Pronunciation practice & food vocab
To provide accuracy speaking practice in terms of pronunciation and word stress in conversations in the context of food.
To provide fluency speaking practice in a conversation, and to learn/review vocabulary in the context of food.
Procedure (42-54 minutes)
- During the break, draw the spider diagram about food categories on the WB. Put students in 2 teams, with 2 different colors. Ask students to write down as many food names as they can in 3 minutes. I won't show them the photo because they won't need it. - Rules of the game: only 1 person writes; only words that fit the categories (ie, not spaghetti), and NO TALKING.
- Show HO1. Tell students to complete ex. 1 in silence, using other students' names. No questions; they'll ask later. (ICQs - "Will you ask questions?") - Ask students to make a question from one. Demo the question/answer activity with a fellow teacher. Before doing it, tell them to listen to the intonation. After the demo, have them repeat after me, both question and answer. Write on the board, ask them where stress lies. Ask them to form a few of the other questions; ask them where the stress lies. - Students mingle and check their answers. - Regroup, take a short survey.
- Sts turn HO1 over. They are quickly shown a series of photographs, each of which is one of the new food words in ex. 2. Students talk in pairs and try to name all the foods. Check answers, drill individually and chorally.
- Do an example word for syllables and stress. Then look at ex. 2. Inform sts that I'll say all the words once and students mark the stress. (Ask them about 1 syllable words.) - Ask them how the last word is different. - Practice word stress again for difficult ones.
- Students repeat after me the new words, especially "draught". Instruct them to complete the exercise in new pairs. Check answers.
- Ask students how to form more proper questions. Where does the stress and intonation lie? - Students mingle and ask one another questions.