Jonathan McDaniel Jonathan McDaniel

Sandwich ingredients vocabulary
Clb 3-4 level


Plan is meant for CLb learners 2 to 4. Pre-task will be Asking students to provide vocabulary options for salad or sandwich options(likes/dislikes). Activate their schema. Will then go over,vocabulary for different salad/sandwich ingredients. The key area will be roleplay to be practising ordering ordering from subway or five guys.


Abc Matching likes(want p

Main Aims

  • To provide fluency speaking practice in a Conversation in the context of Restaurant
  • To provide clarification of Veggies in the context of Restaurant
  • To provide fluency speaking practice in a Ordering in the context of Food
  • To provide fluency speaking practice in a Ordering in the context of Restaurant

Subsidiary Aims

  • To provide review in the context of Restaurant (likes/dislikes)


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Welcome students. Describe the procedure. Ask students about likes and dislikes within regards to sandwich ingredients..(Will add what the students say too pre-selected vocabulary). Have a brief conversation about likes and dislikes. Techniques being used are ordering and sorting and comparing fill in sheet Context is ordering a sandwich. Have a role-play as the main task practising ordering in pairs.

Pre-task (3-7 minutes) • To provide students with practice of so far writing practice the task language

Students are asked what kind of vegetables they like on their sandwiches. They Then see pictures of veggies and labels.suggestions are added to the pre-selected vocabulary. To provide a model of the task and highlight useful words and phrases They will be given a sheet To write down what they like and don’t like. Will use the information in the roleplay

Language learning practice (Task) (5-6 minutes) • To get students to understand each other

Language learning practice in target language. Roleplay will be developed where students take on the roles of customers and workers. Practice ordering a sandwich using the sheet as their guide.They will then switch roles.

Post task (1-2 minutes) • To correct any errors

Correct any errors in possible grammar and pronunciation. Do this last,As the main task is based on fluency and meaning. Make sure students can understand each other.

Finish up (1-2 minutes) • Feedback

Ask students what they thought of the activity and get feedback

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