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Functional Language: Offering food and drink
A1 level


In this lesson, students are introduced to the functional language of offers. Students are exposed to the target language through an audio clip. After that, they practice the meaning, form, and pronunciation of the target language through a variety of exercises. Finally, they start using and producing the target language through a less controlled exercise.


Abc WB
Abc Listen and answer the questions (1)

Main Aims

  • To introduce and to practice the functional language of 'offers'.

Subsidiary Aims

  • To practice listening for gist and for details.
  • To practice speaking using the new target language.


Lead-in (1-2 minutes) • To maintain the same context (food and drinks) and keep a natural flow of the lesson.

T reminds sts of the context by displaying a projection of different types of drinks, food, and dessert. T reviews the words 'main course', 'dessert', 'drinks' and the verbs 'eat' and 'drink' by eliciting them from sts.

Pre-teaching key vocabulary (3-5 minutes) • To clarify and practice some key words in the audio

T uses the pictures in the PTT to elicit or present the words 'delicious', 'apple juice', 'Battenberg', and 'try'. Sts try to guess the words from the pictures. T concept checks the meaning and drills pronunciation.

Presenting TL in a text (5-7 minutes) • To exemplify the TL and to practice listening for gist and details

Sts listen to audio track No:2.46 twice at least and answer the questions on the WB. T can play the audio a third time if needed. Sts discuss in pairs. T gets feedback from sts by asking them about their answers.

Further exposure (3-5 minutes) • To help students discover the meaning of TL

T distributes HO to sts. Sts listen to the audio 2.46 one final time and tick/check the sentences they hear. Sts check in pairs. T monitors and supports if necessary.

MFP (9-11 minutes) • To explicity introduce the meaning, form and pronunciation of the TL.

T distributes a HO that contains two pictures with empty speech bubbles. In pairs, sts try to fill in the empty bubbles in the pictures using the target language. T conducts feedback and checks understanding of the TL using CCQs. T presents/elicits the other forms of the TL "Would you like some tea/ a coffee/ a chocolate/ something to drink/eat...?", and the responses "Yes, please" and "No, thanks". T drills the class in pronouncing the new TL (chorally and individually), emphasizing the correct pronunciation of weak forms and the assimilation in "would you".

Controlled practice (7-9 minutes) • To provide controlled practice of the TL

T displays the dialogue on a projection. Sts practice in pairs. T removes some words and leave lines instead, then ask sts to practice the dialogue again. After sts have finished, T removes other words again, and so on. T can change pairs in this activity.

Semi-controlled practice (6-8 minutes) • To further practice using the TL

T expands the use of the TL and explains that we can offer by asking students if they can have other words after "Would you like". After explanation, sts do exercise 1 headway p90

Less Controlled Practice • To allow freer use of the target language

T distributes a HO containing an exercise which allows students to use the new TL for things other than food (listening to music, watching a video, etc.) T can demonstrate the task then ask sts to stand up and mingle with different partners and practice the different items they have in the exercise.

(Optional) Error Correction (1-3 minutes) • To check students' understanding of the TL.

T writes the following sentences on the WB and asks sts to correct them. "Would you like watch a movie?" "Would you like something drink?" "Would you like something eating?"

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