Ahmed Magdy Ahmed Magdy

Upper Intermediate level


In this lesson, students will study some useful language that will help them to do a speaking task about opening a new restaurant. The lesson starts with a question about the best restaurant in the student's area and the reasons for this choice. In the exposure stage, the students will be exposed to a reading text after which they will answer some comprehension questions. After answering these comprehension questions , the teacher will ask students to guess the meaning of some lexis and phrases used in the text them clarifying the meaning of the ones that are tricky. This stage will be followed by the speaking task itself. Before sending students to BORs the teacher will try to elicit some answer for the prompts that the students will use in the speaking task. After giving students enough time to discuss the prompts and create an idea about their restaurant , teacher will ask individuals from each group to tell others the design of their restaurant.


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Main Aims

  • By the end of this lesson students will be able to talk about the business strategy of a new project in the context of restaurants.

Subsidiary Aims

  • By the end of this lesson, students will be able to use some new lexis in the context of restaurants.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

- T greets students and introduces himself to them as this is the first time for him to teach this group. - T shows the students the photo and the question in the first slide of the PPT. - T elicits the answers from most of the students.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading

- T explains the task to students. - T shows students the text and sends them the link that they can use to download the reading text. - T gives students three minutes to find the answers. - T discusses the answers of the questions with the whole class. - T asks students to guess the meaning of the underlined words in the text.

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

- T elicits the meaning of these words and highlights the most tricky lexis or the ones that they couldn't guess its meaning. - T clarifies the meaning , form and pronunciation of these words and highlights the tricky ones. - T asks CCQs . - T shows students the questions in the next exercise and elicits some creative ideas about the strategy of the new restaurants they are going think about. - T highlights the creative ideas that students come up with to encourage creativity.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

- T asks students to choose one of the students to write down the ideas they come up with and another one to present the idea of the restaurant. - T asks ICQS before ending students to the BORS. - T divides students into groups and send them to the BORs for about 8 minutes. - T monitor students well in the BROs - T writes down the any type of mistakes make to be discussed in the feedback session. - In the end of this stage the teacher asks each group presenter to present their project for the whole class. - If there is enough time, the teacher can ask students to vote for the project they think that it will be a successful one.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- T corrects the students mistakes by giving them some models of their corrects answers and some other models of the incorrect answers and asks them to find the mistake.

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