Name of the Teacher Date Level of the class Length of lesson
03-04-2024 Pre-intermediate (A2) 60 minutes
Lesson Type: Vocabulary
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…
Identify and understand the meaning, form, and pronunciation of ten new Gained a comprehensive understanding of the meaning, form, and
words used in restaurants. pronunciation of ten new words commonly used in restaurant settings.
Use the newly acquired vocabulary confidently and fluently in authentic Engaged in structured practice exercises to reinforce their comprehension
restaurant contexts during conversations. and usage of the vocabulary.
Demonstrate a deeper understanding and retention of the terms, resulting in Demonstrated their ability to fluently use the new vocabulary during a
improved vocabulary skills. role-playing exercise simulating authentic restaurant situations.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert, main course, and 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. Provide bilingual support when introducing new concepts. Encourage
comparisons between languages to enhance understanding. Provide explicit
explanations and examples to address common pitfalls. Establish a language
1. L1 (Chinese): pledge or rule at the beginning of the lesson that mandates English-only
Students may face challenges in transferring concepts and structures from their communication, providing gentle reminders to students when they switch to their
first language (Chinese) to English. native language, highlighting the benefits of speaking only English.
Given that all students speak Chinese, they may naturally revert to using their
native language (L1) when they encounter difficulties during the lesson. 2. Incorporate interactive and age-appropriate activities, games, and visuals
throughout the lesson to maintain their interest and focus. Break the lesson into
2. Age (11-12): shorter segments and include frequent changes in activity type to prevent
Attention span and engagement may be a challenge due to the age of the monotony and boredom. Utilize multimedia resources, hands-on materials, and
group discussions to appeal to different learning styles and interests.
students. Keeping them focused and interested throughout the lesson duration
may be challenging.
3. Provide clear and concise explanations using visual aids such as pictures, or
gestures to supplement verbal explanations. Break down complex concepts into
3. Level of the student (A2): smaller, more manageable chunks and use examples that are relevant to the
Given the students’ pre-intermediate level, simplifying the explanation of word students' experiences. Provide ample opportunities for practice and
meanings and concepts might pose a slight challenge when instructing learners reinforcement of the vocabulary and offer scaffolded support by providing
at this stage, potentially leading to difficulties in fully grasping the target sentence frames or prompts to help them express themselves. Simplify language
language. as much as possible and encourage peer collaboration. Offer additional support
for students struggling with comprehension.
4. Target Language (Meaning):
Understanding the meanings of the target vocabulary words, especially abstract 4. Implement a variety of activities for each word, using visual aids and real-life
concepts related to restaurant settings, may pose a challenge. examples to provide context. Simplify explanations and offer comparisons
Additionally, some English words may not have direct equivalents in Chinese, between English and Chinese concepts to overcome language barriers. Encourage
making it challenging for students to grasp their meanings. For example, the active participation and provide opportunities for practice to reinforce
concept of "tip" as a gratuity given to service staff is not common in Chinese comprehension.
culture, so students may struggle to understand its significance.
5. Give clear instructions on English grammar rules and sentence structure. Focus on
5. Target Language (Form):
areas where Chinese grammar differs from English, such as the use of articles,
, Chinese grammar and word order differ from English, so students may have plural forms, and verb conjugations. Offer clear examples to illustrate how to use
difficulty forming sentences with the target words in the correct grammatical these grammar concepts correctly in English sentences. Incorporate practice
structure. For instance, while Chinese typically does not use articles like "a" or activities that target specific grammar points, such as sentence-building exercises,
"the," students may struggle with when to use them in English sentences, such as to reinforce learning and improve students' grammatical accuracy.
"a waiter" or "the menu."
They might also struggle with using the appropriate plural forms or verb 6. Offer practice exercises and pronunciation drills focusing on tongue placement
conjugations (e.g., "waiter" vs. "waiters" ). and mouth shape to improve pronunciation accuracy. Provide physical
demonstrations of sounds and offer practice activities that focus on helping
6. Target Language (Pronunciation): students differentiate between sounds. Incorporate games and ample practice
Chinese speakers may find it challenging to pronounce certain English sounds opportunities to improve pronunciation skills. Encourage students to practice
that do not exist in Chinese, such as the "r" sound in "restaurant." regularly and provide constructive feedback to help them refine their
Additionally, English vowel sounds like the "i" in "menu" or the "ai" in "waiter" pronunciation skills.
may be different from their equivalents in Chinese, leading to difficulty in
accurately articulating these words.
Language analysis:
Language Meaning of the How you will present meaning Concept Checking Questions Grammatical Pronunciation
Item item form Use the IPA
translator if needed
1. Menu A list of the food and Bring an example of a menu and Where do we find a menu? Noun /ˈmenjuː/
drinks that is available at show it to the students. (see (Restaurant)
a restaurant or to be bibliography) Can we find a list of food in a
served at a meal. Explain that it’s like a special book menu? (Yes)
that tells us what we can eat and Do we use it to order food? (Yes)
drink at a restaurant.
We can look at the menu to decide
what we want to order.
2. Restaurant A place where people can Show pictures of different types of Can you go to a restaurant to eat Noun /ˈrestərɑːnt/
pay to sit and eat meals restaurants (Fig 1) and explain that food? (Yes)
that are cooked and it's a place where people go to eat
served there.
