Abdelmajid Abdelmajid

A1 level


In this lesson, Ss will review food vocabulary. They will practice speaking about the different foods they eat or don't eat using the adverbs of frequency like (everyday,often, sometimes and never).


Abc Handouts- Class Cds.

Main Aims

  • To provide clarification and practice of frequency adverbs in the context of food

Subsidiary Aims

  • To provide review and practice for foods vocabulary


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

T shows Ss pictures of some famous turkish dishes and elicit their names. After that, he will provide the students with pictures and names of food from coursebook p 32 and asks them to stick them on the whiteboard. T plays track 1.65 to give the answers.

Exposure (5 minutes) • To provide context for the target language through a text or situation

T plays track 1.66. Ss listen and try to find out what André and Emma eat. Ss check their answers in pairs T gives the students tapescrit on p. 122 to check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss will be asked questions related to the listening 1.66: ( Does Emma eat meat everyday? possible answer ( no, she doesn't, she often eat meat) / Does she eat rice ? possible answer : She never eats rice./ Does André eat meat everyday? possible answer : He often eats meat. T writes the answers on the board and highlights often and never.

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

T refers students to activity 2a plays recording 1.67. and asks students if they know what often, sometimes,never and everyday mean. T writes this on the board : I eat meat on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Saturday. ^ Then asks them which adverb of frequency we can use. ( answer : everyday) I eat meat on Monday, then maybe on Friday, then maybe again on Wednesday ( sometimes) T elicits the meaning of never. T explains the word order in the sentences in 2a. T uses back chaining to practice the pronunciation of the sentences.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives Ss scrambled words and asks them to stick them on the board to form meaningful sentences. Sswork in pairs to make sentences using the pictures in the lead in.

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

Ss talk about the food they eat in their everyday life using the target language.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T add drink and demonstrate: I never drink soda Ss make their own examples.

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