Mohamed Mohamed

TP7
Elementary level

Description

In this lesson, students are going to learn about food vocabulary. In the lead-in, I will try to generate interest by talking about my favourite food and drinks. SS will talk about their favourite food and drinks in pairs. I test SS on the food items. I will clarify the most difficult ones. Then ss will have a reading activity to recognize the words they will learn in context. Later, ss are given another test to check their overall understanding. Finally, ss will have a speaking practice to implement the new words learned.

Materials

Abc handouts
Abc PowerPoint presentation
Abc White board

Main Aims

  • To provide clarification, practice and review of food and drinks lexis

Subsidiary Aims

  • To provide gist and scan reading practice using a text about famous people in the context of food
  • To provide fluency speaking practice in a pair conversations in the context of food

Procedure

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

I will show ss a photo of food and I will talk about my favorite food then I will let ss discuss their own preferences in pairs. Finally, quick content feedback is conducted

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

Ss will match the names of food to pictures on page163. I will start with demonstrating two of the answers and let the ss do the rest. During the test, I will be monitoring and collecting the most challenging one for the teaching stage

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Upon collecting the most challenging words, I will drill them with ss in context. I will clarify the meaning with the help of the pictures in the handouts. I will give further practice to the words ss find difficult to pronounce.

Reading (4-5 minutes) • To provide the chance for ss to see the new vocabulary in context

Ss will do exercises b and c in page 70 in the students book First, they have a minute to do the gist reading question so that they understand the main idea of the text. Then they have 3 minutes to do the next reading for specific information questions.

Test #2 (5-8 minutes) • Check students' use of the target language again and compare with the first test

Ss will do exercises b and c on page 60 of the workbook to check the improvement in their knowledge of the TL. Then they check their answers in pairs. Finally, the answers are shown on the board and ss are asked to grade their own answers.

Free practice (5-7 minutes) • To provide students with free practice of the target language

Ss will be divided into pairs and each one of them will collect information about their peer's likes and dislikes about food

Feedback (3-5 minutes) • To provide feedback on both language and content

I will ask the ss about their peer's food likes and dislikes. Then I will drill the mispronounced words in context.

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