Before anything else, we asked ourselves such questions as ''who are the learners?'', ''what do we know about them?'', ''what is their level?'', '' what interests them? '' and ''what end do we aim to achieve?''. Since we chose the category ''ordering'', we thought it could be appropriate to do the lesson with 8th graders. We were expected to develop a tasked based lesson plan so we decided to integrate ''would like'' into the focus on linguistic features step. Having decided on the learner level, we thought we needed to activate their schemata regarding the subject. Therefore, we decided to start with something that would make the students draw on their background knowledge. We found 3 different restaurant menus; one is from a German restaurant, one is from a British restaurant and one is from Starbucks so that we could establish relevance and transfer the communicative skills they gain during the task into their real life. Under normal circumstances, we might have conducted a questionnaire or some kind of a survey to discover where their interests lie but in this case, our function is predetermined. .
Now, this is a functional syllabus (ordering food) with structural (would like) and situational (restaurant) sequences in the background. We had to create some of our materials because none of what we found on the internet would satisfy the needs of the function and we had to adapt some of the materials according to the level of the learners. For example, we had to find 3 different menus that included desert options which we needed for our decision-making birthday activity and we had to create our own drill exercises for ''would like''. During our tasks, we tended to make the students in groups because ''they encourage socialization and teamwork; they also make possible learning by observation of others.'' (p.205) Moreover, group work may also lead to academic gains such as transferrable skills mentioned above like critical thinking, reasoning and problem solving and metalanguage skills like learning to learn.