Objectives (5 - 10 minutes)

1. Familiarize students with relative and interrogative pronouns in English.

   • Define what relative and interrogative pronouns are.
   • Present examples of relative and interrogative pronouns.
   • Explain the importance of these pronouns in sentence construction and communication in English.

2. Develop students' ability to identify and use relative and interrogative pronouns in various contexts.

   • Conduct practical and interactive activities for students to identify and use relative and interrogative pronouns.
   • Encourage active participation of students in the class, promoting oral and written practice of pronouns.

3. Improve students' understanding of the structure and grammar of relative and interrogative pronouns.

   • Discuss the structure and grammar of relative and interrogative pronouns.
   • Conduct reinforcement exercises to enhance students' understanding of the structure and grammar.

Secondary Objectives:

• Encourage students' independent research and study on relative and interrogative pronouns in English.
• Develop students' teamwork skills through practical and collaborative activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher starts the lesson by reminding students about pronouns in English, especially personal pronouns, as it is fundamental for understanding the lesson topic.
   • A quick review game can be proposed, where students, in groups, must write as many sentences as possible using personal pronouns.
   • Correction is done orally, promoting discussion of the sentences and identification of the pronouns in each of them. (5 minutes)

2. Topic Contextualization:

   • The teacher emphasizes the importance of relative and interrogative pronouns in English communication, as they are frequently used in forming questions and constructing more complex sentences.
   • Examples of everyday situations where the use of these pronouns is necessary can be given, such as in a dialogue between friends, in a job interview, or when reading a book in English.
   • The teacher can also mention the relevance of these pronouns in English language proficiency exams, such as TOEFL and IELTS. (3 minutes)

3. Problem Situations:

   • The teacher proposes two problem situations to instigate students' curiosity:
     • 'How would you ask 'What book are you reading?' in English?'
     • 'How would you say 'I saw the movie you recommended' in English?'
   • Students are encouraged to think of solutions to these situations, taking into account the use of relative and interrogative pronouns. (2 minutes)

4. Topic Introduction:

   • The teacher introduces the lesson topic, explaining that relative pronouns are used to link two clauses or sentences, while interrogative pronouns are used to ask questions.
   • Examples of relative pronouns (who, whom, whose, which, that) and interrogative pronouns (what, who, whom, whose, which, where, when, why, how) can be given, emphasizing that some pronouns can be used both as relative and interrogative.
   • The teacher also mentions that although the structure of relative and interrogative pronouns may seem complex, with practice and study, students will be able to use them fluently and confidently. (5 minutes)

Development (20 - 25 minutes)

1. Activity 1 - 'Relative or Interrogative Pronoun?' (10 - 15 minutes)

   • The teacher divides the class into groups of up to 5 students and distributes colored cards to each group. Each card contains an English pronoun (relative or interrogative).
   • The teacher reads an English sentence for each group. The group's task is to identify whether the pronoun in the sentence is relative or interrogative and justify their answer.
   • After all groups have had the opportunity to respond to a sentence, the teacher reveals the correct answer and explains why.
   • This activity allows students to practice identifying relative and interrogative pronouns in a real context, thus developing their understanding and usage skills.

2. Activity 2 - 'Building Sentences with Relatives and Interrogatives' (10 - 15 minutes)

   • Still in their groups, students receive a set of cards with various English words. The words should be chosen in a way that allows the construction of sentences involving the use of relative and interrogative pronouns.
   • The challenge is for each group to build as many sentences as possible, always using at least one relative pronoun and one interrogative pronoun in each of them.
   • The teacher circulates around the room, assisting groups as needed and providing constructive feedback. In addition, the teacher can suggest words for groups that are having difficulties.
   • This activity allows students to practice constructing complex sentences in English, thus developing their writing skills and pronoun usage.

