Reading: British Food
Intermediate (B1) level

Description

In this lesson, Ss learn about The British food in the context of reading article using the inductive approach. The lesson starts with playing a video about British Food as a lead-in. That is followed by a reading article followed by number of tasks considering gist and details questions. Finally a production stage applied through a group task with a whole class judgment and voting.

Materials

050422 britishfood e Synonym Match Worksheet
Watch?v=aedco eyzyi?size=16&default=html British Food Video
Abc Scrambled Text HO
050422 britishfood e Article HO
Abc T/F Worksheet
Abc Phrase Match Worksheet

Main Aims

  • Reading: to provide gist and detailed reading practice using a text about British food.

Subsidiary Aims

  • Vocabulary: to provide clarification, review and speaking practice of food idioms and ingredients.

Procedure

Warmer/Lead-in Name (3-5 minutes) • To set lesson context and engage students

* Ask Ss to watch the video and write down the different words they could find associated with British food. * Play the video for Ss then give them a minute to write down their word list. * Ask Ss to share and discuss their word lists in-pairs.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

* Ask Ss to look at the article's headline "British food best in the world" and discuss with them if they agree with this heading or not. * Give Ss the true/false worksheet and ask them in-pairs to read and guess whether these sentences are true or false.

While-Reading#1 (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

# Task (1) : * Give Ss the article HO and ask them to read it individually and silently. * According to the article, Ss check their answers of the true/False worksheet in-pairs. * Remind Ss that they have 7 minutes to read and check. * Give a whole class feedback on board. # Task (2) : * Give Ss the Synonym Match Worksheet. * Ask Ss in-pairs to match synonyms from the article in 3 minutes. * Pairs exchange their answers for peer correction. * Give a whole class feedback.

While-Reading#2 (14-18 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

# Task (1) : * Give Ss the scrambled Text Worksheet and ask them to unscramble the words in the underlined parts of the article individually. * Ask Ss to check their answers in-pairs. * Elicit answers from Ss for feedback. # Task (2) : * Give Ss the Phrase Match Worksheet. * Ask Ss in-pairs to match phrases from the article in 5 minutes. * Pairs exchange their answers for peer correction. * Give a whole class feedback. # Task (3) : * In five minutes, ask Ss in groups of three each to discuss the following questions: - What do you think of British food? - What is your favourite restaurant and why do you like it? - In your opinion, what is more important in a restaurant: price, atmosphere or taste? * T monitors Ss progress and provide any necessary help.

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

In groups of 4 each, ask Ss to create an experimental menu for a three-course dinner (starter, main course and dessert). * Groups present their menus to other class members showing (ingredients, flavours and price). * Each group's menu is judged by food experts (the other members of the class). * The whole class votes on the tastiest menu.

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