Mohamed Mohamed

Elementary level


In this lesson ss will practise speaking using vocabulary related to different types of food in a menu. Ss will practise activities and listen to recordings of the target language. Some activities have been designed so that we can check Ss' understanding.


Abc Hand out 1
Abc Hand out 2
Abc Hand out 3
Abc Hand out 3
Abc Hand out 4

Main Aims

  • By the end of the lesson students will have practised speaking for fluency in the context of food and drinks.

Subsidiary Aims

  • Students will practise listening for gist and learning food vocabulary.


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

Ask ss some questions: when do you usually eat out? what's your favourite café' or restaurant? what do you usually eat there?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss are given a list of food and drink from a menu, then they are asked to write the name of the item under each photo. Then, I will model an example by selecting one student and ask him a question about one of the photos. Ss work in pairs and take turns to point to photos and test their partners. For example, S A: What's photo number one? S B: A cheese and tomato sandwich.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

In this stage students learn some useful language in order to help them with their speaking tasks. they will review using "How much to ask about the prices of the items on the menu. I will model and drill the prices by selecting one student and I ask him/her: how much is a cup of tea on the menu? clarifying the pronunciation of words like mixed/ Tuna / beer

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

1- I start with a listening activity whose aim is to give the students a demonstration of the task that they are to do at a later time. It also provides students with added listening practice which is essential because pronunciation and listening comprehension go hand in hand. I underlined the parts that had palatal sounds including in connected speech i.e. ‘what would you like’ 2- Put students into groups of 3. Of each group, a few of the students are customers and one of them is a waiter. They can share items by ordering as a group or individually. The waiter’s task is to take the customers order on a piece of paper. Before having the students complete the task, you can feed them functional language that can help them perform the task. However, this language should involve no teaching, just choral drilling for time concerns. The customers are handed The Sun Café' Menu that lists all the different food and drink options with the prices listed. The waiter is given a similar one. This will create the need to communicate.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

I diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

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