Name of the Teacher Date Level of the class Length of lesson
XXX 05/07/2025 Pre-intermediate (A2) 60 Minutes
Lesson Type:
Vocabulary Lesson
Lesson Topic:
At a Restaurant
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…
Students will be better able to recognise ten new words and use Students will have recognised these ten new nouns and
them in the context of the lesson topic ‘At a restaurant’. They practised their understanding of them through conversations
will also be able to demonstrate their understanding of these with each other in groups. In addition, by using worksheet
words by using them in basic sentences in the correct activities, they will have learnt how to produce these new words
pronunciation and form. in the context of the topic.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert, main
course, drink
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for
the 10 words (meaning, form, or pronunciation). 1. To help the students with pronouncing the /r/ sound, the
Lesson plan 150823
, teacher will demonstrate the movement of the tongue,
1. As the students’ L1 language is Chinese, they may teeth and lips with exaggerated mouth movement while
experience it to be difficult pronouncing the /r/ sound, splitting up each word of the target vocabulary into
therefore it is mostly replaced with /r/ or /w/. Many of syllables and saying it slowly and clearly to the students.
the words in the target vocabulary of the lesson have Students will then learn how to correctly pronounce these
the /r/ sound and difficulties with pronouncing words like words by means of choral repetition where the teacher
‘restaurant’; ‘waiter’; ‘course’; ‘waitress’; ‘dessert’ and asks the students to repeat the words. The students can
‘drink’ may therefore be anticipated. become more familiar with the words and more
comfortable with their pronunciation by repeating them.
2. The students are 11-12 years old and teaching such young
More time will be allocated to teaching the words with the
students can be difficult to getting and keeping their
/r/ sound before moving on to teaching the pronunciation
attention in the lesson. It can be difficult for the teacher to
of the other words in the target vocabulary (menu; tip;
keep the students interested in the lesson for the full
bill; dish; main) if it is necessary.
length of the lesson of 60 minutes.
2. The teacher will ensure that students keep listening
3. The number of the students in the classroom is odd (15)
actively in class by using call and response attention-
and therefore working in pairs will not be possible as there
getters throughout the lesson if it is needed. These include
will be a student without a partner during classroom
phrases that prompt students to respond in a certain way,
activities.
for example: Teacher: "1 2 3, eyes on me!" Students: "1 2
3, eyes on you!". The teacher will also include different
activities which is fast-paced, fun and organised as well as
materials during the lesson to ensure the students are
interested and invested in the lesson for the full length (60
minutes).
Lesson plan 150823
, 3. For groupwork activities during the lesson, the teacher can
create 5 groups in the class, each with 3 participants. This
will ensure that students feel comfortable as the attention
is not directly on them as individuals but rather equally
divided. This will encourage them to take part in the
activities as each student is given an equal opportunity.
Language analysis:
Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions Use the IPA
translator if needed
Example: Example: Example: Example: Example: Example:
huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. Menu A list of the food By using a picture of a What does the Noun /ˈmenjuː/
that is available at a menu. waiter give you
restaurant or to be when you arrive at
served at a meal. a restaurant?
Answer: a Menu
Does it show you
what food the
restaurant serves?
Answer: Yes
Lesson plan 150823
, 2. Restaurant A place where you By using a picture of a Is it a place where Noun /ˈrestrɒnt/
can buy and eat a restaurant. you can order /ˈrestrɑːnt/
meal. something to eat /ˈrestərɑːnt/
and drink?
Answer: Yes
Is it a place with
tables and chairs
where you can
choose where to
sit and eat?
Answer: Yes
3. Waiter A man whose job is By using a picture of a Who brings the Noun /ˈweɪtə(r)/
to serve customers waiter. food to your /ˈweɪtər/
at their tables in a table?
restaurant, etc. Answer: Waiter or
waitress
Are they male or
female?
Answer: Male
4. Waitress A woman whose By using a picture of a Who takes the Noun /ˈweɪtrəs/
job is to serve waitress. order for your
customers at their food at a
tables in a restaurant?
