Studentsreadthe top of the menuand suggestwhat are like.Ask them and its customers the restaurant theiranswers.Makesurethat to explainand justifrT s t u d e n tus n d e r s t a ntdh a ta m e n ui s d i v i d e di n t ot h r e e main partstStarters,Main coursesand Desserfs.
Lesson1,.3 Eatingout
U n d e r s t a n d i nag m e n u O r d e r i n ga m e a l
B e a w a r e t h a t s o m e s t u d e n t sw i l l h a v e h a d a w i d e e x p e r i e n c eo f e a t i n g i n r e s t a u r a n t as n d sn o t h e r sw i l l o n l y h a v e e a t e n i n r e s t a u r a n t o s p e c i a lo c c a s i o n sa n d m a y h a v e l i t t l ek n o w l e d g e o f r e s t a u r a n ct o n v e n t i o n so r f o r e i g nc u i s i n e s .
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workin pairsfor two minutesand discuss StuOents of eatingout.Theyfeedbackto the theirexperience classafterthis.Writeup commonpointson the board. the third to consolidate Usethis as an opportunity personsingular:(Jan)likes/eatsChinesefood. (Nina) doesn'toftengo to restaurants.
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5a,e,h
practice""p SB Page95, Exercise5. Vocabutary
Kq Oo: carrot,chicken,haddock,salad,salmon oO: dessert Ooo: broccoli, vegetable,strawberry oOo: potato,tomato
Witha weakergroup,who mightnot havemuchfood at theirdisposal,presentand practisefood vocabulary itemsthatwittcomeup in the lesson,usingpictures sheet use Resource Alternatively, cut out of magazines. 1.3to presentand practisethe foodvocabulary.
T e a c h i n gn o t e s
1d
M any studentsw ill pr o babtyfind it difficultto id entifiT all o f the str ess patter ns,so it might be best to d o this as a w ho te class activityo n the bo ar d.W r ite the patter nso n the bo ar d,say a w o r d (o r ptay L istening7 ) a n d a s k a s t u d e n tt o p u t i t i n t o r i g h tc o l u m n .Y o u c o u l d m a k e t h i s a c o m p e t i t i v tee a m g a m e d i v i d i n gt h e class into tw o teams.
PRE.TEACH!NG s i l l h a v ee a t e n I t ' sl i k e l yt h a ts o m eo f y o u rs t u d e n t w c o u i n r e s t a u r a n itns E n g l i s h - s p e a k i n g n t r i e s ,o to elicitfavouritefoods.Co[latestudents' brainstorm ideason the boardunderthe headingsStarters,Main Coursesand DesserÍs.
R E S O U R CSEH E E T1 . 3. . . YP a g e9 0 . in this [esson,but Thereis a lot of newvocabulary r e c o g n i t i oU n .s i n gt h e v i s u a l s m o s ti s o n l yr e q u i r e fdo r p o n R e s o u r cseh e e t1 . 3 ,s t u d e n t cs a n l a ya c u m u l a t i v e s h o p p i n gg a m ei n p a i r so r g r o u p sP. r e s e ntth e i t e m s applepie, meat, of new vocabulary(strawberries, potatoes, peas, carrots, broccoli,salad, flsh, tomatoes,leeks,soup)usingthe pictureson the a copyof the Resource sheet.Giveeachpair/group cut-outfood cards.Ptacethe cardsfacedownon the table.The firststudenttakesa cardand says:ln my The second bag thereare some (strawberies). studenttakesa cardand adds it to whatthe previous s t u d e n st a i d ,s a y i n gb o t hi t e m si n t h e p i c t u r e sl n: m y bag thereore some (strawberies)and some (broccoli). Turnby turn,the list growslonger.The last personto pick a cardhas to say all twelvefood items.
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Key Meat: beeí chicken,lamb Fish: haddock,salmon, cod Vegetables: potato,broccoli, salad,pea, carrot,leek Fruit: apple, strawberry Cooking or preparation: roast,grilled, fried, mashed
B e aw ar e t h a t s o m e f o o d s a r e t a b o o i n s o me c u l t u r e sa n d a v o i d i n c l u d i n ga n y t h a t y o u t h i n k m i g h t b e s e e n a s u n p l e a s a n to r a c c e p t a b l et o s t u d e n t si n y o u r g r o u p .
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activityorallywiththe class,if Oo the matching studentsneedthe support.Witha strongerclass,they coulddo the activityin pairs,thencheckanswerswith the wholeclass.
Studentslistenand r epeatto check their 7 answ er s.M o del any w o r ds w hich studentsfind d ifficutt and r epeatagain.
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workwitha partnerand takeit in turnsto StuOents pointat a pictureof food and ask whatit is. This providesrapidoralconsolidation of the vocabulary. a fewtimeswithstronger the exchange Demonstrate betweenthis/these, the difference students,to illustrate beforestudentspractisein theirpairs.Checkcarefully clearlybetweenthis/these thatstudentsdifferentiate andmeaning. i n b o t hp r o n u n c i a t i o
sayingwhatyou'dlike for lunchbefore oemonstrate ffiffi studentsworkin pairsand discusswhattheywould maincourseand likefor lunch.Theychoosea starter, ask studentsto dessertfromthe menu.As feedback, reportbackto the restof the ctasswhattheirpartners w o u l dl i k e .