Canan Cavus Canan Cavus

Teaching Practice 3
Beginner, A1 level


In this lesson students will practice their vocabulary on food & drink and they will also practice their receptive skills of listening. I will start a short warm - up, and then I will test their vocabulary. After that, they will be given a matching activity, and then a drilling about the sentences. Following that, They will listen for skimming first and then they will listen for details. Finally, Sts will practice the functional language of asking and answering the question 'Do you like..?' about food and drinks. If we have enough time, I will extend the speaking activity by using prices.


Abc Crossword handout
Abc Coursebook Handout
Abc Speaking Activity (Find Someone Who)
Abc Flash Cards

Main Aims

  • To review and practise vocabulary about food/drink, price and to introduce the vocabulary of like, love, eat and drink within the context of a hotel.

Subsidiary Aims

  • Listening and speaking about the food/drink using the functional language of like, love, eat, drink, etc.


Warm - Up (2-3 minutes) • To draw Sts' attention

I will walk in the classroom with a cup of coffee in my hand and then ask the Sts 'What is it?'.. then I will show them a bottle of water and ask about it. Then I will ask them 'Do I eat water?' 'Do I eat coffee?'.. After the drinks, I will show them a piece of cake, and ask 'Do I drink cake ?'..

Lead - in (4-5 minutes) • Revising vocabulary

I will distribute a picture including different food and drinks from the course book, and then ask them 'In pairs, look at the photo for one minute' after that I will ask ICQ 'Are you going to hide your paper? ,then I will ask some of the food and drinks to drill and to teach correct pronunciation.

Crossword Activity (6-7 minutes) • To test Sts' vocabulary and practice

I will distribute Crossword Handouts to Sts, and ask them to complete it individually. Then I will ask them 'Are you going to work in pairs?', 'Are you going to hide your paper?'. After they finish, I will ask them to do peer-correction, and I will give them the answer key.

Matching Exercise (6-7 minutes) • To introduce the usage of 'like, love, eat/drink a lot of.. ' with food and drinks.

I will divide them in groups of three/four, and distribute them some pictures to match with the sentences. I will ask them 'Are you going to write the sentences?' 'Are you going to work in pairs?' Then we will listen the sentences and do the feedback as we listen.

Exposure (5-6 minutes) • To introduce the language with 'like, love, eat/drink a lot of..'

I will stick the sentences on the board, and will try to drill it from the students and ask CCQs, e.g. for the sentence 'I drink a lot of coffee', I will ask 'Do I like coffee?' and for 'I love chocolate', I will as 'Do I eat a lot of chocolate?'..

Listening (3-4 minutes) • To improve their receptive skill of listening and to expose them the target language

Sts will listen the track and circle the food/drink they hear. First I will give them the instructions and make sure that they understand correctly by asking ICQs, 'Are you going to underline?', 'Are you going to work in pairs?'. Then I will distribute them the handouts. After they finish, first I will ask for peer - correction and I will do a quick WC feedback.

Gap filling handouts (6-7 minutes) • To improve their skills in detailed listening and revision of the vocabulary they have learned previously.

I will tell the Sts to listen carefully, and fill the gaps with 'and, but, like, black, meat, but, children, eat, pasta, they're', to lead them a detailed listening. I will distribute handouts and I will ask some ICQs, 'Are you going to work in pars?' 'Are you going to speak?' I will repeat the listening track because it is a detailed listening task. Then I will ask a peer correction.

Post - Listening (6-7 minutes) • To make Sts practice the learned language and functional language in a productive avtivity

I will introduce the question 'Do you like...?' by asking them a few questions. Then I will give the instructions, 'I want you to stand up, and ask questions to your friends, and complete the table.' Then I will check my instructions by ICQs such as 'Are you going to wotk in pairs?' 'Are you going to write one name?' or a little demo to check their understanding.

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