Merlin Mladenova Merlin Mladenova

TP 3b
Intermediate level


This lesson will be more speaking-reading focused. The students will start off with a questionaire about chocolate whose questions they will ask to their partners. That will be followed by a listening task, where by listening a recording they need to find out whether the statements they have previously read are correct or not. Next step is substitution task where students with face with countable and uncountable nouns which will be followed up by a freer speaking activity. And finally if there is some time left, students will be given a game to play where they need to guess the vocabulary related to food.


Main Aims

  • To provide inference reading & speaking practice using a statements about chocolate as well as listening inference listening practice for students to understand whether the statements were correct or false.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of food.


Warmer (3-5 minutes) • To set lesson context and engage students

In groups of three or four, students ask each other about their food likes and dislikes. Students should keep asking until they find a food that no one in the group likes. Have a representative from each group write that food or dish on the board. See if there is a food or dish that the entire class dislikes.

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

"Several times" - Do you eat it once, twice or more? "flavour" - What types of ice-cream do we have? Vanilla, chocolate? "painful" - What would you feel if I hit you? :)

Reading & Speaking (7-10 minutes) • To provide students with speaking practice

Put the students into pairs but ask them to work individually at first to guess how they think their partner would answer the questions. Don't let them compare notes at this first stage. When the students have decided on their answers for all their questions, let them discuss them with their partners to see if they guessed correctly. In a class feedback session, find out who the chocoholics of the class are.

Chocolate Trivia (6-8 minutes) • Reading and listening for inference

Go through the statements with the class and ask the students to decide whether they think they are true or false. Do not confirm or deny any answers at this stage, but encourage discussion. Play the recording for the students to check their answers. Then, in a class feedback session, find out if they were surprised by any of these.

Substitution task (5-7 minutes) • To decide which words are countables and which ones uncountables

Look at the first statement from "Chocolate Trivia". Replace "chocolate" with each word from the box to make new statements. Focus the students' attention on the example and explain or get them to identify that chocolate takes a singular verb (is) whereas chips takes a plural verb (are), and that chocolate is an uncountable noun, whereas chips can be counted. Put the students into pairs to discuss the statements and decide which ones they agree with.

Explain your favourite dish and how to make it (6-8 minutes) • Speaking

Elicit the word "recipe". Group students into groups of three and ask them to find out a favourite dish they have in common (type of dish that most people would know recommended). Discuss what the ingredients are and how to make it. Ss can take notes as they will have to explain it to the other groups after that. As soon as students come up with a recipe, one person from each group goes to another group and explains the recipe and the ingredients. The other two students need to find out what the dish is.

Final summarizing game (4-5 minutes) • To make students use vocabulary in terms of food

Separate the class into two different teams. Place two seats at the front of the board. 1 person from each team comes to the board and they sit down. They can't look at the board. They have to look at their teammates. Then I'll stick some pictures on the board and their team-mates have to explain them that word without actually using it or any similar word to it. The first student to say that word correctly get some point and then they switch and the team with the most points wins the game.

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