Which Object Are They Describing?
Listen for the details that identify exactly which object a speaker means.
ฟังรายละเอียดที่ช่วยระบุว่าวัตถุชิ้นใดคือสิ่งที่ผู้พูดหมายถึง
TF30 · A2 Grammar · 30 min
Defining Relative Clauses
Add the clue that tells your listener exactly which person or thing you mean.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: You can already identify and compare objects. Now add defining information inside the noun phrase so the listener knows exactly which person or thing you mean.
For teachers: Keep the approved Grammar teaching sequence. Link the form to identification first, then transfer it into lost-item and design-description tasks.
สำหรับผู้เรียน: คุณระบุและเปรียบเทียบสิ่งของได้แล้ว ขั้นต่อไปคือเพิ่มข้อมูลขยายคำนามเพื่อให้ผู้ฟังรู้ชัดว่าหมายถึงคนหรือสิ่งใด
สำหรับครู: คงลำดับการสอนไวยากรณ์เดิม เชื่อมรูปแบบกับการระบุสิ่งของก่อน แล้วจึงนำไปใช้ในสถานการณ์ของหายและการบรรยายงานออกแบบ
Your Goal
Use who, which and that to add an essential clue after a person or thing, then identify and recommend the correct option without starting a second sentence.
คำอธิบายภาษาไทย
ใช้ who, which และ that เพื่อเพิ่มข้อมูลจำเป็นหลังคนหรือสิ่งของ ทำให้ผู้ฟังรู้ชัดว่าหมายถึงคนหรือสิ่งใด แล้วนำไปใช้ระบุและแนะนำตัวเลือกที่ถูกต้องได้
Why this lesson matters
When two people or things look similar, a name alone may not be enough. A defining relative clause keeps the noun and its identifying clue together: “the teacher who teaches business English” or “the app that tracks habits”.
ภาษาไทย: โครงสร้างนี้ช่วยรวมคำนามกับข้อมูลที่จำเป็นต่อการระบุไว้ในประโยคเดียว ผู้ฟังจึงไม่ต้องเดาว่าคุณหมายถึงคนหรือสิ่งใด
PROGRESS FOCUS What improves today?
MEAN · MeaningChoose a clue that is necessary to identify the person or thing.
FORM · FormBuild one noun group with who, which or that and no extra subject pronoun.
USE · Real useIdentify or recommend the correct option and answer one clarification question.
Your 30-minute route
1 · 4 minFind the useful clue
2 · 4 minNotice the noun group
3 · 5 minChoose and explain
4 · 5 minBuild true descriptions
5 · 5 minRepair unclear clues
6 · 7 minIdentify and recommend
Teacher Lesson Plan
Start with the listener’s problem: “Which person?” or “Which thing?” Elicit the identifying clue before naming the grammar.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Meaning | Offer similar options and ask which clue separates them. | Two useful clues |
| 2 · Notice | Keep the noun and clause together; contrast people and things. | Completed pattern map |
| 3 · Control | Require a meaning reason for each relative word. | Five choices + reasons |
| 4 · Personalise | Check that every description is true and identifies one option. | Three true noun groups |
| 5 · Repair | Ask what makes each sentence confusing or inaccurate. | Three repaired clues |
| 6 · Perform | Score the first attempt, give one target and allow a focused retry. | Independent recommendation |
Stage 1 · Find the clue your listener needs
Meaning comes first: decide what information identifies the exact person or thing.
STUDENT TASK
PERSON
Which teacher?
Two teachers work here. You mean the teacher who teaches business English.
Useful clue → teaches business EnglishTHING
Which app?
Two apps are on the phone. You mean the app that tracks daily habits.
Useful clue → tracks daily habits- Underline the person or thing you need to identify.
- Circle the clue that separates it from the other options.
- Say the complete noun group without starting a second sentence.
Meaning first: I need the form that has my booking number.
Your turnName one person or object in the room and add one clue that helps your partner identify it.
Finish evidenceTwo noun groups with clues that genuinely identify the intended option.
Teacher Help · Stage 1
Do not begin with a rule. Present two similar options and ask “Which one?” If the learner gives an unnecessary detail, ask whether the listener could already identify the noun without it.
Stage 2 · Notice one complete noun group
The relative word connects the noun directly to its essential identifying clause.
STUDENT TASK
| Noun | Relative word | Complete identifying noun group |
|---|---|---|
| a person | who / that | the colleague who called this morning |
| a thing | which / that | the charger that works with this laptop |
The short rule
person + who/that + clause
thing + which/that + clause
The clause answers “Which person?” or “Which thing?” Keep it beside the noun. Do not add a comma at this level.
- Draw one box around the whole noun group.
- Underline the noun; circle the relative word.
- Cross out the repeated subject in: “the app that it tracks habits”.
Finish evidenceA completed two-pattern map and one corrected noun group.
Teacher Help · Stage 2
Say “relative word” and “identifying clue” before using heavier terminology. Show that who/which/that replaces the repeated subject, so learners do not produce “the person who she works here”.
