yaser yaser

Ordering food at a restaurant
A1/A2 level

Description

In this lesson, students stand a chance of being exposed to the TL through a wide range of activities that cater for their cognitive and motor skills as well as help to develop their spatial awareness through a running race. This lesson allows the pupils to produce input either at the word or sentence level through different stages of the lesson.

Materials

Abc HOs,WB,CD player,photocopiable practice and markers
Abc Gap-fill handout

Main Aims

  • To provide clarification, review and practice of can I have ...?, I'd like ... , here you are and thank you' in the context of ordering food'

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a role-play in the context of ordering food.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

• I stick some words and pictures for the pupils to match. • I will allow the pupils to see the pictures and the words for 15 seconds and then ask them to close their eyes. When they open their eyes, they don't' see the words and the images but white sheets. • Then they have to find the matching words and pictures, which will be fun for them.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

• I will stick them on the board again and this time I will get them to run and touch the word I say. • The pupils try to get competitive to get the answers right. • Everyone who answers correctly keeps the picture and sits down. • Once they are sitting, Cengiz and I will do a role play, in which we use the TL. • Cengiz orders the food and I bring him the food. The dialogue is written on the board for them to see.

Highlighting and clarify the TL (4-6 minutes) • To draw students' attention to the target language

• Next, I will ask some CCQs, say, 'who wants to eat?', 'who says here you are?', ' who says thank you?' and then get them to say Yaser or Cengiz.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

• Th pupils stand up and complete a dialogue that is stuck on the wall together. • We will check the answers and then all the pairs will role-play the conversations. • I will ask some CCQs again to make sure they are on the right track. For example, A wants to eat food or B? who gives the food?

free practice (7-8 minutes) • To provide the pupils with practice of TL.

• I will give them cut-outs to put in order and create a coherent conversation. • They are required to use the glue and stick the cut-outs on the sheets they are provided with. • Once they have done it they will see the complete conversation on the board. • I will have 3 groups to role-play the conversation in front of the class.

(4-5 minutes) • Running race

• Th pupils are divided into 4 groups and every group is given a set of coloured cards with questions on them. • one runner has to run and fetch a card to the sitting partner. Together they decide what the answer is and then the runner brings the answer to me. • There are 6 cards for each group. The students are also required to write their answers accurately spelling-wise.

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