Show pictures of different foods. Ask students: • What food do you like? • Who cooks in your family? • Where do you usually eat with friends? Write on the board: My mother cooks delicious food. Then expand: My mother is the person who cooks delicious food. Explain that today’s grammar is RELATIVE CLAUSES.

Write the examples on the board: WHO – for people The chef who cooks here is very famous. WHICH – for things Tacos are food which many people like. WHERE – for places This is the restaurant where we eat dinner. Ask concept questions: • Do we use “who” for people or things? • Do we use “where” for places or food? Students repeat the example sentences.

The teacher writes example sentences on the board such as “The chef who cooks here is very famous” and “Tacos are food which many people like.” Students are asked to read the sentences aloud. The teacher then asks guiding questions to help students notice the target structure, such as “Which word refers to a person?” and “Which word refers to a thing or food?” Students identify the words who and which in the sentences. The teacher briefly explains that these sentences contain relative clauses and that the words who and which help give more information about people or things.

Students are divided into small groups. Each group is asked to create an idea for a new restaurant. They prepare at least two sentences describing their restaurant and the people who work there using relative clauses. For example, students may write sentences such as “This is a restaurant which sells giant burgers” or “The chef is a person who cooks spicy noodles.” The teacher monitors the groups and assists them with vocabulary and sentence formation when necessary.

Each group presents their restaurant idea to the class. Students read their prepared sentences and explain their restaurant concept. The class listens to each presentation, and the teacher provides brief feedback on the use of the target language. The teacher also encourages students to ask simple questions or react to their classmates’ ideas.

After the presentations, the teacher highlights the grammar used during the activities. The teacher writes the headings WHO – for people and WHICH – for things or places on the board and refers to examples from the students’ sentences. The teacher clarifies the rule and corrects common mistakes while eliciting answers from the students.

To reinforce the lesson, I will give students a short controlled exercise. Students complete several sentences using who or which, such as “A chef ___ cooks delicious food” or “A restaurant ___ sells pizza.” Students first check their answers with a partner before I check their answers with the whole class.