Esin Dogus Esin Dogus

Weird fruit and veg
A2 level

Description

In this lesson, students learn about phrases such as "I prefer..." and "I'd rather..." based on a reading about unusual fruits and vegetables. This lesson follows a previous one which provides listening tracks about shopping lists, phrases such as "How much..." and "How many...". My lesson is followed by a grammar lesson talking about countable and uncountable food types, emphasising phrases such as "much", "many", "a lot of" and "some".

Materials

Abc Flashcards
Abc Word list
Abc Photocopied and cropped HOs
Abc Photocopied HOs
Abc Photocopied HO of Exercise 5

Main Aims

  • 1) To provide students practice in reading for gist, and detailed reading through a text about unusual fruit and vegetables. 2) To provide students practice in fluency through talking about their food preferences in a controlled or free speaking activity.

Subsidiary Aims

  • 1) To provide practice of phrases that describe preferences of food (e.g. I prefer, I'd rather, etc.) 2) To provide practice of adjectives that describe the taste ,the shape, and the nutritional values of different types of food.

Procedure

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

- Ask various students what they like to eat, what they don't like to eat. Talk about what you like to eat. - Tell groups to discuss the fruit and vegetables they like to eat for 30 seconds. - When the time's up, get feedback from each table by asking them what they discussed, by asking the preference of one student from each table and asking other group members if they also like what s/he says.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

- Draw a chart with five columns on WB. Stick five different types of food to columns according to their tastes, shapes, and nutritional values. Deal one batch of flashcards (pictures of food with their names) for each table, ask students to pick one person from their group to stick the pictures to related columns. - Ask the rest of the classroom for feedback, if they agree with foods they see in the columns. - Drill the correct pronunciation of the mispronounced words from the classroom.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

- Tell students that there are weird foods in the world, with different shapes, and different tastes. Write the word 'weird' on WB and drill the pronunciation from the classroom. Explain the meaning of weird by giving food examples. - Deal one set of titles and one set of paragraphs to the groups. Tell them with gestures to quickly read the paragraphs and find the correct title for them. Use ICQs to check if they understood what to do. Give them 5 minutes to match the titles with the paragraphs. - For feedback, deal the full HOs from English Unlimited Student's Book page 52 to the groups. Drill the correct pronunciation of the titles from the classroom.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Introduce Charlie Hicks to the students. Tell groups to quickly read and find out what fruit and vegetables Charlie likes and doesn't like. Give them 5 minutes to complete the task. Ask ICQs to check if they understood what to do. - For feedback, write the titles on WB and ask groups if Charlie likes them or doesn't like them. Ask what Charlie likes when the answer is 'he doesn't like x'. - Ask CCQs to check the understanding of the students (e.g. Does Charlie like square watermelons?, Does Charlie like red bananas or yellow bananas?, What does Charlie say about the name 'strawmatoes'?, etc.)

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

- Deal the groups Exercise 5. Tell them that there are 4 sentences in the exercise, but they are mixed. - Tell them to quickly look at the text with gestures, find the full sentences and match the first part of them with the second part. - Give an example on WB. - Ask ICQs to check if they understood how they will do the exercise. - For feedback, write the answers on WB.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

- If time left, tell students that you would prefer eating x food, and you like eating y food. Tell them that you'd rather eat w food and you don't like z food. - Group the students by naming or giving numbers to them. Tell each group to talk about the foods they like, the foods they don't like, they prefer, and they'd rather have. Give them 5 minutes for discussion. - For feedback, ask each group what foods they talked about, ask the WC if they would prefer those foods or not.

Alternative Free Practice #2 (7-10 minutes) • To concept check further and prepare students for free practice

- Talk about the weird foods and tell WC how they are named, How they look and taste. Ask students what food they would 'create' if they were mad professors. Elicit some examples from the classroom. - Group the students by naming or numbering them. - Give each group a list of adjectives and phrases to describe food. - Tell each group to think about two different types of food , and tell them to create their own new food. Tell them to name their food by creating a new name from the foods they used (e.g. strawmatoes). Set the time limit to 5 minutes. - For feedback, ask each group what they 'created' and ask other groups if they would like the creations or not.

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