sajad chazani sajad chazani

Food and Restaurants
Pre-Intermediate, B1 level

Description

in this lesson, students learned some vocabulary about foods and restaurants for examples about the menu and the materials in the menu. The lesson starts with some new vocabulary about food and make a discussion with the students and they talk about the new vocabulary.

Materials

Abc ◼ HO 10
Abc ◼ HO 9 (answer key)
Abc ◼ HO 8
Abc ◼ HO 7 (answer key)
Abc ◼ HO 6
Abc ◼ HO 5 (answer key)
Abc ◼ HO 4
Abc ◼ HO 3 (answer key)
Abc ◼ HO 2
Abc ◼ PowerPoint
Abc ◼ White board

Main Aims

  • To provide clarification of Vocabulary in the context of foods and drinks
  • To provide practice of To revise and discover new vocabulary in the context of relating specifically to food

Subsidiary Aims

  • To provide review of New words in the context of foods

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Teacher will show the pictures of different kinds of food on WB and Students will guess what they are. Then, Students will work in pairs to discuss two questions about food: Q1: Do you want to be a vegetarian with a meat-eater? Q2: Which types of food do you like?

Exposure (9-11 minutes) • To provide context for the target language through a text or situation

In this section, I will introduce students to the vocabulary, usage, and benefits of food, and hand over the new words they are about to learn in this lesson in a booklet and give them a Realia menu to read and ask them to read their book. (5min) Open their book to start the class; And pay attention to the menu inside the book and take a look at it. I ask them to come to table 2 by 2 And record the jumbled words of the test along with their classification and write their names on the board so that one student finds the word and the other has to write it on the board. After that, I give them another booklet of terms that they need to attach to the desired shape. (4min)

Highlighting & Clarification (10-12 minutes) • To draw students' attention to the target language AND To clarify the meaning, form and pronunciation of the target language

In this part of my teaching, I plunk the listening of vocabularies and I ask all students to repeat after one full hearing for the second time after repeating the speaker so that the new words of the lesson are familiar to them so that they can use them. (4min) Then I give a handout on the positive and negative of home-cooked food and restaurant food to write their comments, and after writing, I ask each of them to share their opinions with other students in the class. (3min) Then, after doing this, I give them another booklet to share other information about food and its surroundings. (3min)

Semi-Controlled Practice (11-13 minutes) • To concept check further and prepare students for free practice

In this section, I want to talk to students about the food pyramid, and first of all, I want to get some information from them to understand how much they know about the food pyramid. (5min) Then I give them a sheet with a few words in the theme and tell them to put the words in their proper group. (4min) When I'm done, I give them the answer sheet and ask them to split into two groups and check the answers with their teammates. (2min)

Free Practice (10-12 minutes) • To provide students with free practice of the target language

In the section, I Will give One exciting handout that is puzzle 🧩 And students should see the definitions or some tips information About the words and they know the new words and solve the puzzle. I bring this handout to students for trying to found the new words and know them better. (6min) After that I will give them The next hand out it is The answer key of puzzles. And they checked the correct and mistakes. (4min)

Web site designed by: Nikue