Sebahat Gök Sebahat Gök

6a
Beginner level

Description

In this lesson, students will learn how to speak about eating habits. The lesson starts with a questionnaire on eating habits. The students listen to a survey on that context and practices the new language item. Finally, they do freer speech practice on the topic.

Materials

Abc CD
Abc HOs
Abc pictures
Abc whiteboard

Main Aims

  • To provide specific information, and detailed listening practice using a text about eating habits in the context of food and daily life

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of eating habits
  • To provide practice of food words in the context of eating habits

Procedure

Lead in (3-4 minutes) • Introduce the students to the topic

Show students your pictures of food. "These are my food today. Here is some meat, fruit, pasta and soup." Ask the students one bye one if they like the food. Take some open drill.

Pre-Listening (10-12 minutes) • To prepare students for the text with the lexis and chunks of the language

Tell that you have got 3 meals today. Show pictures and tell that they are your breakfast, lunch, and dinner. "I have 3 meals a day. Breakfast, lunch, and dinner." Ask a student: "Do you have 3 meals a day?" Drill the question and possible answers chorally for a few times, then take some open drill. Using the same technique, work on these sentences: "Do you eat fruit or vegetable every day?" (First, try to elicit the sentence. Don't readily say it.) "Does she eat meat or fish every day?" Continue with frequency adverbs and questions. "I eat fish on Sundays. So, I eat fish once a week. How often do you eat fish?" Take choral drill and open drill with different meals. Continue with "How often do you have a meal at a restaurant?". Go to the board. Draw the pictures and elicit the questions and answers again and write them on the wall. Elicit the linking words and stresses as well. Pairwork. Show the text to the students. Stundents guess the missing words.

While-Reading/Listening #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Play the recording. Students listen and check in pairs. Elicit answers and take some WC.

While-Reading/Listening #2 (6-7 minutes) • To provide students with more challenging detailed listening tasks

Tell that students listen and match answers to questions. Let students check in groups of 3. Take some WC.

Language Analysis (5-8 minutes) • Practice meaning, form and pronunciation of the TL.

The class is divided into 2. One group is interviewer. The other is the man. Play the CD in chunks and sentences and get the groups repeat their part. Highlight the form and pronunciation.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Get the students into groups of 3 or 4. Tell that they are going to prepare a roleplay on eating habits. Elicit the language item that they are going to use on the wall. After they get prepared, they perform their plays. Note the errors and make EC at the end.

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