Kathryn Thornton Kathryn Thornton

TP6 - speaking and functional language for ordering food
A2 level

Description

In this lesson, students learn how to use functional language for ordering food at a restaurant through speaking practice. First students are introduced to restaurant dialogues, then through disappearing dialogue practice, they will practice speaking in a restaurant setting.

Materials

Abc Matching dialogues to pics wksht
Abc Dialogue (cut into slips for disappearing part)
Abc Dialogue (cut into slips for disappearing part)
Abc Matching dialogues to pics wksht
Abc PPT
Abc functional language CCQ wksht

Main Aims

  • By the end of the lesson, students will be able to use practical questions and answers relevant to ordering food in a restaurant

Subsidiary Aims

  • To present functional language for ordering food at a restaurant

Procedure

Warmer (1-2 minutes) • To get students in the mood for English and warm up their English brains

Say Hello, write name on the board again. Ask how everyone is. Ask them if they can remember what they did with Rob last night.

Lead in (3-5 minutes) • To introduce students to the context of restaurants

Project slide of restaurant scene on the whiteboard. Ask the students: Where is this? And who is this? And who is this? Now I want you to talk with your partner, real quick, about what they are saying to each other. FEEDBACK: Ask the students what they talked about and write little partial dialogues on the board.

Preparing to speak (7-10 minutes) • To provide models of restaurant dialogues and to give learners and opportunity to prepare for the speaking task ahead

Tell the learners that we are going to listen to a conversation between me and Rob. While listening, I want them to take a look at the three pictures on the board. Match the conversation with the picture. Give them a minute. Then ask "where are we?" Next, tell the learners you are going to give them the conversation. GIVE the paper Once everyone has it, ask "Did you notice there are some blank spaces on the paper?" YESS Great, does anyone know what we are going to do with them? ELICIT Rob and I are going to have our conversation one more time. And I want you to fill in the blanks with words from our conversation. So where are you writing? (THE BLANKS) What will you listen for? (THE MISSING WORDS) Read the dialogue with Rob. Ask if they want to listen again. Read again. Give the students time to fill in the answers. Get the students to write the answers on the board in the spaces. FB

Clarifying the functional language (5-7 minutes) • To present the form, meaning, and pronunciation of relevant functional language for ordering in a restaurant

Now I am going to give you another paper, and I want you to answer the questions. Project the worksheet on the board while students work. Ask the students to check their answers in SMALL GROUPS YANI PUT THEM IN SMALL GROUPS OF 4 While talking, write the answers to the YES/NO on the board. For the NOs, ask WHY for the rewrite the sentences, elicit the answer. For the form.... elicit. REFER BACK TO THE MODEL SENTENCES

Disappearing dialogue activity part 1 (8-10 minutes) • To practice speaking in the context of ordering in a restaurant

Project the starbucks dialogue on the board. Ask students where this is. Elicit starbucks. Tell them they are going to repeat after me. "say the first line" repeat Go through the whole dialogue. Say OK, GOOD -- now do you remember the first two? Look at these. Because I'm going to take them away. Ok, now POINT at the missing dialogue and elicit it from the class. Go through all the stages. Say GOOD JOB!!!!!

Speaking activity (3-5 minutes) • To practice speaking and using the functional language of ordering at a restaurant

Divide the learners into partners. Apple Banana Apple Banana. Project the pictures of the different restaurants on the board. Tell the learners that they are going to practice their own conversations now. Apples are the customers. Bananas are the waiters. ICQ: Who are the apples? Who are the bananas? What are we talking about? Ok great Now work for 2 minutes to write down some ideas. Then after that we will talk. WHAT ARE WE WRITING Ok. Then let them talk.

Error correction (3-5 minutes) • to present corrections of the target language

Tell students to stop. say GOOD JOB. Now --- these are some errors i heard... was this right, or was this right? Elicit feedback. NOW TALK AGAIN! :D Now, Bananas, find a Banana. and Apples, find an Apple.

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