Jagoda Ewa Smetek Jagoda Ewa Smetek

TP 6 LP_Ewa Smetek
Pre-intermediate level


Abc Caroline Krantz & Julie Norton, Navigate Coursebook Pre-intermediate, Oxford University Press, p.103
Abc https://tophonetics.com/

Main Aims

  • To provide product writing practice of an online restaurant review

Subsidiary Aims

  • To provide fluency speaking practice when reviewing restaurants


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

To engage students with the topic of restaurant reviews I will start a short brainstorming activity by nominating students and asking the following questions: 1. Do you like to visit restaurants? 2. What do you like to know before visiting a new restaurant? Even though this is an open question, I hope to hear words like: location, atmosphere, service, food, value for money and review.

Gist (3-5 minutes) • To provide context for the target language through a text

In this stage students will individually read a restaurant review quickly and will answer these questions on Google Forms (multiple choice task): (Instructions: Read the text quickly. Choose the correct answers. You have 3 mins. When done, click on send.) 1. Would Lee recommend the restaurant ´Thai Kitchen’? 2. The text is... 3. What kind of text is it? Where could you find it? Answer Key: 1. yes 2. partly positive and partly negative 3. it's a restaurant review on TripAdvisor

Layout (3-5 minutes) • To analyse elements of layout that provide coherence and cohesion in the text

Students will discover the layout of an online restaurant review by answering: (Instruction: Read the text again. Choose the correct answers. You have 3 mins.) 1. What does Lee express in his introduction? 2. Which points does Lee describe? 3. What is Lee's conclusion? Answer key: 1. When he discovered the restaurant and that he's visiting it from time to time 2. value for money, food, service, atmospere 3. This restaurant is a good option if you don't have much time and don't mind to share a table with strangers. During the feedback I will elicit the layout from students: (Questions: What do we write first? What follows? Can you see paragraphs?) Introduction, description of experience: pros and cons, conclusion. No visible paragraphs.

Formulaic language (3-5 minutes) • To analyse and identify language conventions in a restaurant review

The students will discover meaning by matching sentences used in a restaurant review to categories: (Instructions: We will analyse the language now. In the first and second task you choose the answers. In the other tasks, you have to write the answers. You have 3 mins.) - There´s a wide range of dishes. / food - It’s quiet and relaxed. / atmosphere - The prices are pretty reasonable./ value for money - It’s a long way from the city centre. / location - The staff are sometimes rude. / service They will also formulate the opposite meaning of two sentences: 1. There´s a wide range of dishes. 2. The prices are pretty reasonable. Examples of answers: 1. There is not much choice of food/dishes. / There are only a few options on the menu. 2. The restaurant is overpriced. / The prices are above avarage. To discover form students will answer: What kind of language do we use for a restarurant review? They can choose from the following answers: formal language descriptive language: prons and cons (x) informal language neutral language. (x)

Parallel writing (3-5 minutes) • To concept check and prepare students for more meaningful practice

Now, students will fill in the gaps of some sentences. (Instructions: Student x, please read the example. Choose the missing words. You have 3 mins.) EXAMPLE: The ________ is great, it’s right in the middle of town. / ANSWER: location. 1. The ________ is very cool and modern. 2. The (a)________ is tasty but it isn’t (b)________ because the portions are tiny. 3. We weren’t happy with the service, because we couldn’t get ________ for ages. 4. So, ________ , it was a disaster. (conclusion) Answer key: 1. atmosphere 2. (a) food / (b) good value 3. the waiter's attention 4. all in all

Freer Writing (8-10 minutes) • To encourage students to produce a similar text based on the sample provided for fluency purposes

In this stage students will write their own reviews on padlet. They will think of a restaurant they visited recently and try to cover 3 to 4 of those categories: location, atmosphere, food, service and value for money. While students will be writing I will be making notes on good language usage and sentences to be corrected or reformulated. (Instructions: Now you will write a short restaurant review. Try to describe 3 to 4 categories. You have 10 mins.)

Publishing and feedback (5-10 minutes) • To allow students to get feedback on the contents and language of their written production

To finish up the lesson each student will choose one of their peers reviews and rate it. After the peer check, I will conduct open class feedback to point out sentences with good language usage and some sentences that need correction. If I have enough time, I will also elicit some reformulations from the students. (Instructions: Choose 1 restaurant review and read it. Student X, which review do you want to read? You have 3 mins.)

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