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Name: Derin Yaya

Esra Kuday

Şimal Tokyay

Lesson Plan

Target audience and Context: 6 graders in TED Ankara Schools

Learner Level: A2

Language Focus: Ordering food using “would like”

Topic: “Would Like”

Class size: 24

Class length: 2 class hours (45 minutes- 45 minutes)

Place: Computer Lab

Assumed knowledge:

Students are able to:

· Follow classroom instructions in English.

· Know the usage of VoiceThread and the definition of podcast.

· Distinguish between simple present tense and future tense.

. Know the usage of the verbs and modal verbs in lesson content

. Use Story Jumper.

Aims of the lesson:

● Introducing “would like” usage by using a podcast.

● Having students’ practice “would like” usage by listening to a digital story through

Story Jumper.

● Demonstrating “would like” usage by role play through video recording.

Terminal objectives

Students will be able to:

· Identify the usage of would like structure in different sentences.

Enabling objectives

Students will be able to:

· Practice the usage of would like structure through a podcast that has repetitive sentences.

· Answer the listening comprehension questions.

· Demonstrate what they have listened to in the podcast and the digital story by using

would like structure.



. Speaker

. Projector

. Restaurant menu

. Appendix A

. Appendix B

. Appendix C

. Appendix D

. Headset
Time and Materials Procedures


5 min.
 Teacher asks how they are and what they have done

during the weekend.

 Teacher wants students to open up their computers.

Warm-up Activity

● The teacher will open a podcast which is prepared by the

teacher using VoiceThread.

● By means of this podcast, the teacher aims to help

students to process what they will learn from the other


● Students will listen to and watch the podcast from the

projector and speaker to recognize the usage of would

like structure in a sentence. They will become familiar

with this structure as they hear the repetition of would

like structure again and again. By means of it, students

will expose to the input which is recurring itself in the



● Teacher will open up some questions through the

computer and reflected on the board. The questions are

about the podcast which they listened to and watched

in the warm-up activity.

Projector and Speaker
● At the same time, teacher briefly talked about the form

of would like because she aims to take students’

Appendix A
attention to the important point.

● Then, teacher asks some questions to students and they

discussed them all together. Students are supposed to

notice the usage of would like form in the sentence

and in the question.

● Students will answer the questions by using the correct

would like structure. Then, they will ask those

questions to their peers and they will discuss

accordingly. In that way, students will consolidate the

usage of would like structure in a sentence.

● Teacher wants to see if students can use that structure

before moving on to the main activity.


● Teacher divides students into six groups. All groups

20 min. listen to a story about ordering food in a restaurant

through their computers. The story includes three

characters which are the waiter and two customers.

● At first, teacher does not give questions in order to let

Appendix B students focus on the listening only.

● For the second time, teacher gives some questions.

Students answer those questions while listening to the

story. The questions are about the story and the usage of

would like. The questions about the story are to make


● Same groups which are divided in a while listening

20 min. part fill gaps which is prepared through Hot Potatoes.

● Students will fill in the blanks what they listened in the

Hot Potatoes dialogue by using would like structure.

Gap Fill ● Teacher walks around the classroom and helps them

Appendix D for technological problems if necessary.

● In this activity, teacher helps students to produce

something technologically and to practice what they

have dealt with during in the lesson.

Follow-up activity

10 min. ● This activity is an peer activity and teacher pairs

the students up. After that, she explains the

Role-Play activity.

● Teacher shows the menu that is used in the main

activity. She wants the students to consider that

they go to this restaurant with their peers and they

should give an order. Teacher reminds that they

should use would like while giving an order.

● Teacher will distribute a restaurant menu for

students to provide alternative food and drinks.

● While the students are talking about their orders,

the teacher controls the pronunciation mistakes and

gives feedback.If there are volunteer students, they

will act it on the board.

Closure: Homework

● Students are expected to record a video in groups of

three. The video should consist of two customers and

one waiter/waitress. “What would you like to eat?”

structure and “I would like to eat ...” structure is

expected to be seen in the video.

● Students should upload their video in the class

YouTube channel until the deadline which is one

week time. In the next class time one week later, both

their friends and teacher will give them oral feedback

while watching.

Warm-up Activity

In relation with the day’s topic, students will watch and listen to a podcast made by the

teacher, which includes would like structure a lot. Podcasts can greatly reinforce students’ vocabulary

learning (Borgia, 2010; Putman & Kingley, 2009). Both “What would you like to eat” “I would like to

eat …” and “What would like to drink?” “I would like to drink …” structures are given many times in

the podcast. Students will be aware of how to order in a restaurant. The aim is to drag students’

attention to the topic before starting the main activity. Also, it will create hearsay for the students at

the beginning of the lesson. Teacher’s purpose is to provide input for the students in a way that the

lesson can continue with the flow.


The aim of this activity is to make students be ready for today’s topic before they move on to

the main activity. That is why the teacher provides some questions based on the podcast they watched

and listened. Questions are reflected on the board through the projector to aim to take students’

attention to the would like usage. Also, they give a piece of brief information about the usage of would

like to make sure students got the idea. Then, teachers engage students by asking them those questions

and students will answer by using the correct structure. They will ask those questions to their peers by

using the same structure. At this point, the aim is to make students consolidate the usage of would like

structure in a question and in a sentence.


