Objectives (5 - 7 minutes)

• Main Objective 1: Students should be able to identify and understand the use of relative pronouns in English, such as 'who', 'whom', 'whose', 'which', and 'that'. They should be able to differentiate them and use them correctly in sentences and texts.

• Main Objective 2: Students should be able to formulate questions using interrogative pronouns: 'who', 'whom', 'whose', 'which', and 'that'. They should be able to apply these questions in appropriate contexts and understand the given answers.

• Secondary Objective 1: Develop students' listening and comprehension skills when hearing sentences and texts that use relative and interrogative pronouns in English.

• Secondary Objective 2: Encourage the practice of speaking and writing in English through practical activities involving the correct use of relative and interrogative pronouns.

• Secondary Objective 3: Increase students' confidence in English communication by providing them with the necessary tools to express their ideas clearly and effectively.

Introduction (10 - 15 minutes)

• Review of Previous Content (3 - 5 minutes): The teacher should start the lesson by reviewing some concepts already learned by the students and that are necessary for the understanding of the new topic. Among these concepts, highlights include: what pronouns are, their importance in a sentence, and the difference between personal pronouns and possessive pronouns. This review can be done through questions directed at the students or by presenting practical examples.

• Problem-Solving Situations (3 - 5 minutes): The teacher can propose two problem-solving situations to arouse the students' interest in the subject. For example, they can present a sentence in English that uses a relative pronoun and ask the students to identify the pronoun and its use in the sentence. Another situation could be the presentation of a short text in English with blank spaces where relative or interrogative pronouns should be inserted, challenging the students to complete the text correctly.

• Contextualization (2 - 3 minutes): The teacher should explain to the students the importance of using relative and interrogative pronouns correctly in the English language. They can mention that when writing a text, for example, the correct use of these pronouns helps make the text clearer and more coherent. Additionally, they can highlight that when speaking in English, the appropriate use of these pronouns facilitates the understanding of the message by the interlocutor.

• Introduction to the Topic (2 - 3 minutes): The teacher should introduce the topic of the lesson, relative and interrogative pronouns, explaining that these pronouns are used to connect or introduce information in a sentence or question. To arouse the students' curiosity, they can share some curiosities about the subject, such as, for example, that the English language is one of the few that has such varied and specific relative and interrogative pronouns. Another curiosity could be that, unlike Portuguese, in English it is common to use the relative pronoun 'that' to refer to people, although 'who' is preferred.

Development (20 - 25 minutes)

• Activity 1: Board Game (10 - 12 minutes): The teacher should divide the class into groups of 4 or 5 students and provide each group with a pre-prepared board game. The board should be divided into squares, each containing a question or a situation that requires the use of a relative or interrogative pronoun. The students should roll the dice and move their pieces around the board. When landing on a square, the group must read the question or situation aloud and then discuss the correct answer. Answers should be given in English and should include the correct use of the relative or interrogative pronoun. The teacher should circulate around the room, observing and assisting the groups as necessary. The game continues until a group reaches the last square on the board.

• Activity 2: Story Creation (10 - 12 minutes): After the conclusion of the board game, the teacher should ask the groups to create a short story in English. Each story should have at least 5 sentences and must include the use of at least 3 relative or interrogative pronouns. The students should work together to create the story, ensuring that the pronouns are used correctly. At the end of the activity, each group should present their story to the class. The teacher and the other students should pay attention to the use of relative and interrogative pronouns and provide constructive feedback.

• Activity 3: Debate (5 - 7 minutes): To conclude the Development phase, the teacher should organize a small debate among the groups. The debate topic should be something relevant to the students and that requires formulating questions using interrogative pronouns. For example, the teacher can ask the students to debate about the importance of education, with each group defending a point of view. During the debate, students should ask questions to the members of the opposing group using interrogative pronouns. The teacher should act as a moderator, ensuring that the debate is respectful and productive. At the end of the debate, the teacher should highlight the best-formulated questions and discuss the correct use of pronouns in these inquiries.

Return (8 - 10 minutes)

• Group Discussion (3 - 4 minutes): The teacher should gather all students in a large circle and promote a group discussion. Each group will have up to 2 minutes to share the solutions or conclusions they reached during the activities. This will allow students to learn from each other and see different ways of applying the use of relative and interrogative pronouns. The teacher should ensure that all students have the opportunity to speak and encourage students to ask each other questions.

• Connection to Theory (2 - 3 minutes): The teacher should then make the connection from practice to theory, reinforcing the concepts learned during the activities. For example, the teacher can highlight the main difficulties encountered by students during the activities and explain again the correct uses of relative and interrogative pronouns. The teacher can also remind students how these pronouns can be useful in their future conversations or texts in English.

• Individual Reflection (2 - 3 minutes): To conclude, the teacher should propose that students reflect individually for a minute on what they learned during the lesson. The teacher can ask guiding questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. After the minute of reflection, the teacher should invite students to share their answers with the class, if they feel comfortable. The teacher should listen attentively to the students' responses and, if necessary, clarify any remaining doubts.

• Feedback and Closure (1 minute): The teacher should thank the students for their participation and encourage them to continue practicing the use of relative and interrogative pronouns. The teacher can also ask for feedback from the students about the lesson, asking what they liked the most and what could be improved. This will allow the teacher to adjust future lessons according to the needs and preferences of the students.

Conclusion (5 - 7 minutes)

• Summary and Recapitulation (2 - 3 minutes): The teacher should recap the main points covered during the lesson. This includes the definition and use of relative and interrogative pronouns, the difference between them, and examples of how they are used in sentences and questions. The teacher can use the question and answer methodology to ensure that the concepts were understood by the students.

• Connection of Theory with Practice (1 - 2 minutes): Next, the teacher should highlight how the lesson connected theory with practice. The teacher can mention the activities carried out, such as the board game, story creation, and debate, and how they helped students apply theoretical knowledge in a fun and interactive way. The teacher can also reinforce the importance of regularly practicing the use of relative and interrogative pronouns to improve this language skill.

• Extra Materials (1 minute): The teacher should suggest extra materials for students to deepen their understanding of the topic. This may include additional readings, educational videos, online games, or language learning apps. The teacher can indicate reliable and recommended websites for students' autonomous study.

• Practical Application (1 - 2 minutes): Finally, the teacher should highlight the practical relevance of using relative and interrogative pronouns. It can be mentioned that these skills are essential for understanding and producing texts in English, whether written or spoken. Additionally, the teacher can emphasize that mastering these pronouns can contribute to students' fluency and confidence in English communication. The teacher can conclude the lesson by reinforcing the importance of continuing to practice these skills outside the classroom, whether by watching movies and series in English, reading books and articles, or participating in study or conversation groups.