Raodeh Nakawh TP 3
To provide a list of new vocabulary and stress meaning , pronunciation and form.
To use the Target Language in the listening and speaking practice.
Procedure (27-39 minutes)
T.writes some prices on the board and asks students to work in pair to write them down. Students do a pair check for feedback. e.g of prices: $ 55 - £ 10.50 - $ 15.60 - £ 70
T. shows students a picture of different kinds of food and drink, then asks them to work in pairs and write down the words they remember. The words are ( bread- milk - water - tea - coffee- eggs- sugar - meat- fish - orange juice- fruit vegetables- pasta - rice - chocolate- cheese -) .For feedback, the teacher gives students strips of papers with the new vocabulary and asks them to work in pairs and stick the correct word below the suitable picture on the wall.
When students do the previous activity of sticking the suitable word below the suitable picture, T. writes these words on the WB and practices pronunciation and form with the class. Vocabulary Analysis sheet will be provided
T. draws 3 red hearts on the board to express love. Then she draws one red heart to express like. T. gives students some pictures and asks them to work in pairs to match the pictures with the correct answer e.g a picture of a lady eating too much. in this activity they need to use ( love and like also a lot of ) e.g. I like fish / I love chocolate For more practice, students can form some sentences about themselves using any kind of food they love or like. They might work in pairs and practice this activity in pairs by asking some yes/ no questions. E.g Do you like fish? Yes.I love fish.
T. plays recording 3. 19 to make students listen to Fiona speaking about the kind of food she likes or loves to eat with her family. Students do this task individually then check their answers in pairs. For WCFB, t. checks answers with the class.
T. gives students a controlled activity to write and speak about themselves using ( I love, like, eat a lot of ). First, students do this activity individually, then they compare their answers in pairs. Each student reads her answers to her partner. Finally they write two more free sentences of their own.