1. Integrative EFL Grammar Teaching Exploration, Explanation and Expression Attributive Clause

2. WHAT CAN YOU DISCOVER?

3. Attributive Clause  1.The earthquake which/that happened in San Francisco in 1906 killed 3,000 people  2. The number of people who/that lost their lives in the earthquake in Bam, Iran in 2003 was more than 40,000.  3. The earthquake (which/that) the world recorded as the strongest, struck Chile on May 22, 1960 with magnitude 9.5.  4. The number of people (whom/who/that) the earthquake killed in Shanxi Province China in 1556 was about 830,000  5. In Oct.15th 2006, an earthquake whose magnitude was 6.6 struck Hawaii, killing 10 people whose houses fell down.

4. He/she saw/found/noticed …… Suppose a disaster struck our city just three hours ago. Tell your partner what you saw during or after the disaster. For example:  I saw a boy who/whom/that…  I found a tree which/that…  I noticed a woman whose…

5. A SAFE HOME  Part 1: Topic  Part 2: Supporting ideas First Then/Second Third/Besides/Further more  Part 3: Conclusion

6. Para 2: What kind of house shall we buy? Buy a house. a. Its pipes are tied to the wall. b. It has bolts underneath it. c. It has no broken window. Para 3: How might the person in the house not be hurt by the moving objects? The person might not be hurt by the objects. a. They tie or stick heavy objects to tables. b. Their kitchen has strong doors on the cupboards. c. They use earthquake safety glass for pictures. whose pipes are tied to the wall. who…

7. the Personal Earthquake Bag hungry cold ill lonely Helpless ……

8. Items Listed by USA Red Cross 1) bottle of water, food and sweets, canned food, dried fruit,, cooking utensils( bowls, chopsticks, pans, pots) 2) blankets,sleeping bags, clothes, shoes 3) paper towels, and toilet paper 4)first aid kit (medicine, bandages…), first aid book, 5) flashlight, candles, matches, batteries, scissors, knife,, rope, clock or watch, can opener, hammer pencils,paper 6) radio, books, mobile phones, important papers of the fimily, identity cards

9. We ‘ d like to put a can opener in the bag. We ‘ d like to put something (that) we can use to open a can. It is a tool that/which can be used to open a can. …… X

10. Items Listed by USA Red Cross 1) bottle of water, food and sweets, canned food, dried fruit,, cooking utensils( bowls, chopsticks, pans, pots) 2) blankets,sleeping bags, clothes, shoes 3) paper towels, and toilet paper. 4)first aid kit (medicine, bandages…), first aid book, 5) flashlight, candles, matches, batteries, scissors, knife, wire, clock or watch, can opener, hammer pencils,paper,, rope, 6) radio, books, mobile phones, important papers, identity cards

11. headline introduction subtitle body picture subtitle body

12. Assignment: 1.Make a post whose topic is about earthquake safety in groups of four. It should have a headline, introduction, subtitles, body and pictures. 2. Write six sentences to talk about the kind of person you like/dislike and the kind of activities you like/dislike using attributive clause. eg. I like the person/the activity that…

13.  Headline A safe home. It ’ s always to be safe than sorry! Is your family prepared for the earthquake? Get prepared for an earthquake.  Subtitle  introduction

14.  1. The terrible shaking of the building woke up the people __________were asleep.  2. Most of the buildings __________ had been damaged were repaired.  3. People put up shelters with all kinds of things ____________ they could find.  4. The child __________________ they helped lost his parents during the earthquake.  5. We saw a boy _______face was covered with blood in the earthquake.  6. Many buildings _______ windows and doors were broken were seen after the earthquake. who/that which/that that/which whom/who/that whose

15.  Who's this? For consolidation, a writing activity (done in pairs) could be describing a famous person without naming them:  1. This is somebody who lives in London. 2. This is somebody that has got lots of money and who likes horses. 3. This is somebody with four children and lots of dogs ….  The writing can then be passed to another pair who has to work out who the person is.  What's this? It's a good idea to encourage students to use defining relative clauses when talking about unknown vocabulary. Instead of; 'How do you say robinet in English?' students can ask; 'What is the name of the thing that you turn on for water?' Also when students ask; 'What does vet mean?' reply by saying 'It's a job and it's somebody who is a doctor for animals.'