Lisa Helfrich Lisa Helfrich

Food Lesson - Part 3
Intermediate level


In this lesson students will study restaurant reviews in preparation for the main task of the lesson, which is writing their own reviews.


Abc Word web projection - adjectives
Abc Handout: restaurant reviews
Abc Instagram projection

Main Aims

  • Writing
  • Students will practice writing their own "opinion piece" as they write a restaurant review.

Subsidiary Aims

  • Restaurant vocabulary, reading for gist, and reading for detailed information.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

WRITE name on whiteboard. PROJECT instagram on internet with photos tagged #dogaciyizgourmet. ASK Ss if they use instagram (hands up). Do they notice people post pictures of food? Do they ever do that? WC discusses. These are instagram pictures which were all taken at a breakfast place in Cihangir. It's called Doğacıyız. It has a great Turkish breakfast. Point out my photo.

Exposure (7-9 minutes) • To provide a model of production expected in coming tasks through reading/writing

TELL I just stumbled across this place walking around Cihangir, but usually I read restaurant reviews to find places in new cities. -Write "restaurant review" on whiteboard. ELICIT definition. Do you ever read reviews? WC discusses. -INSTRUCT Ss to discuss in pairs what kind of information a review contains. EXAMPLE: price. Ss discuss in pairs. WHOLE CLASS discussion; fill in word web. ASK is a review always positive? (No.) -INSTRUCT Here are some restaurant reviews (SHOW handout). Look at them and let's see if you were right. Ss look at reviews for a couple of minutes. WHOLE CLASS: were you right? was there other information that's not on the board?

Useful Language (5-7 minutes) • Highlight useful language models for their writing task

PROJECT slide 1 (also the handout) INSTRUCT Ss to read reviews again and fill in the chart AND add 2 adjectives of their own to each column. MODEL an example and elicit more examples from class. Ss will work individually to fill in the chart. Give handout. When they are finished, peer check.

Feedback and error correction (5-7 minutes) • To check language Ss wrote on their own

Project word web. INSTRUCT: Please come up and write adjectives. MODEL example. Hand out markers. Ss come up to the board and write. HIGHLIGHT words/phrases which may be unfamiliar. ELICIT meaning. Drill.

Writing Task (8-10 minutes) • To provide an opportunity to practice target productive skills

TALK about restaurants. Do you have a favorite one in Istanbul? What do you like about it. INSTRUCT Please write your own review. Write one sentence on each of these areas (indicate). MODEL example for Dogaciyiz. Ss work individually on their reviews. GROUP Ss into pairs/small groups. Ask them to read their review to their partner/group. Monitor for errors. If there is time, they can switch partners and read to others (stand).

Feedback and error correction • To provide feedback on students' use of language

Monitor and notice errors. Ask questions which can also be corrected: did anyone's review sound good to you? Do you want to go to the restaurant?

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