Ayşe Tolunay Ayşe Tolunay

TP 7
Elementary level


In this lesson students will practice speaking in the context of ordering coffee in a cafe. They will be a gist and scanning listening along with speaking.


Abc HOs

Main Aims

  • To provide accuracy and fluency speaking practice in a dialogue in the context of ordering at a cafe

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about buying a coffee in the context of ordering food and drinks at a cafe


Presentation (15-17 minutes) • To introduce the topic of the lesson. To present the TL in the context of the lesson, and to draw Ss attention to the TL.

In the previous lesson the TL will be given through the context of a shopping mall. So if possible (and if not overlapping with the previous lesson) ask What can you do in a shopping mall? For example: shopping. What else? Another possible lead-in: Bring in a coffee cup from a coffee shop. Point at the cup and say: I love coffee. I buy coffee every day from Starbucks. What can you buy at Starbucks? Discuss in pairs. 1 min. Get W/C FB. Look at the coffee shop menu. Do you know what all the things are? Discuss in pairs. Give HOs (At this point, I don't think it isn't necessary to go into the differences between the coffee types, but if students are interested the differences can be given: Espresso: Italian coffee, in small cups like Turkish coffee Americano: Espresso with hot water in large cups Latte: Espresso with hot milk in large cups Cappuccino: Espresso with milk foam -you can mime foam with your hands) Croissant: Show pic of one Listen to Rob and Jenny buying a coffee. Answer the questions. Give HOs. Read the questions first. Play the track. Check with your partners. Give W/C FB. Listen again. Complete the You Hear phrases. Give HOs. Read. Play track. Check in groups of 3 (if possible). W/C FB. As Ss give the answers put the prompt cards on the board. Put you hear parts on the left of the board, just like in the task sheet. Who says these? E.A.: Barista, but it's unlikely for students to come up with the word barista so try to elicit it by writing it on the board letter by letter.

Practice (10-13 minutes) • To clarify the meaning, form and pronunciation of the target language. To concept check and prepare students for more meaningful practice

Focus on MFP. See LA for details. Practice P of the phrases at this stage of the lesson. If the tracks are sent by ITI, then use them, if not drill you say part. Focus on accuracy. Model and drill the dialogue. Give FB on accuracy. Students practice the dialogue they listened to. They swap roles. Monitor closely and give FB on accuracy.

Production (8-10 minutes) • To provide students with freer practice of the target language

Clear the board off the prompts, and tell Ss turn the back of the dialogue sheets. Roleplay the dialogue in groups of three or maybe pairs. Order different things from the menu. Point at Ss and group them into A, B, C. Students A: You are the barista. Students B: You are Rob. Students C: You are Jenny. Monitor. Take notes of GL and also L to work on. Swap roles. Have Ss practice in as many different roles as possible. If time re-arrange groups.

Delayed error correction (5-8 minutes) • To provide feedback on students' production and use of language

Use your notes to give FB on GL and L to work on. If structural problems and if time: pair students to work the correct forms out themselves, then W/C FB If P problems, drill.

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