation. You can’t accept his invitation and write a letter of refusal to him. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. …………………………………………………………………………. ………………………………………………………………………….    Task 4. Work in pairs. Swap each other’s letter to compare. -Gets Ss to work in pairs. -asks Ss to read and arrange. -gets Ss to write a letter of Refusal. -asks Ss to compare. A: 2, 5, 7, 8 B: 1, 3, 4, 6, 9 1. H 2. C 3. A 4. B 5. D 6. F 7. E 8. G -write 5 the letter individually. -pairwork. 34 LESSON 26: REDUCED RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to reduce Relative Clauses. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T’s activities Ss’ activities I. Dùng V-ing hoặc bỏ BE Khi động từ chính trong mệnh đề tính từ ở thể CHỦ ĐỘNG hoặc là BE. Ex: - Those people who are taking photos over there come from Sweden.  Those people taking photos over there come from Sweden. - Fans who want to buy tickets started queuing early.  Fans wanting to buy tickets started queuing early. - The books which are on that shelf are mine.  The books on that shelf are mine. II. Dùng V3/ed Khi động từ chính trong mệnh đề tính từ ở thể BỊ ĐỘNG. Ex: - The books which were written by To Hoai are interesting.  The books written by To Hoai are interesting. - Most students who were punished last week are lazy.  Most students punished last week are lazy. EXERCISES I/ Use reduced relative clauses in place of the relative clauses 1. Be sure to follow the instructions that are given at the top of the page. 2. Students who arrive late will not be permitted to enter the classroom. 3. John, who was taken by surprise, hardly knew what to say. 4. The people who are waiting for the bus in the rain are getting wet. 5. We drove along the road that was still flooded after the heavy rain. 6. The scientists who are researching the causes of cancer are making progress. 7. The wild ox which is kept at Nam Cat Tien National Park is of a special kind. 8. The helicopter which was flying toward the lake made a low droning sound. 9. The winner of the marathon, who was breathing deeply and smiling at the crowd, raised her right hand and waved. 10. Any student who does not want to go on the trip should inform the office. II/ Combine each pair of sentences into one sentence. Change the second sentence of the pair into a reduced relative clause. 1. Our solar system is in a galaxy. The galaxy is called the Milky Way. 2. I come from a city. This city is located in the southern part of the country. 3. Anyone must take an entrance examination. Anyone applies to that school. -gives the examples to explain the form and the use. -gets Ss to reduce. -asks Ss to combine into one sentence. -look at and listen, answer the T’s questions. 1. given 2. arriving 3. taken 4. waiting 5. flooded 6. researching 7. kept 8. flying 9. breathing 10. not wanting [...]... per day have become quite proficient in their new language -take notes LESSON 27: PASSIVE VOICE OF DIFFERENT VERB FORMS AND WITH MODALS Aim: By the end of the lesson, Students will be able to review and use the passive voice of different verb forms and with modals Teaching aids: lesson plan, handouts, blackboards Procedure: T Stages and contents T’s activities Ss’ activities I Passive voice of different... activities -reviews the - look at and details of an listen announcement LESSON 33: COMPARISONS T Aim: By the end of the lesson, Students will be able to ……………… Teaching aids: lesson plan, handouts, pictures Procedure: Stages and contents Task 1 Work in pairs Task 2 Task 3 Task 4 T’s activities Ss’ activities LESSON 34: READING (Historical Places) T Aim: By the end of the lesson, Students will be able to... film -makes Ss -correct correct each writing other the LESSON 31: READING (The World Cup) Aim: By the end of the lesson, Students will be able to read the text about sports to do gap fill and matching exercises Teaching aids: lesson plan, handouts, pictures Procedure: T Stages and contents T’s activities Ss’ activities 41 Task 1 Work in pairs Ask and answer the following questions 1 Which sports do you... Procedure: T Stages and contents Task 1 Work in pairs Name some of the famous musicians/ composers/ singer and their songs Ex: Bob Dylan and Blowin’ in the Wind 38 brief profile of a well-known/ T’s activities -gets Ss to work in pairs Ss’ activities -pairwork 39 Task 2 Read the brief profile of John Lennon and answer the questions LESSON 30: READING (Theater and Movies) Aim: By the end of the lesson, Students... able to read text about motion Pictures and write a short paragraph to describe a movie they have seen Teaching aids: lesson plan, handouts, pictures Procedure: T Stages and contents T’s activities Ss’ activities Task 1 Work in groups Ask your friends and complete the table, using: often, sometimes, never in -asks Ss to -work You: How often do you see movies? ask and groups Lan: I sometimes see movies... Beatles (7)…………………………… up in 1970, they had changed the nature of rock and pop music They had introduced new sounds and (8)………………………………., and they had experimented with -gets feed different types of musical instruments They had (9)………………… back hundreds of songs and they had sold millions and millions of records They had made many films and (10)……………………………… many awards for their music Today, Beatles’ songs... into change into the passive the passive voice voice -gets feedback -give the answers and take notes LESSON 28: READING (Music) Aim: By the end of the lesson, Students will be able to order a conversation about music; read the text about The beatles Teaching aids: lesson plan, handouts, pictures Procedure: T Stages and contents T’s activities Ss’ activities Task 1 Work in groups Write the types of music... Sport and Fitness 2 Attitudes Toward Sport and Fitness 3 Sporting Events in the United States and in Britain 43 -asks Ss to read and fill in the blanks 1 play 2 attract 3 sessions 4 required 5 official 6 active 7 fond 8 take 9 lifestyles 10 distances 11 combined 12 sugary -has Ss match the sentences in A with those in B 1 c 2 e 3 f 4 a 5 d 6 b -gets Ss to choose the best title 2 Attitudes Toward Sport and. .. c 2 e 3 f 4 a 5 d 6 b -gets Ss to choose the best title 2 Attitudes Toward Sport and Fitness LESSON 32: WRITING (Write an Announcement) Aim: By the end of the lesson, Students will be able to write an event or an activity in their school Teaching aids: lesson plan, handouts, pictures Procedure: T Stages and contents Task 1 Your announcement of a sporting event should include the following information... Favorite band/ musician/ singer Favorite song When listen to music -gets Ss to fill the information in the “you” column first, then “your friend” column 1 from 2 played 3 style 4.instruments 5 group 6 fans 7 broke 8 rhythms 9 recorded 10 won -pairwork LESSON 29: WRITING (Write a Brief Profile) Aim: By the end of the lesson, Students will be able to write a famous person Teaching aids: lesson plan, handouts, . LESSON 19: RESTRICTIVE AND NON -RESTRICTIVE RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to distinguish between restrictive relative clauses and Non -restrictive relative. 1. restrictive 2. restrictive 3. restrictive 4. restrictive 5. Non- restrictive 6. restrictive 7. restrictive 8. Non- restrictive 9. Non- restrictive 10. restrictive 26 II/. 34 LESSON 26: REDUCED RELATIVE CLAUSES Aim: By the end of the lesson, Students will be able to reduce Relative Clauses. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and