Martin Plasse
TP3 - Food and Drink - Beginner level
TP3 - Food and Drink
Beginner level
Description
Materials
Main Aims
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Vocabulary/Function: To provide clarification and practice of basic food and drink items in the context of consumption and likes (only positive)
Subsidiary Aims
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To provide specific information and detailed listening practice using single words and a text about basic foods and drinks in the context of a friendly conversation
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To provide accuracy and fluency speaking practice in listen and repeat exercises and basic subject related conversation situations
Procedure (38-50 minutes)
Get together and talk about the foods you like. (Go for your favourite 5).
Show PPT images for each food on p.28 main image + eggplant + bananas + potatoes + pomegranate (20) timing with audio (R.3.17) and leaving enough time for repetition. Work on pronunciation but not too much since more exercises will come. Focus on orange juice, vegetables, fruit, chocolate, pasta.
Stick images of an apple and eggplants with numbers 1 and 2 written on them on WB. Write 1. and 2. on the WB. Ask a st to do exercise without speaking a word. Chest HO and ask to do the same. "We will check which team as the most good answers! So this is a competition! Distribute matching HO to PGs so that they can match written words with images. Check in pairs, Give out AK. Put up answer key of the HO on WB. Write number of correct answers for each teams. ''Who are the winners?''.
Ask a random st to try and unjumble the sentence on the WB while miming its meaning. Make him or her write a dot at the end of the sentence. Check meaning of ‘a lot of’. Ask questions and draw clines as in LA if necessary. Show the four images and hold envelopes. ICQ: Are you going to write sentences or are you going to use what is in the envelopes? + Are you going to make the sentences you want or sentences related to the pictures? Distribute jumbles phrases. Monitoring: Make sure every student is participating. Provide help and write good and bad combinations on the WB, if any, to do WC correction. Erase before using PPT.
(R3.18) As in ‘Ex4.’ Work with students on pronunciation including stress (see SB p.28). Try backchaining, at least with: ''I drink a lot of coffee'' see LA. Practice ‘love’, vowel sound.
(R3.19) As in ‘Ex5b.’ Give HO only after first listen. Check with ss and practice pronunciation at the same time. Verify their understanding of black coffee.
As in ‘6.’ Write: I eat and ask a st to complete the sentence on the board. Chest H-O and show that they have to write as in demo. After a) ask a couple students one of their sentences and answer ‘me too’ asap. Then say a relevant sentence and elicit a ‘me too’. For b) use PW and make them ask each other/ After the PGs may share with WC what they both like.
