Laurie Galbraith Laurie Galbraith

TP 6 Unit 6
Beginner (A1) level


Abc UHU Patafix adhesive
Abc Whiteboard & Markers
Abc Handout adapted from Straightforward Beginner's book (Page 54, Vocab & Speaking, Ex: 2)
Abc Word list from Straightforward Beginner's Book, Page 54, Ex. 1 (Vocab and Speaking)
Abc 12 Food Words & Pictures (from Straightforward Beginner's Handbook)
Abc Handout: Do You?
Abc Handout: Eating Habits Survey
Abc Matching Cut Ups for Survey
Abc Handout: Short personal Narrative Activity

Main Aims

  • To provide specific information Listening practice using a text about eating habits in the context of kinds of food and frequency.

Subsidiary Aims

  • To provide Speaking practice within the review of frequency Vocabulary in the context of eating habits


Stage 1: Lead-In/Context (4-6 minutes) • Utilizing a student-centered approach, incite and build interest in the context of Eating Habits and frequency; pre-teach vocabulary

-T reads aloud short paragraph about what she eats and when during the day: "I love eating! I always eat eggs, vegetables and fruit for breakfast - and I usually eat toast, soup, and salad for lunch, But sometimes, I have pasta. I usually have meat or chicken for dinner and sometimes I eat fish. I like ice cream for dessert, but I don't like milk." -Pre-Teach Vocabulary: during narrative, T shows pictures of foods mentioned in narrative and puts them on the wall (13 sticky tabs pre-prepared) as they are spoken. When 'breakfast' 'lunch' and 'dinner' and 'dessert' are said, they are written in the appropriate places on the WB where the day timelime is drawn. -T does choral drilling while writing words on the board in a SAVED CORNER THAT WON'T BE ERASED. *****Natural modeling****** ***Show linking, assimilation****** -T MODELS to take food name card (e.g, toast) and put it under the matching food picture on the wall. T puts students in to pairs and has them go to wall. -Students return to seats and T provides brief FB, mainly for error correction only.

Stage 2: Vocabulary (7-8 minutes) • Give students a chance to become familiar with food and frequency vocabulary, and have controlled practice using it when speaking with each other in pairs.

-T gives half-sheet handouts to students, saying "what do YOU eat?" With a partner, "think" about what you eat for breakfast, lunch and dinner and write. (T points out breakfast, lunch and dinner on the WB and demo on the paper writing ideas) USE WORDS FROM THE BOARD (ex: eggs, toast) -Give two minutes -T instructs students to turn sheet over which will show frequency questions. -Using frequency questions pre-written on side WB, T demonstrates sentence from handout (I often have __________ for breakfast) and instructs pairs to complete the sentences together using vocabulary from the board or again - their own preferences. -Give two minutes or until most Ss are visibly done. ***MONITOR to ensure Ss are understanding and completing task**** -T takes FB from pairs: What do you eat? When do you eat this? ***T WRITES ANSWERS (I sometimes have/I never have/I usually have) ON WB FOR LATER STUDENT REFERENCE*** -T models first answer for students: "I sometimes have ice cream for breakfast".

Stage 3: Speaking/Concept Checking (5-6 minutes) • This stage gives students a chance to thoroughly concept check that they understand the concept/vocabulary when saying "I usually eat ..... in the morning" or, "I never have ...... for dinner". Also gives further controlled speaking practice.

-T gives students adapted Do You? Handout "Think about how to make questions with the sentences" -T demos with able student Q: What time (do you) have breakfast? A: I have breakfast in the morning -T instructs students to practice making questions with their partners MONITOR

Stage 4: Listening for Detail (9-10 minutes) • Students will Listen for Detail and answer questions based on their listening

-T asks students what a survey is. Explain briefly if needed that this is a lot of questions about something. "This is a survey". Please listen to the survey you will hear so you can answer the questions T shows them the survey...passes it out. -T plays audio clip 2.2 once and then again. -T quickly puts students in groups and instructs them to complete matching activity -Brief WC Feedback

Stage 5: Freer Practice/Final Activity (9-10 minutes) • To give students chance to synthesize knowledge of food and frequency vocabulary with personal preference and use it in freer speaking.

-T has students come to front of class to re-pair them with new partner. Has them sit down. -T passes out teacher designed handout with fill in the blanks that will when completed, be a narrative that reflects students' personal food and frequency preferences. -ALONE, they should read the narrative and choose words (vocab and frequency..point out both word banks) off the board and of their own to make their own personal statement. MONITOR: Use for delayed correction -T asks several students to share their story with the class.

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