3. Activity 3 - 'Grammar Treasure Hunt' (5 - 10 minutes)

   • To conclude the Development stage, the teacher proposes a playful game. The teacher spreads colored cards with English sentences written around the room, some of which are correct and others contain errors in the use of relative and interrogative pronouns.
   • Groups must walk around the room and find the sentences. When they find a sentence, they must analyze it and decide if it is correct or not.
   • Correct sentences earn points, but if a group marks a sentence as correct and it is wrong, they lose points.
   • At the end of the game, the group with the most points is the winner. The teacher then reviews the sentences that generated more doubts and clarifies the students' questions.
   • This activity, besides being fun, allows students to review the concepts learned and develop skills in grammatical analysis and correction.

Each activity is designed to be interactive and promote discussion among students, encouraging teamwork and idea exchange. Furthermore, the activities are structured to allow students to apply in practice what they have learned about relative and interrogative pronouns, thus consolidating their knowledge on the subject.

Return (10 - 15 minutes)

1. Group Discussion (5 minutes)

   • The teacher gathers all students and promotes a group discussion to share the conclusions of each activity. Each group will have up to 3 minutes to present their solutions or conclusions.
   • During the presentations, the teacher should encourage students to explain the reasoning behind their answers, promoting reflection and critical thinking.
   • This stage is important for students to learn from each other, understanding different ways to approach and solve problems related to relative and interrogative pronouns.

2. Connection with Theory (3 minutes)

   • After the presentations, the teacher should provide a brief theoretical review, recalling the key concepts about relative and interrogative pronouns.
   • The teacher should then make the connection between theory and the practical activities carried out, explaining how practice helped to better understand the theory.
   • This stage is important for students to consolidate their understanding of relative and interrogative pronouns, realizing the relevance and applicability of the concepts learned.

3. Final Reflection (2 minutes)

   • The teacher proposes that students reflect for a minute on the following questions: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • After a minute, students are invited to share their reflections. The teacher should listen attentively to students' responses and, if necessary, clarify any remaining doubts.
   • This stage is important for students to internalize what they have learned, identifying what they consider most relevant and what they still need to learn.

4. Feedback and Closure (2 - 3 minutes)

   • The teacher thanks everyone for their participation and encourages students to continue practicing at home what they learned in class.
   • The teacher should also ask for feedback from students about the lesson, inquiring about what they liked and what they found most challenging.
   • Students' feedback is a valuable tool for the teacher to adjust their teaching strategies and improve the students' learning experience.

In summary, the Return stage is designed to allow students to consolidate what they have learned, make connections with theory, and reflect on their learning. Additionally, the teacher has the opportunity to assess the effectiveness of the lesson and obtain feedback from students to improve future lessons.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher reviews the main points of the lesson, summarizing the concepts of relative and interrogative pronouns, their functions, and examples of usage.
   • A brief review of the exercises performed is done, recalling the correct answers and clarifying any final doubts students may have.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher reinforces the importance of connecting theory to practice and real-world applications.
   • It highlights how understanding and proper use of relative and interrogative pronouns are essential in constructing complex sentences and formulating questions in English, both in speaking and writing.
   • The teacher can also mention examples of how these pronouns are frequently used in everyday situations and in English language proficiency exams.

3. Additional Materials (1 - 2 minutes)

   • The teacher suggests additional materials for students who wish to deepen their knowledge on the topic.
   • This may include language learning websites, textbooks, online explanatory videos, interactive exercises, and language learning apps.
   • The teacher can provide a list of these resources, along with some guidance on how to effectively use them to improve their skills in relative and interrogative pronouns.

4. Importance of the Topic for Daily Life (1 - 2 minutes)

   • Finally, the teacher emphasizes the relevance of the lesson topic for students' daily lives.
   • Examples of how the proper use of relative and interrogative pronouns can enhance clarity and effectiveness of communication in English, whether in informal conversations, academic or professional situations, or even in reading and writing English texts, can be mentioned.
   • The teacher concludes the lesson by reinforcing the importance of study and continuous practice for improvement in the use of relative and interrogative pronouns in English.

In summary, the Conclusion stage is designed to reinforce what students have learned, connect theory to practice and applications, provide resources for additional learning, and highlight the relevance of the topic for students' daily lives. This helps solidify the acquired knowledge and motivate students to continue learning and practicing.