Objectives

(5 - 7 minutes)

1. Introduction to relative pronouns: Students should be able to understand the basic concept of relative pronouns in the English language. This includes understanding that relative pronouns are used to refer to a previously mentioned noun and that they can be used to avoid unnecessary repetitions.

2. Identification of relative pronouns: Students should learn to identify relative pronouns in sentences and texts. This involves the ability to recognize words like 'who', 'which', and 'that' as relative pronouns and understand their role in the sentence.

3. Practice in forming sentences with relative pronouns: Students should be able to correctly form sentences using relative pronouns. This requires an understanding of where and how relative pronouns are used in a sentence.

Secondary Objectives:

• Development of reading skills: By practicing the identification of relative pronouns in texts, students will also be developing their English reading skills.

• Vocabulary enhancement: By studying relative pronouns, students will also be exposed to new words and concepts, which can help expand their English vocabulary.

Introduction

(10 - 12 minutes)

1. Review of previous content: The teacher starts the lesson by reminding students about the basic structure of sentences in English, including the function of nouns and verbs. This can be done through a quick review or a question and answer game. The teacher can also briefly remind students about the different types of pronouns in English.

2. Problem situations: The teacher presents two situations that demonstrate the need for relative pronouns. For example, he can present two sentences: 'The book is on the table. I bought it yesterday.' and 'The car that I saw yesterday was red.' and ask students how they could rewrite the sentences using relative pronouns.

3. Contextualization: The teacher emphasizes the importance of relative pronouns in effective communication in English. He may explain that without the use of relative pronouns, our sentences would become long and repetitive. Additionally, he may mention that relative pronouns are frequently used in written texts and in everyday conversations.

4. Engaging students' attention: To spark students' interest, the teacher can share some curiosities about relative pronouns. For example, he may mention that there is a series of relative pronouns in English, including 'who', 'which', 'that', 'whom', and 'whose', and that each of them is used slightly differently. Furthermore, he may share that relative pronouns are often misused, even by native English speakers.

5. Daily objectives: Finally, the teacher presents the lesson Objectives, explaining that students will learn to identify relative pronouns in texts, to form sentences with relative pronouns, and to understand the importance of relative pronouns in written and spoken communication in English.

Development

(20 - 25 minutes)

1. Activity 1 - Relative Pronoun Treasure Hunt (10 - 12 minutes)

   • Group Formation: Students are divided into groups of up to 5 people. Each group receives a list of relative pronouns (who, which, that, whom, whose) and a set of mixed sentences.

   • Task: The task is for students to correctly identify the relative pronoun in each sentence and write it down. The goal is to be the first group to identify all relative pronouns correctly.

   • Rules: Students must work together as a group, discussing the sentences and reaching a consensus on which is the relative pronoun in each sentence. They cannot use dictionaries or other resources during the activity.

   • Verification: After the set time, the teacher checks the answers of each group. The group that correctly identified the most relative pronouns is the winner.

2. Activity 2 - Building Sentences with Relative Pronouns (10 - 12 minutes)

   • Continuation of Groups: Students remain in the same groups from Activity 1. Each group receives a set of cards with different words (nouns, verbs, adjectives, relative pronouns).

   • Task: Students must use the cards to build complete sentences that include relative pronouns. They can create their own sentences or use the sentences from Activity 1 as a starting point.

   • Rules: The sentences must be grammatically correct and make sense. Students must use at least three different relative pronouns in their sentences.

   • Verification: The teacher checks the sentences of each group, correcting any errors and praising creative and well-constructed sentences.

3. Activity 3 - Dramatization of Situations with Relative Pronouns (5 - 8 minutes)

   • Script Creation: Each group receives a different situation (for example, a job interview, a visit to a museum, a conversation about a book). Students must create a short script for the situation, including the use of relative pronouns.

   • Dramatization: Each group presents their dramatization to the class. Other students should pay attention to the use of relative pronouns and provide feedback at the end of each presentation.

   • Verification: The teacher provides feedback on the use of relative pronouns in each dramatization, highlighting examples of good use and offering suggestions for improvements.

Return

(8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher asks each group to share the solutions or conclusions they reached during the group activities. Each group will have a maximum of 3 minutes to present.

   • Group presentations should focus on highlighting how they correctly identified the relative pronouns in the sentences and how they managed to form complete and grammatically correct sentences using relative pronouns.

   • The teacher may ask additional questions to deepen the discussion and ensure that all students understand the concept of relative pronouns.

2. Connection to Theory (2 - 3 minutes)

   • After the group presentations, the teacher briefly recaps the activities, connecting them back to the theory of relative pronouns.

   • The teacher may highlight examples of sentences created by students that demonstrate the correct use of relative pronouns and discuss how these sentences fit into the overall structure of English sentences.

   • The teacher may also review the key theoretical points of the lesson, such as the definition of relative pronouns, the different types of relative pronouns, and how they are used in sentences.

3. Individual Reflection (2 - 3 minutes)

   • The teacher asks students to silently reflect for a minute on what they learned in today's lesson. They should think about the following questions:

     1. What was the most important concept you learned today?

     2. What questions have not been answered yet?

   • After the minute of reflection, the teacher asks students to share their answers with the class. The teacher should make a list of unanswered questions for future reference.

4. Feedback and Closure (1 minute)

   • The teacher thanks the students for their participation and effort during the lesson. He also encourages students to continue practicing the use of relative pronouns in their homework activities.

   • The teacher may provide general feedback on the lesson, highlighting strengths and areas that may need more practice. He may also answer any follow-up questions students may have.

This Return is a crucial part of the lesson plan, as it allows students to consolidate what they have learned and identify any areas that may need further study. Additionally, group discussion and individual reflection help promote active understanding and retention of knowledge.

Conclusion

(5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of relative pronouns, the different types of relative pronouns and their applications, and the formation of sentences with relative pronouns.

   • He can use examples from the group activities to illustrate each point and reinforce learning. For example, he can mention a sentence created by one of the groups during the dramatization activity and explain how the relative pronoun was used correctly.

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

   • The teacher should highlight how the lesson connected theory (the concept of relative pronouns), practice (the group activities), and applications (the use of relative pronouns in everyday situations).

   • For instance, he may mention that the dramatization activity allowed students to see how relative pronouns are used in real communication contexts.

3. Additional Materials (1 minute)

   • The teacher may suggest additional study materials for students who wish to deepen their knowledge of relative pronouns. This may include grammar books, language learning websites, educational videos, and online practice exercises.

   • For example, he may recommend a YouTube video that explains the use of relative pronouns clearly and simply.

4. Importance of the Subject in Practice (1 - 2 minutes)

   • To conclude the lesson, the teacher should emphasize the importance of relative pronouns in English communication. He can explain that correctly using relative pronouns can make speech and writing more efficient and avoid unnecessary repetitions.

   • He may also mention that the ability to identify and use relative pronouns correctly can help students better understand what they are reading in English, whether it's a book, a newspaper article, or an email.

This Conclusion moment is crucial to consolidate students' learning and prepare them for future lessons on the subject. Furthermore, by highlighting the importance of relative pronouns in English communication, the teacher reinforces the relevance of what was learned, encouraging students to apply their knowledge in their language study and use practices.