New lesson plan: TP 2: What we should and shouldn't eat.

Lynn

TP 2: What we should and shouldn't eat. - Upper-intermediate level

TP 2: What we should and shouldn't eat.
Upper-intermediate level

Description

In this lesson, students discuss eating habits as well as practise listening for specific information and detail in the context of healthy and unhealthy eating.

Materials

Eating habits

Eating habits

Main Aims

To provide specific information and detailed listening practice using a text about eating habits in the context of what we should and shouldn't eat.

Subsidiary Aims

To provide fluency speaking practice in a debate/conversation/interview in the context of attitude to food and health especially in regard to eating habits.

Procedure (45 minutes)

Lead-in (5 minutes) • To set lesson context of eating habits and food and engage students

Ss are divided into two teams. A member from each team stands next to the board ready to write down words. The team tells their team member word in connection to food. The first team to have 20 words (spelled correctly) wins.

Pre-Listening 1 (10 minutes) • To prepare students for the text and make it accessible.

Ex 2 p. 16 1) Why are people confused about which types of food are and aren't good for them? 2) Why do you think the writer mentions organically grown food? Ss get the task to read the two questions. Ss read the text and answer the questions individually. Ss check with their peers. Monitoring: T monitors for correct pronunciation of the word relating to the target language. T takes notes of the words on a notepad. Whole class feedback. Ss read the text for lexis relating to the target language. Ss check with their peers. Whole class feedback. T explains the words by using concept questions and writes down the pronunciation of specific words (difficult words to pronounce by the students).

Pre-Listening 2 (6 minutes) • To prepare students for the text and make it accessible.

Ex 3a p. 16 T gives the task: E.g. What do they have in common? What is different about them? Who do you think they are? How old are they? What do they do? Ss look at the pictures. Ss discuss the pictures in pairs. Ss match the sentences in Ex 3a to one of the people in the picture (Jasmin or Guy). Ss compare with their peers.

While-Listening 1 - specific information (4 minutes) • To provide students with less challenging specific information listening tasks

Ex 3b p. 16 Ss listen to the audio tape and check their answers. The they check with their peers. T ask questions: Did you guessed correctly? Who is more like Jasmin/Guy?

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

Ex 3c p. 16 Ss read the questions in exercise 3c. Ss write down what they remember about the answers to the qeustions., Ss compare with their peers. T may ask concept questions to check understanding or elicit words, such as advice (n) (verb: to advise) and attitude or drill pronunciation, such as government. T tells them to listen for the answers to the questions. Ss listen to the audio tape. Ss peer-check. T monitors. T asks students if they want to listen a second time. Whole class feedback

Post-Listening (12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ex 3d p. 16 Whose attitude to food is most like yours, Guy's or Jasmin's? Ss discuss the question in pairs. They have to give at least two reasons why they similar to Guy or Jasmin. Ss switch pairs and do the same activity again. T asks: Who is like Jasmin? Who is like Guy? Ss work with another pair who agrees with them. Ss work with another peer who disagrees with them. T asks who had the stronger arguments.