Helen Mardi Helen Mardi

TP 2
Pre-Intermediate level


In this session students are going to discuss eating and drinking. They start with a short discussion about cooking and cooking tips.Next, they have a listening part in the same content which leads to the grammar. The grammar is about count and noncount nouns, focusing on the usage of "too much", "too many", "a lot of" and "a few", which is taught in a guided discovery practice. And they have controlled and freer practices on grammar learnt.


Abc Audio CD track
Abc Handout of the book

Main Aims

  • To provide exposure the grammar which is about phrases used with countable and uncountable nouns, the meaning and usage of these phrases.

Subsidiary Aims

  • • To provide practice of listening for gist and specific detail, and to provide fluency speaking practice in the content of eating and drinking.


Lead-in (3-5 minutes) • To set lesson context and get the students engaged

T writes the title " eating and drinking" on the board to get the Ss attention to the topic. Then T asks the Ss to say what the think the want to talk about in this lesson. T set the Ss into pairs and gives instruction of what they are going to do. T has some questions from the handout and shows them to the Ss to give instructions. T gives the questions and wants to to share ideas about the questions and finally gets a fast feedback from Ss, WC.

Pre-Listening (4-5 minutes) • To provide a little information of what they are going to listen and prepare them for the gist listening

T writes the topic of the listening on the board " 10 secrets from the world top kitchens", or a topic near this. T wants the Ss to give their ideas WC and tries to elicit some of the ideas of the listening.

Listening for the gist (gist listening) (3-4 minutes) • To provide Ss with less challenging gist listening

T put the Ss into groups and gives instruction of this step. Then T gives a paper with questions from the handout to the Ss to check which one the ideas they mentioned and which one the ideas written in the hand out they hear. T plays the listening once and after that gives Ss time to check their answers in groups. After that T gets fast feedback from the Ss.

Listening for the details ( detailed listening) (3-5 minutes) • To provide Ss with more challenging and detailed information

T gives the Ss the sentences cut up from the listening part, and asks them to put the sentences in the correct order as they are listening to the track one more time. Then T gives the handout of the book to them which includes the correct answer and gives a few minutes to Ss to check their answers.

Post-Listening and lead- in to the grammar (2-3 minutes) • To set the context of grammar

T asks the Ss if they remember any of the ideas. Then T writes these words on the board: too much, too many, a lot of and a few, and wants the Ss to find any sentences containing these phrases, and read them to the class. T writes the sentences on the board.

Grammar focus (5-10 minutes) • To provide the Ss with the meaning, form and usage of the TL grammar

T works on the sentences written on the board, tries to analyze the sentences with the help of Ss, and elicits the form and meaning of the TL language grammar from the Ss. T gives more examples if necessary and write the form on the board.

Post- grammar (4-5 minutes) • To provide Ss with more controlled practice

T gives the instruction of the practices and wants the Ss to do the tasks in groups. Then T check the answers

Post-grammar (5-7 minutes) • To provide Ss with more controlled and freer tasks

T gives the instruction of this practice to the Ss and then if there is enough time, T changes the groups or set pairs , and then gives the handout to the Ss. T wants the Ss to chose the correct word to complete the dialogue, and then checks their answers. Next, T asks the Ss to choose one dialogue and add two more sentences to expand the dialogue. As for feedback, T wants some the Ss to come to the front of the class to perform their dialogues.

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