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Printable one-to-one lesson plan
Non-defining relative clauses
Add parenthetical detail about already identified nouns or whole clauses using punctuated non-defining relatives and formal preposition patterns.
Use after the complete B2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read defining integration, parenthetical thought groups, whole-clause which, formal preposition-fronting, and conversational stranding listening check · Next-day information-status, object-relative, quantity, whole-clause attachment, and evidence-boundary 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
Add parenthetical detail about already identified nouns or whole clauses using punctuated non-defining relatives and formal preposition patterns.
What must become clear
Can-do: By the end, you can decide from discourse whether a relative clause identifies a referent or adds a separate assertion; punctuate and voice a parenthetical clause; use who, whom, which, whose, where , and when without that or zero relatives; choose conversational preposition stranding or formal preposition-fronting; build quantity patterns such as three of whom and four of which ; comment on a whole proposition with which ; repair unclear attachment; avoid hiding disputed claims inside background information; and deliver a layered project briefing whose references remain recoverable.
High-value friction points
- Jordan Lee, who presented the plan, answered questions.Use who for the person subject and pair commas around the inserted clause.
- The final report, which I read yesterday, includes the cost estimates.Which represents the report as object of read and must remain inside the parenthetical clause.
- A newsletter alleged that a late design review caused the delay, but the project file does not establish that cause.A parenthetical clause backgrounds the cause as an assertion about Jordan; an attributed main clause preserves the unresolved evidence status.
Protect these lesson moments
- Reactivate the B1 relative-clause foundation
- Discovery check: recover information status
- Meaning first: which context does the punctuation express?
- Choose the relative form from its role
- Advanced connections: keep the preposition once and the set clear
Learner production
Scope switch: Invent six candidates, two of whom have one relevant skill. Give a defining sentence that selects the two. Then establish a selected group whose members all share another feature and add that feature parenthetically.
- Register switch: Describe one fictional professional first with who I spoke with and then with with whom I spoke . Keep the relationship constant and explain which channel suits each version.
- Quantity report: Introduce a set of people and a set of proposals. Add all of whom , two of whom , three of which , or none of which with exact fictional counts.
- Attachment edit: Create an intentionally unclear which sentence. Rewrite it once as a noun comment and once as a whole-proposition comment.
- Source check: Turn one unsupported parenthetical claim into an attributed main clause with a clear evidence limit.
Carry this language into the next session
Retrieve Non-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 B1 relative-clause foundation” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can decide from discourse whether a relative clause identifies a referent or adds a separate assertion; punctuate and voice a parenthetical clause; use who, whom, which, whose, where , and when without that or zero relatives; choose conversational preposition stranding or formal preposition-fronting; build quantity patterns such as three of whom and four of which ; comment on a whole proposition with which ; repair unclear attachment; avoid hiding disputed claims inside background information; and deliver a layered project briefing whose references remain recoverable.
- What needs to change in this repair, and why: Jordan Lee, who presented the plan, answered questions.
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 Non-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 B1 relative-clause foundation and Discovery check: recover information status 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 defining integration, parenthetical thought groups, whole-clause which, formal preposition-fronting, and conversational stranding listening check · Next-day information-status, object-relative, quantity, whole-clause attachment, and evidence-boundary retrieval, then repeat the communication task with a new situation or stricter success criteria.
70–80 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 B1 relative-clause foundation · Discovery check: recover information status · Meaning first: which context does the punctuation express?.
- 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 decide from discourse whether a relative clause identifies a referent or adds a separate assertion; punctuate and voice a parenthetical clause; use who, whom, which, whose, where , and when without that or zero relatives; choose conversational preposition stranding or formal preposition-fronting; build quantity patterns such as three of whom and four of which ; comment on a whole proposition with which ; repair unclear attachment; avoid hiding disputed claims inside background information; and deliver a layered project briefing whose references remain recoverable.
- 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: Jordan Lee, who presented the plan, answered questions. Use who for the person subject and pair commas around the inserted clause.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the B1 relative-clause foundation · Discovery check: recover information status · Meaning first: which context does the punctuation express? · Choose the relative form from its role. 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: Scope switch: Invent six candidates, two of whom have one relevant skill. Give a defining sentence that selects the two. Then establish a selected group whose members all share another feature and add that feature parenthetically.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Non-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 defining integration, parenthetical thought groups, whole-clause which, formal preposition-fronting, and conversational stranding listening check
- Clip 1
Read: The consultants who speak SPANISH will lead the bilingual SESSIONS .
Supports: Tutor line 1: The consultants who speak SPANISH will lead the bilingual SESSIONS. The integrated clause selects listen .
- Clip 2
Read: The selected consultants | who ALL speak Spanish | will lead the SESSIONS .
Supports: Tutor line 2: The selected consultants | who ALL speak Spanish | will lead the SESSIONS. The parenthetical thought group describes listen .
- Clip 3
Read: The board moved the opening | which gave the team one more WEEK .
Supports: Tutor line 3: The board moved the opening | which gave the team one more WEEK. Which refers to listen .
- Clip 4
Read: Dana Ruiz | with WHOM I spoke yesterday | will attend.
Supports: Tutor line 4: Clip 4 Recover the formal fronted phrase: listen .
- Clip 5
Read: Dana Ruiz | who I SPOKE with yesterday | will attend.
Supports: Tutor line 5: Clip 5 Recover the conversational phrase: listen .
Delivery and evidence notes
- Read line 1 as an integrated noun phrase. In lines 2 through 5, use a light thought-group boundary or pitch reset without forcing a long pause. Contrast the formal and conversational preposition positions while keeping the same relationship.
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
B2 · Non-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 decide from discourse whether a relative clause identifies a referent or adds a separate assertion; punctuate and voice a parenthetical clause; use who, whom, which, whose, where , and when without that or zero relatives; choose conversational preposition stranding or formal preposition-fronting; build quantity patterns such as three of whom and four of which ; comment on a whole proposition with which ; repair unclear attachment; avoid hiding disputed claims inside background information; and deliver a layered project briefing whose references remain recoverable.
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?
Add parenthetical detail about already identified nouns or whole clauses using punctuated non-defining relatives and formal preposition patterns.
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.