wessam ahmed wessam ahmed

Speaking- food
elementary level

Description

This lesson is mainly about speaking and discussing different food ingredients in a recipe. the sub- aim is listening to expose students to the useful language they need for the speaking task.

Materials

Abc pictures
Abc a gap-filling worksheet
Abc PPT

Main Aims

  • To speak fluently to list the ingredients used in a recipe in the context of listening to a cooking TV. show.

Subsidiary Aims

  • to identify different types of ingredients in a recipe through listening to a cooking TV show

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T. shows a picture for a birthday party asking Ss. to guess what food or drinks I had yesterday. Ss are asked to work alone to write their own list for the same topic. T. elicits the food items on the board asking Ss. to use ( a- an- some) before each one, then they will discuss in pairs with reference to the sentence I wrote about my self. T. provides content feedback for which food is healthy or unhealthy through eliciting from students.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through listening

T. shows pictures of three types of pasta asking them to match the type to the picture. T. asks ss to tell their classmates about their favourite type of pasta. T. pre- teaches the vocabulary items for the spaghetti bolognese trough eliciting from a picture (ECDW). T. sets the context for the listening task by introducing the speakers and the situation through eliciting from a picture. T. asks Ss. to read the text and guess the missing parts or the ingredients of the recipe. T. plays the audio track one time, then SS. check their answers in pairs. Finally they listen again and receive the feedback on the PPT.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

T. elicits the useful language to provide a model for the structure they need to talk about the ingredients in a recipe asking the following questions: do we need any milk for the spaghetti bolognese recipe? what do we need to make the recipe? T. clarifies the useful language on the board following the MPF technique.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T. asks ss about their favourite Egyptian dish/ food , then asks them to work in pairs to write a list of the food items they need to cook it. T. monitors, then asks ss. to change their partner and tell their new partner about the favourite Egyptian food.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

After monitoring T. will provide linguistic and content feedback.

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