Marie Marie

Restaurant review
B1 level


In this lesson, students will have the opportunity to write about their favorite restaurant in the form of why it is their favorite restaurant as well as a review to get others to want to try it by using new lexis to describe their experiences.


No materials added to this plan yet.

Main Aims

  • To provide process and product writing practice of a review in the context of food

Subsidiary Aims

  • To provide clarification and practice of lexis to do with restaurant review in the context of food
  • To provide inference and detailed reading practice using a text written by the Ss about a restaurant review in the context of food


Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students within the context of restaurant experience

Think about your favorite restaurant...why is it your favorite restaurant? What makes it different from other restaurants? What do you think makes a restaurant a good restaurant? Elicit answers Now think about the worst restaurant you have ever gone to... why was it the worst? Example of my worst restaurant experience Elicit answers of their worst experiences

Task (8-8 minutes) • To wite about the good things about their favorite restaurant & clarification on what makes it a good retaurant

Ask students to write as many things as they can about what they like about their favorite restaurant... Peercheck: Read your partner's writing and suggest that they write about things that you would like to know that were not mentioned. Write down the suggestions and give your answer. Pair them up Elicit answers to get them to mention the following... and allow them to write it on the board Why do you go to a restaurant? Food What makes the food the best? Taste, texture, smell, presentation of the food What about the restaurant itself? give example and elicit the word Atmosphere Do you often ask your waiter what you should try on the menu? Are they helpful?Staff knowledge When you are ready to order/done with eating/ ready to pay... who assists you? The waiter... what does the waiter give you? Service When you have finished your glass of wine or water, should the empty glass stay on the table or should the waiter top it up? what is that word...? Attentiveness When you leave from your favorite restaurant, what is your general impression? Good

Useful Language (10-10 minutes) • To highlight and clarify useful language for coming productive tasks

When you talk about these things written on the board, how would you describe each? how could you describe the taste? well-seasoned/ packed with flavor Place students in groups Allow time for them to come up with answers Elicit answers ...texture: crunchy, crispy, moist ...smell: heavenly, to die for ...presentation of the food: a masterpiece, beautifully presented ...atmosphere: lively, bustling, quiet, warm ...staff knowledge: clueless, excellent knowledge on the menu ...attentiveness: poor, very ...service: excellent, poor If you are writing a review on your favorite restaurants, in which order do you think these need to be mentioned? For instance... When you walk into a restaurant, what do you notice first? Is the food the most important to you or the atmosphere?The price or the service? Allow time for Ss to write it in the order that they think is most effective. Peercheck: Mix groups up and allow time for them to compare order.

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

Instructions: Write a review on your favorite restaurant. Allow time for writing Monitor

Feedback and Error Correction (9-9 minutes) • To provide feedback on students' production and use of language

Instructions: In pairs, exchange your reviews. Read and say whether you would like to go to this restaurant and if not, why not? what could your partner change about his/her review? Peercheck: Place students in pairs and allow them to check each other's work Feedback: Nominate Ss to read their final review in group and ask who would like to go to this restaurant in the group.

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