Focus 1-2 A Café

Objectives:
• Students will be able to use the verb ‘to want’ to order in a café

Language objectives:

• verb ‘to want’ • third person

• Vocabulary

1. Food And Drinks (5 minutes)

Ss match the words to the pictures. Drill around the room by pointing to a picture (or calling out a letter) and calling on a
student to tell you the correct word. As they get better, go faster around the room, until it becomes second nature. The last
click on the slide removes all the words.

2. Food And Drinks (5-7 minutes)

Divide the class into two teams. Show the pictures one at a time. (two slides) The team to say the correct word first gets a
point. For more practice, the T can ask Ss to say which items are foods and which are drinks. T could also introduce the verbs
‘eat’ and drink’ and ask Ss to say which goes with which verb. If Ss are able, T could also put the verb and subjects on the
board to illustrate 3° person.

3. Verb ‘To Want’ (5-10 minutes)

Ss read through the examples. Drill pronunciation where needed. Ss practice switching roles and partners and switching
things that they want. Drill around the group. T could use the cards to drill by having each S pick a card, one S goes around
the group saying what he/wants. Ss switch cards and the next Ss takes a turn. T can illustrate We and They by putting Ss in
groups. Last, have Ss use 1° person to say what they want along with their card. Or, T can have Ss take 2 cards so that Ss can
practice saying that they want 2 things. If Ss are strong and seem to need more vocab T could add in 1 or 2 new words, but
be careful to keep other new vocab to a minimum.

4. Conversation (5-7 minutes)

Ss read through the example. Drill pronunciation where needed. Ss practice switching roles and partners and switching
things that they want. T may want to mime the conversation with a student. The conversation will disappear if T wants to
challenge Ss to practice the dialog without looking.

6. Practice (5-7 minutes)

Model the activity with a Ss filling in the gaps with the vocab words. In pairs, have Ss work through the conversaiton adding
in the words. If Ss are doing well with the vocab add in 1 or 2 new words. Next, reveal the activity on the screen with the 3°
person information. T may want to review the verb like in slide 5. Ask Ss where they go in the dialog and have them repeat
the new conversation. Then hand out resource cards and have ss use this model to have conversations of their own.

7. Practice (10-15 minutes)

Model the activity with a Ss filling in the gaps with the vocab words. In pairs, have Ss work through the conversation adding in
the words. If Ss are doing well with the vocab add in 1 or 2 new words. Next, reveal the activity on the screen with the 3°
person information. T may want to review the verb like in slide 5. Ask Ss where they go in the dialog and have them repeat the
new conversation. Then hand out resource cards and have ss use this model to have conversations of their own. Move from
pair to pair and let them present their conversation to the group. Check for grammar and pronunciation. Drill as a group. To
make the activity more fun T could tell Ss that they have a cafeand they must think of a name for it. Then when the ‘customers’
come to their cafe they can go through the dialog with their cafe name. T can also have Ss take turns playing the role of the
waiter to see if he/she can remember all of the ‘orders’ in English. T can also put Ss in groups of 3 to that they can practice
with 3° person plural ‘We want a…’ T can then ask the ‘waiter’ what ‘they’ want. T could also have Ss perform the dialog
without looking.
Plenary (5 mins)
Review vocab by using the cards or T could mime eating and drinking and Ss have to name all words from the lesson. Review
the verb to want and practice 1° and 3° person with Ss by using the board and then grouping Ss. Give each Ss a chance to
repeat the correct vocab/structure.