Relative pronouns

Subject : 

ENGLISH  E-NOTE

Term :

THIRD TERM

Week:

Week 6

Class :

Primary 4

Instructional Materials :

• Wall charts
• Pictures
• Related Online Video
• Flash Cards

Methods of Teaching :

• Class Discussion
• Group Discussion
• Asking Questions
• Explanation
• Role Modelling
• Role Delegation

Reference Materials :

• Scheme of Work
• Online Information
• Textbooks
• Workbooks
• 9 Year Basic Education Curriculum
• Workbooks

Content :

Date:

Class: Basic 4

Subject: English

Duration: 40 minutes

Topic: A. Speech Work: Passage on National Values Using the correct stress and intonations B. Structure: Family needs and resources C. Reading: Teaching of new words meaning and Comprehension D. Grammar: Use of That, Who, Which & When to Produce defining clauses E. Writing: Composition on Girls are more useful in The family F. Dictation: Selected words from the passage read

PERIOD 1

Many words of two syllables have the stress on the first syllable. The vowel sound in the second and unstressed syllables is usually the weak vowel sound /ə/.

Listen and repeat the following examples after your teacher.

letter partner future

butter cleaner mattress

singer razor favour

doctor boxer forehead

trader teacher lantern

London nature vulture

Sometimes, there is no vowel sound in the unstressed syllable.

Listen and repeat the following examples after your teacher.

couple mansion pistol

little cotton wrinkle

shackle able riddle

humble listen pimple

castle prison jungle

PERIOD 2

Grammar: Use of That, Who, Which & When to produce defining clauses

Relative pronouns: There are two ways to use who, which or that in sentences.

The first way tells which particular person or thing. You must include this information.

If it is left out, the meaning of the sentence is not complete; for example:

He stopped the boy who took my pen. If you leave out ‘who took my pen’, we cannot

know which boy it is. When you use who, which or that this first way, you can leave

out ‘who’, ‘which’, or ‘that’ when it comes, before ‘I’, ‘me’ ‘my mother’, etc but not

before a verb.

Examples:

1 She’s the girl (who) I sit next to.

2 It’s the team (which) he loves best.

3 That’s the only poem (that) Musa knows.

The second way adds more information and you do not have to include it. If it is left

out, the meaning of the sentence is still complete; for example: Boxing, which I watch

on television, is my favourite sport. If you leave out ‘which I watch on television’, the

sentence is still complete. When you use these words this second way, always use

commas as in the example.

EVALUATION

Write these pairs of sentences as one sentence using ‘who’, ‘which’, or ‘that’.

Example: That is the girl. She broke my pencil.

That is the girl who broke my pencil.

1 There’s the boy. He broke the window.

2 That’s the old woman. She helped the infant up when he fell down.

3 Is that the bike? You got it for your birthday.

4 Can I borrow the magazine? You bought it this morning.

5 Have you watched the DVD? I lent it to you last week