New lesson plan: Food, May, Might Will

zainab

Food, May, Might Will - Upper Secondary 3 level

Food, May, Might Will
Upper Secondary 3 level

Description

In this lesson, Ss learn vocabulary related to food. Ss also clarify, practice and review the use of might, may and will. As a lead-in, the game - Stop the bus is played. Ss are to write the name of a fruit, vegetable, dessert and dairy product/meat with the letter chosen by the tr. This is followed by a short discussion on different types of cuisine, their preferences and dislikes on the topic Food. Vocabulary related to food, names of different dishes, recipes, ingredients etc are discussed at this stage. Next, Ss engage in a listening activity. During the pre listening task, Ss read a few sentences and predict if they are true or false. They then listen to a recording and fill in gaps. PC and WCFB are done. Next Ss, focus on the use of might, may and will. This is followed by written tasks, wherein Ss practice use of might, may and will. Then Ss, engage in a speaking task. They work in pairs. S A says a sentence and S B responds to it. Ss are to use might, may or will in their conversation. The lesson ends with feedback and a quick recap.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of might, may and will in the context of food

Subsidiary Aims

To provide gist and specific information listening practice using a text about future of food.

Procedure (69-91 minutes)

Lead - in (4-5 minutes) • To activate Ss schemata

Ss play the game - Stop The Bus. They are to write the name of a fruit, vegetable, dessert, dairy product/ meat with the letter provided by the tr.

Freer Speaking Practice (5-7 minutes) • For Ss, to practice and improve speaking fluently and accurately using vocabulary on the topic - Food

Pictures of a few dishes are displayed on the board and Ss are asked to discuss the following points in pairs: What is your favourite food? Do you ever eat food from other countries/ culture? If so, what? Which of the dishes in the photos do you often / sometimes / never eat? Would you like to try any of them? Would you like to replace food with pills? Ss share their answers with class.

Pre listening task (4-6 minutes) • For Ss, to predict the topic and contents of the recording

A few sentences are displayed on the board and Ss are asked to read and say if the sentences are true or false. They are to justify their answers. This task is done as a whole class activity.

Listening Practice (6-8 minutes) • To practice listening for specific information

Ss are given HOs with fill in the gaps based on the recording they are going to listen to. Ss are asked to read it and then listen to the recording. Ss fill in the gaps. PC and WCFB are done.

Language Input (8-10 minutes) • For Ss, to clarify the use of might, may and will

There is a short discussion on the advantages and disadvantages of food pills, to link in to the language input stage. A few sentences are displayed on the board. Ss are instructed to read the sentences and discuss the following questions in pairs. 1. Which one is negative? 2. Which ones mean 'probably', but we don't know? 3. Which one is a strong prediction about the future? Tr. explain the use of might , may and will with the help of CCQs.

Language Input - Practice (6-8 minutes) • For Ss, to practice using might, may and will accurately in sentences.

Ss engage in a controlled written practice. They write responses to the given sentences in the HO using might / may or will. Feedback and error correction is done.

Freer Speaking Practice (5-7 minutes) • For Ss, to use might/may /will in speaking fluently and accurately

Ss are to work in pairs. Student A says a sentence and student B responds to it using might/may/will. They have a short conversation. They present their conversation to the class.

Less Controlled Speaking Practice (6-8 minutes) • For Ss, to practice speaking fluently and accurately using might/may/will

Ss read a few sentences from the test book (pg 61) They are to say if the sentences are true or false. Then they choose any four interesting sentences and compare their ideas with other students.

Freer written practice (20-25 minutes) • For Ss, to practice and review writing a blog and using accurate sentence structures.

Pre-writing Task: Ss read a blog and answer a few questions. They discuss sentence structures : short and long (use of and in sentences) Writing Task: Ss work in pairs and prepare a food blog, similar to the one they read previously. Post writing task: Ss share their blogs. Tr. monitors for feedback purposes.

Error correction and quick recap (5-7 minutes) • For Ss, to check understanding of the given task.

Delayed error correction is done, based on what the tr. listened to while monitoring Ss during the previous task. A quick recap of the lesson is done. Tr. says a sentence and Ss respond to it, using might/may/will. For example: Tr : It is cloudy today. S: You might want to carry an umbrella.