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Listening and Vocabulary Skills
A1-Elementary level


In this lesson, students will learn about food vocabulary and some food verbs through guided discovery based on the listening activity in the main course book. The lesson will be initiated with a video based on the photo Ss see on the first page of Unit 5. While watching the video Ss will be provided with a somewhat controlled practice--ticking/checking the food names they hear in the video--. Two board games will be played with two teams. The first game is based on the opening chapter in which Ss favourite dish is asked. T will drill and thereafter the race will start. Another board game, specifically, will be on food vocabulary--matching the pictures on page 58 with the food names--. Afterwards, T guided pronunciation session, some Ss might be nominated during this part and check for any errors. Finally, there would be a controlled practice (i.e. fill in the gaps) and a free practice speaking activity (i.e. they will choose 5 ingredients from ex. 1 and write a recipe, and present the recipe to their partners).


Abc Youtube Video, Food Check List, Gap-fill handout, Ppt

Main Aims

  • To provide detailed listening practice using an audio and video about street food. Practice target vocabulary without relying on dictionary. And practice speaking through pair work activity employing freshly learned vocabulary.

Subsidiary Aims

  • Ss will write a recipe in preparation for the speaking practice-pair work.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T will initiate the class with exercise 1's questions and thereafter a video by a food vlogger--duration is around 4 min--. The link is as follows: https://www.youtube.com/watch?v=sDZRiKPuZHs Before watching the video, which is about the popular streetfood in Oaxaca, Ss will be provided with a piece of paper with a list of food. Ss will be asked to tick the food name they hear in the video. We will elicit answers together.

Pre-Vocabulary / Lead-in (12-14 minutes) • To prepare for target vocabulary

T will ask Ss to form pairs before the Listening activity. Then, continue with exercises 2-3 as in the book. After each ex. T will tell Ss to compare their answers with their partners and discuss if there is any discrepancy for 1 min. Afterwards, T will devide the class in two, gives each group a marker. T writes her favourite food on the board (e.g. My favourite food is dolma) and asks the group members to write theirs as fast as possible. The group that finishes first will be the winner. 

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target vocabulary

T divides the class into two teams. A Ppt will be projected showing the food items in the book. Each group will choose just 1 person to write the answers on to the pictures on the board. The others will shout the answers (i.e. food names) with the numbers to their friend. The fastest finisher will be the winner. After the game T will repeat the food names loudly and asks Ss to repeat after her. T at this stage might nominate few Ss to pronounce some words loudly and will ask others for error correction if needed.

Post-Vocabulary (12-15 minutes) • To provide a model of production

Ss will be provided with a gap-fill handout based on the target vocabulary they just have practiced. They will work on this handout solely. Then T will asks Ss to compare their answers with their nearest classmates. T will elicit answers. Finally, T will tell Ss to write a recipe by choosing 5 of the ingredients they see on page 58 for about 2-3 min. Ss will become pairs and share their recipe with their friends and maybe discuss about it. If time is left, pairs will be asked to scan and think about the sentences on exercise 2 for 30-40 seconds and compare their choices with each other. Afterwards T can nominate few of them and ask for their answers.

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