New lesson plan: Food and Cooking (Vocabulary Lesson)

Fatin Alraei

Food and Cooking (Vocabulary Lesson) - Intermediate B1+ level

Food and Cooking (Vocabulary Lesson)
Intermediate B1+ level

Description

In this lesson, the students will leatn about the vocabulary used when talking about several types of foods and the different ways of cooking them. To make them feel excited, the lesson starts with a food quiz that they would do as a GW in a form of a competition. The teacher will expand their knowledge about using these new words by playing a listening extract to introduce some adjectives that are commonly used to describe these words. They would be finally given sometime to practice what they have studied, either through matching flashcards with meaning on the board or through self-checking their individual answers by listening to an audio extract.

Materials

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handouts, colored papers, video, and pictures.

Main Aims

To introduce and practice vocabulary to talk about/describe food and cooking

Subsidiary Aims

To give SS practice in speaking for fluency and expressing opinions.

Procedure (40-58 minutes)

Stage1 (Warmer/Lead-in) (3-5 minutes) • To set lesson context and engage students

-The teacher asks SS to set in groups using the numbers method for random grouping. -The teacher gives the students a group of pictures and asks them to look at all of them in 1 minute. -The SS figure out the title of the lesson through discussing these pictures and write it on strips of papers gives by the teachers. -The students swap their suggested lesson title with another group to check their answers together

Stage 2 (Exposure) (5-8 minutes) • To provide context for the target language through brainstorming different types of foods they already know

-The teacher uses the food quiz (Vocabulary Ex.a). -The students try to answer the test in pairs in 5 minutes. -The teacher discusses each point separately with the whole class to give a general feedback.

Stage3 (Eliciting and introducing the target language) (5-10 minutes) • To introduce the SS to the target language

-The teacher writes the word food in the center of the board. -The students think of adjectives they commonly use when buying food or ordering food. -The teacher writes down the adjectives they come up with if correct. -The teacher plays the audio and the SS find out if any of their answers were correct by coming on the board and ticking it. -The teacher shows pictures of some of these adjectives on the projector and asks SS to guess the right word. -The teacher posts colored papers on the board including the previously taught adjectives+nouns to play the matching pair game and emphasize the correct usage on noun-adjective -The teacher gives SS different English letters. -The student who has the 1st letter in alphabetical order comes to the board. -The SS who are able to find the matching words take a point.

Stage4 (Clarification) (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-The teacher hands out worksheet to students in groups. -The SS try to match the picture with the correct meaning in groups in 5 minutes -The SS leave their paper on the table and go around to check the answers given by the other groups in the class. -The teacher plays the audio for SS to make sure if they got the right answer. -The teacher stops the audio after each group of words and asks students to repeat the words they listened to. -The teacher stops the audio to drill the pronunciation of difficult vocabulary and do a choral repetition -The SS are asked to cover their worksheet and try to come up with any word they studied in the class that starts with the letter they have in 5 minutes (it could be more than one). (Individual task) -The SS check their answers with their partners. -The SS do Ex, c in pairs to practice speaking (taking turns)

Stage5 (Controlled Practice) (3-5 minutes) • To concept check and prepare students for more meaningful practice

-The teacher asks students to answer Ex. 2a individually in 3 minutes. -The students find the answers under their chairs for self-checking purpose. -The teacher uses CCQs to confirm that the SS got the meaning of all the words, such as: Which one is a healthy way of cooking? Which one is used to cook sweets and cakes? Which one needs hot water? -

Stage 6 (Semi-Controlled Practice) (8-10 minutes) • To concept check further and prepare students for free practice

-The SS set in groups according to the order of the letter they have in alphabetical order to have every four together. -The teacher gives the students handouts for a crossword game. -The students are given 10 minutes to finish the task. -The teacher goes around to monitor and offer assistance. -The group who finishes should mingle around and check the answers of other groups.

Stage7 (Free Practice) (8-10 minutes) • To provide students with free practice of speaking to each other using the target language

-The teacher gives students a handout listing 4 different types of food. -The SS mingle around and ask each other "How do you prefer these things to be cooked?" and asks Why for more space of discussion. -The teacher moves around to check if there are any common mistakes. -The teacher gives a whole class FB.