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Vocabulary
Intermediate level

Description

In this lesson, students learn about new vocabulary describing the taste and the texture of food. T gives some pre-listening vocabulary, then students listen to the interview of a man who has tried different types of food from different countries. Students match the food items with their descriptions based on this dialogue. They listen to the interview again and on a separate table divided in 3 columns, they put words describing a)ways of cooking food b)ways of describing taste c)ways of describing texture. They then try to use the new words to describe some foods to their partners. They end the lesson discussing in group the best and the worst meal they've ever had.

Materials

Abc New Inside Out Intermediate Student's Book, Sue Kay and Vaughan Jones, MacMillan 2009
Abc New Inside Out Intermediate: Teachers Book, Sue Kay and Vaughan Jones, Mac Millan 2009

Main Aims

  • To provide clarification of words describing taste and texture in the context of food

Subsidiary Aims

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

Procedure

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

The T will put on the board the picture of an escargot.Then she will tell them about the most unusual food she has ever eaten, describing the taste and texture, and how it was made, whether she enjoyed it or would eat it again. She will then ask the students if anyone else has eaten it, and whether anyone would consider eating it.

Pre-teaching vocabulary (5-7 minutes) • To draw students' attention to the target language,and to clarify the meaning, form and pronunciation of the target language

T will pre-teach some vocabulary they will need for the first exercise: bake, roast, crisp, crunchy, bland. Meaning, pronunciation and form. CCQ's

Controlled Practice (10-13 minutes) • To concept check and prepare students for more meaningful practice

T will focus students' attention on the photos from the book. Clarify any new words. She will ask them if anyone has ever eaten any of those things. Then ask students to describe to their partner what they think each thing would taste like. She will draw their attention to the list of words in exercise 2. Then T will tell students that they are going to hear someone who has eaten all these things describing the taste. She will play the recording for the students to match the dishes with the descriptions. She will play the recording again if necessary. WCFB and error correction T will give a mixture of words and ask students to fill out the table about ways of cooking food, ways of describing taste, and ways of describing texture. She will give divide the students into three groups and ask them to sort these words according to one category each, and then write the words in their category in the proper column on the WB WCFB

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will work with a partner to decribe one of the items of food in the box for their partner to guess what it is. T will go through the example sentences with the class, then ask students in pairs to take turns to describe one of the food items or guess what's being described. ICQ and WCFB, delayed error correction as necessary

Freer Practice (8-10 minutes) • To provide students with freer practice of the target language

Students will be asked to describe their best and worst meals to their partners, by using the newly learned TL. WCFB and delayed error check as necessary

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