By the end of the lesson, learners will be able to provide practice of language used for offering and ordering food in the context of a restaurant.
Learners will have also been provided with clarification of language used for ordering and offering in the context of a restaurant
Learners will have also been provided with a gist listening practice using a text about ordering and offering in the context of restaurant.
Procedure (32-42 minutes)
Instructions: Look at the menu and write down your order. T shows a Jamboard to learners and models how students must write down their answers to the question. Students go to the link and work on their own. In OCFB, T mentioned 2-3 orders students would make.
Instructions: Listen and match the expressions to the speakers. T shows a Jamboard with questions made by two speakers. T shows how students have to listen and drag the questions to match the speakers (Diner or Waiter). Learners work in pairs to work the task. In OCFB, T and learners check the right answers.
T gives a link to Google Doc with the TL. Learners select the correct words to answer the questions. This is performed for meaning and form and accuracy. Instructions: Select the correct answer to complete the sentence. Learners discuss their answers in pairs. T conducts OCFB and checks on MPFA (2-3 sentences are checked for pronunciation) CCQs: Do we use the -ing verb form in these questions? No, we use the bare infinitive. Is 'Could' less formal than 'Can'? No. Pronunciation: Would you like to see a dessert menu? Could I have just a coffee, please? Shall we leave a tip?
Instructions: Complete with COULD, WOULD, and SHALL. T gives a link to learners to work on exercises using the TL. Learners answer individually and check their answers with a partner. T conducts OCFB
T shares a Jamboard with a link. Instructions: Roleplay a conversation. One person is a customer, the other one a waiter/waitress. T demos T scaffolds the task by eliciting some useful language to be used to complete the task. T demos the task with one learner. ICQs: Do you have to write or speak? Discuss, and take notes. Learners work in pairs and discuss in breakrooms. Learners switch pairs as many times as possible as time allows.
T conducts OCFB and asks learners to model the conversations as times allows it. T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB.