Andrew Dib Andrew Dib

Please & thank you
A1 level

Description

In this lesson, students learn about restaurant and cafe vocabulary through the main aim of speaking. The lesson starts with an introduction of the perils of miscommunication in restaurants. This is followed by exposure to the vocabulary through a competitive game. A listening task follows providing the language for the useful language clarification stage and then main speaking task. The lesson closes with feedback and error correction.

Materials

C0hatxvtlkj17pffo62p preparing to speak task ho Preparing to speak task HO
Craqmfxrqwmpfpcm9e9b exposre task slips (print colours) Exposure Task slips (print colours)
8pngrcsr02kyd7vbubvf lead in ho lined paper (cut in half) Lead-in HO - lined paper (cut in half)
Zgggnkw1r3ujtoxgrjto 12.9 Listening recording 12.9
Indzrnkardu2phl20zmh speaking task script ho Speaking Task Script HO
2kpnfnq2qhihcvuge4hw pre teach vocab ho menu Pre-teach Vocab HO - menu
Xu8cnfmlqiuquhqkidih vocabulary analysis please amd thank you Vocabulary Analysis_Please amd thank you
Fxarnb1stnwjbvrsuqng useful language ho Useful language HO
0clwrnqhqek5lu6dr65w please and thank you pp Please and thank you PP
Uzlidqjpqkknxbw5ipcc functions analysis please & thank you Functions Analysis_Please & thank you
Zszkyogur9gr5fnp410c preparing to speak task script ho Preparing to speak task script HO
Uikbufmyqhgyhzawdvw3 useful language ho answer key Useful language HO Answer Key
4pth5an5r6wivuxk4t58 speaking task order pad ho Speaking Task Order Pad HO

Main Aims

  • By the end of the lesson, learners will have had speaking for fluency practice in the context of ordering food in a restaurant context.

Subsidiary Aims

  • To provide specific information listening practice using a text about ordering food in the context of a restaurant
  • To provide clarification and practice of meals in the context of ordering at a restaurant
  • To provide review and practice of functional language used for ordering food in the context of restaurant

Procedure

Lead-in (4-5 minutes) • To set lesson context of ordering at a restaurant and engage students

PP start SS to watch video. Answer questions on PP slide PP slide with questions for video. Give lined paper to write down thoughts. "Sometimes going to a restaurant in a foreign country can be a confusing experience" Play Youtube clip Discuss in pairs. 2 minutes

Pre-teach Vocabulary (5-6 minutes) • To provide students with vocabulary to be used in speaking task

PP slide SS given menu by maître d' (teacher) to look at and think about what they might like to order. SS to discuss in groups of no more than 3. 2 minutes. Teacher to elicit meal vocabulary. Do pronunciation and drill

Preparing to Speak Task (7-9 minutes) • To provide students with a model of the speaking task, providing content for speaking and speaking for fluency practice

PP slide SS will listen to a 1:00 min recording of "Liam and Maddy" ordering a meal at a restaurant and receive HO. On HO SS to mark who says what. Play recording for just two lines and ICQ: asking SS who is who. Then re-start recording. FB: In pairs, SS to swap HO and correct each other's work. PP slide: Answer on PP ------------- Put SS into groups of 3 Give SS prepared scripts to practice. One person is the waiter, the other two, Maddy and Liam. Just one read through Teacher observing for error correcton

Useful Language (9-10 minutes) • To clarify and highlight and clarify useful language for using in main speaking task (ordering in a restaurant)

PP slide Display HO Fill in blanks with words from boxes at the top. Instruct to work in pairs. 5 minutes FB: Give SS Answer Key HO (one per pair) to check in pairs. 2 minutes. Following this, elicit pronunciation and drill on WB. Use PP

Speaking Task (11-13 minutes) • To provide speaking for fluency practice through role-playing ordering at a restaurant

PP slide Display HO Teacher puts SS into pairs: A-B. In pairs: SS role play waiter and customer, taking in turns both roles using script and menu. Person acting as waiter should write down order on order book HO. 10 minutes - 5 minutes each. Teacher to monitor for error correction -------------------- If they do exercise too quickly, use alternate backup script prompter. Change pairs.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

With collected data from class, the teacher will provide any error correction and feedback.

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