03-04-2024 Pre-intermediate (A2) 60 minutes
Lesson Type: Vocabulary
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…
Identify and understand the meaning, form, and pronunciation of ten new Gained a comprehensive understanding of the meaning, form, and
words used in restaurants. pronunciation of ten new words commonly used in restaurant settings.
Use the newly acquired vocabulary confidently and fluently in authentic Engaged in structured practice exercises to reinforce their comprehension
restaurant contexts during conversations. and usage of the vocabulary.
Demonstrate a deeper understanding and retention of the terms, resulting in Demonstrated their ability to fluently use the new vocabulary during a
improved vocabulary skills. role-playing exercise simulating authentic restaurant situations.
Target vocabulary:
Menu, restaurant, waiter, waitress, tip, bill, dish, dessert, main course, and 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. Provide bilingual support when introducing new concepts. Encourage
comparisons between languages to enhance understanding. Provide explicit
explanations and examples to address common pitfalls. Establish a language
1. L1 (Chinese): pledge or rule at the beginning of the lesson that mandates English-only
Students may face challenges in transferring concepts and structures from their communication, providing gentle reminders to students when they switch to their
first language (Chinese) to English. native language, highlighting the benefits of speaking only English.
Given that all students speak Chinese, they may naturally revert to using their
native language (L1) when they encounter difficulties during the lesson. 2. Incorporate interactive and age-appropriate activities, games, and visuals
throughout the lesson to maintain their interest and focus. Break the lesson into
2. Age (11-12): shorter segments and include frequent changes in activity type to prevent
Attention span and engagement may be a challenge due to the age of the monotony and boredom. Utilize multimedia resources, hands-on materials, and
group discussions to appeal to different learning styles and interests.
students. Keeping them focused and interested throughout the lesson duration
may be challenging.
3. Provide clear and concise explanations using visual aids such as pictures, or
gestures to supplement verbal explanations. Break down complex concepts into
3. Level of the student (A2): smaller, more manageable chunks and use examples that are relevant to the
Given the students’ pre-intermediate level, simplifying the explanation of word students' experiences. Provide ample opportunities for practice and
meanings and concepts might pose a slight challenge when instructing learners reinforcement of the vocabulary and offer scaffolded support by providing
at this stage, potentially leading to difficulties in fully grasping the target sentence frames or prompts to help them express themselves. Simplify language
language. as much as possible and encourage peer collaboration. Offer additional support
for students struggling with comprehension.
4. Target Language (Meaning):
Understanding the meanings of the target vocabulary words, especially abstract 4. Implement a variety of activities for each word, using visual aids and real-life
concepts related to restaurant settings, may pose a challenge. examples to provide context. Simplify explanations and offer comparisons
Additionally, some English words may not have direct equivalents in Chinese, between English and Chinese concepts to overcome language barriers. Encourage
making it challenging for students to grasp their meanings. For example, the active participation and provide opportunities for practice to reinforce
concept of "tip" as a gratuity given to service staff is not common in Chinese comprehension.
culture, so students may struggle to understand its significance.
5. Give clear instructions on English grammar rules and sentence structure. Focus on
5. Target Language (Form):
areas where Chinese grammar differs from English, such as the use of articles,
, Chinese grammar and word order differ from English, so students may have plural forms, and verb conjugations. Offer clear examples to illustrate how to use
difficulty forming sentences with the target words in the correct grammatical these grammar concepts correctly in English sentences. Incorporate practice
structure. For instance, while Chinese typically does not use articles like "a" or activities that target specific grammar points, such as sentence-building exercises,
"the," students may struggle with when to use them in English sentences, such as to reinforce learning and improve students' grammatical accuracy.
"a waiter" or "the menu."
They might also struggle with using the appropriate plural forms or verb 6. Offer practice exercises and pronunciation drills focusing on tongue placement
conjugations (e.g., "waiter" vs. "waiters" ). and mouth shape to improve pronunciation accuracy. Provide physical
demonstrations of sounds and offer practice activities that focus on helping
6. Target Language (Pronunciation): students differentiate between sounds. Incorporate games and ample practice
Chinese speakers may find it challenging to pronounce certain English sounds opportunities to improve pronunciation skills. Encourage students to practice
that do not exist in Chinese, such as the "r" sound in "restaurant." regularly and provide constructive feedback to help them refine their
Additionally, English vowel sounds like the "i" in "menu" or the "ai" in "waiter" pronunciation skills.
may be different from their equivalents in Chinese, leading to difficulty in
accurately articulating these words.
Language analysis:
Language Meaning of the How you will present meaning Concept Checking Questions Grammatical Pronunciation
Item item form Use the IPA
translator if needed
1. Menu A list of the food and Bring an example of a menu and Where do we find a menu? Noun /ˈmenjuː/
drinks that is available at show it to the students. (see (Restaurant)
a restaurant or to be bibliography) Can we find a list of food in a
served at a meal. Explain that it’s like a special book menu? (Yes)
that tells us what we can eat and Do we use it to order food? (Yes)
drink at a restaurant.
We can look at the menu to decide
what we want to order.
2. Restaurant A place where people can Show pictures of different types of Can you go to a restaurant to eat Noun /ˈrestərɑːnt/
pay to sit and eat meals restaurants (Fig 1) and explain that food? (Yes)
that are cooked and it's a place where people go to eat
served there.
