Deniz Erkan Deniz Erkan

Food Shopping
Elementary Plus level


In this lesson, students learn about certain food, and how to shop for them in a conversational context.


Abc (Optional) Realia - The actual food items
Abc Crafting Materials to make fake food.
Abc Flashcards of the food
Abc A plastic ball

Main Aims

  • To provide clarification, review and practice of favorite foods

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of food shopping


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

The teacher greets the students, reminds them the "Hello" song from the previous class. A ball game is played, whoever catches the ball has to introduce themselves as a follow-up from the previous class. "Hello, my name is Dennis, I am happy/hungry/sad/tired/not so good. How are you?" "The Weather Song" is played to engage the students further.

Exposure Vocabulary (10-15 minutes) • To provide context for the target language through a text or situation

Target language (vocabulary) is introduced with a PP presentation, and could be supported with flashcards and realia (real food). Hamburger, bread, french fries, moon cakes, cookies, donuts, hot dogs, sandwich The new set of vocabulary is drilled as a whole class, followed by drilling in pairs, and individually to ensure correct pronunciation.

Circle Pass (8-10 minutes) • To provide practice in a kinaesthetic environment

Pass a card/food around the circle each students says it out loud. The game gets faster each time, and more cards are added by the teacher. If a student fails to say the name of the food, she/he will sit down.

Initial Exposure to Dialogue (8-10 minutes) • To provide a model of production expected in coming speaking task

Teacher asks the names of the food on a PP presentation, if the students like the food, they say "yummy!" and if they do not like it they say "yucky!" Following sentence structures could be introduced; "Do you like ....?" "Yes, I do, it's yummy." "No, I don't, it's yucky."

Line up and Stomp Game (8-10 minutes) • To provide practice in a kinaesthetic environment

2 teams, Team Cookie and Team Donut. Kids line up in two teams, facing each other in a distance, when the teacher shows a picture of the food, and says "Yummy!" they stomp to the other side, saying "I like cookie/donut, it's yummy!" After the first part, Kids line up in two teams, Team Onion and Team Chocolate. This time, kids are facing each other closely, when the teacher shows the picture of the food, they'll step back, stomping and saying "I don't like Cookie/Donut, it's yucky!"

Exposure to Dialogue (10-15 minutes) • To provide a model of production expected in coming speaking task

Following models are introduced to the students, "Hello! What do you want to buy?" "Hi! I want to buy ....., how much is it?" "That's .... dollars." "Okay, I want to buy it." "Here you are!" "Thank you." "You're welcome." The dialogue is drilled with the whole class to ensure clear understanding of the meaning.

Controlled and Semi-Controlled Practice (20-30 minutes) • To concept check and prepare students for more meaningful practice

Students make their own food with crafting materials. They can make their own ice-cream cone, their own pizza, and cookies. Teacher and the TA become food vendors. Students are given 20 dollars, and are instructed to shop for food as they wish. As they are shopping, they are encouraged to utilize the model dialogue.

Ending (8-10 minutes) • To sum up the lesson

Students are asked to pick their favorite foods, and to say that "It's yummy/yucky." The model dialogue is repeated. Running to the correct flashcard game could be played to sum up the lesson. "Weather" song is played to end the lesson.

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