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Food and Shopping
Beginner level


In this lesson, students study on food containers.The lesson starts with showing students a shopping bag and checking students knowledge on food words with realia. This is followed by pre-teaching vocabulary of food containers with ppt using MPF. After that students are going to do a crossword puzzle including containers words. Later on students are going to read a conversation in shop. Then prepare shopping list. As a freer practice three "shops" will be set up in the classroom and some students will be shop assistants and some will be the customers. They will ask the price of things and try to find the cheapest shop.


Main Aims

  • To provide fluency and accuracy speaking practice in a role play in the context of food and shopping

Subsidiary Aims

  • To provide clarification, review and practice of food, containers in the context of food and shopping


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Greets students. The teacher says: - "I have a shopping bag. Let's have a look what's inside". Shows the food and says : -"Today, we will ask for food and drink items in a shop".

Pre-teach Vocabulary (8-10 minutes) • to develop students' -vocabulary of food containers and collocations

The teacher presents the vocabulary : a tin of , a jar of , a box of , a carton of , a bar of , a bunch of , a loaf of , a bottle of , a packet of. Uses visuals on PPT as meaning. Models, drills, shows the written form and phonetics. (MPF) After ppt presentation, the teacher uses the food and drink in the shopping bag and asks for the items one by one to check students' understanding. Distributes HOs and says : -"Look at the pictures. Use the words in the box and write them under the correct picture. Then you will check your answers with your partner". Uses ICQ : "Will you work alone or with your partner first?" Sets time for the activity. Monitors. Students check with their partners and the teacher gives solid feedback by giving them the answer key. Shows the HOs (crossword) . Makes sure that students understand "across" and "down". Projects the crossword on to the whiteboard. Says : - "Use the clues on the left and write the words". Sets the time. Monitors. Invites a range of students to come to the board to write the answers. Drills pronunciation of the phrases if necessary.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Shows the HOs and says: "Two people are in a shop. A is the customer, B is the shop assistant. First, read it alone. Then read with your partner." Uses ICQ: "Will you read alone or with your partner first?" After students finish reading alone, sets up students in pairs to practise the role-plays. Gets the students to play both roles. Asks for a volunteer to act out the simple role-play with her, with the student playing the role of the customer. Then invites volunteers to act out. Divides the students into two groups. Gives them the sentences used in the conversation. Students reorder them. The fastest group wins. Uses this game as a solid feedback.

Useful Language (4-7 minutes) • To highlight and clarify useful language for coming productive tasks

Shows the HOs and says: -"Now, it's your turn to write a new conversation in a shop. With your partner write ask for different food and drink items. " Uses ICQ : "Will you write or speak?" Monitors and sets up students in pairs to practise the role-plays. Change the pairs this time.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Shows the shopping list hand outs and says : "You are going to the shops but first you will prepare a shopping list". Makes students write the food and drink items learnt that day. Projects the vocabulary on to the whiteboard. Monitors. The teachers sets up three "shops" in the classroom. Changes the lay out of the classroom to reflect this. Chooses three students as shop assistants. Says : -"Now, it's time to go shopping. As you can see there are three shops. Take your shopping list and visit each shop. Ask for food and drink items you have on your shopping list". Demonstrates using the conversation used before this activity. Makes sure students take both roles. Plays on music to make students feel more comfortable while they are speaking.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

If there are accuracy problems uses error correction immediately. If there are fluency problems the teacher avoids to break the flow of communication. Listens in discreetly and collects a list of overheard errors. Uses the list to provide sentences to discuss later on.

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