Lesson Plan: Food and Menus (Book Version)

Lesson Plan: Food and Menus (Alternate Version/Students with Practical Oral English textbook)

Lesson Level: Senior 1  Duration: 45 Minutes

Lesson Title: Foreign Food

Grammar and Vocabulary

Making requests.

Reading and understanding menus.

Lesson Objectives

To develop food vocabulary.

To develop interaction skills – ordering food in a restaurant.

To develop discussion skills – deciding on which restaurant to go to.

Materials Required

Magnets or other means of attaching pictures to board.

Sponge ball.

Six pictures of fast food as follows.

Rice and vegetables. Curry and naan bread. Pizza. Chocolate. Full English breakfast. Hotdog and hamburger.2

Two pieces of paper per group.

Practical Oral English Senior 1 Autumn Term book

Preparation

Prepare all materials.

Ensure students have enough books for at least one per group

Procedure

1

Explain “fast food”, “takeaway”, “junk food”, “fish and chips”, “burger”, “fries”, “cuisine”

Put students into groups of four or six

Tell students to open books to Unit 4. They can use the books to help them. (2 Minutes)

2

Put one of the fast food pictures on the board. Elicit what it is and what country it comes from.

Repeat for other pictures. (5 Minutes)

3

Use ball toss to elicit favourite foods from class. (3 Minutes)

4

Tell groups that they have one minute to think of different kinds of fast food.

One writer from each of six groups (first six to vollunteer) to come to board at the end of the time.

Writers have two minutes to write as many fast foods on the board as they can.

Score two points for a fast food that is correctly spelled.

Score one point for a fast food that is incorrectly spelled. (10 Minutes)

5

Refer students to menu in Unit 4

Go through the items and the layout.

Ask questions to ensure understanding. (5 Minutes)

6

Tell groups to produce own menu.

It must include , six items of food, prices, opening times

They have either five or ten minutes depending on class level. (5 Minutes)

7.

When menus are created choose two students to read Unit dialogue.

Refer students to phrases in the Unit,

Choose one “customer” from each group and move to another group.

Customer must find out choose a meal and find out the cost.

Move customer to another restaurant and repeat. (10 Minutes)

8

Return customer to own group with details of the two restaurants. Groups to decide which restaurant to visit.

Elicit feedback from the groups. (5 Minutes)

Notes

This lesson can run too long if there are any delays. 7 and 8 can be simplified by just moving the customer to one restaurant and then asking each customer in turn what they would buy from that restaurant.

It is easy to draw these pictures. Photographs may be used if you prefer but I find that for this lesson simple drawings work better.

Lesson Plan: Friendship

Lesson Level:   Senior                     Duration:  45 Minutes

Lesson Title:     Friendship

Grammar and Vocabulary

 Words and phrases relating to good and bad characteristics for a friend.

Lesson Objectives

 Students will be able to discuss various aspects of what makes a good friend.

Materials Required

Practical Oral English Senior 1 Book 1 or equivalent text. (See Note 1 for reading text)

Preparation

Ensure that either the students have the text book or the teacher has a copy. 

Procedure

1 Put the students into groups of four. 

2 Tell the students that today’s lesson is all about friendship.

   Tell students (very briefly) about your best friend and why he/she is your best friend.

   Ask a few students about their best friends.

3a If students have the book

tell them to open the book to Unit 2.

tell them to read the text and then, as a group, answer the related questions.

3b If students do not have the book,

write the questions on the board (see note 2)

tell students that you will read a story to them about friendship

read the story twice

tell students to discuss the questions on the board in their groups 

4 Lead a general class discussion of the questions raised.

5. Clear the board. Divide it into two columns headed “A Good friend…” and “A bad friend…”

    Tell groups they have five minutes to complete the two sentences in as many different ways as they can. Give the examples “A good friend is honest./ A bad friend wants to copy my homework.”

6 After five minutes go round groups getting examples and adding the to the board. After each example check if whole class agrees. Try to get a variety of opinions.

7 Extension task

   Put these instructions on the board

Your family has moved to a new town and you have started at anew school.

You don’t know anybody there.

How can you make some new friends?

What can you do to make friends?

What qualities will you look for in your new friends?

What kind of things can you do together.

Discuss these questions with your group.

8. Feedback answers from various groups.

Notes

1, Text

Joshua wanted to go to the cinema with his friend Marcus. Joshua and Marcus have been very good friends for a long time. Joshua invited Marcus to the cinema, however Marcus told Joshua that he didn't have any money for the Cinema. Marcus asked Joshua if he could borrow the money from him. Marcus promised that he would pay Joshua his money back the next day. They have a good friendship so Joshua agreed to lend him the money. They went to the cinema and enjoyed the movie together.

The next day Marcus said that he wasn't able to give back the money he borrowed. Joshua was a little concerned about this and got quite upset. Marcus promised he would give the money back on Thursday. Joshua said that it was okay for Marcus to give him the money on Thursday. Thursday arrived and Marcus again said he was not able to give Joshua the money he owes.

2. Questions :

If you were Joshua, what would you say to Marcus?

     

Do you think that Joshua should set down a series of rules with Marcus for borrowing money in the future? Why?

     

Do you think Marcus did it on purpose? Why?

        

In order to keep a good friendship, do you think Joshua and Marcus should meet face to face to discuss the problem?