CAMBRIDGE CELTA LESSON PLAN

Teacher’s Name Lesson focus Level Date Mins TP#

Xxxxxxxx Speaking Pre-Intermediate XX.XX.XX 45 X

Lesson Aims: Main Aim Subsidiary

Aim
● Communicative outcome: What real-world communicative function will students be able to perform by the end of the lesson? (tell a 
story/debate their opinions/discuss their habits etc.?/understand a specific written/audio text)
By the end of the lesson, students will be better able to make polite requests, offers and suggestions when ordering food at a restaurant.

● Linguistic aim: are you teaching any new language? 

By the end of the lesson, students will have a better understanding of and use polite phrases that customers and restaurant staff use when at
the restaurant.

● Productive Sub-skills focus: Which elements of the communicative skills will you be helping learners to improve? (fluency/accuracy/ etc.) 
Students will be able to practice their oral fluency in the context of ordering food in a restaurant.

● Receptive Sub-skills focus: Which elements of the communicative skills will you be helping learners to improve? (gist/specific
information/detailed comprehension etc.)
To develop the sub-skill(s) of…

Personal Aims:
(which aspects of your teaching are you going to work on today and how will you improve them?)
● Maximize opportunities for collaborative learning whenever possible/appropriate (put a paper on the wall that says PEER CHECK).
● Add more depth and detail to your analysis of language items. Reading and researching more books.
● Anticipation of potential problems and mistakes learners could make with language items. Analyzing what could go wrong at each stage.
FRAMEWORK/ SHAPE Productive skill framework without a model

MATERIALS/ RESOURCES Dellar H., Walkley A. Outcome Pre-Intermediate Student book (2016). National Geographic. p37
Questions adapted by me.
Graphics adapted by me.
(ensure all paper materials include copyright references and page numbers)
1a) about your learners’ needs and interests (Why can they be interested in the topic? How does your lesson address their needs: e.g. They are
ASSUMPTIONS
not good at listening for gist, therefore they will focus on it and the strategies that can help them improve it? Are the materials/activities
personalized? How have you adapted/designed your materials to address your learners’ needs and interests? What did you learn about your
learners as people to help you select appropriate materials?)
● Students might find the language and the activity useful as this is part of a daily routine for some of them.
● Students could sometimes use expressions that sound less polite. With these expressions they will be able to sound more polite next
time they use the target language.

1b) about your learners’ learning preferences and cultural factors (Do activities in your lesson address their preferred types: e.g. speaking vs
writing; group/pair-work vs individual; VARK; etc? Have you considered your learners’ cultural background when selecting/adapting/designing
your materials?)
● This lesson addresses speaking in one topic I’m expecting to be related to. Two of them work at a bar and one works for an agency.
Adapting polite expressions could be of a big help.
● For some of the expressions students might not be familiar with but I have prepared the lesson in a way they can understand that
some people do things in a different way around the world (like tipping).

1c) about the learning backgrounds of your learners (How did they study the language before? How can it influence your lesson? What are
their linguistic strengths and weaknesses? What are their productive skill strengths and weaknesses? What are their receptive skill strengths
and weaknesses? How can they influence your lesson? What should you be ready for? How can you ensure you are able to achieve the lesson
objectives and help your learners?)
● Perhaps some of them have worked at a restaurant before and they might know some or all of the expressions used in the lesson.
Get support from them to get the class to understand a bit more about them.
● I should be ready for students not being familiar with most of the expressions as this is not a normal and usual thing in Vietnam yet.
Some of the things are being implemented but not to a higher point.
 Stage # Stage Name Stage Aim Tutor’s comments

1 Lead in To set the context and generate interest;

Lesson Procedure Interaction Timing

There will be some pictures of different and unusual restaurants around the world. T-CL 5 minutes

Food truck: a vehicle in which food can be cooked and sold, that moves from place to place
with vocabulary related to restaurants. S-S
Drive-through: a place where you can get some type of service by driving through it, without
needing to get out of your car:

Students try to guess or share their opinions about those restaurants.

In pairs please discuss the following questions:

•What do you look for in a good restaurant?
•What do you usually drink with a meal?
•Do expensive restaurants always serve better food? why?/why not?
•Which country serves the best food in your opinion?

Monitoring: T is taking notes of ss’ interesting ideas and decides who to ask during the
feedback stage.

FEEDBACK:
Ask ss to give a balanced consideration of what they have been talking about. Ask different ss
– one from each pair.

