• Quick retrieval from earlier learning (Independent clause, dependent clause or phrase?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is the group of words in brackets an independent clause, a dependent clause, or a phrase? [until the rain stops] (independent clause / dependent clause / phrase (not a clause)) → dependent clausePrompt: Does it have a subject AND a verb? If not, it's a phrase.
2. Read the question and choose. Which part of this sentence is the dependent clause? "I'll wait here until you get back." (I'll wait here / get back here / wait / until you get back) → until you get backPrompt: Look for a subordinating word (when, because, although, if, until, who).
3. Is the group of words in brackets an independent clause, a dependent clause, or a phrase? [who lives next door] (independent clause / dependent clause / phrase (not a clause)) → dependent clausePrompt: Does it have a subject AND a verb? If not, it's a phrase.

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: What job does the clause do? Adjective, adverb or noun clauses. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What job does the clause in brackets do? The problem is [that we have no money].
• Step 1: Adjective clauses describe nouns (who, which, that, whose, where); adverb clauses modify verbs (when, because, if, until, as if); noun clauses act as subjects or objects (what, that, whoever, why).
• Step 2: It completes 'is' and renames 'the problem'.
• Step 3: So the answer is: noun clause
• Answer: noun clause
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What job does the clause in brackets do? Our dog, [which is very old], sleeps all day. (adjective (relative) clause / adverb clause / noun clause) → adjective (relative) clausePrompt: Does it describe a noun (which one?), tell how/when/where/why about a verb, or act as a 'thing' (subject or object)?
2. In which sentence is the part in brackets this kind of clause: adjective (relative) clause? (Nobody knew [why the lights went out]. / [Whoever finishes first] can choose the music. / Our dog, [which is very old], sleeps all day.) → Our dog, [which is very old], sleeps all day.Prompt: Does it describe a noun (which one?), tell how/when/where/why about a verb, or act as a 'thing' (subject or object)?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. In which sentence is the part in brackets this kind of clause: adjective (relative) clause? (They played [until it got dark]. / Our dog, [which is very old], sleeps all day. / We left early [because the roads were icy].) → Our dog, [which is very old], sleeps all day.Prompt: Does it describe a noun (which one?), tell how/when/where/why about a verb, or act as a 'thing' (subject or object)?
2. What job does the clause in brackets do? Can you tell me [where the station is]? (adjective (relative) clause / adverb clause / noun clause) → noun clausePrompt: Does it describe a noun (which one?), tell how/when/where/why about a verb, or act as a 'thing' (subject or object)?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.