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Printable one-to-one lesson plan
Defining relative clauses
Identify exactly which person, thing, place, or possession you mean by controlling relative-clause reference, subject and object gaps, omission, and information flow.
Use after the complete B1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read listening for reference, omission, stress, rhythm, and preposition register · Next-day subject-object gap, where pattern, and reference retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Identify exactly which person, thing, place, or possession you mean by controlling relative-clause reference, subject and object gaps, omission, and information flow.
What must become clear
Can-do: By the end, you can attach an essential identifying clause directly to its noun; use who , which , that , whose , and where accurately; distinguish subject and object gaps; omit an object relative word when the structure allows it; keep subject-verb agreement with the noun being identified; avoid repeated pronouns, misplaced clauses, redundant place prepositions, and what after an expressed noun; recognize more formal preposition patterns; and deliver a connected recommendation whose references remain clear.
High-value friction points
- The engineer who designed the ramp is presenting today.Use who or that for a person; which refers to a thing.
- The projector that Omar tested works well.Do not repeat an object with it when the relative word already carries that role.
- This is the room where we store the tables.Use either the room where we store the tables or the room that we store the tables in, not both place relationships together.
Protect these lesson moments
- Reactivate the reference tools
- Discovery check: trace the reference
- Clause anatomy: noun, subject, and open role
- Reference check: use the only option that completes this sentence
- Omission check: inspect what comes next
Learner production
People: Choose a trainer, coordinator, and volunteer group. Give each one an essential clue using who or whose .
- Things: Choose one of two projectors and one of two files. Use one subject relative and one zero object relative.
- Places: Identify the correct room once with where and once with that ... in . Explain why you would not combine both patterns.
- Information: Make every clause necessary to choose the referent. Keep it beside its noun and read it without a comma-like pause.
Carry this language into the next session
Retrieve Defining relative clauses in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Turkish → English
One pattern to test
Put the English relative clause after its noun
- Possible transfer
Yesterday met I woman is our new director.
- English rebuild
The woman I met yesterday is our new director.
Why it can happen: Turkish can place substantial modifying information before the noun. English first names the noun and then adds a relative clause with who, that, which, where, or an omitted object relative pronoun.
Natural English:
- The report that you sent was very clear.
- The colleague who trained me now leads the team.
Russian → English
One pattern to test
Anchor the noun before its English relative clause
- Possible transfer
The report yesterday sent you is ready.
- English rebuild
The report that you sent yesterday is ready.
Why it can happen: Russian case marking permits information to move for emphasis while grammatical roles remain recoverable. English relative clauses need a clearer noun-first frame, followed by who, that, which, where, or an allowed object gap.
Natural English:
- The client who called yesterday approved the draft.
- The proposal that we discussed is now public.
Ukrainian → English
One pattern to test
Keep the English head noun and modifier aligned
- Possible transfer
The person yesterday called is my client.
- English rebuild
The person who called yesterday is my client.
Why it can happen: Ukrainian case marking permits constituents to move for focus while their roles remain clear. English relies more strongly on order, so a relative clause normally follows its head noun and keeps an explicit subject pattern.
Natural English:
- The colleague who trained me now works in Prague.
- The file that you requested is attached.
Czech → English
One pattern to test
Place the relative clause directly after its noun
- Possible transfer
The client yesterday called wants a refund.
- English rebuild
The client who called yesterday wants a refund.
Why it can happen: Czech case marking helps listeners recover roles even when information order changes. English relative clauses depend more heavily on a head noun followed immediately by who, that, which, where, or an allowed object gap.
Natural English:
- The person who answered was very helpful.
- The document that you sent needs one correction.
Mandarin Chinese → English
One pattern to test
Move the English relative clause after its noun
- Possible transfer
Yesterday called me the client wants an update.
- English rebuild
The client who called me yesterday wants an update.
Why it can happen: Mandarin places relative-clause information before the noun with 的. English names the head noun first and places the relative clause after it, using who, that, which, where, or an allowed object gap.
Natural English:
- The colleague who trained me works in finance.
- The report that you requested is ready.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Reactivate the reference tools” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can attach an essential identifying clause directly to its noun; use who , which , that , whose , and where accurately; distinguish subject and object gaps; omit an object relative word when the structure allows it; keep subject-verb agreement with the noun being identified; avoid repeated pronouns, misplaced clauses, redundant place prepositions, and what after an expressed noun; recognize more formal preposition patterns; and deliver a connected recommendation whose references remain clear.
- What needs to change in this repair, and why: The engineer who designed the ramp is presenting today.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Defining relative clauses in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Reactivate the reference tools and Discovery check: trace the reference for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read listening for reference, omission, stress, rhythm, and preposition register · Next-day subject-object gap, where pattern, and reference retrieval, then repeat the communication task with a new situation or stricter success criteria.
60–70 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Reactivate the reference tools · Discovery check: trace the reference · Clause anatomy: noun, subject, and open role.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can attach an essential identifying clause directly to its noun; use who , which , that , whose , and where accurately; distinguish subject and object gaps; omit an object relative word when the structure allows it; keep subject-verb agreement with the noun being identified; avoid repeated pronouns, misplaced clauses, redundant place prepositions, and what after an expressed noun; recognize more formal preposition patterns; and deliver a connected recommendation whose references remain clear.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: The engineer who designed the ramp is presenting today. Use who or that for a person; which refers to a thing.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the reference tools · Discovery check: trace the reference · Clause anatomy: noun, subject, and open role · Reference check: use the only option that completes this sentence. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: People: Choose a trainer, coordinator, and volunteer group. Give each one an essential clue using who or whose .
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Defining relative clauses in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read listening for reference, omission, stress, rhythm, and preposition register
- Clip 1
Read: Call the TRAINer who TEACHes EVEning classes.
Supports: Why can who not disappear from the first line?
- Clip 2
Read: The PROjector Omar TESTed is in Room THREE.
Supports: What is the clause structure in the projector Omar tested ?
- Clip 3
Read: Use the FILE that I SENT this MORning.
Supports: What happens in the file that I sent ?
- Clip 4
Read: Choose the group whose VOLunteers know FIRST AID.
Supports: What relationship does whose volunteers express?
- Clip 5
Read: She’s the coordinator I SPOKE to, not the one to WHOM I WROTE.
Supports: What register contrast appears in the final line?
Delivery and evidence notes
- Who is the subject of teaches , so it stays. The phrase flows as one identifying unit.
- Omar is the subject of tested ; the projector is its unspoken object. The object relative word is omitted.
- That is present but weak. The contrastive content falls on file and sent .
- Whose volunteers expresses the group-volunteer association.
- The coordinator I spoke to is conversational; the one to whom I wrote uses a more formal fronted preposition.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B1 · Defining relative clauses
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can attach an essential identifying clause directly to its noun; use who , which , that , whose , and where accurately; distinguish subject and object gaps; omit an object relative word when the structure allows it; keep subject-verb agreement with the noun being identified; avoid repeated pronouns, misplaced clauses, redundant place prepositions, and what after an expressed noun; recognize more formal preposition patterns; and deliver a connected recommendation whose references remain clear.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Identify exactly which person, thing, place, or possession you mean by controlling relative-clause reference, subject and object gaps, omission, and information flow.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.