Anticipated Problems Anticipated Solutions

-Problems when pronouncing the words truck and Drive-through -model and drill the word again. show stress on the board if
needed.
-Students might not be familiar with the diverse restaurants
around the world leading to limited engagement and -Selection of unusual restaurants set-ups to engage students to
understanding. participate and give their opinions about it.
-Some students might not have a strong personal interest in food -Encourage the students to share some stories they might have
or traveling heard from friends or relatives.

Stage # Stage Name Stage Aim Tutor’s comments

2 Generation and brainstorm of To collectively generate ideas for a piece of peaking

ideas

Lesson Procedure Interaction Timing

When talking about restaurants, we might need to know some things in particular about T-CL 5 minutes
them.
Show a flashcard of: S-S
Waiter. Elicit what they do, and how do you called it when its a female: waitress
Menu
Let's take a look at this pictures:

The woman seems surprised by the amount she has to pay. At some restaurants, you can pay
double the price for the drinks and food you eat. That's why she seems surprised.

Discuss with your partner each picture and answer the question.
What a customer and a water/waitress can say in each situation.

Highlight the role of a customer and the waiter.

Do the customers look happy/unhappy?

Maybe the waiter said something bad or inappropriate.

or maybe the customer said something rude to the waiter

Monitoring: ensuring everyone is taking notes for further feedback and speaking stage. I take
notes of interesting phrases I want everyone to know/use/practice during the speaking task.
Pay attention to how much ss write and ensure everyone has something during the feedback
stage.
FEEDBACK:
Elicit ideas and put them on the slide/WB. Ask one person from each pair. They should be
different from the previous feedback stage.

Anticipated Problems Anticipated Solutions

Some ss might find it difficult to generate ideas. Pair stronger and weaker together to make sure everyone has
something to refer to later.

Stage # Stage Name Stage Aim Tutor’s comments

3 Focus on useful language To focus on useful language or speaking strategies Ss might need to use to
complete the task

Lesson Procedure Interaction Timing

Students are going to work in pairs. Consider this arrangement. T-CL 7 min
Z-M
P-N S-S
Y-O
W-X

Show the handout. Here is an activity with some useful phrases people need to know or use
at the restaurant.
Work with your partner and complete the task.

There’s a less difficult version at the back of the paper. You don't need to do both. Ask P, O, W
to complete a less difficult version as these are the ss who need more support.
ICQs:
Do we work in pairs or alone? pairs
Do we write down or use glue to stick the phrases on the paper? glue to stick the phrases on
the paper
Do you need to do both? no

Checking their answers

CCQs:
Refer to the language analysis sheet for vocabulary and functions.
 Anticipated Problems Anticipated Solutions

-One of the students does not take an active role during the -Remind the student to give their opinion or ideas to help each
activity. other.

Some ss might need more support. Ask them to complete an easier task and tell them they will
benefit from it.

Stage # Stage Name Stage Aim Tutor’s comments

4 Organization of ideas To direct Ss’ attention to some features of the speaking task;
To focus attention on the organisation of ideas and layout

Lesson Procedure Interaction Timing

We are going to do an activity but before we do that we need to organize the phrases into the T-Cl 6 minutes
corresponding paper. S-S
What does the customer usually say? and what does the waiter usually say?

ICQs:
Do we work in pairs or alone? pairs
Do we write down or use glue to stick the phrases on the paper? glue to stick the phrases on
the paper

Monitoring: Teacher monitors to see the progress of the students. When students are stuck,
give them a hint or clue by giving an example. If they finish quickly, move on to the next stage.

FEEDBACK: Teacher projects the answer key on the slide and elicits if some of the things can
be said in a different order.

Anticipated Problems Anticipated Solutions

-Students might not have enough time to prepare their answers -Remind them how much time left they have.
before the speaking task commences.

Stage # Stage Name Stage Aim Tutor’s comments

5 Task performance To complete the speaking activity

Lesson Procedure Interaction Timing

T displays the restaurant background and says: now we will practice speaking. Soft music T-Cl 12 minutes
plays in the background to create the ambience and to make ss speak up. S-S

The task will be performed by dividing students into customers and restaurant staff. 5 minutes with
Students then will use the phrases to have a conversation with their partners. the same partner

When ss speak for the first time, they can refer to the phrases and the structure. When they
swap partners, they should put everything aside. 5 minutes with
new partners
Students who are waiters stove to get a tip:)
This should be a normal conversation, so please take turns.

Rearrange the seats, customer in front of waiter.

