Favorite places to eat
elementary level


In this lesson, students will practice speaking for fluency in the context of favorite places to eat.The lesson starts with asking the ss to discuss in pairs whether they prefer to go to restaurants or stay at home. This is followed by a controlled practice in which they listen to ppl talking about their favorite places to eat. Finally, ss will be speaking freely about their favorite places to eat.


Abc handout, whiteboard, projector, markers

Main Aims

  • To practise speaking for fluency in the context of favorite places to eat

Subsidiary Aims

  • To practise listening for gist and specific information.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

-T starts with some pictures from the book -T elicits what ppl are doing in the pictures. -T demonstrates a speaking activity and put the ss in pairs to talk to each other.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-T demonstrates the listening task carefully with the class. - T gives ss a minute to go through the sentences quickly. - Ss listen once then check in pairs then listen again. - T asks ss to write the answers on the board.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

- T demonstrates the speaking task using information in EX1a. -T makes sure that the useful language is on the board so ss can hear and see which phrases are being used. -T lets ss take notes before they start the task. T allows ss 10 minutes to prepare.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-T puts ss in pairs and have them tell each other about their favorite places to eat. -T encourages ss to ask each other questions such as (Is it quiet or noisy? Do they play loud music?) -Ss can change their partners once they finish with the original partner.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

-T monitors the ss during the speaking task and take notes of the common mistakes. -T gives feedback by the end by writing the common mistakes on the board. -T discusses these mistakes with the whole class.

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