This assignment has been developed by an experienced English tutor and English native speaker. It received a pass at first submission and high praise from the assessor. The assignment is well researched with references included. The lesson plan includes a variety of activities and a good mix of tea...
Name of the Teacher Date Level of the class Length of lesson
Shahnaaz Naby 25 November 2023 Pre-intermediate (A2) 60 minutes
Lesson Type: Vocabulary
Lesson Topic: At a restaurant (nouns)
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
understand and use ten new nouns relating to the theme ‘’At a restaurant’’. present a role play, in groups of 3, of an interaction typically found in a
restaurant using pre-existing language and new target vocabulary to display
Target vocabulary: Menu, restaurant, waiter, waitress, tip, bill, dish, dessert, understanding of new vocabulary
main course, drink
Anticipated difficulties: Suggested solutions:
1. Students may have difficulty pronouncing the word ‘’restaurant’’ as the 1. To implement an articulatory approach like phonetic placement to
phoneme /r/ (typically presented by gliding of liquids /r/ → /l/) and reinforcement correct placement of articulators. Eg, reminding
consonant cluster ‘st’ are not common in the Chinese language. students of correct mouth shape and tongue position to correct gliding
(use of visual aid if needed) and breaking down phonemes to practice
2. Semantic difficulty in understanding the meaning of ‘’tip’’ as tipping is clusters.
usually uncommon in Chinese culture and children this age do not
usually handle financial aspects in family outings 2. To differentiate/compare and contrast a tip versus bill. I will use visual
aids and CCQ to facilitate understanding.
3. Students at this age can easily become bored and distracted in class,
especially considering they are seeing you after a long day of school.
Lesson plan 150823
, 3. To plan interactive and engaging activities that students will feel
4. Students may have difficulty retaining previous and new language due excited to participate in. By using a variety of mediums in activities,
to low frequency of lessons (twice a week). students will focus more, in anticipation the next activity. I have done
this by having a mix of T-S, S and Ss-Ss interactions and I have included
activities that uses film media, worksheet based activities, group
discussion and role play.
4. To develop a homework activity where students will have the
opportunity to practice language in the home environment.
Language analysis:
Language Item Meaning of the item How you will present meaning Concept Checking Grammatical Pronunciation
Questions form
1. Menu A list of foods that are available when Visual cue- Picture stimulus 1. Is it a place or object? Noun /ˈmenjuː/
you go out to eat. It usually has names I will present a replica of a menu 2. Does it have a list of food
and pictures of different foods that printed out on an A4 paper on it?
you can choose.
2. Restaurant A place where you can buy food that is
Visual cue- Picture stimulus 1. Is it a person or place? Noun /ˈrestrɒnt/
prepared for you. It has chairs and
I will present pictures/flashcards 2. Do you cook your own
tables so you can eat your food there.
of scenes from a restaurant food here?
3. Waiter A man who helps take your order and
Visual cue- Picture stimulus 1. Is this a person or place? Noun /ˈweɪtə(r)/
bring you your food. I will present a picture/flashcard 2. Is this a man or woman?
of a waiter 3. Do they help you?
4. Waitress A woman who helps take your order Visual cue- Picture stimulus 1. Is this a person or object? Noun /ˈweɪtrəs/
and bring you your food. I will present a picture/flashcard 2. Is this a man or woman?
of a waitress 3. What do they bring you?
Lesson plan 150823
, 5. Tip A little extra money you give to the Visual cue- Picture stimulus 1. Is this amount big or Noun /tɪp/
person serving you to say thank you for I will present a small?
their help. picture/flashcardof a tip jar 2. Is this money extra?
6. Bill A paper that tells you how much you Visual cue- Picture stimuli 1. Is the bill a list of foods Noun /bɪl/
need to pay at the end of your meal. It I will present a picture/flashcard you can choose to buy?
has a list of all the foods you ordered. of a bill 2. Does the bill tell you how
much to pay the restaurant?
7. Dish A specific type of food you are served. Visual cue- Picture stimuli 1. Is it made from only one Noun /dɪʃ/
It is made with different ingredients to I will present pictures/flashcards ingredient?
create one ‘’dish’’. For example: Dim of various types of dishes 2. Can it have many
Sum ingredients to create it?
3. Can you eat it?
8. Dessert A type of food that is sweet. You Visual cue- Picture stimuli 1. Is it sweet or bitter? Noun /dɪˈzɜːt/
usually order this at the end of your I will present pictures/flashcards 2. Do you have it at the
meal. For example: Mooncake of various types of desserts beginning or starting of a
meal?
3. Can ice-cream be a
dessert?
9. Main The most important and biggest part Visual cue- Picture stimuli 1. Is it a small or big meal? Noun /ˌmeɪn ˈkɔːs/
Course of your meal. For example: Chow Mein I will present pictures/flashcards 2. It is in the start, middle or
of various types of main courses end of a meal?
3. Can it be Kung Pao
Chicken?
10. Drink A liquid, like juice or water, that you Visual cue- Picture stimuli 1. Is tea a drink? Noun /drɪŋk/
can order with your meal. I will present pictures/flashcards 2. Is Dim Sum a drink?
of various types of drinks 3. Can you have it with your
food?
Lesson plan 150823
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