selin selin

Selin Sumer TP7
Pre-Intermediate level

Description

In this lesson , students learn some lexis about food in the context of' slow food'.It starts with a picture, goes on with a quiz.And listening activities are done, which are my main.

Materials

Abc MAterial 6-Post Reading, Follow up Speaking
Abc Material 5-While Reading #2 Answers
Abc MAterial 5-While Reading #2
Abc MAterial 4-While Reading
Abc MAterial 3-Pre Listening
Abc Material 2-LEad in

Main Aims

  • To provide detailed, gist and scan reading practice using a text about 'Are you a foodie?' in the context of food

Subsidiary Aims

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

Procedure

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

Picture of a table with lots of different foods on it, is shown by the help of the projector. Get the Ss talk about food and cooking. Tell 'I have a word about this picture' Guess what it is. Tell them it has 6 letters, start to stick the meanings one by one on the board. As they find the word 'Foodie', talk about Vedat Milor and Anthony Bourdain.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

A quiz will be processed. Before the handouts, insturctions are clearly given. As Ss are working, on the top of the board, teacher draws pictures of the words: Crisps, Chips,Recipe Books, less&more As they finish,give the point score paper Tell 'add up your points now' Read your the descriptions for your score.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

SLOW FOOD: Elicited from the students Start to talk about Mcdonalds. ........Food? Fast food. Opposite of fast? What we have? Slow Yes .Slow Food is cooking in the traditional , natural way. Vocabulary PIctures are going to be discussed on the board. Authentic-Artificial-Demonstration Listen to the audio Choose the best title for the programme. Handouts are given. Peercheck Correct Topic is written on the board

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

BEfore giving handouts, tell the students REad the passage,listen to the audio,underline the incorrect information and explain what is wrong. Ex:The radio presenter is in Bologna, not Rome. What are you going to do? Read, listen, underline, explain the wrong part. HAndouts are given. Individually working. Peercheck,Answers given as handouts

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

Do you agree with Maura that good food is slow food? Why or why not? The sentence will be on the board with the help of the projector. The students will be in pairs , will ask each other and answer.

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