Maha Maha

Elementary level


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in the context of food.

Subsidiary Aims

  • To provide specific information listening practice in the context of food.


Warmer/Lead-in (3-5 minutes) • To set lesson context and generate interest in the topic.

T prepares ss for watching a video about a famous chef who competes against his own mum to prepare an apple pie. T asks ss to watch the video and answer three questions: 1. what is it about?/ 2.What did they cook?/ 3. Who won? SS discuss answers together and T provides whole class feedback.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T asks ss two questions to prepare them for the listening task. 1. Can you make spaghetti? 2. What do you need to make it? SS listen the text for the first time. They are asked to write 9 things used to make spaghetti bolognese. SS pair check and then listen for the second time. T asks ss to write answers on the board and provides whole class feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T introduces the word 'ingredient' through a w/c activity in which ss are given a dish name (e.g. cake, salad, burger ..etc) and are asked to go around the class and stick the correct name on its correct ingredients page. In doing this, ss will have to discuss together the ingredients for each type of recipe. SS are then asked to list more ingredients for the same dish. SS pair check and T gives feedback.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

In this task, T shows ss a list of verbs used in recipe writing. T elicits and concept check meaning of the most common verbs (e.g. cut, bake, heat, pour, stir..etc) T drills pronunciation of some verbs. SS are asked to work in pairs/small groups to choose a favourite dish. They are then asked to collect some of the main ingredients from the 'supermarket' box and start writing their recipes. Each team will then tell their dish to the other teams and they ask them how it is made. T monitors and provides remedial help when needed.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T writes some examples on the board and asks CCQs to elicit error correction.

Flexi-stage (5-8 minutes) • To provide more speaking and listening practice in the context of food.

T asks ss to listen to a song about food and write as many ingredients as they can. SS pair check and T provides feedback. T then asks ss to express their opinion about the idea of the song and if there is any food that they hate.

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