Date: 11-11-09 Level: Beginner

Skill: Speaking

Expected Outcomes: 1. Show oral knowledge of various foods and drinks

2. Describe the language necessary to order a meal at a restaurant
3. Tell the time

Resources: Flash Cards, Pictures, Tape recorder, Computer and Projector, White board
Time Comments

Introduction 5 mins Check the roll. Introduce myself to the class, the topic, class expectations and rules.

Core of the class

Pre-stage 15 mins Introduction of topic “Food, Menus and Time”, eliciting information about
previous knowledge of foods the students already know. See if they can predict
what this section will be about. Ask about the favorite food and drinks of students.
Write on the board the various ideas and examples the students come up (words
like Breakfast, Lunch, Dinner, Tea, etc…) with as well as the grammatical aspects
that will be looked at during the class (Questions of What would you like? May I
take your order? What kind of…? Requests “I´d like a…” and “May I have the...”
While-stage 5 mins Present the function “I´d like the chicken, please” by showing a picture of some
people in a restaurant. Ask the students what / who they see in the picture. Begin
with yes/no questions. Ask them about their favorite places to eat.
15 mins Students then listen to a recording of a dialogue of someone ordering a meal in a
restaurant. Hand out a copy of it to the students. Model the dialogue and answers
ensuring students understand. Pair the students up and get them to read the
dialogue aloud. Check intonation and pronunciation. Students then role play
substituting their own food preferences.
15 mins Introduce Breakfast, Lunch and Dinner photos and describe the food and time of
the meal. Name the different foods in the pictures. Get students to repeat. Students
describe what they eat at these times. In pairs ask questions using What would you
like? May I take your order? What kind of…? And requests “I´d like a…” and
“May I have the...” They then role play being at a restaurant ordering a meal.
10 mins Draw a large clock on the board and introduce the time and how to tell it. Present
the terms to, past, half, quarter and o´clock as they apply to time and the questions
“What time is it?” and “Can/Could you tell me the time, please?” Show flash cards
showing clocks with different times. Explain the connection between time and
meals by saying sentences like “Breakfast is at 8 o´clock” etc. Students repeat and
then in pairs ask each other the time.
Post-stage 5 mins Students show their knowledge by pairing themselves up and choosing a picture
from a pile and role playing a conversation based on this picture. They talk about
the food therein.
10 mins Students in pairs, role play ordering a meal in a restaurant of their choice with their
favorite food. Check for correct usage of mixed questions and intonation.
5 mins Students in pairs ask each other the various times ensuring they use to, past, half,
quarter and o´clock in their answers

Closing 5 mins Quickly summarize what was presented and the key words of the topic. Ask the
students if they found the topic interesting and if they learnt the content. Did they
find it enjoyable? How would they fix / improve this topic?

Total Time 90 mins

Rubric for evaluating Speaking tasks throughout the lesson
General Description
The response fulfills the
demand of the task, with at
most minor lapses in
completeness. It is highly
intelligible and exhibits
sustained coherent discourse. A
response at this level is
characterized by all of the
following:
The response addresses the task
appropriately, but may fall
short of being fully developed.
It is generally intelligible and
coherent, with some fluidity of
expression, though it exhibits
some noticeable lapses in the
expression of ideas. A response
at this level is characterized by
at least two of the following:
T
he response addresses the task,
but development of the topic is
limited. It contains intelligible
speech, although problems with
delivery and/or overall
coherence may occur; meaning
may be obscure in places. A
response at this level is
characters by at least two of the
following:
The response is very limited in
content and/or coherence, or is
only minimally connected to
the task, or speech is largely
unintelligible. A response at
this level is characterized by at
least two of the following:
Taken from http://toefl.learnhub.com/lesson/3176-toefl-ibt-speaking-scoring-rubric
Delivery
Generally well-placed flow (fluid
expression). Speech is clear. It
may include minor lapses, or
minor difficulties with
pronunciation or intonation
patters, which do not affect
overall intelligibility
Speech is generally clear, with
some fluidity of expression
though, minor difficulties with
pronunciation, intonation, or
pacing are noticeable and may
require listener effort at times
(though overall intelligibility is
not significantly affected).
Speech is basically intelligible,
though listener effort is needed
because of unclear articulation,
awkward intonation, or choppy
rhythm pace; meaning may be
obscured in places.
Consistent pronunciation, stress,
and intonation difficulties cause
considerable listener effort;
delivery is choppy, fragmented,
or telegraphic; frequent pauses
and hesitations.
Language Use Topical Development Score
The response demonstrates Response is sustained and 4
effective use of grammar and sufficient to the task. It is
vocabulary. It exhibits a fairly generally well developed and
high degree of automaticity with coherent; relationships
good control of basic and between ideas are clear (or
complex structures (as clear progression of ideas)
appropriate). Some minor (or
systematic) errors are noticeable
but do not obscure meaning
The response demonstrates fairly Response is mostly coherent 3
automatic and effective use of and sustained and conveys
grammar and vocabulary, and relevant ideas/information.
fairly coherent expression of Overall development is
relevant ideas. Response may somewhat limited, usually
exhibit some imprecise or lacks elaboration or specificity.
inaccurate use of vocabulary or Relationships between ideas
grammatical structures used. This may at times not be
may affect overall fluency but it immediately clear.
does not seriously interfere with
the communication of the
message
The response demonstrates The response is connected to 2
limited range and control of the task, though the number of
grammar and vocabulary. These ideas present or the
limitations often prevent full development of ideas is
expression of ideas. For the most limited. Mostly basic ideas are
part, only basic sentence expressed with limited
structures are used successfully elaboration (details and
and spoken with fluidity. support). At times relevant
Structures and vocabulary may substance may be vaguely
express mainly simple (short) expressed or repetitious.
and/or general propositions, with Connection of ideas may be
simple or unclear connections unclear
made among them (serial
listening, conjunction,
juxtaposition).
Range and control of grammar Limited relevant content 1
and vocabulary severely limited expressed. The response
(or prevent expression of ideas generally lacks substance
and connections among ideas. beyond expression of very
Some low-level responses may basic ideas. Speaker may be
rely heavily on practiced or unable to sustain speech to
formulaic expressions. complete task and may rely
heavily on repetition of the
prompt