Students will listen to a story two times. For the first time, teachers do not distribute the text in

order to let students focus on the story only. For the second time, teachers will distribute the

comprehension and structure questions to make sure students understand the dialogue and the

structure clearly. The aim of this section is to make students focus on the story and then acquire the

usage of “would like”. After that, they will go over the story as a whole class activity. The aim is to

see if the students internalize the structure that they learned newly and how they should communicate

in a restaurant after the discussion.


After listening to a conversation between a waiter and the customers, students will fill in the

gaps in where. Blake (2016) said that using technology provides more permanent learning while

learning L2. Students will practice what they have listened, and they will use technological tools

through this activity. “Hot Potatoes” is used while preparing this activity. It is a tool for creating

quizzes, matching activities, and cloze tests. Teachers use their creativity while creating activities by

using Hot Potatoes. Also, the objectives and activities are matched when teachers use this tool because

they create their own materials in terms of their needs (Bakti, 2014).
Follow-up activity

Follow up activity is designed as a role-play activity. At this point, students will work in pairs

and do a role play related to the dialogue. Teachers will provide enough instructions and model the

acting in order to make sure the students got the idea. The aim is to make students use would like

structure both in question and in sentence. They will orally practice the topic. Teachers will check the

pairs and provide feedback to the pairs while walking around the class. Also, some of the pair will

present their acting in front of the class.

The target is to practice the topic orally and include it to the role play.


At last, students will be given a homework that needs to be done for the next class. They will

record a video in groups of three, about an ordering scene which includes two customers and one

waiter/waitress. All of the groups should upload the video in the YouTube channel which belongs to

this class. “What would like to eat?” and “I would like to eat …” sentence structures are expected to

be seen in this video. Teachers will give clear instruction about the extra work because there can be

misunderstanding and some of students may not have a group. In that case, teacher will make the

groups randomly. If students make their groups by themselves, it is also fine. Teachers will check and

give feedback while they watch the videos in the class. Students will also talk about their classmates’

works in the class. These easy-to-use techniques result in an impressive finale to a language course to

the great satisfaction to both students and instructors alike and can be viewed by the entire class with

an eye to providing feedback on L2 speaking. (Blake & Sh’iri, 2012).

Appendix A

- Podcast


- Discussion

● Would you like to eat a hamburger or pizza?

Would you like to eat a hot dog or salad?

● What would you like to eat?

I would like to eat…

● Would you like to drink apple juice or milk?

Would you like to drink water or lemonade?

● What would like to drink?

I would like to drink…

● What is your order?

Can I take your order now?

Appendix B

Listening Dialogue

Jamie and Sally are good friends. They meet in a restaurant to have dinner together. A waitress

welcomes them in the restaurant.

Waiter: Hello

Jamie: Hi. A table for two, please.

Waiter: Of course. Over here, please. Here’s the menu.

Sally: Thank you.


They check the menu and share their ideas about the food. While they are talking about the menu,

the waitress comes.

Waiter: Are you ready to order?

Sally: Yes, we are.

Waiter: What would you like for your starter?

Jamie: I would like French onion soup, please.

Sally: And I’ll have a tomato salad, please.

Waiter: And for your main course?

Waitress asks the main course, but Jamie hasn't decided yet. He is still thinking about what he

would like to eat.

Jamie: Mmm, I’m not sure. I don’t know whether to have a steak or Thai chicken.

Sally: Oh, I would like Thai chicken and rice, please.

Jamie: OK, me too.

Waiter: So that’s two Thai chicken and rice. What would you like to drink?

Jamie: I’ll have a fresh orange juice and...

Sally: I would like some mineral water, please.

Waiter: OK, thank you.

After they said what they would like to eat and drink, they talk about their lives.


Right-click on the link, and listen to the digital story.

Appendix C

True/False Comprehension Questions

Check your understanding: True or False Circle True or False for these


The customers want two tables. True False

There are two customers eating together. True False

The two customers order the same starter. True False

Both customers order the Thai chicken for True False

their main course.

Both customers order a dessert. True False

Restaurant Menu
Appendix D

Hot Potatoes Quiz

Eating Out

1. A table ... two, please.

2. Are you ... to order?

3. What would you ... for your starter?

4. I'd ... French onion soup, please.

5. What ... you like to drink?

6. I'll ... a fresh orange juice.

----------Answer Key----------

1. for

2. ready

3. like

4. like

5. would

6. have

1. Blake, R. (2016). Technology and the four skills. Language Learning & Technology,
20(202), 129–142. Retrieved from http://llt.msu.edu/issues/june2016/blake.pdf
2. Soleimani, H., & Raeesi, A. (2015). Hot Potatoes: The Merits and Demerits. Theory
and Practice in Language Studies.5(6), 1291-1295.
Retrieved from



3. Yaman, I. (2016). The Potential Benefits of Podcasts for Language Learning. Journal

of Education and Instructional Studies in the World. 6(7), 60-65.

Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/07.ismail_yaman.pdf