Speaking - Food Diary & Healthy Food
Elementary level


Abc Pictures
Abc Projector, Power Points slides, HO 1, HO 2, HO 3, WB
Abc Whiteboard

Main Aims

  • By the end of the lesson, the students will have been better able to speak for fluency in the context of a food diary and health food.

Subsidiary Aims

  • By the end of the lesson, students would have been better developed their listening skills for gist and detailed practice in the context of food diary & healthy food.


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

1- Greet your students. 2- Show the students the first photo for icebreakers and grab their legs for the lesson. 3- Ask them "What are they expecting from seeing this photo?" 4- In a minute - personalise the Lead-in about myself by telling them about my food diary and food preferences. 5- Ask them the two questions: - What is the most food you like? - Do you eat healthy food or fast food? 6- In two minutes, ask them to work in pairs to check their answers together. 7- In a minute, give content feedback and ask them to tell about their colleague: "who likes the healthy food the most?".

Listening (Exposure) (8-10 minutes) • -To practice gist and detailed listening sub-skills -To provide a model of production expected in coming tasks through listening

1- Set the listening task – You’re going to listen to a TV Cooking Programme. What nine things does Colin use to make the Spaghetti bolognese? 2- Ask these ICQs: - Do you need to understand every word to find out? (Ss should say: No) - Will you ignore any difficult words to get the main idea? (Ss should say: Yes) 3- Play the audio track, then let them check in pairs. Open class feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language needed for speaking

1- Need to clarify new vocabulary as the SS might need them in the speaking task. 2- The method of clarifying the vocabulary will be photos/realia. So, that's will be for concrete items. 3- So, using MPF will depend on the photos for pronouncing the vocabulary. So, drilling and asking the SS to repeat after me is the best way to drill and teach the right pronunciation. - The form is a bit depending on the photos and writing the words on the WB (Whiteboard) for any clarifications regarding the Syllable, stress (phonetics). The vocabulary: - an Onion - Carrots - Vegetables - Mushrooms - Ketchup - Grapes - Cut up - Speciality - Ingredients

Speaking (10-15 minutes) • To provide an opportunity to practice speaking for fluency skill

The Task will be in a role-play to find out who is "FRANK", Fast food, who can be "Hannah", and who will be Lucy. 1- Tell SS they are going to interview each other. 2- Divide the class into A and B. 3- Student A will be (the interviewer) asking and collecting data (tick items), while student B will be the interviewee. 4- Assign 5 minutes for the first round of the interview. Monitor unobtrusively and collect errors. 5- Stop the activity and ask SS to swap roles, B will be the interviewer (asking questions) while A will be the interviewee. 6- Assign 5 minutes for the second round of the interview. Monitor unobtrusively and collect errors. 7- Stop the activity and ask the whole class this question ‘who could be Frank, Hannah , or Lucy today?’. Listen to their answers for a minute.

Feedback - Content & Linguistic (3-5 minutes) • To provide feedback on students' production and use of language

- Write two good examples of their language on the board; praise them. - Write 2 or 3 (maybe more if time allows) faulty sentences on the board. Elicit and correct their errors.

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