To provide scan and detailed reading practice using a text about the history of the sandwich in the context of food
To provide fluency speaking practice in a task-based activity in the context of food
Procedure (35-45 minutes)
T sticks pictures of sandwiches on the WB and asks questions like: When did you last have a sandwich? What was in it? What's good about sandwiches? The questions are answered in the form of a whole class discussion. After a few minutes, T moves to the next phase.
(T prepares a matching exercise before the lesson to pre-teach some of the words in the text.) T puts ss into pairs using colours and explains the task. They need to have a look at the sentences on the worksheet and match the words in bold to the definitions under the sentences. T asks an ICQ: Are you going to write anything? (No) When they finish, T gives the answer key to the students and they check their answers themselves. Then T asks some CCQs to check ss' understanding (see language analysis). Next T drills the words and shows the stress (see language analysis) with a different colour on the board.
T gives ss 4 names that exist in the text. Then she wants them to read text and find these names. They also need to answer 2 questions about these people: Who are the people? What is their connection to the sandwich? T tells students not to worry about the unknown words. They need to focus on the key words only. T sets a time limit: 2 minutes. Ss work alone for this task.T asks ICQs: Are you going to work in pairs? (No) Do you have 2 or 3 questions? (2) Are going to write anything? (No) When they finish, T puts ss into pairs using numbers. Then she explains that they need to discuss their answers with their partner for 2 minutes. T sticks the answers on the walls before the lesson. When they are done with talking, T tells ss that the answers are on the walls of the classroom. Pairs need to go around the classroom and read/check the answers with their partner.
T puts ss into pairs using colorful cards. Then Ss are given 8 gapped sentences. Ss explains that ss need to read the text alone one more time and then fill in the gaps in those sentences with their partner using the information in the text. T sets a time limit of 4 minutes; 2 minutes for reading and 2 minutes for completing the sentences. T asks ICQs to ensure ss' understanding: Do you have 5 minutes in total? (No. 4 minutes) Do you have 2 minutes to read the text alone? (Yes) Do you have 2 minutes to complete the sentences? (Yes) When they finish, T asks ss to write the words/phrases/sentences in the blanks on the WB. After that, T corrects the mistakes(if there is any) on the WB.
T puts students into groups of 3. Then she gives each group paper and colored pen. T wants them to draw their sandwich in the middle and write any word that comes to their mind around this sandwich. These words should be related to the history of the sandwich and the text. T tells ss that when they finish, they will tell the history of sandwich to their friends using their poster. Every person in each group needs to make sentences about the poster.