ICQs:
Do you work alone or in pairs? In pairs.
Do we write something? if you need to write down the menu, yes, but we need to speak.

Monitoring: T monitors closely for correct and incorrect answers, pronunciation errors,
encouraging shy Ss to speak more. T takes notes and gets ready for the feedback later.

After SS finish, T swaps pairs, so Ss have the chance to speak to more people.
T keeps monitoring.
 Anticipated Problems Anticipated Solutions

-Speaking task: strong SS may dominate Weaker Ss -Teacher monitors closely for this and ensure all Ss take
(mixed abilities) therefore, they won’t communicate turns, encourage weak Ss to share their ideas as well.
equally.

-Students might not used the useful language -Remind them about the importance of being polite at the
restaurant.

Stage # Stage Name Stage Aim Tutor’s comments

6 Task repetition For the students to do the task again

Lesson Procedure Interaction Timing

If time S-S 6 minutes

Students will change partners and start the task from the beginning.

Monitor to collect good and bad language use.

Anticipated Problems Anticipated Solutions

-Ss might not feel comfortable with the new partner. -Find a better arrangement for students to work cooperatively
-Students are quiet. • T monitors and gives some hints/clues.
-There is not that much time left. • Skip this activity and continue with feedback

Stage # Stage Name Stage Aim Tutor’s comments

7 Feedback To raise awareness of how students can upgrade their speaking

 Lesson Procedure Interaction Timing

Students work with different peers and discuss the questions on the slide: S-S 4 minutes
T-S

•Would you come back to this restaurant?

•Would you recommend this restaurant? Why?

•Were you happy with the service? Did you tip?

Teacher writes down some examples of good and bad language use on the board.
Give students time to discuss whats the mistake on those sentences (if any)

Anticipated Problems Anticipated Solutions

-Students might not find the mistake in the sentences. -Elicit with CCQs until the students can figure the answer out by
themselves.

LANGUAGE ANALYSIS SHEET – VOCABULARY

Whenever you start out to teach new words or phrases, you need to anticipate any potential difficulties for your students. This can also apply to skills lessons where there is
new vocabulary included. The below categories should help guide you. Complete it when appropriate.
Lexical items Anticipated problems/solutions
Context and method of conveying & checking BE SPECIFIC HERE
meaning
(include a definition suitable for your learners, part of Consider M P F and A (where relevant)
speech, collocations where relevant, phonemic script,
stress). (include elicitation method, CCQs to check meaning, form, as
NB one row per item well as other relevant means of checking, e.g. pictures) Problems Solutions

ITEM 1 Context, conveying (and eliciting) (describe the context M

Starter in which your item will be presented, how you will convey the /A Students might think it can be only -Remind them about the meal structure:
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) : bread or noodles. starters or appetizers
a small dish served as the first part of a meal Task 1. Students complete the menu headings main course
desserts
Form features (part of speech, countability,
F Ss can think it’s an uncountable noun. Elicit that it’s a countable on and they should
transitivity, collocations, prepositions, etc.): Checking understanding (e.g. CCQs, pictures)
say ‘a starter’.
Countable Noun (include answers):
Collocations: Is this a big or small dish? small
Eat/have/choose/order + starter Do you usually eat it at the beginning, middle or
Cold/hot starter the end of your meal? Beginning P -Incorrect syllable stress: -Model and drill the correct pronunciation
Pronunciation features (phonemic transcriptions or Can it be noodles? No star-TER instead of STAR-ter
problem sounds): Can it be salad? Yes
ˈstɑːtə -For Spanish speakers the S could sound -model and drill the correct pronunciation
Appropriacy considerations (where relevant): louder than it should be.
Synonym: appetizer

ITEM 2 Context, conveying (and eliciting) (describe the context M

Main course in which your item will be presented, how you will convey the /A Ss can think it’s about learning a -Remind them about the meal structure:
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate): language. starters or appetizers
the largest or most important part of a meal in Task 1. Students complete the menu headings main course
which there are different parts served desserts
separately
Checking understanding (e.g. CCQs, pictures) F Students might change the rider of the -Remind the students the correct order
(include answers): words: course main
Form features (part of speech, countability,
transitivity, collocations, prepositions, etc.): Is this a big or small dish? small
Countable noun Do you usually eat it at the beginning, middle or
Phrases: the end of your meal? middle P -Difficulty pronouncing the s at the end -Model and drill the word.
For a/the main course of course: kɔː
Have smth for the main course
Pronunciation features (phonemic transcriptions or
problem sounds):
,meɪn ‘kɔːs

