T. asks students to think of three favourite things in their life Ss work in pairs and talk about them T. asks each students to write his/her favourite things on a piece of paper with their names, and collects the papers to use them later. T. monitors and gives support

T. tells Ss that they are going to read a text about Elena, a student from Brazil, and asks a question: (What does Elena talk about?) Ss read individually and answer the question T. listens to their answer and provides feedback T. asks Ss to read again and answer these two questions (1- How many things does Elena talk about? What are they?) Ss read again individually to answer, then work in pairs to discuss their answers. T. monitors, listen to the answers and gives feedback

T. asks Ss to underline Elena's sentences about the followings (place, teacher, song, grandmother and ring)? Ss read quickly and underline the sentences. T. elicits the sentences from Ss T. shows the sentences on the screen and gives them to Ss in a HO

T. orally asks CCQs about the sentences: - Do all sentences have relative pronouns? Yes - What are they? Where, who, which, who, which - Are the five sentences similar in form? No - What is the difference between them? Sentences 1 & 2 don't have commas before or after the relative clauses, but sentences 3 & 4& 5 have commas - If we omit the relative clause from sentences 1 & 2, does the meaning change? Yes. How? The sentences make no sense - If we omit the relative clause from sentences 3& 4 & 5, does the meaning change? No - Does the relative clause in sentences 3& 4 & 5 define the subject? No - What does it do? What is its function? It gives extra Ss look at the sentences, read them carefully and answer the questions T. provides feedback related to meaning and form T. Models and provides controlled practice of pronunciation by drilling chorally and individually Ss repeat

T. chests the HO, tells Ss that they are going to work individually to combine sentences using non-defining relative clauses and shows then an example of how to do it Ss work individually to do the task T. monitors, provides help and support if needed Ss work in pairs to discuss answer T. provides them with answer key to check their answers T. gives feedback

T. gives Ss their pieces of paper they used them at the beginning of the lesson (the papers with 3 favourite things in life asks them to choose one of them and write a small paragraph about it Ss work alone and write T. monitors and provides support if nedded Ss swap their papers and read what each partner wrote and gives feedback to each other T. monitors and gives feedback and provides error correction if needed. (In case, there is enough time, T. asks Ss to swap the paper with a different partner and do the same step above)