Luiz Carlos Rocha Dias Jr. Luiz Carlos Rocha Dias Jr.

Eating Right & Past Participles As Adjectives
A2 level

Description

In this lesson, we are going to discuss healthy and unhealthy food choices with a language focus on Past Participles as Adjectives.

Materials

Abc Action 6 Updated Edition, Activity Book (LF, 2013)
Abc IWB
Abc Action 6 Updated Edition, Student's Book (LF, 2013)
Abc YouTube Video of Jamie Oliver
Abc Flipchart Photo of Jamie Oliver
Abc iPads
Abc Action 6 Flash Vocabulary

Main Aims

  • To provide fluency and accuracy speaking practice in a campaign in the context of healthy school food
  • To provide practice of Past Participles as Adjectives in the context of food and general use

Subsidiary Aims

  • To provide practice of verbs related to cooking

Procedure

My Voice (3-5 minutes) • To develop learners' speaking skills

Have learners think about an object and have their partners guess it by asking yes/no questions. They cannot use the words yes or no, they are to say, for example "it is", "it is not".

Addressing HW (5-7 minutes) • To consolidate Past Continuous and Simple Past.

Check who did their homework and elicit answers. Write them on the board.

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

Show pictures on flipchart page 2 and tell learners today we are going to talk about food. Ask: "Can you cook?". Open the activity and Ss discuss the other questions on the IWB in pairs.

Vocabulary Presentation (3-5 minutes) • To present verbs related to cooking.

Follow Digital Track procedures on the TG.

Vocabulary Practice (3-5 minutes) • To consolidatate work on meaning

Ask learners to copy their answers on to Word Zip 2 as they do the digital activity. Quickly classcheck. Play audio for learners to number the pictures in the order they hear them. Ask them the post-listening questions orally to save time.

Lead-in (5-7 minutes) • To contextualize the main aim of the lesson

Show learners Jamie Oliver's photo on flipchart page and ask them what they know about him. If nobody knows anything about him, tell them yourself and jot some of it down next to his photo. Click on Jamie Oliver's photo to play video of his Feed Me Better school campign. At the end, ask Ss what they think of the campaign. Elicit a few answers.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Tell Ss they are going to read a text to find out more about Jamie and his campaign. Books open to page 14. Ss complete exercise 1.

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

Refer Ss to the highlighted words in the text. Ask them to circle the correct option. Classcheck.

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

Focus box. Give learners a list of irregular verbs and draw their attention to the third column. Ask them what those verb forms are called (Past Participles). Then have them complete the focus box with highlighted verbs from #2. Have them compare answers in pairs. Elicit and write the infinitive forms of the verbs used in the Focus box. Use the Interface box to compare it to L1 and ensure understanding. Conduct the TG-suggested transformation drill.

Controlled Practice (2-4 minutes) • To concept check and prepare students for more meaningful practice

Learners complete the sentences with the past participle of one of the verbs in the box(exercise 5).

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Refer Ss to exercise 6 and have them tick and discuss their food preferences on the chart. Round off by asking soeme volunteer Ss to express their preferences. Encourage other Ss to respond to them.

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

Divide Ss into trios and hand each group an iPad. Tell them launch the PicCollage app because they are going to create a poster suggesting healthier food options for their school canteen (refer them to exercise 7). Remind them to justify their choices. If time allows, get learners to show each other their finished posters and talk about it with other groups.

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