TP5 LP_Serena Schriber Hinckley
Pre-Intermediate level


In this lesson, the students will practice speaking in the context of food.


Abc Web image

Main Aims

  • To provide Ss with speaking practice and fluency in the context of food.

Subsidiary Aims

  • To provide Ss with lexical items to use in a discussion in the context of food.


Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students by activating their pervious knowledge of topic area.

T displays Jamboard slide 1, images of various foods. Do you see foods you recognize? Do you enjoy these foods? Do you eat these foods often? Do you make these foods?

Content Preparation (13-14 minutes) • To prepare students for the content of the task. To provide a model of production.

T displays Jamboard slide 2, pictures of various ways people share a meal. Do you see types of meals you recognize (picnic, fast food, fine dining, etc)? Do you eat meals like this? Jamboard slide 3 T reads questions: 1. Do you usually eat at home? 2. Do you eat alone or with other people? Who are the people you eat with? 3. Do you have a favorite way of sharing a meal with others? At home In a restaurant A picnic 4. What is your favorite meal? T asks if students need clarification. T DEMOS QUESTIONS T asks CCQ: "Is this a speaking or writing task?" T sends questions to students in BOR to discuss questions. T monitors and notes students' mistakes to provide feedback in feedback stage. OCFB to share answers

Language Preparation (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

T shows slide with lexis and pictures. MFP of words Meaning CCQs: If these peppers are from my garden, did I grow them or hunt for them? Grow. Did this man grow or hunt for these birds? Hunt. When I go to a restaurant, do I shop for food or order food? Order. Do I order or shop for food at a supermarket? I shop for food at a supermarket. Form: T highlights that all of these words are verbs. CCQ: Are these words verbs, nouns, or adjectives? Pronunciation: T says words and Ss repeat. Pronunciation of 'cultivate' may be particularly tricky. T highlights that stress is on the first syllable. Drill and repeat.

Productive Task (13-15 minutes) • To provide an opportunity to practice target productive skills

T displays Jamboard slide 4, questions for discussion. T reads questions: What is your favorite restaurant? What do you like to order? Who does the grocery shopping in your family? Do you like to cook? What types of foods do you cook? Do you have a favorite dish to prepare? Have you ever grown food to eat? What did you grow? Do you or someone you know hunt? What did they hunt? T asks if Ss need clarification. Instructions: Talk with your partners and discuss the following questions. T DEMO QUESTIONS CCQ: Is this a writing or speaking task? Send questions through chat. BOR to discuss questions. T monitors and notes students' mistakes to provide feedback in next stage. OCFB to share answers

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

T conducts OCFB following productive stage. T writes on screen samples of Ss production and nominates learners to identify and correct problems.

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