Appropriacy considerations (where relevant):

ITEM 3 Context, conveying (and eliciting) (describe the context M -Students might confuse the meaning of -Repeat the CCQ:
Dessert in which your item will be presented, how you will convey the /A this word with ˈdɛzət. Is this something you can eat or a place that
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) : has a lot of sand? something you can eat
sweet food eaten at the end of a meal Task 1. Students complete the menu headings

Form features (part of speech, countability,

F - Ss might think it’s an uncountable - Elicit the form and highlight it’s a countable
transitivity, collocations, prepositions, etc.): Checking understanding (e.g. CCQs, pictures)
noun. noun. They should say ‘a dessert’.
Countable noun (include answers):
Collocations: Is this something you can eat or a place that has a
Eat/have a dessert lot of sand? something you can eat
Delicious/rich dessert Is it usually sweet? yes
Have smth for dessert Do you usually eat it at the beginning, middle or P -Students could misunderstand the -Ask how many syllables does the word have,
the end of your meal? end of the meal word dɪˈzɜːt with ˈdɛzət. then show the stress on the first syllable.
Pronunciation features (phonemic transcriptions or
problem sounds):
dɪˈzɜːt
Appropriacy considerations (where relevant):
Synonym: sweet
ITEM 4 Context, conveying (and eliciting) (describe the context M -Students might call a female person -Have the names on the board or on the slide
Waiter in which your item will be presented, how you will convey the /A ˈweɪtə instead of ˈweɪtrɪs to show the difference
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) :
a man whose job is to bring the food to Lead in activity
F -students might write it down the same -correct spelling
customers at their tables in a restaurant
way they pronounce it : water
Form features (part of speech, countability, Checking understanding (e.g. CCQs, pictures)
transitivity, collocations, prepositions, etc.): (include answers): P -Students might stress the second --Have the names on the board or on the slide
Countable noun Show a picture of a chef and a waiter syllable instead of the first one. to show the difference
Pronunciation features (phonemic transcriptions or weɪ’tə
problem sounds):
ˈweɪtə
Appropriacy considerations (where relevant):
Female: waitress
ITEM 5 Context, conveying (and eliciting) (describe the context M Ss might think you can use it only to talk Highlight it’s everyone who gets some service.
Customer in which your item will be presented, how you will convey the /A about shopping.
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) :
a person who buys food in a restaurant lead in activity
F -Confusion with the spelling. Students -Have an exercise where they can practice
might write: Costumer (spanish learners writing the word down.
Form features (part of speech, countability,
Checking understanding (e.g. CCQs, pictures) might have this misconception as they
transitivity, collocations, prepositions, etc.):
will write down the word the same way
Countable noun (include answers): they pronounce it)
We talk about a person who works at a restaurant
Collocations: or a person who wants to buy food? person who
P -Omission of the /s/ and strong -Model and drill the word.
Good/big/important/regular/loyal/dissatisfied wants to buy food.
pronunciation of the r at the end of the
/unhappy customer
word.
Have/deal with/serve a customer
kʌtəmər
Pronunciation features (phonemic transcriptions or
problem sounds):
ˈkʌstəmə
Appropriacy considerations (where relevant):

ITEM 6 Context, conveying (and eliciting) (describe the context M -Students might get confused with the -Elicit the context. Use CCQs if needed.
Split the bill in which your item will be presented, how you will convey the /A meaning of the word split, as they will
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) : take it from: to (cause to) divide into
to agree to share the cost of something, Task 2. What do you think the customer and the two or more parts, especially along a
especially a meal waiter should say to have a polite conversation. particular line

Form features (part of speech, countability, Checking understanding (e.g. CCQs, pictures) -Students might use it incorrectly when -Remind the students this phrase applies to
transitivity, collocations, prepositions, etc.): (include answers): talking about other expenses in the when someone is at the restaurant.
Collocation: Verb + noun Do you invite someone for dinner? maybe house for instance.
Do you pay only for what you eat? yes
Pronunciation features (phonemic transcriptions or
problem sounds):
F -Students might add ‘s’ to the verb go -Remind the students that split the bill
Elision /t/ in split
whenever there's; a singular pronoun.
The / ðə/ - weak form
Split the bill – split is louder

Appropriacy considerations (where relevant): P -students might have problems with - Model and drill
/spl/ cluster.

