Mohamed Mohamed

food
elementary level

Description

In this lesson, students are going to learn about food vocabulary. In the lea in, in to generate the interest.by talking about my favourite food and drinks. SS will talk about their favourite food and drinks in pairs. I present the vocabulary through pictures. I test SS on the food items on page 62. I will hang the pictures on the walls of the room and students will be given the names of the food or drink and stick under the correct picture.I will make another carogry according to food and drink and another carogry of countable an noncountable. I will explain the meaning of the misused ones. If I found most of them to get everything correct move to practice. I will divide the class into groups and I hold up the image and listen to the students' answer. HO students find out which food their peers like- dislike love or hate.

Materials

Abc Tech Photos After 1st test
Abc Test Handout

Main Aims

  • To provide clarification vocabulary related to foods and drinks

Subsidiary Aims

  • To provide review of countable and non countable nouns

Procedure

Warmer/Lead-in (4-7 minutes) • To set lesson context and generate interest around the topic of the lesson.

I will talk about my favourite food and drink using visual aids (a waffle with various fruits, such as kiwis, bananas, strawberries, pineapples. I also drink orange juice and coffee). SS will be instructed to talk in pairs about their favourite food and drinks, which could be breakfast, lunch, or dinner.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T will distribute HO with images of food and drink items. Ss will be instructed to write the names of the items, individually. Ss will peer check each other's work in pairs.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will place images of food and drink items on the board, one by one, to cover the meaning with Ss. (Only the ones Ss didn't know from the first test) T will cover stress and pronunciation (drilling).

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T will stick pictures of food items on the walls around the room. Ss, in groups, will write the food names on coloured cards (different for each group) and stick them underneath the pictures before another group does. T will write the scores on the board. Group by group, teacher will nominate a student to say the word for each image the teacher holds up.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Ss will be instructed to talk and make sense out of the previous activity. On a worksheet, Ss will ask their peers what foods they like/dislike or love/hate. As a whole class, T will go over the activity to discover what students like/dislike or love/hate.

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