Make me a sandwich, I'm starving!

Last class we discussed about some syllabus design considerations regading task-based language teaching. We were asked to create an activity which includes a six-step procedure and to identify its macrofunctions, microfunctions and grammar. We came up with this great activity for elementary students. 
Hope it will be useful! Pau & Cami.

TASK: LET'S MAKE A SANDWICH!

MACROFUNCTIONS: socializing.

MICROFUNCTIONS: asking for food at a restaurant.

GRAMMAR: likes and dislikes, vocabulary about food, yes/no questions. 

SIX-STEPS PROCEDURE

STEP 1: SCHEMA BUILDING

In order to introduce the topic, the classroom may be arranged as if it were a restaurant – tables for two with tablecloths, forks, knives and plates and if the teacher is willing to, he or she can dress as a chef. Kids are introduced with basic food vocabulary, such as bread, ham, cheese, lettuce, tomato, egg, mayo, etc. Here a pair-match activity would be most appropriate. Flashcards of pictures and words will be needed. The teacher will simply say one of the words and give the students a hint so they can infer what the teacher is talking about (e.g.: cheese – mice like cheese; lettuce – turtles like lettuce; egg – chickens don’t like egg). The students will have to identify the word and guess which is the picture containing that word. Once everything is clear, we can proceed to step 2.

STEP 2: CONTROLLED PRACTICE

The students will be given a chart to complete with their information. The chart will contain the vocabulary and two columns for the kids to tick whether they like or don’t like each word of the vocabulary previously taught. Once they have finished, they will be asked to investigate about one of their classmates' likes (as they may be sitting in the restaurant the teacher has prepared inside the classroom, they will be able to ask their date! Funny, isn’t it?) Here the teacher will introduce the pattern question and answer “Do you like…?” “Yes, I do/No, I don’t” by asking some of the students. Now, in pairs the students can ask and answer among each other and write down the pieces of information gathered in another chart.

STEP 3: AUTHENTIC LISTENING PRACTICE

Now the teacher will play a conversation between two friends who are asking about their likes and dislikes. A chart will also be needed but this time the students will be asked to write down the words they hear so as to practice a little bit of spelling. If the teacher considers it appropriate, the task can be inputed+1 by introducing two or three new words such as pizza, pasta or chocolate. Here the teacher can test the students’ listening abilities. New questions can also be introduced by placing the conversation at a restaurant. Little attention will be drawn to this matter at this point of the procedure but in the end will all be worth.

STEP 4: FOCUS ON LINGUISTIC ELEMENTS

For this step to take place the teacher will show and tell the students that they will create a kind of Facebook profile. Posters can be made in advanced so that they can be hung on the walls at the end of the lesson. The teacher will complete his or her profile and will present it to the students. The poster must include “I like…/I don’t like…” sentences but now including more information – about sports, pets, clothes, etc. (make sure this has been previously taught so as to recycle vocabulary). Now the students will be asked to create their profiles and make as many sentences as they want (they can also bring a picture of them to paste it on the poster.)

STEP 5: PROVIDE FREER PRACTICE & STEP 6: INTRODUCE THE PEDAGOGICAL TASK

At the very beginning we have said that if possible the teacher should try to make a restaurant out of the classroom. In this step you will see why. Each couple will have to create their date’s sandwich. Students will be given some ingredients and they will be asked to imagine as if they were chef and customer. Students will ask questions among each other so as to know which ingredients must the sandwich contain. By doing this kind of role-play activity the students will have the opportunity to play a little and have fun by putting every language at their disposal into practice. What is more, if they had paid attention to the scenario at the restaurant provided in the listening practice, students will get the chance to act it out. And most important of all, they will be eating the sandwiches they have prepared!