ITEM 7 Context, conveying (and eliciting) (describe the context M -could be the first time the students -ecoungrae the students to use the phrases in
Leave someone a tip in which your item will be presented, how you will convey the /A heard the phrase and outside the classroom.
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) :
The customer leaves or gives an additional Task 2. What do you think the customer and the F Change the order of the sentences: -Remind the students the correct order of the
amount of money to the waiter/waitress or waiter should say to have a polite conversation. Leave a tip to the waiter phrase: leave the waiter a tip
sometimes the restaurant in general for his
/its good service.
P Ss might stress all the words equally. Elicit which words should be louder, model
and drill.
Form features (part of speech, countability, Checking understanding (e.g. CCQs, pictures)
transitivity, collocations, prepositions, etc.): (include answers):
Collocation Do you give money or candies? money
Verb+noun Is it something people have to do? no
Pronunciation features (phonemic transcriptions or Is it something that people do if they feel happy or
problem sounds): angry about the service? happy
liːv ˈsʌmwʌn ə tɪp
Weak form of a: ə
Leave is louder
Appropriacy considerations (where relevant):

ITEM 8 Context, conveying (and eliciting) (describe the context M -could be the first time the students -ecoungrae the students to use the phrases in
Get the bill in which your item will be presented, how you will convey the /A heard the phrase and outside the classroom.
Definition\meaning (in student-friendly language): meaning, and the elicitation question where appropriate) :
When the customer is ready to pay for the Task 2. What do you think the customer and the
service at the restaurant. waiter should say to have a polite conversation.
F Ss can omit article ‘the’. Highlight the form.
Form features (part of speech, countability,
transitivity, collocations, prepositions, etc.): P -Strong sound of the -Model and drill the phrase
Collocation: Checking understanding (e.g. CCQs, pictures)
Verb + noun (include answers):
Pronunciation features (phonemic transcriptions or If someone is asking to get the bill.
problem sounds): Does he want to eat something else or is he ready
ɡɛt ðə bɪl to go? ready to go
get is louder. Is this the first or the last thing you do when you
Elision /t/ in ‘get’. eat at a restaurant? the last thing you do
Appropriacy considerations (where relevant):
have the bill (synonym)

Sources used:
https://ozdic.com/collocation
https://dictionary.cambridge.org/

LANGUAGE ANALYSIS SHEET – FUNCTIONAL LANGUAGE

Whenever you start out to teach functions, you need to research the language and anticipate any potential difficulties for your students. The below categories should help
guide you. Complete it when appropriate.
Language area Polite offers, requests and suggestions
(function – e.g. – making suggestions)

Topic Ordering food at a restaurant

(in what situation/topic will it be presented?)

Would you like something to drink?

Functional exponents/Model (example) sentence(s) from the
Could I see the menu?
lesson
Shall we leave him a tip?
I’ll just have some water, thanks

FUNCTIONAL EXPONENT 1
WOULD YOU LIKE
What's the meaning/use? Context (describe the context in which your item will be Potential problems for learners
Any appropriacy considerations? presented) with MEANING Suggested solutions
(state in student-friendly language; consult How will you clarify (convey, elicit and check it?) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg (elicitation question(s), CCQs, timelines, clines, etc.)
formal/informal/neutral/polite) and add
responses where relevant

-We use would to make polite offers. Students will role-play a conversation at the restaurant.
Would you like…? -Students might forget the polite -Remind them about the
CCQs: way of making offers and sound importance of being polite at the
Would you..? rude and /or impatient. restaurant or when people is
Orders Is it used to ask if a person likes something? no e.g. For you, water or orange juice?. offering a service
Formality and politeness Is it used to offer something to someone? yes
Does it sound rude or neutral? Neutral Ss might think ‘do you like’ and Elicit the use of : do you like: used
Is it more or less polite than ‘do you want’? more ‘would you like’ are the same. to say general preferences
would you like: to make offers in a
polite manner
 What's the form? Potential problems for learners
Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE
-Elicit the parts of speech that
Question -Adding -ing form to the verb. might follow.
Would + you + like noun/pronoun + ‘to’ infinitive? Would you having the dessert first?
Would you like an Ice cream with bananas for dessert?
Affirmative
Subject + would + like + noun/pronoun + ‘to’ infinitive

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE
-Students might struggle -Drill and correct if needed.
1. Would you like something to drink? pronouncing the words would you in
wədʒə laɪk a natural way
Assimilation: /wədʒə/

Sources used:

