Zeynep Arslan Zeynep Arslan

TP 8, In a Restaurant,
B2 level

Description

In this lesson, the students are going to practice their listening and speaking skills through audio tracks, some listening exercise and speaking activities in the context of the lesson.

Materials

Sbrr05otaigntufvsnak how to order in a restaurant A VIDEO ABOUT HOW TO ORDER IN A RESTAURANT
Dvzexccptvyhdx8byybr answer key exercise 2 audio 11 ANSWER KEY exercise 2 audio 11
Bnto3wiusdete4smbgae real listening & speaking by miles craven Lead-in exercise and listening exercise 1-2-3
Bla6wbyqngclknzerilw in a restaurant Power point slide
Parczchrtvagp9hkly4g problems in a restaurant Problems in a restaurant
Fb6zoihbtiohzgsuv1f6 speaking dealing with problems Speaking-Dealing with problems

Main Aims

  • To provide gist and specific information listening practice using a text about in a restaurant in the context of Eating out.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of Eating Out.

Procedure

Lead-in (3-8 minutes) • To set lesson context and engage students

-In the beginning of the lesson, the teacher asks some questions about foods and restaurant. - The teacher distributes an exercise on page 14 and the Ss talk about the part 'Get ready to' with their partner. Then, The teacher elicits the answer from the whole class. -Before watching a video, the teacher asks ' when you go to the restaurant, do you know how to order?. Then the teacher asks students to watch a video while considering the question of ' what did waiter and customers say in the restaurant?' After the video, the teacher asks students some questions about the video, such as " What did the waiter ask before the meal/during the meal/ after the meal?", " What did the customer want ?" etc.

Pre-Listening (3-5 minutes) • To prepare students for the text and make it accessible

- The teacher asks the students to listen to the track 11 and the ss will tick before the meal or during the meal when a waiter might ask each question. The teacher plays the track again if it is needed. -Then, The teacher shows the answer key on the smart board.

While-Listening (3-6 minutes) • To provide students with less challenging gist and specific information listening tasks

-The teacher asks students to listen to track 11 again and match each question (a-h) with a reply (1-8) individually. - The teacher asks students to compare their answers with their partners. - The teacher play the audio again and the students compare their answers with the recording.Then, the teacher distributes the answer key.

While-Listening (3-6 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

-The teacher asks the students to guess the missing words with their partner. - Then, the teacher plays the recording 12 and the ss fill in the blanks individually. -The Teacher asks students to compare the answers with their partners. -The teacher writes the answer key on the whiteboard.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-The teacher asks the students to guess the complaints (a-f) with a response (1-6) with their partners. -Then, the teacher plays the recording 17 and the ss match each complaint with a response. If it is necessary , the teacher plays the auido again. -The teacher asks the ss to unfold the paper to see the answer key. -Next, the ss look at the complaints again and find three expressions with their partner.When they finish, the teacher elicits the answers from the whole class.

Post Listening (5-10 minutes) • To have the ss practice their speaking skills for fluency

-The teacher puts the students in pairs 'waitress and customer'. -The teacher shows pictures on the power point slide. The ss imagine that they are a customer and a waitress in a restaurant. The ss will choose a problem and talk about the problems in a restaurant for three or five minutes with their partners. Then the ss take the role of the customer and waitress.The ss come in front of the classroom and make a role play with their partner as a waitress and customer. If it is necessary, the teacher gives delayed feedback.

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