Jessica Kidd Jessica Kidd

Vocabulary and Speaking: Food Pairs
Elementary level

Description

In this lesson, students learn about the various food pairs relating to their everyday lives. This lesson is to develop and expand the students vocabulary of food pertaining to pairs, as well as the pronunciation of such.This includes word order of such pairs, as well as the pronunciation of the word 'AND' which should sound like n'. Eg: Salt n' Pepper. Learners will have the opportunity to learn the vocabulary, spell the words and practice their pronunciation.

Materials

Abc Worksheet Handout 1
Abc Fill in the missing words activity
Abc Images

Main Aims

  • To provide clarification and practice of food pairs through vocabulary practice and lexical pairs.

Subsidiary Aims

  • To provide accuracy and speaking practice in the context of food and their relative pairs

Procedure

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

This lesson develops the learners vocabulary of food items, so i will begin by setting the context through rock and roll. I will start with showing a the word 'rock', followed by some images. I will encourage the students to guess which word goes with rock relating to the images they have seen. Secondly i will show them images of Bride and Groom. Once they have guessed this pair we can move onto the next part of the lesson.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

I will elicit a word from Box B using an image on powerpoint. Thereafter i will explain that all the words from the first box can be paired with words in the second box. I will point out that the word 'AND' has to go in the middle of the two words, and stress the importance of this. Students will then work individually to match the rest of the word pairs, and then to check their answers with their partners.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Students will listen to the audio (or i will read out the answers), students to check their answers. The next step will be to stress the importance of using these pairs in the correct order and NOT for example 'chips and fish.'

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Identify the stress and pronunciation of 'and' through elicitation, body language and images. The main stress is on the second word, and the secondary stress is on the first word. Practice these words pairs in groups and with the class. Model and drilling will occur, chorally and individually. Use the phonetic form on 'n' on the WB. Focus on the pronunciation and ask the students where the stress falls.

Language Practice (8-10 minutes) • To provide students with practice of the task language

For the final activity the students are to work in pairs and take turns. Student A: say one word of a word pair. Student B: say the word pair. It is important to pay attention to the word stress in this final activity. During this last and final stage i will monitor any mis-pronunciation and incorrect word pairs, provide feedback on the WB and re-explain if necessary.

Final stage and feedback (3-5 minutes) • To provide final practice and integration vocabulary taught in the lesson.

During this final stage, the students will be given a hand out with a 'fill in the missing gaps' activity. This handout consists of various sentences with food pairs which have been taught in the lesson. The student is to use one of the food pairs to complete the task. This freer activity will test their knowledge and draw attention to any problems which may need to be addressed through drilling, clarity and fluency.

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