Anıl Kara TP3
Beginner, A1 level
To introduce and practice new vocabulary and to use them in context
To provide specific information listening practice using a text about food
To provide fluency speaking practice in a mingle activity in the context of food
Procedure (35-47 minutes)
T shows different visuals and elicits the vocabulary. After eliciting, T emphasizes on the word stress and performs choral and individual drills.
T shows a list with two sections (food and drinks). T demonstrates by writing a food item on the board and asking if it's a food or drink. T tells the Ss to try to remember as many items as they can from the set of vocabulary. Ss work in pairs and fill the lists. After the students are done, they exchange papers with the other pairs and check their answers or complete the list. Then, T plays an audio track and asks the Ss to tick any food /drink item they hear.
T shows different visuals to elicit the verbs like, hate, love, eat, drink and the word a lot of. T writes some example sentences on the board to clarify the function and the meaning of those verbs. T then writes a sentence with the pronoun he or she to emphasize on the structural difference of verbs. Then Ss work in pairs and talk about what they like and not. At the end, there is a WC FB.
T shows a HO and tells the Ss to listen to the audio track once more and underline the correct sentence. After listening, Ss check the answers with their pairs using an answer key.
T shows an HO with two questions ( Do you like..? / Do you hate..?). T demonstrates the activity on the board with a strong student and then Ss are asked to stand up and ask the questions to each other and to take notes of the answers. At the end, T nominates a S to talk about someone they interviewed and the S answers. After that, that S nominates another S to answer.