Kamal Kamal

Teaching practice #6
Starter level


The lesson starts with a review of the present simple and ways of telling the time. After that, they learn some words related to food and drink found in a restaurant menu. They then revise asking for prices by asking each other about the prices of some meals and drinks. This part of the lesson is concluded by a gist listening.


Main Aims

  • To provide clarification and practice of meals and drinks in the context of ordering in a restaurant

Subsidiary Aims

  • To provide specific information listening practice using a text about food and drink in the context of ordering in a restaurant


Warmer (2-3 minutes) • To set lesson context and engage students

Ss are shown some photos of daily routines, e.g. wake up at 7. T elicits what the photos are about and writes some ideas on the board. T uses these photos to write three of his daily habits on the board.

Lead-in (9-11 minutes) • To personalize the topic and engage the students

Ss are put in pairs. T writes some daily routines, like: have coffee at ...., have breakfast at....., have lunch at..... go to work at......, etc. Ss are asked to work with a partner and to write three things they do at the same time (e.g. they both wake up at 7) using the expressions on the board. Ss are given 4 minutes for this exercise. T gets some WC FB. T writes some mistakes made by Ss during FB and elicits the correction from Ss.

Vocabulary (7-9 minutes) • To provide Ss with food and drink vocabulary in the context of orderning a meal

Ss are put in groups of three. Ss are given a set of cut-ups and are asked to match the meal photos to their names. ICQ: What are the words about? Food and drink. Alone or in a group? In a group. Who is the winner? Who finishes first. Ss are asked to stand up and check other Ss' work. Ss are given an answer key to check their answers. T drills words chorally and individually and deals with any problems related to MFP.

post-vocabulary (11-13 minutes) • To provide further practice for the vocabulay and to review saying prices

Ss play board race: T sticks flashcards that have the vocabulary from the previous exercise. T divides the class into two groups. T asks Ss to form two lines on front of the board. T demonstrates the game by showing them a photo of a meal in his hand and asking them to find the word on the board and snatch it. T explains that whoever has more flashcards is the winning group. ICQ: What are the words about?Food and drink? Can we push? No, we can't. Who is the winner? The group who has more flashcards is the winner. Ss are asked to go back to their seats. Ss are put in pairs. One student in each pair is asked to stand up. They are told that they are waiters. The seated students are asked to choose a main course, a dessert and a drink and to ask the waiter for the prices. The waiters have to write the order down, go to the board to look at the prices, then come back to tell the customer. The winning pair is the one who finishes first. After they finish, T asks for FB from some pairs.

Pre-listening (1-2 minutes) • To prepare Ss for the listening exercise and make it accessible.

Ss are shown a photo of "Tom" the waiter from the previous lesson with two customers in a restaurant. T asks Ss what they can see in the photo and to describe the things they can see.

Listening (6-9 minutes) • To provide Ss with less challenging gist task

Ss are asked to listen to the conversation and tick the things they order on the menu. Ss check answers with a partner and try to remember how much the bill was. Early finishers are asked to come to the board and tick the answers. T gets some WC FB on whether they agree or not, then corrects if necessary.

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