Omar Hafez Omar Hafez

at a cafe, listening
A1 level


In this lesson student will get the chance to review some of the vocabulary they've learned from the lessons before ( namely numbers ), the main focus of the lesson is listening , they'll do some listening for gist , followed by listening for details , students will afterwards reproduce what they've learned through speaking , they'll practice a basic conversation between a waiter( assistant) and a customer, and improve their pronunciation.


No materials added to this plan yet.

Main Aims

  • To provide specific information listening practice using a text about Ordering at a Cafe/Restaurant

Subsidiary Aims

  • To provide gist listening practice using a text about a functional interaction between customer and an assistant in the context of Cafe
  • To provide practice of language used for ordering food/drinks ...etc in the context of a Cafe


Lead-in (2-3 minutes) • Setting up a context

In this stage, I'll Elicit the word cafe from the students, ask them if they like going to a cafe, and ask them about their favorite cafe, or ask one of them, and write the questions on the WB, then ask students in pairs to talk about the questions written on the WB.

controlled ex. (1-2 minutes) • introducing currency symbols

in this stage students will be given ex.1 from page 26 SsBK , face2face, they will be given 1 minute to answer , they'll check with their partner and then given the answer key.

Pronunciation drill (3-4 minutes) • reviewing numbers and speaking for fluency

I'll explain the difference between c and p if necessary , then give the students a HO , they'll work in pairs , each will have 4 papers with prices on them , one student will read the number and currency , the other will write it down, they take turns, I'll do some error correction , then do some drilling.

eliciting the word price (1-1 minutes) • eliciting the word price, and get them to describe a picture

Student will be asked about what they see in a picture showing a situation in cafe , i'll elicit that the man asking a waiter about the price.

Vocabulary/menu, and pronunciation. (2-3 minutes) • vocabulary , pronunciation of 10 items one can buy at a cafe

students will be shown pictures of 10 items they can buy at a cafe and I'm going to Elicit these word, which they probably all know then drill them on the pronunciation and spelling.

Menu HO (3-4 minutes) • how to Q&A about the price of an item

I will show the student the menu from page 26, hand copies of it out , and ask a couple of students, how much is ........? , then as students to work in pairs or small groups and talk about different items on the menu.

Listening ,r3.15 (3-4 minutes) • Listening for gist ( for general understanding )

I'll play the listening recording for the students after I ask them to put a tick next to the items have been ordered in the listening,ICQs, then I will ask them to check in pairs to see if their partners have got the same answer.

Listening ,r3.15 / 2 (3-4 minutes) • Listening for details

students will listen to the recording again after I've explained the task for them and have asked some ICQs, and write the amount of money each of the customers spent, then ask the WC to stand up and check the other student's answers

Ex.9 (2-3 minutes) • Listening for details, controlled ex.

Students will listen to the recording one last time and fill the blanks ( ex.9 page 27 ) and then check with their partner

conversation practice (5-5 minutes) • functional language,Speaking practice

students will practice the conversation from ex.9 in pairs , and they will take turns to be the customer.

Speaking practice 2 (7-7 minutes) • functional language,Speaking practice

I will ask the students to put away the conversation from ex.9 , hold the menu, find a new partner and make their own conversation with their own orders, also taking turns as the customer, followed by FB.

GAP-FILL HO (5-7 minutes) • Gap-fill, controlled ex.

I'll give the students word scramble HO with the words they've learned today,they'll work in pairs , then ask them to check with other students, followed by FB. on the WB.

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