Lesson plan 150823
XXX 05/07/2025 Pre-intermediate (A2) 60 Minutes
Lesson Type:
Vocabulary Lesson
Lesson Topic:
At a Restaurant
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…
Students will be better able to recognise ten new words and use Students will have recognised these ten new nouns and
them in the context of the lesson topic ‘At a restaurant’. They practised their understanding of them through conversations
will also be able to demonstrate their understanding of these with each other in groups. In addition, by using worksheet
words by using them in basic sentences in the correct activities, they will have learnt how to produce these new words
pronunciation and form. in the context of the topic.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert, main
course, drink
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for
the 10 words (meaning, form, or pronunciation). 1. To help the students with pronouncing the /r/ sound, the
Lesson plan 150823
, teacher will demonstrate the movement of the tongue,
1. As the students’ L1 language is Chinese, they may teeth and lips with exaggerated mouth movement while
experience it to be difficult pronouncing the /r/ sound, splitting up each word of the target vocabulary into
therefore it is mostly replaced with /r/ or /w/. Many of syllables and saying it slowly and clearly to the students.
the words in the target vocabulary of the lesson have Students will then learn how to correctly pronounce these
the /r/ sound and difficulties with pronouncing words like words by means of choral repetition where the teacher
‘restaurant’; ‘waiter’; ‘course’; ‘waitress’; ‘dessert’ and asks the students to repeat the words. The students can
‘drink’ may therefore be anticipated. become more familiar with the words and more
comfortable with their pronunciation by repeating them.
2. The students are 11-12 years old and teaching such young
More time will be allocated to teaching the words with the
students can be difficult to getting and keeping their
/r/ sound before moving on to teaching the pronunciation
attention in the lesson. It can be difficult for the teacher to
of the other words in the target vocabulary (menu; tip;
keep the students interested in the lesson for the full
bill; dish; main) if it is necessary.
length of the lesson of 60 minutes.
2. The teacher will ensure that students keep listening
3. The number of the students in the classroom is odd (15)
actively in class by using call and response attention-
and therefore working in pairs will not be possible as there
getters throughout the lesson if it is needed. These include
will be a student without a partner during classroom
phrases that prompt students to respond in a certain way,
activities.
for example: Teacher: "1 2 3, eyes on me!" Students: "1 2
3, eyes on you!". The teacher will also include different
activities which is fast-paced, fun and organised as well as
materials during the lesson to ensure the students are
interested and invested in the lesson for the full length (60
minutes).
Lesson plan 150823
, 3. For groupwork activities during the lesson, the teacher can
create 5 groups in the class, each with 3 participants. This
will ensure that students feel comfortable as the attention
is not directly on them as individuals but rather equally
divided. This will encourage them to take part in the
activities as each student is given an equal opportunity.
Language analysis:
Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions Use the IPA
translator if needed
Example: Example: Example: Example: Example: Example:
huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. Menu A list of the food By using a picture of a What does the Noun /ˈmenjuː/
that is available at a menu. waiter give you
restaurant or to be when you arrive at
served at a meal. a restaurant?
Answer: a Menu
Does it show you
what food the
restaurant serves?
Answer: Yes
Lesson plan 150823
, 2. Restaurant A place where you By using a picture of a Is it a place where Noun /ˈrestrɒnt/
can buy and eat a restaurant. you can order /ˈrestrɑːnt/
meal. something to eat /ˈrestərɑːnt/
and drink?
Answer: Yes
Is it a place with
tables and chairs
where you can
choose where to
sit and eat?
Answer: Yes
3. Waiter A man whose job is By using a picture of a Who brings the Noun /ˈweɪtə(r)/
to serve customers waiter. food to your /ˈweɪtər/
at their tables in a table?
restaurant, etc. Answer: Waiter or
waitress
Are they male or
female?
Answer: Male
4. Waitress A woman whose By using a picture of a Who takes the Noun /ˈweɪtrəs/
job is to serve waitress. order for your
customers at their food at a
tables in a restaurant?
Lesson plan 150823
