Maha Maha

Elementary level


Abc Gap-fill handout
Abc Projector
Abc Food menu hand-out
Abc W/B
Abc SB

Main Aims

  • To provide practice of words and common phrases in the context of restaurants.

Subsidiary Aims

  • To develop oral fluency in the context of restaurants.


Warmer/Lead-in (3-5 minutes) • To set lesson context and generate students' interest in the topic of the lesson

T greets students and shows them pictures of famous restaurants in Egypt. T asks ss questions related to the pictures to generate interest in the topic: 1. What is your favourite restaurant?/ How often do you go there?/ What do you order there? SS discuss questions in pairs and T gives feedback.

Present Target Language (5-10 minutes) • To provide the target language in the context of food menus.

T shows ss names of some dishes that they can order at a restaurant and elicits answers for the question; 'Where can you find this on a menu?' 'Is it an appetiser, a main course, or a dessert? T gives ss names of the dishes and asks them to categorise them to: starters, main course and desert. SS work in two small groups. SS create their own menus on board by sticking the paper slips.

Language Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks ss CCQs to check the meaning of 'starter/appetiser, main course, and dessert. T models and drills the correct pronunciation of the words and displays stress on the board.

Controlled Practice (8-10 minutes) • To provide ss with controlled practice of the TL and prepare students for more meaningful practice

SS listen to the dialogue on p.84 and fill in the gaps. SS pair check their answers before they listen for the second time. SS listen for the second time and T shows the answer key on the projector.

Freer Practice (10-15 minutes) • To provide students with freer practice of the TL in a more authentic context and promote fluency

T gives each student a role play card and asks them to play the role of a customer in a restaurant and plays the role of the waiter. SS ask the T the questions written in the role play card and she answers. T then gives her card to another student and asks the student to play her role as the waiter. T uses the open pair as a demo. SS are asked to play the same roles in pairs. T monitors and gives feedback if necessary.

Feedback (3-5 minutes) • To highlight examples of good language, to correct errors and to wrap up the activity.

T highlights good examples of TL used during the last activity. T corrects any errors of pronunciation or intonation.

Web site designed by: Nikue