Requests and offers
Elementary, A2 level

Description

In this lesson, the students learn how to use expressions like "I'd like/We'd like" and "Can I/we have?" through a listening to learn how to order food in a restaurant and then they practice making conversations using this functional language.

Materials

Abc Teacher notes
Abc Recording
Abc Menu
Abc Functional language clarification
Abc Gap-fill handout
Abc Language clarification

Main Aims

  • To provide fluency speaking practice in a conversation in the context of ordering food in a restaurant

Subsidiary Aims

  • To provide specific information listening practice using a text about making requests and offers in the context of ordering food in a restaurant

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Greetings The students are paired with new partners. While they are moving to sit with their new partners, the teacher projects a few questions on the board: (If the OHP fails, the teacher can write them on the board.) 1. How many people are speaking? 2. Where are they? 3. Who are they? 4. What are they doing? After the task is explained and the instructions are given, the recording is played and the students listen and write their answers. Then they check in pairs. Quick feedback is done and related words and expressions such as "waiter", "customer", and "order" are pre-taught and highlighted on the board. Are Jack and Emma customers? Do they work in the restaurant? Do they order food?

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

The students are given handouts showing the conversation between Jack, Emma, and a waiter from the previous exercise. The handout doesn't contain the questions that were introduced in the previous exercise. Instead, they will listen and fill in the gaps. Then they work in pairs to check their answers. For feedback, two students are nominated to come to the board and fill in the gaps. The requests and offers are highlighted on the board and the meaning, form, and the pronunciation of these expressions are explained and drilled. When you come to my house, do I give ice cream to you? Do I offer ice cream? When I come to your house, do I give ice cream to you? Do I want ice cream? Is it an offer or a request? Then the expressions are drilled chorally and individually.

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

The handout is projected on the board and the structure of the sentence and the intonation will be highlighted. The students give some examples of "nouns" and "verbs" to learn how to use each of them in these structures. They can see the sentence stress and learn about the polite intonation. The example is drilled a few times. The other sentences are also projected on the board. The teacher elicits the sentence stress and the sentences are drilled. The next exercise is projected on the board. They listen and choose which requests and offers are polite and which are not. Then they check in pairs. Class checks the answers.

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

The students are regrouped and they read the previous conversation with their friends, one of them playing the waiter and two others playing the customers. They practice and as feedback two of them can come to the board and role play this conversation. Then they get the menu and practice ordering food in a freer practice to produce the target language. The teacher monitors and takes notes on possible mistakes.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

One or two groups can perform for the class. The teacher will put some of the mistakes that were made during the lesson on the board and asks the students to help him correct the mistakes. The lesson can be recapped and then wrapped up.

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