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Eating Habits, Foods
Beginner level


In this lesson, Ss practice listening for specific information within the context of eating habits and foods. Ss learn the meaning and the pron of some basic food vocabulary. This lesson starts with the setting the context of food via some picnic experience of the T. At first step, Ss only brainstorm/review about the food words they already know. This is followed by matching the words with the images. Afterwards, Ss practice their speaking skill on "do you like chicken/do you eat chicken?" questions. Then, Ss go on listening for details/comprehension. Finally, as a pre-listening task Ss try to guess the missing word in a "Eating Habits Survey" which they listen later. T elicits the answers one by one and in the second listening time Ss answer the questions in the survey.


Main Aims

  • To provide specific information and detailed listening practice using a text about foods in the context of eating habits

Subsidiary Aims

  • To provide speaking accuracy of food words with the usage of "do you eat/like?" question forms.


Warmer/Lead-in (10 minutes) • To set the context and to check/test the knowledge of words.

* T puts the class in a clear context with a familiar experience of her personal story. T begins the lesson by setting the context of foods via picnic/having a picnic. T hangs a picnic picture on WB and talks about what she eats in a picnic, then asks to a stronger student "Do you like picnics?", "Do you eat kebab in a picnic?" "What do you eat in a picnic?" T checks and review the food words they already know. * T takes the picture of the picnic from the WB and asks Ss what they are as a context. Then writes food into the middle of the food words on WB.

Target Language (10 minutes) • To move on with the task about learning the mean and pron of the food words.

* T explains the HO1 on matching the pictures with the words. * T put Ss into pairs straightly. * Pair Check * Feedback. T elicits the answers one by one, let them say the words. After each answer, T drills for the pron. * T writes the words "vegetables" and "chicken" on WB to show the stress.

Production in terms of Speaking (10 minutes) • To practice pron and meaning by including learner interaction with each other

* T sets the task by clarifying the usage of "Do you eat/like....?" question forms on WB with the real flashcards of foods, they will use afterwards. T chooses a stronger student and makes a demo. * T separates the class into 4 groups with the color of blue, green, red and pink. The Ss of each group tries to learn about what her/his friend eats and likes from the foods. If they forget any word, the answer is on the back page of the paper. But T instructs them not to use. If so, tell the teacher how many times do they look. With the answer 1 time, 2 time and T remarks which color group looks more. * T elicits their answers by asking one or two Ss what do you learn about your friend, like "Does Nazlı like pasta?", "Does Serhan eat meat?"

Listening and Functional Language (15 minutes) • To practice listening for specific information within a specific context.

*T sets the context of the listening by explaining "2 people talk about eating habits" and explains the first task, have Ss find the missing words in the questions by encouraging Ss to find it together with the help of her, giving clues. * Peer Check. * T goes on with the pre-teach vocabulary stage with CCQ. The words to pre-teach are: (eating) habits, meal, luch, how often, two times. T refers to her picnic experience as well. "We have a picnic every week. Is it one time in a week? Yes. How often do we have a picnic? Every week, one time a week. * T lets the Ss listen to the audio for the second time and let them check the missing words only. * T explains the second task of listening, answering the first as an example by stopping the audio just in time, only for the first answer. For questions 1, 2, 3 in the survey, S ticks Yes or No. For questions 4, 5, 6 Ss circle the right answers about frequency. * Work in pairs for Peer Check: 1 S reads the questions in the survey, other S gives the answer. T demonstrate the first answer with a stronger student. T monitors the class during this task and also writes the answer key on WB.

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