Stage 3 · Choose and explain
A correct answer includes a reason connected to the noun and the intended meaning.
STUDENT TASK
Choose the best relative word. Then explain whether the noun is a person or a thing.
| Context | Your choice | Meaning reason |
|---|---|---|
| I need the assistant ___ handles online orders. | who / which | person or thing? |
| Use the website ___ shows live train times. | who / that | person or thing? |
| She’s the designer ___ created this logo. | who / which | person or thing? |
| Where is the bag ___ has the blue handle? | which / who | person or thing? |
| Talk to someone ___ can reset the account. | that / which | person or thing? |
Check answers and meaning
1 who — assistant is a person. 2 that — website is a thing. 3 who — designer is a person. 4 which — bag is a thing. 5 that — someone refers to a person; who is also natural, but it was not offered.
Finish evidenceFive choices with a person-or-thing reason.
Teacher Help · Stage 3
Accept that for both people and things in defining clauses. Keep who as the clearest people choice and which as the clearest things choice. Do not introduce advanced omission rules in this A2 lesson.
Stage 4 · Build true identifying descriptions
Use the pattern to describe real people and things from your own life.
STUDENT TASK
Build one complete idea
noun + who/which/that + identifying clause
Choose a person or thing → decide the listener’s question → add only the clue needed to identify it.
- Describe one person you often ask for help.
- Describe one tool, app or object you use regularly.
- Describe one place or service by naming a thing it has or does.
Model: I use the app that stores all my travel bookings.
Useful frames“The person who ___ is ___.”
“I need the ___ that ___.”
“This is the service which ___.”
“I need the ___ that ___.”
“This is the service which ___.”
Finish evidenceThree true noun groups; each one identifies a real person or thing.
Teacher Help · Stage 4
Ask “Could I identify it?” after each sentence. If the clue is too general, ask for one observable action or feature. Correct only errors that block the noun group or reverse the intended person/thing choice.
Stage 5 · Repair unclear or inaccurate clues
Notice how a missing relative word or repeated subject breaks the identifying noun group.
STUDENT TASK
Nina: Which support agent should I contact?
Mark: Contact the agent which she called you yesterday.
Nina: I don’t know which person you mean.
Mark: Sorry—the agent who called you yesterday.
- Explain why which does not fit agent here.
- Remove the repeated subject she.
- Repair this separate example about choosing the correct form: “Use the form it has your booking number.”
- Create one new clarification exchange with a person or thing.
Check the repairs
the agent who called you yesterday
Use the form that has your booking number.
Meaning: choose the form with your booking number printed on it.
Finish evidenceTwo repaired noun groups and one new clarification exchange.
Teacher Help · Stage 5
Let the listener’s confusion drive the repair. Ask the learner to repeat the whole noun group after correcting it, not only the relative word. Stop correction once the intended person or thing is easy to identify.
Stage 6 · Final Practice: identify and recommend
Use defining clauses independently to help a partner choose the correct option.
FINAL PRACTICE
Plan → recommend → clarify → retry
- Choose a real person, place, service, app or object that could help your partner.
- Plan only four notes: need · option · clue 1 · clue 2.
- Recommend it in 45–60 seconds. Use at least two defining relative clauses.
- Your partner asks: “Which person/thing do you mean?” or “Why is that the right one?”
- Answer with one extra identifying detail. After one feedback target, retry only the weak noun group.
Planning example: travel help · colleague · who visits Japan often · app that compares train times.
Score the first independent performance
MEAN · MeaningThe clues are necessary and identify the intended person or thing.
FORM · FormThe learner controls who, which or that and keeps the noun group together.
USE · Real useThe recommendation fits the partner’s need and the learner answers one clarification question.
0 · Not yetThe listener cannot identify the option, or form problems repeatedly break the noun group.
1 · With supportThe option becomes clear after a prompt, model or correction.
2 · IndependentThe meaning, form and recommendation are clear without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 Pilot mastery evidence.
Finish evidenceFirst recommendation + clarification answer + one focused retry.
Teacher Help · Stage 6
Score the first independent attempt across MEAN, FORM and USE. Give one target such as “choose a clue that identifies the option” or “remove the repeated subject”. Keep the original score and note whether the retry improves that target.
Grammar you can use
You can now keep a person or thing together with the clue that identifies it, then use that noun group to clarify and recommend in real communication. Continue through the Dynamic Learning Graph below.
Return to the Learning LibraryContinue your learning path
Report a Lost Item
Use defining information when reporting a lost item so the listener can identify it.
ใช้ข้อมูลขยายคำนามเมื่อแจ้งของหาย เพื่อให้ผู้ฟังระบุสิ่งของได้
Comparatives with -er and more
Combine precise identification with accurate comparisons between objects.
ผสานการระบุสิ่งของอย่างชัดเจนกับการเปรียบเทียบที่แม่นยำ
Objective and Subjective Description
Separate observable details from personal impressions in a B2 design description.
แยกรายละเอียดที่ตรวจสอบได้ออกจากความรู้สึกส่วนตัวในการบรรยายงานออกแบบระดับ B2
