Eddy Salgado Eddy Salgado

TP6. LP Eddy Salgado
Intermediate level


Intermediate students who seek to improve their level of English. This class focuses on functional language that aims to help learners talk about problems at restaurants.


Main Aims

  • To provide clarification and practice of language used for explaining and dealing with problems in the context of restaurants

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of problems in a restaurant


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

-T. introduce the content through one image. -Learners come up with a situation where characters complain about: 1) The food 2) The price 3) Attention -T. provides sample vocabulary -T. models activity with one student -Learners share their ideas in breakout rooms -T. monitors -T. conducts OCFB

Exposure: Presentation through the text (5-8 minutes) • To provide context for the target language through a text or situation

-T. presents a text to help learners get marker sentences: A) -Excuse me, there seems to be a mistake in my order. Can you please take away this dish? I ordered chicken with lettuce, not chicken with potatoes. B) -Sorry, are you sure this is my bill? you`ve charged me for two bottles of wines but I actually asked for two glasses of wines. I am afraid you made a mistake. -Really? Let me see. (...) I do apologize for this. I promise it will never happen again. -Do not worry about it C) -excuse me, would you mind bringing my food, I have being waiting for half an hour. -Learners read the text -Learners match each letter with the most appropriate situation -T. provides OCFB

Clarification (8-10 minutes) • To cover MFP of key vocabulary to aid completion of the tasks

-T. provides link to Jamboard with phrases: -T. covers MFP getting learners to link with a line the best meaning, grammar category and practicing pronunciation. 1) There seems to be a mistake... 2) Would you mind...? 3) I do apologize... 4) Don't worry about it.

Controlled Practice (8-12 minutes) • To concept check and prepare students for more meaningful practice

-T. asks learners to complete the sentences with words from lesson 1) Mary arrived at the __________ at 8:00pm 2) She ______ a meal and sat down to wait. 3) After one hour _____, she got desperate and called the waiter. 4) She said:_____ you possibly hurry up with my food? 5) The waiter answered: Sure. I ______ for you waiting us too much. 6) Ok. Sure. No problem. It is not your ______, anyways. DonĀ“t ______about it. 7) Two minutes later, the food was on the table. The customer called the waiter again and said: There ______ to be ______a here. 8) I have ordered ______,not tomatoes. -Learners work individual -Learners check answers in pairs -T. conducts OCFB

Free Practice (10-15 minutes) • To provide students with free practice of the target language

-Learners come up with a story following some of the next situations: 1) The menu is in a language you do not understand 2) Your food order is taking a long time to arrive 3) Your knife has fallen on the floor 4) The waiter has brought you something you didn't order 5) There is a mistake in the bill -T. demoes with one student -Learners discuss in Breakout Rooms -T. writes answers on the whiteboard and conducts OCFB and DEC

Web site designed by: Nikue