At the cafe
Beginners A1 level
To learn and practice functional language in a cafe setting
To improve listening and reading skills.
Procedure (42-53 minutes)
Paste the pictures of the things on the price list. Elicit the vocab from them. Repeat together. Correct and then show the word. Let one of student take turn to put the right word to the pictures. First Display a big picture through OHP, showing the cafe with the three persons from the dialogue in it. Ask: where are we? Who are they? Introduce the words customer and assistant and properly model and show the pronunciation and stress. Do some choral drill Also repeat the question structure "How much is/are"....? Also introduce the word spend. Show them a sentence written "I pay money." and with gestures show this is wrong, cross it out and then replace it with "spend". Then the question: "how much does he/she spend?
The HO Price list that Ozi would have distributed should be on their desks. T will chest one. Tell them to turn over to look at the questions, what to listen for. Tell them to tic what the customer order. and how much they spent. Do ICQ: What should you tic? Should you tic what the customer order? (yes) Should they listen for the price? (yes)Are there two questions? (yes) Play the first conversation. Let them find what was ordered and how much. Put the answers down individually. Check that they are all done. Play the second conversation. Let them find what was ordered and how much had been paid. FB. Let them check each others answers. Are they the same? Finally write the answers on the WB. Elicit the answers from the students. If they found it difficult, then play the two conversations again. Review some concepts from the listening. Eat in, take away
Divide the students in pairs. Have a couple of big cut-out sentences on the WB. Point to the empty space. Point to the five words on top and make a question gesture. Elicit the word from the class. Then give them each the cut-outs in pairs. Let them fill in the rest of the empty spots. After this put all of the big cut-outs on WB. Not in order though. FB is that you have put the right answer in. Take down the sentences. Do choral drill with one, let them say it. Correct pronunciation. Put it up. Do so one by one. Now let them get the dialogue in order and to number them in the square on the slip. Demo the first two. After this elicit the answers from the class for FB. When in order, do a last practice of the dialogue. Choral drill the sentences until you feel their pronunciation is good.
Now in the pairs they are sitting, let them practice the dialogue and take turn to be the customer and assistant. Monitor them closely to make sure the pronunciation is right and that all of them have put the dialogue in order.
Get them to swap to a new partner thus making new pairs. T instructs. Points to the brackets and that they can change that content to something else. Tell them to be the Assistant. They ask you and you respond by changing it to Espresso. Then point down the dialogue and make a question face for each thing in brackets. Then point to the price. Ask "How much is it?" They will look at price list -elicit the answer from them. Then tell them in the same way to take turn to be the customer who will chose what to buy and be the assistant that will calculate how much to pay. Let them take time with this one. This is when it gets real functional. FB open pairs where T will let one of the pairs give an example of their dialogues.
Let them mingle and ask each other from the sentences they learned. This will also be a fb for the students to see that they have understood.