Gabriela Britos Gabriela Britos

Upper-intermediate level


Abc Exposure audio
Abc Exposure audio script

Main Aims

  • By the end of the lesson, students will have practised the use of the gerund and to +infinitive in the context of restaurants and eating out.

Subsidiary Aims

  • By the end of the lesson, students will have practised their speaking skills in the context of restaurants and eating out.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Show slide. T: X, Do you remember the last time you went to a restaurant or a café? Where did you go? X, Do you enjoy eating out? Send sts the jamboard with parts of a menu. T: Look, this is a menu. What parts does it have? Ss: Starters, Main course, Side dishes and Desserts. T: Now, match the dishes with the parts of the menu. Let's do the first one together. After going over the first stickers together, students finish the activity collaboratively. Elicit from students in turns what they would like to have from this menu. 2. T: If you go to a restaurant, what is most important to you, the atmosphere, the service or the cost? Discuss in pairs. You have 2 minutes. Send students to breakout rooms for 2 minutes. Do OCF.

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

T: You are going to listen to an interview to Nadia, the owner of a restaurant. It's an unusual restaurant. Listen and find out what is unusual about this restaurant. Play audio. Sts listen. (2 min) Send sts to breakout rooms to compare answers (2 min) Elicit answers.(It's an honesty payment service, where people pay what they want, according to the service they received).(1 min)

Highlighting (4-7 minutes) • To draw students' attention to the target language

Send students the handout and show it to them in the slide. These are statements from the interview to Nadia. T: read the sentences and match them with the rules. You have 3 minutes. T: Now compare your answers with your partner. Send students to breakout rooms and they compare answers in pairs. (2 minutes) When Sts are back, do OCF and proceed to the clarification stage.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

After checking students' answers on MF, teacher asks CCQs for meaning: T: enjoy cooking or enjoy to cook? Sts: enjoy cooking. T: Why? after verb enjoy we use the gerund. T Shows the rule: after some verbs, and comment on examples. T does the same with the rest of verb patterns. T asks CCQs for form. T asks CCQs for pronunciation. WC and individual repetition.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Send students the link to the form with the activity. T: Read the sentences carefully and choose the right option. You have 6 minutes for this. Send students to breakout rooms. T: Now check answers with your partner. You have 3 minutes for this. Do OCF. Show answers on the slide.

Free Practice (6-9 minutes) • To provide students with free practice of the target language

Send students the speaking handout. T: there are some questions in this handout. Discuss the questions with your partner. For example, X (T asks a student one of the questions to demo the task). You have 6 minutes. Send students to breakout rooms. Monitor and take notes of language for DF. OCFB 1. elicit answers from different pairs and do content FB. 2. Do language FB. Say goodbye to students.

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