The T will share the opening PowerPoint slide with the Ss. The T asks the Ss to complete the sentence about the boy using information from the picture. "The boy won the spelling bee. The boy who..." The T will nominate answers from the Ss, asking them to describe the boy specifically, "The boy who is wearing black pants." The T will show the other possible answers they could provide, all using the relative pronoun "who."

The T will provide the students with a brief listening exercise for gist using a YouTube clip. The Ss will listen and write down the sentence they hear from the clip. The T will nominate a student to elicit what they think they heard from the clip? The T will ask "What is the added information in this sentence?"

The T will play an audio clip from the course book while providing the Ss with a copy of the text. Ss are asked to listen attentively in order to select the correct answer from the list that is provided. Ss will do this exercise individually. The T will then nominate Ss to provide the answers, while also showing the answers sheet with the blanks filled in. The T will tell the Ss they will focus on these three relative pronouns during the lesson, "who," "which," and "that."

The T will go over the MFP of the relative pronouns/clauses. The T will briefly convey the meaning of what a relative pronoun is and then show its form, i.e. it connects a dependent clause to an independent clause. T will use CCQs to ask Ss the following: -Can the last part of the larger sentence stand alone as an independent sentence? (No) -Does the dependent clause provide more information about the object of the verb? (Yes) -What is fast? (the car) -Who is the doctor? (the son) -What has fantastic parks? (London) The T will highlight pronunciation of the three relative pronouns. The T will highlight "that" is a relative pronoun that is used in informal situations.

The T will tell the Ss they will undergo an exercise that will ask them to combine two sentences using a relative pronoun. The Ss must begin the sentences with the phrase that is in bold. The T will model an example. The T will instruct the Ss to divide the work amongst themselves. Half the students will work on the first half of the sentences; the other half will work on the remaining sentences. Ss will discuss and trade answers with one another. Ss will work in pairs if not enough Ss show up for the lesson. The T will monitor activity in the breakout rooms and remind Ss to break the activity in half via broadcast message.

The T will nominate students to provide the answers to the controlled worksheet. The T will gauge student comprehension based on their conversations in the breakout rooms and their answers to the exercises. The T may have to revisit MFP for clarification if not enough students understand the concept of relative pronouns.

The T will alert Ss they will complete a final exercise. The Ss will write three sentences using the target language. Ss will work individually on this exercise. Breakout rooms will not be used for this exercise in order to save time. The T will nominate Ss to utter one of the sentences they produced while providing him with the other two sentences via chat as an exit slip in order to gauge comprehension in real time. The T will provide language feedback and close the lesson.