Ozlem Demirci Ozlem Demirci

Intermediate level


In this lesson, students do various activities within the context of 'order in the kitchen'. They learn some words of the kitchen objects through a white board drawing at the beginning of the lesson and they talk to their partners about their kitchen to practise these words. In the second stage they do an exercise to find out about their partners' thoughts of the order in their kitchens.They then learn some phrasal verbs (eg chop up, mess up, wash up) and do an exercise to focus on the meaning. As the productive task, they'll have to write down the rules in their kitchens and discuss this with their partners. They have to decide on the most important three rules and carry on talking in bigger groups. At the end of the lesson, students will have an idea of the use of these phrasal verbs and also have many chances to improve their productive skills of writing and mostly speaking.


Abc Questions HO
Abc Matching verbs HO
Abc White board

Main Aims

  • To provide students various activities where they get the opportunity to improve their productive skills(speaking) in the context of "Order in the kitchen".

Subsidiary Aims

  • To teach students necessary vocabulary and enable them to speak accurately and fluently about the topic.


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

-Draw a simple floor plan of my kitchen on the WB and elicit some of the words for typical things.(eg cupboards, pan, pot, whisk)Write these on the board.Then ask students to think about their own kitchens and describe it to their partners.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students do ex.1 on page 60 in pairs -SS receive the HOs and read the questions first. Show them the pictures of crockery and cutlery for them to understand the meaning of these words. Help them with other meanings if necessary.(They might ask what chop up, mess up means. Use gesture/body language to show the meaning.) -Students work in pairs and ask each other the questions in ex.1. They then have to comment on their partners if they like order in the kitchen or they don't really care. -Ask as many students as possible to give feedback depending on the time.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-Teach the meanings of "chop up, clean up, eat up, heat up, mix up, wash up and mess up" by showing them the pictures of these verbs -Once they are clear of the meanings, they do ex.3 on page 60 in pairs. They have to match the verbs with the correct actions. -Give feedback. -Play a miming game with the WC. Mime the actions and students tell me what I'm doing (eg You are washing up)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-Ask students to write down a list of rules for their kitchen. They do this task individually. They then talk to their partners about it and decide on three rules together according to the importance of the rules in their lists. -Combine the pairs to make fours;again they need to reach an agreement about the rules. -Join each four with another four and let them continue to talk. -Combine the students until the WC comes together -Monitor them closely without any interruption and take notes of their errors

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-Get feedback from students and write these on the board. -Write some of the errors of the students on the WB which they made during their discussion in the previous stage. -Correct errors with students.

Web site designed by: Nikue