Gulcin Tovey Gulcin Tovey

TP1 // Eating and Drinking // 30.05.2014
Pre-Intermediate level


In this lesson, Ss will learn some new vocabularies which are related to ‘food’ and the idea of ‘comfort food’ in the context of ''eating and drinking'' will be introduced. They will have a chance to practice reading for gist and will also do scan reading to find out some specific information. They will also have a discussion about the "comfort food" to apply TL.


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Main Aims

  • To review and clarify some words that is related to 'food' in the context of ''Eating and Drinking''.

Subsidiary Aims

  • To provide gist and scan reading practice using a text about Comfort Food


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

T asks Ss ''What is your favourite food?'' and ''What kind of food do you like?'' and get Ss to talk to their partner. T asks a few Ss about their partners' favorite food and puts them on WB.

Pre-Reading/Vocabulary Stage (8-9 minutes) • To prepare students for the text and make it accessible

After setting the context of eating and drinking, T elicits the words that are in the box of HO1 (Vocab&Speak.ex.1 pg.18) from Ss. Once all the words are on WB, T gives HO1 to Ss and asks them to look at the words in the box and the diagram below. T asks Ss to work in pairs and write the words under the correct heading on the diagram. T asks ICQ (Are we working alone? What are we doing with the words that are in the box?) Once Ss put the other words under the correct headings on the diagram (PW), T checks answers with WC. In feedback draw students’ attention to dinner, breakfast and bitter. T asks Ss to listen and say what sound they hear, then repeat. T will also drill the word ‘salty’. T introduces the idea of ‘comfort food’ by talking about the food that she liked when she lived in England and tell them that she misses the food that she had in England and when she gets a chance to eat that reminds her of England. T asks Ss if there is any food that they can call that reminds them of a specific place or time from the past. Elicit a few examples from the Ss by asking questions like ''What kind of food your mother used to cook when you were young?'', ''Do you remember any special dishes your father or your auntie cooked?'', ''Do you have a special food when you are sad?What is it?''

Gist Reading Stage (3-4 minutes) • To practice the gist reading

T says to Ss ''We are going to read a text about comfort food'' and will give HO2. She asks Ss to read it quickly and give them like 30 sec, then she will ask Ss to tell ‘how many comfort foods’ are discussed on the text that they have read. T asks ICQ like ''how long do you have to read the text?'', ''are you going to read the text quickl or slowly''

Scan Reading Stage I (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks Ss to read the text again but before then T might need to clarify some lexis from the text, eg childhood(n.), popular(adj.) After the clarification, T will ask Ss to read the text again carefully and make notes about each kind of comfort food in the text (food name, food's country, and the ingredients) and inform them that they can compare their findings with their partner. T asks ICQ like ''What are you going to do? Are you going to read the text? What are you going to try to find? What are you going to do after finding the information?' T gives some time to Ss to compare their answers in pairs. When Ss have finished doing the activity, T gives the explanation of any of the ingredients that Ss might not know, eg noodles, lentils and sauce. Photos or some real objects can be used to explain the words. T will ask Ss if they have a comfort food and get them to tell their partner about it. Elicit a few examples.

Scan Reading Stage II / Speaking (10-12 minutes) • To practice the detailed reading and applying taught TL

T will divide the class into A and B. Then HO3/A and HO3/B will be given to the Ss and ask them to read and make notes on their text which should be around 20 words, just to help them to remember it. T will also inform Ss that she will re-group the the class into A and B pairs and Ss will use their notes to tell the information to their new partner. T asks ICQ like ''What are you going to do?'', ''Will you make notes about the text?Why?'', ''Are you going to tell the story that you have read to the person next to you?'' After Ss telling each other their summaries, ask a few students to tell the class what their partner have told them which is necessary to check if they have understood each other.

Speaking Practice (IF TIME!) (3-3 minutes) • To provide a freer practice of vocabulary by speaking in a semi-controlled activity

In Pairs SS ask and answer Qs that are from CB (Vocab&Speaking ex.2 p.18)

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