Joe Conchie Joe Conchie

TP 6 - Ordering Food
Beginner level


In this lesson, Ss learn and practice how to order food at a restaurant, familiarising themselves with the vocabulary used by the customer and the waiter. Ss will get to practice speaking and writing in a lesson that includes role-play.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of language used for ordering food in the context of eating out at a restaurant.

Subsidiary Aims

  • To provide accuracy practice using the target language of ordering food in the context of a restaurant.
  • To provide product writing practice of a functional language questions in the context of eating out at a restaurant.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

Tell the students that they will be ordering food from restaurants today. Invite one student up to the front and give the student a menu. After the student has had a short time to look at the menu, say,"May I take your order?" Hopefully the student will say "Hamburger." If this is the case, I walk to my pretend kitchen, cook up a pretend hamburger, and when I am done, pretend to spit in it. Hopefully the class find this entertaining. If the student gives a more sophisticated answer, then I write it on the board and then we begin to discuss other ways of ordering food. If I spit in the hamburger, elicit why I did it from the students. (It was because the student ordered food in a rude way). Suggest that ordering food in such a rude way might have real consequences. As WC discuss other ways of ordering food that would be polite (please, I'd like, if that's ok..)

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Give the Ss a handout with the dialogue of the waiter and customers. Get the Ss to do 4a): find all the words for food and drink (2mins). Quick WC FB to get the answers. Get the Ss to do 4b): find the questions with the following phrases (2mins). Quick WC FB to get the answers.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Elicit meaning of 'can i have? can we have? would you like?' from the Ss. Ask Ss CCQs: Who is asking 'Can I have?', is it the waiter or the customer?...repeat for all three phrases. Make sure to explain difference of I/we, and if there is any confusion in the Ss understanding of 'would you like...' explain it by comparing it to the positive/negative forms of sentence: "i would like/I wouldn't like. Drill the phrases from the text with the Ss. Backchain the phrases and spend time focusing on word/sentence stress. Go over pronunciation of schwa in the phrase "what would you like to drink?". Make sure to pick out individual Ss to repeat pronunciation.

Productive Task #1 (2 minutes) • To get the Ss using the TL before main productive activity

Get the Ss in pairs to read out the dialogue with each other, one taking the role of the waiter, the other a customer. This just to get the Ss adjusted to the forthcoming role-play.

Productive Task #2 (18-20 minutes) • To provide an opportunity to practice target productive skills

Setup classroom for restaurant role-play activity. Count number of Ss in the room and work out how to split off the class. There should be at least two 'restaurants' which have permanent waiters. In each 'restaurant' there should be at least two customers who order food it the waiter - after the role-play ends, the customers rotate round the different restaurants. Give each waiter a different menu so that Ss get variety in the food they get to order. Get the Ss to write down what they order, both waiters and customers. After the customers have rotated once, but preferably twice, get them to turn their prompt sheets over and to use the TL from memory. At the end ask the customers if their food was good. Ask the waiters if they spat in the customer's food.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Go through errors collected from productive tasks with Ss and elicit corrections.

Post-production task: Dictogloss (8-10 minutes) • Further production of TL if there is time left in the lesson

In the event of the Ss finishing the main tasks early, do a dictogloss with the Ss. Once finished, ask the Ss to read out their efforts. Go over any error correction where necessary.

Web site designed by: Nikue