Listening and applying functional language for ordering food
By the end of the lesson, students will have had clarification of the meaning and appropriacy of the functional language of could, would and shall, and how to use TL to make requests, offers and suggestions, around the topic of ordering food in a their favorite restaurants. Students will have an opportunity to practice the functional TL during specific controlled and freer practice.
To provide listening practice for specific information about functional language. Students will also learn the form and pronunciation of functional language and when to use it. Furthermore, students will be able to apply their knowledge of the use of the functional knowledge in a controlled practices, as well as practice their use of functional language in a freer practice exercise.
Procedure (35-45 minutes)
SLIDE 1: Lead-in Shows pictures of different foods and restaurants and asks: What is your favorite restaurant and why? This will serve as a prediction for students as to what the context of the lesson may be T sends students to BOR to discuss their answer and ideas (3 mins) Followed by OCFB (2 mins)
SLIDE 2: Look at these 5 questions (send via link on chat) then listen to the short conversation at a restaurant. In pairs, in BOR, decide who said what for each question, the waiter or the customers. (2 min) 1. Would you like a high chair for the little girl? Waiter/W 2. Could I have the grilled squid for starters, please? Customer/C 3. Would you like to see the dessert menu? W 4. Could I just have a coffee, please? C 5. Shall we leave a tip? C Students listen to audio (2 min) Discuss answers in pairs in BOR (2 mins) SLIDE 3: OCFB: T shows answers for students to compare (1 min)
SLIDE 3& 4 clarifies Meaning SLIDE 3 clarifies Meaning T shows the answers and elicits the students to identify if they are a requests, offers or suggestions to clarify that students understand the meaning of would (offer), could (request), and shall (suggestion) with a Guided Discovery exercise through CCQs: 1. (OFFER) a.Did the customer ask for a high chair? (N) b.Is the waiter requesting that the customer take a high chair? (N) c.Is the waiter offering them a high chair? (Y) d. Is this a suggestions or an offer? (Offer) 2. (REQUEST) a. Is the customer wanting the waiter's opinion about the squid? (N) b. Is the waiter suggesting that the customer order the squid? (N) c. Is the customer requesting the squid? (Y) Is he requesting it politely? (Y - by saying please) d. Is this an offer or a request? (request) 3. (OFFER) a. Is the customer requesting to order dessert? (N) b. Is the waiter offering to show them the dessert menu? (Y) c. Is the waiter suggesting that they look at the dessert menu? (N) d. Is this a suggestions or an offer? (offer) 4. (REQUEST) a. Is the waiter offering the customer a cup of coffee? (N) b. Are the customers suggesting to each other that they should have a cup of coffee? (N) c. Is the customer requesting a cup of coffee? (Y) is he being rude? (N) Why not? (using please) d. Is this a request or a suggestion? (request) 5. (SUGGESTIONS) a. Is the waiter requesting a tip? (N) b. Is the customer offering the waiter a tip? (N) c. Are the customers suggesting that they leave a tip? (Y) d. is this an offer or a suggestion? (suggestion) __________________________________________________________ SLIDE 4: Clarifies Appropriacy T models 3 sentences individually -- the formal vs. the informal stress to elicit students to identify which one is formal vs. informal by focusing on the attitudinal intonation. 1. Would you like to see the dessert menu? or Do you want to some dessert? CCQ: Which one would you say on a first date? Which one is formal vs. informal? Is it a request or an offer? T drills students individually and chorally 2. Could I just have a coffee, please? or Can I have a cup of coffee? CCQ: a.Which one would you say if you were a guest at your boss's house for dinner? b.Is this a suggestions or a request? c.Which one is more formal than the other? T drills students individually and chorally 3. Shall we leave a tip? or Should we tip? CCQ: a.Is this an offer or a suggestion? b. Which one would you ask if you were with a client at dinner? T drills individually and chorally. ______________________________________ SLIDE 5 Clarifies FORM: T asks students to match the sentence with the form - T gives students 15 seconds to review the form structures and decide answers before drilling students individually: 1. Shall we leave a tip? = Suggestions + we/I (only use suggestions with we /I) + Verb (c) 2. Would you like to see the dessert menu? = Offer + Subject + Verb (a) 3. Could I have the grilled squid, please? = Request + Subject + Verb (b)
Show 5 gap-filled questions for students to select proper TL: would, could, shall. T asks students to pretend they are at a fancy restaurants with their boss and clients. T asks students to answer these individually and then take 2 minutes in their BOR to discuss answers in pairs. (2 min) 1. _______ we get the bill? Yeah, it's getting late and I'm tired. (Shall) 2. ________you like to see the drinks list, madam? No thanks. _______ we just have some water? (Would/Could) 3. ________ you move your chair a little so I can get past? I'll get up. There's not much room in here. (Could) 4. _________you like me to order for everyone? Yes, if you don's mind. There's so much to choose from. (Would) 5. _______we get a taxi or do you want to walk? Let's walk, it's a lovely night. It's so warm. (Shall) T conducts OCFB showing answers and asks students to check if they were correct (2 min)
Order your a meal at your favorite restaurant? Have student do the role play with their pairs keeping in mind the words: could, would, shall in a formal setting. Ss have 5 minutes 6 minutes to role play (each student has 3 minutes, T will advise when it's time to switch partners) to order their meal at their favorite restaurant? T monitors BOR
T conducts OCFB for students to share their orders. (2 min) T will provide DEC on the TL that students may not have understood in BOW. T provides correction on separate slide to visually show them (1 min) T will praise students.