Date: 17-03-2022 Length of Class: 20 minutes Level: Basic (Advanced)

Class Profile Adolescence (Ages 10 to 15). Advanced students.

Timetable fit Students have previously learned and reviewed several grammatical and vocabulary terms. Ss are progressing from a basic level to the
capacity to handle identifying and putting their understanding into action, by taking part in a fun activity of ordering in a Restuarant. In
this lesson, pupils will practise vocabulary relevant to items in a restaurant setting via solo and pair work, and they will leave with a
brief understanding of the function and context. Ss will also be given equipped and thorough activities to become proficient, through
discussions + creative tasks.
Objectives Objectives: Composing and rehearsing sentences orally, through discussions, progressively building a varied and rich vocabulary and
an increasing range of sentence structures.

Time Stage Aim Problems/Solutions Procedures Interaction Material

6’ Presentation Brief introduction, P: Students may not understand the 1. Go through presenting a TTT 1. Menu
how, what types new set of vocabulary or may be short presentation 2. Handout (extra
of questions to ask confused at some point and may 2. Hand out the menu task)
3. Give them an
when ordering, want to ask questions. This may
example sheet to
examples of at a interrupt you are teaching on how help the students
Restuarant. you planned out it to be. with questions

S: Make sure to take time and be

generously slow with explaining.
From time to time when you pause
ensure that you are asking students
if they are on the right track.
Encourage them.

6’ Warm up Have a warmup in P: Students may find it harder to 1. Ask the students to get Individual
 and writing discussing and identify, or difficult to understand into pairs. T x SS 1. Menu
activity completing the task 2. Review the menu on the 2. If students haven’t
questionnaires on instruct the students to been fully
S: To go around and check on the what they must do, equipped, bring
the menu in pairs.
students (explained on the board) line paper, and
and answering the extra pens.
P: students may be distracted by questionnaire.
something, by working in pairs – off 3. If students complete the
task task early, give them an
extra question to discuss
S: Make sure to circulate around the about.
4. Review the answers to the
class from time to time.
questions

6’ Speaking Put their P: Students may not understand the 1. Handout the tasks Pair work
activity knowledge into instructions of the task that they are 2. Instruct the students in
what they will need to T X SSS
what is being being set.
complete.
taught into
S: Ensure that you slowly and explain 3. Go around and check of
practise – the students are on task
speaking task: A clarifying in English what they meant
4. If students finish the task,
to be doing.
scenario of being give them an extension
in a restaurant and P: not enough hand out task.
trying to order
food of the menu. S: ensure to print a few more than
original prints out

P: students not having their

equipment's

S: bring extra lined papers

 P: distractions and disturbances/ off
topic.

S: Encourage students to complete

their task for a bonus point.

2’ Summary At the end, a short P: Ask students questions about the 1. Read through the TTT
summary will be lesson board and explain
reviewed about the highlights
S: Circulate around the classroom, from the
the overall lesson,
ensure that students are doing their summary 2.
in which we can Engage with the
personally tasks, and understanding the lesson
students from
overall.
understand if time to time.
students have
understood the
task, and the
lesson overall.