Bilgesu Bilgesu

I like and I'd like
Elementary level

Description

In this lesson, the students are going to learn about functional language that they can use in the restaurant and they will learn about how the language can be spoken in more polite way.

Materials

Abc Strips of sentences to place in order
Abc photos from google
Abc Headway Student Book page 63

Main Aims

  • Functional Language at a restaurant

Subsidiary Aims

  • Improving speaking skills

Procedure

Lead in/ Building context (3-5 minutes) • To generate interest in the topic/theme/context of the text or listening

I am going to show the students a picture of a restaurant and ask them what it is and then I will ask my CCQs like : Is it a restaurant or a house? Are they eating now or waiting? Afterwards, I am going to ask them if they like going to restaurants.

Reading or Listening task (12-16 minutes) • To practice reading/listening for gist/detail/specific information To contextualise and introduce the target language

I am going to show the students the picture of listening before they listen to the audio and I am going to tell them that these are Duncan and Nick I will set a gist by asking where they are and what they are doing and I will ask them to discuss. Afterwards, I will use my CCQs like : Where are they? Are they at home or in a restaurant? Did they eat something or Are they going to eat? Then I will ask who is she? Is she Duncan's friend? I will tell the students that they are going to listen an audio and read the tapescript about these two guys in a restaurant and I will ask them to underline the questions in the tapescript and I will ask my CCQs to make sure that they understand. My CCQs are, Are we just going to listen or listen and read? Are we going to underline negative sentences?

Highlighting target language (6-8 minutes) • To highlight the target language so that learners are focussed on it

I will ask the students to do the exercise 4 according to the tapescript but firstly they won't look at the tapescript. They will listen and do the exercise. After they finish the exercise, I will tell them to look at the tapescript and check their answers with their partner.

Clarifying target language (10-12 minutes) • To clarify meaning so learners understand it/clarify the pronunciation so learners know how to say it/clarify form so that learners know how to construct it

I will write the sentences on the board which the students underlined in the activity. e.g : Are you ready to order? Would you like sparkling? I'd like the spaghetti. I will explain the meaning by modeling as if I am a waitress or customer and at some point I can explain by words but I will ask CCQs like;Am I a customer or a waitress? so in this case Am I taking order or giving order? I will drill the students and backchain for pronunciation part and I will write the form from the sentences that I will write.

Language practice (10-12 minutes) • To provide controlled oral/written practice focused on using the language accurately To provide freer oral/written practice and use the language productively

I will give the students instruction about the role play. There are going to be ones and twos. I will tell them that one of you is going to be waiter/waitress and one of you is going to be a customer and you are going to stand in front of each other and you will role play by using the sentences that we have learnt. ICQs; Are we going to work in pairs or alone? After giving instructions and ICQs I will model it for the students so that I can make sure that they understand. If we have more time, they will play a game. These are some sentences about restaurant collocations and they are going to be divided into 2 groups and put the sentences in an order.

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