Benjamin Benjamin

Elementary A1 level


In this lesson students will practice their vocabulary and writing skills in the context of restaurants. Students will elicit and learn new vocabulary regarding food and drinks. The will produce a writing and read each others writing and decide their favorite and why.


Main Aims

  • To provide process writing practice of a review in the context of restaurants

Subsidiary Aims

  • To provide review of food and drinks in the context of restaurants.
  • To provide deduction reading practice using a text about food and drinks in the context of restaurant


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

T writes the name Otto Cihangir on the board and asks Ss if they know what it is. T explains where the restaurant is and why he likes it. While he talks he puts visuals on the board (Visuals Lead-in) 'My favorite restaurant is Otto Cihangir. I live in Cihangir and the restaurant is near my house. I love this. I usually go there with my friends. My favorite food is their pizza and I quite like their burgers they have cold beer too. I like Otto because it has nice electronic music, beautiful people and it's design. You can also see many famous people in Otto. One thing I don't like about Otto is that it's expensive'.

Useful Language (8-10 minutes) • To provide vocabulary expected in the coming reading task

T gives each pair/group some pictures and each student a HO. Students try to identify the foods and drinks in the "don't know, might know, know" table. Ss give answers on the board. T focuses on spelling and drilling for pronunciation. T presents the difference between crisps and chips. /krɪsps/ /tʃɪps/ /frentʃ fraɪz/ T asks students to complete the table individually with vocabulary they know. Then Ss share vocabulary with each other and mark if the knew it, kind of or didn't. T also reviews two clines previously presented (WB1). Adverbs of frequency & like/don't like. T elicits from the Ss

Modeling (8-10 minutes) • To provide a model for the task and check the prompts

T reviews his story about "Otto Cihangir". While he does that he writes the following words on the WB where is the restaurant? how often do you go? What do you like? food+drink What dont you like? What people go to the restaurant? cheap or expensive? Why do you like it? Drill expensive and cheap /ɪkˈspensɪv/ /tʃiːp/ T points at the pictures and the clines on the board so students can drill my restaurant review

Productive skill (14-16 minutes) • To provide an opportunity to practice target productive skills

T gives Ss HO and asks them to write individually a short review of their favorite restaurant. Teacher gives Ss 10-12 minutes ICQ what are we writing about? are we just answering questions? T monitors without being intrusive and is available for questions

Skill and language feedback (10-12 minutes) • To provide an opportunity to practice target productive skills

T asks Ss to put their writings on the walls T tells the students to read and to the folioing tasks -Correct any mistakes -Choose the best and worst restaurant Ss will write why the liked or disliked on two different colored papers (post-its) and paste them on the corresponding writing T gives Ss their writings If there is time left T and Ss can discuss the best and worst.

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