Christopher Sanders Christopher Sanders

CELTA TP 7
Pre-Intermediate (A2) level

Description

In this lessons, students will be exposed to vocabulary related to food and health, and practice listening skills with a related audio text.

Materials

Abc Ordering at a diner - audio track
Abc Staging Powerpoint
Abc Active Teach

Main Aims

  • By the end of the lesson, students will have completed listening for gist and listening for details tasks about the future of food and ordering at a restaurant..

Subsidiary Aims

  • In this lesson, students will have opportunities to speak about related topics in sharing activities and a role play dialogue.
  • The students will be exposed to a set of new vocabulary and given chances to use it in controlled practice.

Procedure

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

Slide 1. Greet students at the start of the lesson. Slide 2. In pairs, Ss ask each other the questions on the slide: 1. What is your favorite food? 2. What was the best meal you have ever eaten? 3. What's the best food to eat in summer? 4. What dish is the best example of Turkish food?

Vocab Presentation (10-12 minutes) • To introduce the target vocabulary for lesson

Slide 3 Show picture of a pill. Elicit: "What is this?" (pill); quick drill. Can I swallow a pill? (yes) Is this medicine or food (medicine) Slide 4 - show word, part of speech, phonetic spelling Slide 5 Show pictures. Elicit: "What can you see here?" "What are all these words?" (flavors); quick drill Is spicy a flavor? (yes) Is dry a flavor? (no) Which sense - touch, see, hear, taste - is for flavors? (taste/also smell) Slide 5 - show word, part of speech, phonetic spelling Slide 6 Say: "I get a bad grade on my test. I want to get a better grade next time. What should I ask my teacher?" Click to show sentence: "How can I ___ my grade?" (improve) Backchain drill: My grade? | Improve my grade? | I improve my grade? | How can I improve my grade? Slide 6 - click for animation - show word, part of speech, phonetic spelling Slide 7 Show states of matter picture. Elicit: "What is the missing word?" CCQ: Can I hold liquid in my hand? (No, not easily, with a container) Does liquid pour or fall? [show hand gestures to indicate] (pour) If a food is 100% liquid, do we eat it or drink it? (drink) Slide 8 - show word, part of speech, phonetic spelling Silde 9 Say: "My phone is several years old and not working well anymore. I can't hear the speaker on it, the screen is broken, and the buttons don't work well. What should I do?" (replace it) CCQ: If I replace something, do I keep the old one? (no/not usually) Do I usually replace something good and nice, or something bad and broken? (bad and broken) Backchain drill: Replace it. | Should replace it. | You should replace it. Slide 9 - click for animation - show word, part of speech, phonetic spelling Slide 10 Show size comparisons pictures. "Nanometer. Millimeter. Centimeter. Which is the largest?" (centimeter) "And the smallest?" (nanometer). "If something is a nanometer in size, can I see it?" (no, with tools) "Ok, so, if i take just 'nano', what do you think that means?" (very small) "Now, if I add 'nano' to 'technology', what do you think 'nanotechnology' means?" (devices that are too small to see) Quick drill Slide 11- show word, part of speech, phonetic spelling Slide 12 Show them the paragraph. Ask them to put the words in the correct blanks. One word (pill) is extra. After, Ss check their answers in pairs. {More and more companies are using _1_ in the food industry. It can _2_ food in several ways. One way is to make _3_ more delicious. It can also make _4_ pour out of jars and containers better with less spills or splashes. It cannot completely _5_ traditional ways of making food, but it can help make food better.

Pre-listening (2-3 minutes) • To prepare students for the listening and make it accessible

Switch screen share to Active Teach, p.60 Direct Ss attention to exercise 2A. Read alone and answer T/F for Ss' opinion. Ss compare their ideas.

While Listening #1 (12-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

P.60 Ss listen to the audio track once and see if they predicted the correct answers in A. Exercise 2C. Ss fill in the blanks by themselves, then listen again to the audio to check their answers. Switch Screen Share to staging PPT. Slide 13 "What are the 3 trends or ideas the woman talks about?" (superfoods, food in a pill, nanotechnology/changing flavor) Ss talk with their partner, which ones they think will really happen, why? Which one do they like? Talk for ~3 minutes (breakout room or main room, depending on numbers)

Listening #2 (8-10 minutes) • To provide students with another listening track and tasks, to set-up the speaking practice

Slide 14 Tell students they are going to listen to another track. Show them the menu. "Which food would you like to order from here? Is there anything you don't like here?" Tell Ss to pay attention to the how the server talks to the customers, and how they place their orders. Play audio track. Ask "What does the server ask the couple?" "How do the customers say what they want?" Slide 15 Ss quickly complete the 2 exercises (note: if time is running short, these can be cut) and then listen again to check their answers.

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

Slide 16 Explain to Ss that they will create a dialogue about ordering a meal in the future. "The year is 2050. One of is working at a restaurant/diner/fast-food place, and the other is going to order a meal. Using ~5 lines each, make the dialogue. Make sure you include one of the future food ideas we heard in the listening." Give Ss ~6 minutes to write the dialogue in Breakout Rooms (if necessary). After finishing, Ss will perform the dialogue in the main room.

Wrap-up/Delayed Error Correction (2-3 minutes) • To finish up class and clarify a few errors that may have arisen earlier

Slide 17 Using Annotate, show an error gathered during monitor and elicit corrections and drill (as needed). Repeat 1 or 2 more times, if necessary and time permits.

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