Elena Elena

TP4 lesson
B1 level


In this lesson the students will practise skimming and scanning the text that has big ammount of slang. There will be preteaching of some vocabulary and practising informal vocabulary from the text.


Abc Matching activity handout
Abc Reading handout
Abc True or false handout
Abc Picture of "Spice girls"
Abc Pictures of peas, shepherd's pie, spagetti bolognese and a roast dinner
Abc Answer key for matching activity
Abc Find someone who handout

Main Aims

  • Reading to identify True/False statements in the context of "Food"

Subsidiary Aims

  • Speaking for fluency practising informal vocabulary from the text.


Warmer (3-5 minutes) • To generate students' interest in the topic

The teacher puts on the WB pictures of Emma Bunton (together with other Spice girls) and hangs images of Shepher's pie, peas, spagetti bolognese, and a roast dinner on the WB. The teacher gives out the handouts with the names of the dishes to the students and asks them to put the names under the correct pictures. The teacher asks if the students know the group and/or the girl/her nick name in "spice girls" The teacher explains that on the board are some dishes that she liked and disliked when she was a child. The teacher asks the students to discuss with their groups what dishes she likes and why do they think so.

Reading for specific information (4-6 minutes) • To practise reading for specific information.

Students will recieve a reading hand-out and asked to read the text to find answers to two questions: What was Emma Bunton's favourite food as a child? what food she didn't like? Then they will be asked to check their answers with the partner. There will be time limit for this activity - 3 minutes. ICQ- Do you read fast or slow? What will you do when you're done reading? FB: The teacher asks one of the quiter students to give the answer.

Pre-teaching vocabulary (5-7 minutes) • To clarify the meaning of the vocabulary

The students will receive a hand-out with 10 words and their meanings They will be asked to match the words with the correct descriptions, They will be asked to work individually as they can re-read the text if they need to. When they're done matching they can check answers with their partner. FB: The answer-key will be put on the WB for everybody to check their answers.

Clarification of pronunciation (3-5 minutes) • For students to pronounce the TL correctly

The list of the vocabulary is quite long so I will not drill all of it, I will concentrate on the more difficult words. I will use choral and individual drilling. During this stage will also use CCQ Do you say "to die for" when something is bad? (no, when it's very good) Does to "splurge" mean "to eat?" (no) "does it mean to spend a little?" (no, it means to spend a lot of money) Is "size zero" big? (no, it's very small) Do you dig into food you don't like? (usually not)

True or false activity (9-11 minutes) • To practise reading to identify true /false statements

The students will receive true or false handouts. They will be asked to work individually and find which statements are true and which are false. When they are done they can peer-check the answers with their partners. ICQ: Do you work with your partner? What do you need to do with the phrases? FB Teacher wil nominate the students to say the answer for statement a and say where in the text s\he found an answer, this student will nominate the next student who will say if the next statement is true or not and so on,

Rewriting the sentences (10-15 minutes) • To practise productive skill (writing)

The students will be asked to rewrite the sentences in the first person, they will be asked to change the information so that the sentences are true for them. The teacher will ask one of the students to say the sentence in the first sentence and then ask "is it true" and then change it again so the sentence is true for him\her I will probably use statement C as it is quite likely that the student didn't go to Spain when s/he was six.

Semi-controlled speaking practice (5-7 minutes) • For students to practise the TL

Students will be asked to discuss their childhood in the context of food. Could they splurge or going to the restaurant was a treat? Were there any food to die for? Do they still like food that they used to like when they were kids?

if time activity (find someone who) (6-8 minutes) • for students to practise freer speaking

The students will receive "find someone who..." hand-out and will be asked to mingle to find a person who matches the description. They will be asked to ask questions rather than just show their handout to other people. ICQs Can you just show your handout to other students? Can you talk to only one person?

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