Samanta Yáñez Samanta Yáñez

Ordering for food
Elementary level

Description

In this lesson Ss will have speaking practice while ordering food in a restaurant. They will work with common phrases we usually use when we order food. Will practice intonation.

Materials

No materials added to this plan yet.

Main Aims

  • To provide accuracy speaking practice in a conversation in the context of ordering for food.

Subsidiary Aims

  • To provide practice of food vocabulary in the context of ordering in a restaurant.
  • To provide practice of using would to make and answer questiond in the context of ordering for food.
  • To provide fluency speaking practice in a conversation in the context of ordering for food.

Procedure

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

-T shares screen to present visual support and ask students about their favourite restaurants. Instruction: Answer the questions. When do you usually eat out? What's your favourite restaurant? Is it cheap or expensive? Write down your answers. -T gives an example I usually eat out on Sundays. My favourite restaurant is apple bees. It is expensive. You have 1 minute. -Ss will work in break out rooms and discuss the topic. Instructions: Go to break out rooms and share your answers. You have 2 minutes. -T conducts OCFB by listening to a few contributions.

Content Preparation (4-6 minutes) • To generate ideas for the productive task

-T shares screen for visual support. -Ss will enter to a jamboard and write ideas of what they can order in a restaurant. Instructions. Enter to the link. Write what can you order in a restaurant. You have 2 minute. -T conducts OCFB by listening for some contributions.

Language Preparation. (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

-Ss will see 2 short videos and identify the common question a waiter uses to ask for the order in a restaurant and the common phrases customers use to order food. -T shares screen for visual support. Instructions. Enter to the link. See the videos and answer the questions. -T models how to answer. -T conducts OCFB by checking answers. -T asks eliciting questions to cover pronunciation. Who usually make offers the waiter or the customers? Waiter. Would you like to order now? /wʊd juː laɪk/ Does the intonation goes up or down? up This question is formal or informal? Formal. Request Who usually make offers the waiter or the customers? customers. I'd like a bottle of mineral water, please. Is I'd a contraction yes or no ? Yes Which is the full form of I'd ? I would I'd /aɪd laɪk/. I would /aɪ wʊd laɪk/ Does the intonation goes up or down? Down Can I have the bill please? /kæn aɪ hæv/ Are these requests formal or informal? Formal.

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

Ex 1 -Ss will go to break out rooms and read a role play of a conversation between a waiter and a customer. -T shares screen for visual support. Instructions: Enter to the link. Go to break out rooms and read the conversation with your partner. You have 2 minutes. -T conducts DEC after the task. Ex2. -Ss will go to break out rooms read and complete role play of a conversation between a waiter and a customer. -T shares screen for visual support. Instructions: Enter to the link. Go to break out rooms and read the conversation with your partner change roles. You'll need to fill the missing parts. You have 3 minutes. ICQs: Do you need to complete the conversation? Yes. -T conducts DEC after the task. Ex 3. -T shares screen for visual support. -Ss will create their own conversation between a waiter and a customer. Instructions: Write down some questions a waiter can do. Write some thing you would like to order from the menu. -T gives some examples. Write you answers individually 1 minute. -Go to break out rooms and create your own conversation. You only need to speak, you don't need to write it down. You have 5 minutes. ICQs: Do you need to write your conversation? No.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

-T writes on the screen samples of sentences and encourage the students to notice and correct the mistakes, also she writes some correct sentences to have Ss identify them. -T conducts OCFB

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