A selection of English ESL non defining relatives printables

A short worksheet on relative clauses of the defining and non-defining variety. All essential information is contained within and an answer key is provided. Unfortunately, very boring, so I placed pictures of good-looking young people on the worksheet, so at least it's pretty to look at.

Relative Clauses

Three exercises on Relative Clauses, suitable for Intermediate level students. A: Fill in with the correct pronoun or adverb, B: Join the sentences to form Defining Relative clauses, C: Join the sentences to form Non-Defining Relative Clauses. The Answer Key is included. I hope it comes in handy. :)

RELATIVE PRONOUNS & CLAUSES

I had to upload this one again because there was a problem with it.

Relative pronouns and relative clause: defining and non-defining relative clauses. The rules and exercises to practise. One is a gap filling and the other is to rephrase the pair of sentences using a relative pronoun.

Relative clauses

This worksheet is meant to get Ss to use relative pronouns and adverbs in different sentences. There are 4 exercises, fill in the blanks, correct the mistake, leave the pronoun out and make your own sentences.

Relative pronouns & adverbs

The worksheet mainly aims to practice relative clauses .There is a reading passage about the use of social networking.

The students are supposed to read the passage and then talk about how social networking works in business life using the relative clauses 

.There are clues given for pre intermediate students

 .The worksheet is suitable for pre-intermediate and upper levels for adults , business English classes and higher education students

SOCIAL NETWORKING

The objective of this worksheet is to get students to speak using who and which. Students will be describing a person's appearance using who and which to each other, and the students will take turns drawing what they hear.  

Describing people with Relative clauses

Skill development: focusing on the introduction and conclusion. Brainstorming and organising ideas with the help of a plan. Tasks to prepare the writing of an essay about TV commercials.

P5M7 Writing: An essay pp. 88-89

This is a video activity to practice using relative pronouns who, which, where, and that. There is a YouTube video and a matching worksheet. Learners watch the video, look at the pictures, and complete the sentences using the correct relative pronoun. Find the video at this link:  https://youtu.be/IFDyKAfaOSA

Relative Pronouns Video Activity (who / which / where / that) - People, places, and things

In this esl lesson plan for adults and teens, students watch a short informational report about the origins of black friday. It includes discussion questions and other speaking activities about black friday, shopping, and retail. Students also learn some important vocabulary terms and phrases from the video. The post-viewing section includes an activity on rewriting sentences and follow-up discussion tasks. The optional grammar activity features the usage of non-defining relative clauses in the passive voice. There is an additional interview task included, as well as a quiz & review section. 
you can download the full lesson plan with all of the post-viewing activities + quiz & review for free until november 25, 2022 directly from fluentize!

Black friday origins (b1/b2) video-based lesson plan

There are a whole host of benefits to intentionally promoting clear and shared classroom rules and expectations. A survey of the research demonstrates some of the obvious benefits, such as:

Students know what to expect and they understand the learning tasks better (Wentzel, 2006).

Things in the class run more smoothly with less confusion (Grusec & Goodnow, 1994).

Students have a clearer sense of what it takes to perform (Hines, Cruickshank & Kennedy, 1985).

Some other benefits of having clear classroom rules and expectations that are less obvious, are:

Expectations that are clear and shared are essential to help foster the cause-and-effect relationship between actions and consequences. Without clarity and a shared understanding, consequences feel arbitrary. The result is that they will have less benefit and be experienced as more punitive and result in more resentment and less behavior change.

The absence of clear expectations will create practical problems and an environment of uneasiness in the class that will lead to confusion, frustration and hostility when expectations clash.

An intentional approach to promoting expectations helps them become more concrete and meaningful. When expectations exist as words (or privately held assumptions), they remain abstractions. They must be “operationalized” to be effective.

Expectations help the class interpret events and actions as examples or non-examples of “things that are making us better”.

Are the rules in your classroom defined clearly?

Classroom Rules

 

In the world of education, certainly no stranger to the term essay. An essay is a discussion that examines the problem in which there is an opinion from the author.



In addition to learning, for students or ordinary students, it is not uncommon to get assignments to make essays. But unfortunately, not many people know how to make a good and correct essay, so that the written work is made messy.



Tips and Examples for Writing Essays for Beginners



Actually to make an essay is not so difficult. All you need to consider is the steps and tips that can make your essay look good and of course contain quality content. But if you feel uncomfortable about writing essay maybe it would be a good decision to use https://mcessay.com/editing-proofreading-service/ and avoid the stress.   

 

Now for more details, here are the steps to make a good and correct essay.



1. Define the Essay Theme

The first and foremost step to making an essay is to determine the theme. Where the theme is one of the things that will have an absolute effect on the content of the essay you make.



Even by determining the theme, you will not be confused about what should be written in the essay. The choice of theme is also able to avoid the discrepancy between the initial discussion and the discussion afterward.



Tips on choosing a good essay theme are to choose a theme that is being talked about a lot. So people will be interested in reading the essays you make.



2. Research Essays

The search for what will be written in your essay must be of high quality and contain the correct contents, right? Now to add insight and find facts from the theme of the essay that has actually been determined, do research!



You can do research on the internet or by studying books related to essay themes. And although in your essay you will include a lot of opinions, it will be far better if the opinion you give is in the form of a picture or general opinion that has a basis.



So that there will be no clumsy opinions that make readers do not have the same opinion.



3. Create an Essay Outline

Outline or framework is needed in essay writing. because by making an essay framework first, you will be facilitated and the work will become lighter.



In addition, the outline is also intended to make your essay more organized. Outline loading itself can contain the preparation of ideas that will be engaged in the essay.



Not only that, by making an outline first, chances are that your essay will also be more logical and coherent.



4. Improve Word Selection

One of the mistakes that are very often experienced by most students or students is the use of words that are not appropriate. The mistake of the use of this word is none other than the lack of communication systems studied by the essay writer.



In addition, word selection mistakes often occur because there is no word selection settings before writing an essay. Usually, the choice of words used will be adjusted to the prospective reader and the contents of the essay.



What if the essay theme is in the form of educational themes or other formal information, then use standard language that is good and right. As for essays in the form of non-formal news, you can use language that is a little more relaxed but still looks polite.





In the world of education 

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

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how to inform somebody about some news in English

how to interpret what was said in English

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how to order or make a booking in English

how to persuade, convince people in English

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how to remind people of something in English

how to rephrase, paraphrase what was said in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

47 Non defining relatives English ESL worksheets pdf & doc