Mehmet Mehmet

Teaching Practice 5
Elementary level


In this lesson, students learn about requests and offers through a dialogue of two people ordering at a restaurant.


Abc Powerpoint by the teacher
Abc Hand-outs
Abc Coursebook

Main Aims

  • To provide students with clarification / review and practice of functional language of requests and offers in the context of a dialogue of two people ordering at a restaurant.

Subsidiary Aims

  • To provide students with practice in speaking for accuracy and fluency.


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

Start the lesson by asking students their favourite food and drink at the Sun Café to link the lesson with the previous one. Ask students to share their ideas with their partner for thirty seconds. Get some answers from some students Show the picture of Paul, Clare and the waitress on the WB. Elicit the words 'waitress' and 'ordering' and the place where they are.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Tell students to watch the video4 and answer 'what do they order?' Make sure that the task is set before watching. Students check their answers with their partners. Whole-class feedback takes place. Elicit answers from different pairs. Deliver the handout1 and ask students to fill in the gaps with the sentences in the handout2. Model the instructions on the WB. Students work individually for three minutes. Student check their answers in pairs. ??????????? Ask for justification for students' answers Open CD77 and ask students to check their answers.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Open the PPT2 and provide CCQs (CCQs are in the grammar analysis page) to clarify the meaning. Elicit answers from students. Model and drill the sentence chorally and individually. Show the finger contraction for 'I/we would(I'd/we'd)' and 'would you'. Write the target language on the WB with the transcription and mark the stress. Elicit the form from the students. Follow these stages for every target language. Complete the rules with the phrases in bold. Nominate students to write on the WB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Give students the roles of Paul, Clare and the waitress. Check your instruction by asking students who they are. Model it with two students. Tell students to stand up and practice the dialogue among Paul, Clare and the waitress. Show the dialogue in full and have students practice it. Monitor genuinely and help as necessary to make sure students are practicing it. Pass to the next slides to vanish the dialogue gradually.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Deliver students the handout3 and ask students that they will write their own dialogue. Give students the role of a waiter/waitress and customer. Provide the functional language as prompts. Model the instructions by demostrating with a student Students work in pairs for five minutes. Monitor carefully and take notes on good use of language and mistakes of students. Have some partners to practice their conversation in front of the class. Give other students the task of choosing the best conversation. Provide a plenary feedback session on good use of language and elicit the correct answers of the mistakes. If time, students change their partners and practice the conversation with different partners

Web site designed by: Nikue