The teacher shows pictures of different foods, such as pizza, yoghurt, biscuits, bread, cheese and pancakes. Students name the foods and describe their favourite dishes. The teacher asks questions such as “What is a pancake made from?” and “What food do you like eating?” The teacher then introduces simple descriptions: “A pancake is a dish that is made from flour, eggs and milk” and “A chef is a person who cooks food.” Students identify the words that give us more information about people and things and predict the grammar focus of the lesson.

The teacher presents a short text about food and cooking. Students read the text individually and underline sentences containing who, which or that. Text: “I love pancakes, which are easy to make at home. A chef is a person who prepares food in a restaurant. Yoghurt is a food that many people eat for breakfast. A sandwich is something which you can make with bread, cheese and vegetables. A baker is someone who makes bread and cakes.” The teacher asks students to identify what each relative pronoun refers to: a person or a thing. Students compare their answers in pairs. The teacher elicits examples from the text and encourages students to notice how the relative clauses give us more information about people and things. The teacher does not explain the full grammar rules yet, as these will be clarified in the next stage.

The teacher displays three sentences from the previous text and highlights the relative pronouns who, which and that. 1. A chef is a person WHO prepares food. 2. I love pancakes, WHICH are easy to make at home. 3. Yoghurt is a food THAT many people eat for breakfast. The teacher asks students to identify the words who, which and that and the nouns they refer to. Students work in pairs to complete the following statements: “We use who for ______” and “We use which/that for ______.” The teacher elicits answers and highlights that these words introduce clauses that give us more information about people and things.

The teacher explains the meaning and form of relative clauses using examples related to food and cooking. The teacher writes the following sentences on the board: 1. A chef is a person WHO cooks food. 2. A pancake is a dish WHICH is made from flour, eggs and milk. 3. Yoghurt is a food THAT people often eat for breakfast. MEANING:
The teacher explains that relative clauses give us more information about a person or thing. FORM:
Person + who + verb: A chef is someone who cooks food.
Thing + which/that + clause: A pancake is a dish which/that you can make at home. The teacher highlights that WHO is used for people, while WHICH and THAT can be used for things. In defining relative clauses, THAT can often replace WHO or WHICH in everyday English. CONCEPT CHECKING QUESTIONS: 1. Do we use WHO for people or things? (People.) 2. Do we use WHICH for people or things? (Things.) 3. Can THAT be used for things? (Yes.) 4. Does the relative clause give us more information? (Yes.) PRONUNCIATION:
The teacher models the pronunciation of who /huː/, which /wɪtʃ/ and that /ðæt/. Students repeat chorally and individually. The teacher gives feedback on pronunciation and asks students to read the example sentences aloud.

The teacher divides students into pairs and gives them a worksheet with sentence beginnings and food-related words. Students complete the sentences using who, which or that and their own ideas. Task 1: Complete the sentences. 1. A chef is a person ______ cooks food. 2. A pancake is a dish ______ you can make at home. 3. A baker is someone ______ makes bread and cakes. 4. Yoghurt is a food ______ many people eat for breakfast. 5. A sandwich is something ______ you can make with bread and cheese. 6. A vegetarian is a person ______ doesn’t eat meat. Task 2: Personalise the sentences.
Students choose three sentence beginnings and complete them with their own ideas: ● Pizza is a food that … ● My favourite dish is something that … ● A good cook is someone who … Students read their sentences to their partners. Partners listen, check the relative pronouns and ask one follow-up question. The teacher monitors, supports students and provides feedback on grammar and sentence structure.