Zahra Zahra

Food and drink
A1 level

Description

In this lesson, students focus on the lexis and reading about food and drink. The class starts with a speaking task in which students should think and then talk about the food that they can see in each picture also they should say their favorite one in the whole class. This is followed by pre-teaching necessary vocabularies from the text. After that learners will go through gist reading (answering a general question from the reading: what do they eat?). then they should scan the text and answer some detailed questions ( putting the names of the food that each person eat in the char.) at the end we will work on other new and useful lexis from the text, and the out put of the class will be the productive skill of speaking about what do they usually eat for each meal.

Materials

No materials added to this plan yet.

Main Aims

  • To provide scan, gist and detailed reading practice using a text about food and drinks

Subsidiary Aims

  • To provide clarification and practice of food lexis
  • To provide fluency speaking practice in the context of food

Procedure

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

The class will start by a speaking task in which students should think about the pictures in the book for a minute which are showing a typical breakfast for some countries and then tell what do they eat and which one is their favorite in the whole class.(since last session we have worked on different food and drinks so students are able to name the things they can see in the pictures.) After one minute I will ask who is ready to talk about the pictures and I'll choose two or three students to talk..(ICQs: Should we talk two by two or the whole class (the whole class), what should we talk about?(the food and drinks in the pictures), how much time do we have to think? (1 minute),{ if needed and I see students talking together I will ask 'should we talk?' (no)}. because the aim is fluency I won't stop students for minor errors.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

I will pre-teach four words from the text (words:simple, weekend, delicious, fun). I will write the words with their function on one side of the board and on the other side I will write their definitions then I'll ask them to read them for one minute and try to guess the meaning of the words (ICQs: should we use our dictionary? (no), how much time do we have?(one minute).{if needed and I see students talking to each other I will ask should we talk?(no).) then we will check the answers, after clarifying the meaning and working on the form of the lexis we will have choral repetition drill and I'll get students' attention to the phonetics of the parts that may have problem with pronouncing them, if needed and I see some students have pronunciation problem I will ask them to repeat individually,then I will ask students to write them in their notebooks for four minutes (ICQs: should we write all of them?(yes), how much time do we have?(four minutes), if students start to talk in Persian while writing I'll ask should we talk together?(no).) Mostly students are familiar with the first meaning of the word simple which in 'not difficult' since their teachers use it for exams or questions so I will tell them using simple for food and meals has another meaning that is 'not having a lot of different parts' and I will tell them an example too so they can remember if easily (example: tea. cheese and bread is a simple breakfast, tea,coffee,milk, toast, jam and egg is not a simple breakfast.). I will also tell students the synonym and opposite for delicious which is tasty and disgusting.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

For gist reading I will ask students to read the text and tell me what is a simple breakfast for these countries and do they like it or no then I will ask students to skim the text and answer the question alone for two minutes (ICQs: should we read all the parts carefully?(no), how much time do we have?(two minutes), should we use our dictionary?(no),should we do it alone or two by two?(alone),{ If I see students talking I'll ask: 'should we talk to each other?'(no).) After that I will ask them to check their answers in pairs and I will monitor them then I'll ask who do you think is ready to answer? I need one or two students to share their answers with the whole class.

While-Reading/Listening #2 (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

For scanning the text and detailed questions there is a task in the book in which students should match the names of the food to the people who eat them, so I will ask students to read the text carefully alone for three minutes and match the food with the people. (ICQs: how much time do we have?(three minutes), should we do it alone or two by two?(alone) should we check our dictionary?(no), what should we do?(match the food with people),{ if I see students talking while they are reading I will ask them should we talk together?(no).) after their time finished I will ask one or two students to share their answers in the class and if there were any wrong answer we will correct it by saying reason.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will teach four words from the text (words: fun, traditional, spicy, croissant).I will write the words with their function on one side of the board and on the other side I will write the definitions then I'll ask them to read them for one minute and try to find the meaning of the words (ICQs: should we use our dictionary? (no), should we talk to each other? (no), how much time do we have?(one minute).) then I will check their answers, after clarifying the meaning and working on the form of the lexis we will have choral repetition drill and I'll get students' attention to the part of the word that they might have problem with pronouncing it, if needed and I see some students have pronunciation problem I will ask them to repeat individually. I will ask students to write them in their notebooks for four minutes (ICQs: should we write all of them?(yes), how much time do we have?(four minutes), { if needed and I see students talking to each other while writing I'll ask 'should we talk to each other?(no).'}. Most of the students know the meaning 'not serious' for fun so I will tell them that if we use fun for a food it means 'enjoyable' and that is the food which you enjoy and like eating it. since their lesson is about food they should know the tastes too because they need them for describing a food, in the text just 'spicy' is mentioned but I will tell students other tastes too (tastes:sweet, sour,bitter,salty,spicy(hot).) with a short definition and an example of a food that has that taste (for instance: word: bitter ((adjective) definition:having a strong taste that is not sweet example: black coffee or chocolate without sugar.) I will also tell students that all the tastes are adjectives because they are talking about a food.

Production (4-5 minutes) • To provide the chance of using what they have learned

Students will go through a speaking task in which they should talk about their favorite food and what do they eat for each meal and use the new vocabularies they have just learned in their speaking in pairs for three minutes..(ICQs: what should we talk about?(favorite food), how much time do we have?(three minutes), should we talk in pairs or the whole class?(in pairs).)Then I will ask who do you think is ready to share her answer with the whole class I want one or two students to say.

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