New lesson plan: Restaurant Language (words, phrases and questions)

Mahmoud Zaki

Restaurant Language (words, phrases and questions) - Elementary level

Restaurant Language (words, phrases and questions)
Elementary level

Description

T uses the test-teach-test to refresh Ss prior knowledge about language used in a restaurant to order food. The first test will serve as a diagnostic tool for the T to identify the areas that he/ she needs to focus on. The teach stage will count on eliciting language from Ss, checking their understanding and drilling it. The second test will be used to contextualize the TL in a receptive skill first then in a productive skill.

Materials

Role Play

what do they order?

Role Play

what do they order?

Main Aims

To provide clarification and practice of starters, main courses, desserts, onion soup, roast chicken, fresh lasagna, home-made ice cream, Do you have a reservation? Yes, a table for two. Are you ready to order? Yes, I'd like the ....., What would you like to drink? A glass of ..... and a bottle of ........ please. in the context of eating in a restaurant.

Subsidiary Aims

To provide specific information listening practice using an audio about ordering food in a restaurant.
To provide fluency in a guided practice of a coversation between a waiter/ waitress and customers.

Procedure (31-45 minutes)

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

T ask Ss to look at the picture of Allie and Mark. Where are they? What are they doing? Who is talking to them?

Test activity: complete the menu (6-8 minutes) • To gauge students' prior knowledge of the target language

Ss are divided into two groups. They are asked to sort and stick names of dishes in their corresponding sections of the menu They are asked to add two more items to every section They are asked to review and discuss each others' menu.

Teach: Menu Vocabulary (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Based on the Ss input, the T elicits, checks and drills the menu vocabulary with focus on certain phonological features of the TL such as the pronunciation of the words soup, steak, lasagna, vegetables, sauce and desserts. T elicits the concept of eating in three courses. It might be different from the Ss culture. T elicits what section can be added to the menu. Drinks (Beverages). T elicits examples of beverages and when people drink them, main course/ desserts. T elicits what customers need to do before they go to a restaurant. Make a reservation. How does a waiter ask you about this? (Do you have a reservation?) What do you need to tell him/ her in the answer? (Your name- number of people- maybe the number of the table) T elicits how waiters ask customers about what they want to eat. (Are you ready to order?/ What would you like to drink?) T elicits how customers tell waiters about their orders. ( I'd like the........ (starter).... and the ...... (main course)..... a glass of ....... and a bottle of ......

Test 2: Listening for specific information (6-9 minutes) • Check students' use of the target language again and compare with the first test

- Ss listen to an audio and fill in the chart with what Allie and Mark order. (The T may need to demo the first one as an example with the Ss) _ Ss check their answer in pairs then model answers are provided by the T. _ Ss are provided with the script of the conversation with some spaces to fill. _ Ss check their answers in pair then T provides them with model answer

Free practice (8-10 minutes) • To provide students with free practice of the target language

_ Ss are divided into groups of 3 (or 4 according to the present number) _ Ss are asked to name a waiter/ waitress from each group. _ Ss are given two minutes to review the script of the conversation. _Ss are asked to use the menus to generate conversations similar to the model _ T may need to model an example with two Ss as customers.