Sitong’s Lesson Plan #1

CLASS: PEDAL Level 1 & Zoom TOPIC: Ordering food at the restaurant DATE: 10/18/2023
Learners: 6-10 Adult learners with mixed L1s Proficiency Level: A2/ B1 Teaching Site: PEDAL Teacher: Sitong & a co-teacher

Lesson rationale:
● Teaching students to engage with food-related vocabulary and ordering in a restaurant aligns with several key rationales. The first
rationale is that the lesson helps address students’ immediate and practical needs while fostering cultural integration and building
community through shared dining experiences. The second rationale is that it provides students with a tangible application of language
skills and transferable communication skills by helping them practice using vocabulary and sentence structures in real-life communication
settings.
Lesson Objectives:
● SWBAT identify the typical menu categories and related food names by answering all the food names orally when presented with food
pictures.
● SWBAT construct sentences to order food by creating conversations with a peer through a role-play activity.

Activity Activity Stages Technolo Key Language forms/ functions Resources Time
Focus gy Used /Materials
Strand
(Nation,
2007)

N/A Introduction Zoom; Greetings: Slides: 5 min

● Ts greet and welcome Ss to class. Google Eat (in various L1) E Folio At
● Ts inform Ss that they will learn how to order food in the slides the
restaurant today. restaurant
Meaning- Activity 1: Watch and Learn! Zoom; Key Vocabulary Slides: 40 min
Focused Pre-stage Google ● Starters / Appetizers E Folio At
○ Guacamole
Input & ● Ts invite Ss to discuss questions regarding today’s topic. slides; ○ Pretzel sticks the
○ Cheesesteak egg rolls
Languag- During stage Youtube ○ Chicken tenders
restaurant
Focused- ● Ts introduce the topic of ordering food by playing a ● sandwiches
○ Roasted chicken sandwich
Learning video and inviting Ss to guess what food names are used ○ Crispy chicken sandwich Video:
in the video. ○ Asian salmon sandwich Video 2 - At
○ Short rib cheesesteak
● Ts introduce the major parts of a menu and the sandwich the
corresponding food names to Ss. ● Desserts restaurant
○ Autumn sorbet
● Ts explain the food names and menu by using images. ○ Coffee & cookies
○ Chocolate cream pie
● Ts introduce sentence structures by replaying the video. ○ Hazelnut tart
Post-stage (mini practice) ● Beverages / Drinks
○ Wine by the glass
● Ts lead Ss to review vocabulary and sentence structures ○ Sparkling wine
by doing repeating after me and filling in the blanks ○ Beer
○ Cocktail
activity.
Sentence Structure
● Ts invite all the Ss to construct sentences by using the ● I’d like/ love ___ as a starter/ for my
starter.
following sentence structure and the food names. ● I’d like/ love ___ as a Main course/ for
● Ts ask Ss to share their sentences in the chatbox or my Main course.
● I’d like/ love ____.
orally.

Meaning- Activity 3: Practice time! Google Sentence structure: Slides 40 min

Focused- Pre-stage slides; Servers might ask: E Folio At
● How may I help you?
Output & ● Ts show Ss two different menus*. Google the
● Are you ready to order?
Fluency ● Ts introduce sentence structures about ordering food. docs; ● Would you like ____?
restaurant
Developme During stage Zoom ● Anything to drink? Worksheet:
nt ● In pairs, Ss will choose menu A or menu B*. ● What would you like to order? Ordering
○ One of the Ss will act as the server, the other one ● Will that be all? food Role-
● Anything else?
will act as the customer. play
Customers might answer:
○ Ss will create their own conversation about ● I’d like/love …… as a starter/for
ordering food by using new vocabulary. my starter.
○ The server will take notes of the customer’s ● Can/May I have ________ as a
 order and write down the answers. starter/for my starter? (please)
○ Ss will exchange roles and do the same thing ● Can/May I get ______? (please)
● I’ll take _____. (please)
Post-stage ● Give me _____. (please)
● Ts invite each pair to share their answers.** ● That sounds good! / Great! /
● Ts provide immediate feedback on sharing. That’s fine.

Wrap-up ● Ts invite Ss to discuss what they learned from today’s Zoom; N/A Slides: 5 min
class by asking Ss questions. Google E Folio At
● Ts show the homework that students need to complete slides the
before the next class. restaurant

Homework/extension tasks:
● Ss are encouraged to go and order at the restaurant!
Anticipated Problems & Suggested Solutions:
● There may not be a full turn-up of students for this class. Therefore, for pair and group work, Ss may have to be divided according to the
actual attendance in this class.
● For the whole-class sharing, there may not be volunteer answers at first. Ts may do a roll-call on students and ask the student who has just
finished sharing to nominate another student to share.
● If Ss do not have access to Google Docs or Jam Board, permission to screen share would be given to Ss with access in order to help those
who have technological difficulties in breakout rooms.
*Differentiation: There will be two different menus. Menu A is already introduced and learned in activity 2, and menu B is a new one with high
level of difficulty. Menu A is already taught and learned, students with lower proficiency can choose menu A, whereas menu B is a brand new
one, students with higher proficiency can use menu B for practice.
**Assessment: In addition, Ts will also collect everyone’s online worksheets at the end of the class as measurable evidence of Ss’ learning to see
whether lesson objectives are met.