David J. Lyndon David J. Lyndon

Teaching Practice 8 - Restaurant websites
A1 level


In this lesson students will critique websites and discuss the positives and negatives of them. Additionally, they will need to react to the linguistic and extra-linguistic information in a real world way to decide which websites they would visit.


Main Aims

  • To provide the students with practice using and responding to foreign-language websites by reading the texts and using the extra-linguistic clues provided. The context will be restaurant websites.

Subsidiary Aims

  • To provide review of "there is" and "there are" in the context of restaurant websites.


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

I will have a photo on the board that shows a food website. I will ask them to tell their friend what their favorite website is, or if they don't use the Internet.

Exposure (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

I will write three sentences on the board: - I like this because there is... - I like this because there are... - I don't like this because there aren't any... This is to model the language that they will use. I will speak a little about the picture, but not mention what it is or where it is from.

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

I will hand out different pictures of websites to different students and ask them to answer the following questions individually: Where might you see this picture? What do they sell? What is the name of the place? I will then ask them to answer the following questions in pairs: What words are on your picture AND on your partner’s picture? What words do you know? What words can you guess the meaning of? Can you order food online? How could you find out how to get to the restaurant? Finally I will ask them to discuss the following questions in groups of 4: Which website do you like the most? Why? Which do you like the least? Why?

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

I will ask the students to write the answers to the questions, at least 3 reasons for each question: I will let them know that these sentences will be displayed for the other groups to see. Which website do you like the most? Why? Which do you like the least? Why?

Report (6-8 minutes) • To allow students to report on how they did the task and their decisions

I will allow the students 5 minutes to view what the different groups wrote. They will be encouraged to ask each other questions.

Language Analysis (4-6 minutes) • To clarify the meaning, form and pronunciation of the task language

During the previous stages I will have been monitoring the language, focusing on pronunciation of common words, as well as the usage of the TL (There is and There are). I will also check the written reports for common mistakes. We will correct some of these together as a class, eliciting the correct answers.

Language Practice (5-7 minutes) • To provide students with practice of the task language

Finally we will give the students a chance to say which of the restaurants that they have seen would be the one that they would visit. We will ask for sentences using the target language that can be written down, and then spoken. I will explain that it might not be the best website, because you may not like the food, and I will model the example using a fast food restaurant.

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