Alvin Özağazar Vardar Alvin Özağazar Vardar

Eating and Drinking, functional language
Elementary level

Description

There are approximately 12 learners in the classroom. They are elementary level students. All the learners are Turkish. There are some weak and strong students in the class. But most of them are eager to attend the activities of the lessons. They like speaking activities and games more. So My lesson plans will contain at least one game on the target language for the following TPs.

Materials

Abc small flashcards for pronunciation, board game for creative drills, HO for listening activity

Main Aims

  • To provide review, clarification and practice of Food/Beverage items in the context of Eating and Drinking

Subsidiary Aims

  • To provide accuray and fluency in controlled and less controlled speaking practice in the context of Eating and drinking. To provide detailed listening practice in the context of Eating and Drinking.

Procedure

Warmer/Lead-in (1-5 minutes) • To concept check and prepare students for more meaningful practice

I am going to review and check the context vocabulary through pictured flashcards. I will ask ss to pick a card and tell me the food item they see on the card. In this activity, I am going to deal with the students' pronunciation problems through drilling.

Useful Language (5-5 minutes) • To highlight and clarify useful language for coming productive tasks

T will put the students in pairs. T will give instructions to make them predict and set the time for the pair talk. Teacher will ask about food and beverage items that are pronounced similarly in ss' own mother tongue. Then the teacher will do a mind mapping activity on the board. Teacher will give an example and write ''biscuits'' on the board. T elicits the similar vocabularies which they have discussed previously from the ss.

Speaking Activity (10-20 minutes) • Creative drills

T will put the students into four main groups. T will give clear instructions for the food board game. T'll give one food board for each group. T will read food and drink item names from small papers which she holds standing in the center of the class.T asks questions such as ''which group has fish?'' The group which has fish needs to say ''we have fish.'' The group which completes the board first wins the game. This way they will pronounce the food and drink items by drilling in the context of a game.

Receptive Skills (Listening practice) (1-5 minutes) • listening for gist and detailed to practice the target language and get prepared for less controlled- speaking activity

As a pre- listening activity, T asks and elicits from ss about which restaurants sell coffee,cakes,pizzas and hamburgers in Turkey? Ss discuss in a min. Then; T will give instructions about the listening activity. T will pass Hos. Ss will listen to three conversations. Ss will answer three questions for each conversation on the HOs. then ss will give the answers themselves as fb. In the next step, ss will listen to fill in the gaps. So the T will give instructions and after ss listen, once again, they will give the answers as fb.

Productive Skills (Speaking) (1-10 minutes) • To achieve less controlled practice through a role-play activity

In this activity ss will practice speaking in pairs. One of the ss will be a waiter and the other will be a customer who orders food from a restaurant menu.Ss will practice certain sentences they have listened in the previous activity. So ,T puts the ss in pairs. T gives instructions. T demos the activity with a student. During the activity T monitors the pairs. T gives rapport. T finishes the activity.

Extra Activity (1-5 minutes) • To achieve productive skills

T goups the ss in pairs. T will ask a couple of questions on students' preferences. Questions: where do you most like to eat and drink? What do you usually when you eat in a restaurant? Ss have time to discuss T monitors and takes notes. T gives w/cfb on the board

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