Malia Yoshioka Malia Yoshioka

TP 3b - Edible
Intermediate (B1) level

Description

In this lesson, students will understand the meaning, form and pronunciation for a variety of food words. They will practice speaking about them in a list, using proper quantifiers for countable or uncountable nouns.

Materials

Abc picture of market
Abc Answer Key

Main Aims

  • To provide clarification, review and practice of lexical items in the context of food.

Subsidiary Aims

  • To practice spoken accuracy when describing foods or contents of a dish.

Procedure

Lead in (5 minutes) • To generate interest in the topic and to get students thinking about food words they may already know.

Put up a picture of a market scene on the projector. Ask students to discuss: 1. Where is this? (a market) 2. What is going on in the picture? (people are shopping for fruits and vegetables) With your partner (assign pairs), please discuss for 2 minutes and make a list: How many types of foods can you name in the picture? Elicit answers of food words as WC

First test (diagnostic) (4 minutes) • To test learner's current vocabulary with food words and build confidence

As a WC, I'll show 10 pictures (including some that might be problematic) and see if I can elicit the names by using: Is this a plant or does it come from an animal? Plant > Is it a fruit or a vegetable? Animal > Does it come from the ocean or land? I will orally give them only the ones they really don't know and put those aside for practice later.

Second Test (diagnostic - individual) (2 minutes) • To check their knowledge of the more difficult words and to allow them to help build vocab together

Hold up HO with 10 photos and 10 words. For this exercise, I want you to work alone first. (1 minute) Ok, what do you think we will do with this exercise? (matching the pictures to the words.) With your partner or alone? (Alone) How many minutes? 1 After 1 minute, check your work with your partner. I will pass out the words to the groups face down while they are checking. Ok, now I want you to stick your word on the correct photo. Class will check together to agree if they are all correct.

Teach - Clarifying (9 minutes) • To clarify meaning of the vocabulary

Divide students into groups of no more than 4 and give each an equal number of words from each category. Together in your groups, I would like you to go through and take turns to describe each word. Is it a plant? Is it an animal? Is it a fruit or a vegetable? Is it an animal from the land or the sea? What does it look like? What does it taste like? Do you like to eat it? What dishes is it in? (Write these prompts on the board & demo with cucumber: Cucumber is a plant, it is a vegetable. I love to eat cucumbers in a salad.) - While they are discussing - Put up four categories on the board: Animals (Land), Animals (Sea), Plants (Fruits), Plants (Vegetables) Now as a group, please decide which category each of these words will go under. If you don't know, please make your best guess together and then put them up under the category. As a WC, we will check together and see if it's correct. Does anyone want to make any changes? Pass out answer key for them to use as reference later if needed.

Third Test (Controlled Practice) (5 minutes) • To check their understanding of the language and vocabulary from the rest of the lesson.

(Regroup different partners.) Now we will practice telling someone a shopping list with one item from each category. Write on board: Veal Tuna Tomato Cucumber I will ask Henry, Henry would you please bring me a piece of veal, one tuna, a tomato and a cucumber. CCQ: Why didn't a say one veal or a veal? (It's an uncountable noun.) Do you see other uncountable nouns? Ok. so now practice asking for a shopping list from your classmates for 5 minutes.

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