1. Greet the students and ask about their mood. 2. ask students of what they can remember from the previous session-word attack- and make a situation for brainstorming. Draw a mindmap of what they say. 3. for calling the roles, combine it with the review of the content of the previous session; each student should say a word and then, a volunteer should say a related word based on what they have learned from the lesson of word attack. As students say the words, check their presence. Model the first one with one of the students.

1. Ask students to describe you. Write your name and one of their descriptions on the board and place a space between your name and the students' descriptions for theaching relative pronouns in the next steps. 2. Write a description on the board about one of the students and ask them to guess the name of the student. Write the name of the student at the begining of the description (put a space between the name and the description. Do the same instruction for another sentence. 3. Ask students to tell a new sentence for each name and write them on the board, beside the previous sentences. 4. Draw students' attention to the point that there are two sentences for each name, so they can combine the sentences. Introduce the way that they can combine two sentences in Farsi. 5. Draw students' attention to the way they can combine sentences in English, so introduce the relative pronoun-that- to them. Ask them to repeat the sentence after introducing the relative pronoun, so they will be familiar with the pronunciation of the pronoun. (In case of freer time, you can work on the difference between /ð/ and /d/ as Iranian students normally can't distingush beetween them.) 6. Write the relative pronoun in the place you have put between the name and the description of each sentence, and draw students' attention to the dictation of that. (You can ask students to write some the sentences and the relative pronoun.) 7. Do the same instruction for names of some things around the classroom, for example, you can use a pencil case or a chair in the class to talk about. (in fact, set the context for distinguishing "who" and "which" in next steps). Draw students' attention to the difference of a thing and a person. 8. Explain the function of the first sentences you wrote on the board, elicit the word "description", and introduce Relative Clause as the new grammar they are learning and talk about the details of the grammar, with the help of students. 9. Ask students to look at the board and think about the content, and ask for clarification if they have confusion about some parts. 10. Ask one of the studets, volunteerly, to explain what they have learned to make a review of what's been taught so far. 11. Ask students to write some of the sentences and things they have learned in their nootbooks. Monitor students and help them with the content, if is needed. 12. Ask students to read the first sentence aloud. Introduce the relative pronoun-who- as an alternative for the relative clauses with a person as a noun befor. Do the same instruction for the rest of the sentences. (Try to decreas your reading as much as possible and ask students instead.) 13. Ask students to read the first relative clause with a thing as the noun before. Introduce the relative pronoun-which- as an alternative for these sentences. Ask students to distinguish between who and which, and help them if is needed. Ask one of the students to explain the difference volunteerly. Do the same instruction with the other sentences with a thing as the noun before. 14. Ask CCQs to make a final confirmation of students' learning: CCQs: -Do we use it to give more information about the noun? (Yes) -Can we use "who", "which" and "the" at the beginning of the sentence? (Yes) -Can we use "because" at the beginning? (No) -Can I say "the girl who tall"? (No) 14. Ask students to wtite the new information in their notnooks.

1. Ask students to open their books (page 57), and read the text provided in their textbooks ,and underline the relative clauses they see in the text. They should think about the reason that why a relative clause is used in a specific point of the text, and be able to talk about it in order to establish the meaning and function of the grammar. they have 2 minutes to do that. Monitor students and help them, if is needed. Ask ICQs is needed: -Are you going to do it in pairs? (No) -Are you going to just read the text? (No) -How much time? (2 minutes) 2. Ask students to check their answers with a friend. 3. Ask one volunteer to read the first sentece and explain the reason why there is a relative clause. Ask other students to correct or modify the answer, if needed. 4. Do the same instruction for the rest of the sentences (you can also ask students to read, instead of calling the volunteers.) 5. Ask students to turn to page 59 of the textbook. Ask them to do the exercise individually. They have 3 minutes. Monitor students, and help them, if needed. 6. Ask students to check the answers in pairs and focus on the dictation of their friends beside the meaning. 7. Ask one volunteer to read her answer, and also spell it. Ask other students to correct or modify the answer, if needed. 8. Do the same instruction for the rest of the sentences.

1. Ask students to sit in groups of 4. Ask each group to write 8 sentences about their friends on a paper, like what was done in the presentation stage. All the students should write at least 2 sentences in each group; monitor them and help, if is needed. they have 5 minutes. Ask ICQs, if is needed: - Are you going to do it in pairs or in group? (in group) - Are you going to write about yourself? (No) - Do you have to write something? (Yes) - How much time? (5 minutes) Monitor students, and help, specially with the ditation, if is needed. 2. Ask one student of one of the groups to read a sentence, but she shouldn't say the name of the friend she has written about, and Other students should guess who the sudent is talking about. 3. Ask all the students to do the same.

1. Show pictures of a movie, series or a reality show on powerpoint slide and ask students if they are interested in, and have watched them. 2. Ask students to think about a movie, series or a reality show and talk about a character of that film, and decribe and introduse him to the others, in groups, by use of relative clauses. They have 5 minutes. Ask ICQs, if is needed: -Are you goung to do it in groups? (Yes) -Are you going to write something? (No) -Are you going to talk about a character of a movie? (Yes) -How much time? (5 minutes) Monitor students. 3. Ask students to talk about their ideas to the class. Ask as many as students that time lets you. Homework: 1. Introduce students that the free practice is something they are going to do as homework. They should choose a movie, series, or a reality show and write 10 sentences about the characters of that. They have another choice if they want to make it more advanced; they can write a paragraph about the story of the film, as they use relative pronouns. Also, if they are not interested in film amd movies, they have the chooise to bring a family picture, and introduce the people in the picture to the class, by use of relative pronouns. They have time to do it for the next session.