Patrick Flaherty Patrick Flaherty

Pre-intermediate level


In this lesson, learners will be able to talk about their favorite food and describe one specific aspect of that food that makes it special.


Edit?usp=sharing?size=16&default=html MFP

Main Aims

  • To provide fluency speaking practice in a conversation and fluency in the context of food.
  • To provide practice using content specific vocabulary within the context of food.

Subsidiary Aims

  • To provide general listening practice within the context of cooking and food.
  • To give students the opportunity to take turns speaking in conversation.


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

-T shares a Jamboard with the Ss, models with them how to open the Jamboard, and then asks them, "Do you recognize these pictures?" "Can you name them?" (1 minute) -T sends Ss to BOR to discuss their responses to the questions, "What are these? Do you know how to do these?" (2 minutes) -T asks Ss to share out their responses with the whole group. (2 minutes)

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-T will review a Google Slides presentation of eight words in order to cover meaning, form, and pronunciation. -Ss will receive a copy of the presentation. -Next, Tt will review the MFP and go over each word while providing Ss the opportunity to share their responses - 8 to 10 minutes MEANING CCQs: 1. What do I need to cook onions? How can I cook them with or without oil? 2. Once I have started frying the onions, how long do I fry them for? What is happening to them? 3. What do I need to do in order for the water in a pot to increase in temperature? How will I know when it is cooking? 4. Where do I put a turkey when I need to cook it? Does it need a lot of heat to cook? How much heat? 5. Where do you put a cake if you want to cook it? Does it need heat? 6. If I have a steak and I want to keep the flavor in, what should I do to cook it? Do I need a pan? Do I need a lot of heat? How long do I apply heat to each side? 7. Once my sauce is boiling, what do I do with it? Do I let it bubble? 8. If I am making barbacoa, what do I need to put my beef in to cook it? Do I need some fat? Is my heat a lot or a little? FORM -What are these words (fry, sauté, boil, roast, bake, sear, simmer, and braise)? Are they a noun, verb, or adjective? PRONUNCIATION -Drill & Practice: T will tell Ss, "Please repeat after me." -How many syllables does this word have? (For each word) -Where is the word stress (For each word)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T will share a Jamboard with Ss with examples of how the TL is used in various cooking situations. (1 minute) -Ss will take turns reading through each of the situations in BORs. (5-7 minutes) -

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

-T will introduce the task to the Ss. (1 minute) -Ss will go into BOR's and practice using the TL. (1 minute) -T will provide several slides with pictures of foods that are created through the TL techniques. Ss need to discuss each picture and use the TL vocabulary correctly in conversation or create scenarios using the TL. (8 minutes)

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

-T will provide Ss feedback on language use during the productive task through discussion and posting some examples on Zoom Annotate. (5-7 minutes)

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