FUNCTIONAL EXPONENT 2
COULD I
What's the meaning/use? Context (describe the context in which your item will be Potential problems for learners
Any appropriacy considerations? presented) with MEANING Suggested solutions
(state in student-friendly language; consult How will you clarify (convey, elicit and check it?) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg (elicitation question(s), CCQs, timelines, clines, etc.)
 formal/informal/neutral/polite) and add
responses where relevant
-We use could to make polite requests Students will role-play a conversation at the restaurant.
(asking people to do something). -Students might not use or -Remind them about the
Could I…..? CCQs: formulate a polite request and importance of being polite at the
sound rude and /or impatient. restaurant or when people is
Requests e.g. A napkin. offering a service
Formality and politeness Could I ?
Do we use it to ask people to do something? yes
Do people get mad when we tell them to do something?
no
Does it sound neutral or polite? polite

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE
COULD -Adding -ing form to the verb. -Remind the students about the
Question Could I getting the menu, please? could +you+bare infinitive
Could + you + bare infinitive
Could I see the menu?
Affirmative
Subject + could + bare infinitive

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE
-Students pronounce could and I as -Model again the natural sound
two separate words

kədaɪ
Catanetion: kədaɪ
Sources used:

FUNCTIONAL EXPONENT 3
SHALL I, WE
What's the meaning/use? Context (describe the context in which your item will be Potential problems for learners
Any appropriacy considerations? presented) with MEANING Suggested solutions
(state in student-friendly language; consult How will you clarify (convey, elicit and check it?) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg (elicitation question(s), CCQs, timelines, clines, etc.)
formal/informal/neutral/polite) and add
responses where relevant
-We use shall to suggest doing something, Students will role-play a conversation at the restaurant. -Models the two sentences and
offer help, ask for agreement or -Students might use imperatives say tha tone sounds better than
permission. CCQs: instead of modal verbs for requests the other one
Shall we leave him a tip? and sound rude and /or impatient.
Shall I call you a cab? Shall we? e.g. Give me the bill, please.
Shall, we begin? Do we use it to give orders? No
Do we use it to suggest doing something? Yes -Students use the wrong register for
Do I emphasize certainty? Yes the situations.
Can I use it with ‘he/she’? no, we use will with he or she

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE
Question
Shall + pronoun (1st person) + bare infinitive
Shall we leave him a tip? -Students might say ‘Shall he …?’ -Shall is used with ‘I and we’
mostly.

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

2. Shall we leave him a tip?

ʃəl wi liːv ɪm ə tɪp? -the sound might be /s/ instead of -model and drill the sh sound
Elision: liː vɪm /ʃ/
Weak form: ə

Sources used:

FUNCTIONAL EXPONENT 4
I’LL (I WILL)
What's the meaning/use? Context (describe the context in which your item will be Potential problems for learners
Any appropriacy considerations? presented) with MEANING Suggested solutions
(state in student-friendly language; consult How will you clarify (convey, elicit and check it?) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg (elicitation question(s), CCQs, timelines, clines, etc.)
formal/informal/neutral/polite) and add
responses where relevant

Students will role-play a conversation at the restaurant.

-We use will to accept offers. Ss can think they are talking about -- Elicit the context and highlight
I’ll have spaghetti with tomato sauce. CCQs: plans. the function – accepting the offer.
We also use it for requests but it's less
polite. Does it mean to offer something or to accept something?
accept
Does it sound more polite or less polite? less polite

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE
WILL
Affirmative -Students use the present simple
Subject + will (usually contracted) + bare infinitive instead of will.
I’ll have spaghetti with tomato sauce. E.g. I have the soup pf the day -Show the structure again and ask
Question I’ll have the soup of the day. them to repeat the sentence
Will you + bare infinitive including I’ll.
Will you get me a glass of water? -Omission of will, then I’ll have
turned into > I have.
-Remind the students about the
form.

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE
The contraction ‘ll is more common the sound of ‘ll is known as ‘dark l’
I’ll have spaghetti with tomato sauce. than the full form of will and it can and is pronounced like
aɪl hæv be a problem for many learners to
Contraction: I’ll say it well.
Help them to say it by first
separating the sound out and
letting them hear it on its own -
then by putting it together with
we to make a two syllable ‘we . . .
ll’.

After this, encourage them to say

it faster and with less distinction
into two separate syllables.
Sources used:

https://dictionary.cambridge.org/grammar/british-grammar/modality-forms
Scrivener J. Teaching Englihs Grammar(2010). p186-225.
Scrivener J. Teaching Englihs Grammar(2010). p192.
Murphy R. English Grammar in Use (2012). p74