Masood Heshmati Masood Heshmati

TP 3
Beginner A1 level

Description

In this lesson sts will learn several countries' currency names and signsو and how to add up fractional currencies to have a pound and a dollar. Also sts will be familiarized with vocabulary and items on a cafe's menu, and during the lesson they will see and practice how this vocabularies function in the context of listening activities, s-s interactions and role playing a customer and s coffee man in a cafe. The teacher will also present the language needed to simplify the activity in the cafe e.g. How much is an espresso and a croissant?

Materials

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Nhiyjbiqb8sysinagt6a british banknote 20 pounds sterling obverse british banknote 20 pounds sterling obverse.jpg
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Abc Exercise 2
Abc Listening recording no. R3.12
C3m5ysfasdolg1nuzc7t untitled 1 Menu

Main Aims

  • To provide practice of language used for asking for items on a menu and their price in the context of a cafe
  • To provide clarification of price and items in the context of cafe

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of cafe
  • To provide listening practice that get students to find specific information

Procedure

Lead-in (5-8 minutes) • To set the context of money and to encourage the sts to notice the TL

First, T sticks a picture of a piggy bank on the WB to elicit the TL from the sts. second, T writes the currency signs on the WB to help the sts recognize them. T gets the students to repeat the currency names,for example: ten dollars. ten pence etc. Third, T asks the sts to do ex 1 in pairs.T monitors. Finally, T gets FB from students and checks their understanding (e.g. 100 p = 1 pound and 100 cents = 1 dollar). T drills for pronunciation.

Pre- Listening (3-5 minutes) • To provide sts with the written form of currency signs and get them say the names along with numbers in order to make them ready for the listening activity

T gives clear instructions on ex.2, by showing the sts the slips on which the activity is printed. T pairs the students in groups of two. T gives the sts HOs of the exercise.2 T sets the time for 2 minuets T asks ICQs to double check students understanding of the instructions. Whilst the sts are doing the activity the T monitors for errors. FB: the T checks the answers with students

Listening for detail (5-8 minutes) • To encourage the sts to notice the TL in a listening extract and prepare them for next exercises that they are going to ask for prices.

T tells the sts that they are going to listen to five conversations and they need to listen and write the prices. After the clear task is set, T plays the recording (SB p 121). T plays the recording again if needed. T gives instruction on how the sts should check answers. sts in groups of two check their answers. FB: T writes the answers on the board.

Vocabulary (5-8 minutes) • To introduce menu items vocabulary and pronunciations within a matching activity and controlled spoken context.

T elicits vocabulary ,using pictures he sticks on the WB and gets them to repeat the words. T asks sts questions to set the context of cafe, for example; If sts ever go to cafes, what do they order and how much they cost, but with a more straightforward set of questions. The sts are shown the cafe menu, sts are paired. T asks them to match the pictures to the item names on the menu sheet. FB: T elicits the answers and drills for pron and emphasizes on the words that are hard to pronounce for the sts.

Controlled Speaking (8-10 minutes) • To introduce the questions, using how much to ask for prices, and substitution drill using all items on the menu.

T elicits the question "how much is a ............? sts answer this question using the menu they already were given. T does a substitution drill by showing flash cards. He separates the class in two groups and gets the students to ask for the price and answer the questions.(e.g. a group asks the question and the other group answer it) FB: The students now are regrouped and practice the questions and answers. T monitors for errors

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