English Lesson 7 grade_Eating Out

Teachers

Date

Lesson #

Aray Kenzhebayeva

Grade

Length

Student #

7

40 min

11-15

Main Aims

By the end of the lesson Ss will be able to:

- Food dishes; phrases to describe experience

- A food quiz; discussing food and restaurants

- Identifying the context of a dialogue

- Two conversations about food; two teens talk about eating out

Subsidiary Aims

Speaking: to give the students an opportunity to lead a conversation using new phrases from Ex.6, p.23.

Vocabulary: a bit special, out of this world, nothing special, pretty average, a real let down, not up to standard

Personal Aims | Take these from the action points from your previous feedback

- to give Ss clearer and shorter guidance to do speaking and listening activities

- to manage time efficiently

Anticipated Problem | What problems might SS have with tasks? Can you foresee any problems of class room management?
N.B Problems of TL go on LA sheet

Solution | What will you do in class to prevent / solve these problems?

Ss might not know some vocabulary on a given topic

Ss will be encouraged to guess the meaning of the unfamiliar words

Ss might have some difficulties in listening activities

T will provide prompts and examples if necessary.

Stage Name
The name of the stage.

Stage Aim

Why are you doing this stage?

Procedure
What will the teacher do? Describe in sufficient detail that another teacher could teach this lesson.

Materials
What are you planning to use?

Interaction

Pattern
S-S, T-Ss etc.

Time
Mins per stage.

Lead-in

To generate interest, set context

- T asks Ss give a few adjectives describing food: bland, spicy, sweet, salty, rich.

- T gives an example of food she/he found unappetising when he/she was younger.

- In pairs, Ss discuss food their relatives like. They could also discuss if their tastes have changed as they have grown older.

- T asks a few students to share their ideas with the class.

Slides 3-4

T-SS

SS-SS

T-SS-SS

5 min

Vocabulary

To develop students’ ability to discuss what they like and dislike

- Ss are presented vocabulary and they practise their pronunciation - curry, pudding, risotto, stew, stir-fry

- Ss match the photos with the dishes and discuss with a partner which dishes they like and dislike, giving reasons.

- Answers are checked as a class.

Slide 5

Ex.1, p.223

SS-SS

T-SS-SS

5 min

Speaking

To use useful vocabulary in the context of the given topic

- Ss do the quiz and then check their answers.

- Ss check the pronounciaton of some words: mouse, gluten, wheat, lactose, vegan, vegetarian

Slide 6

Ex.2, p.23

SS

T-SS-SS

5 min

Listening

To use listening strategy tips in listening activities

- Ss read the Listening strategy and explain what clues might help them to find the information in the strategy, e.g. tone of voice, words that refer to a specific type of place.

- Ss listen to the recording and answer the questions

-T checks answers with a class

Slides 7, 8

Ex.3, p.23

SS

T-SS-SS

5 min

- Ss listen to the recording again to note down any words that helped them answer the questions in Ex.3

- Answers are checked as a class

Slide 8

Ex. 4, p.23

SS

T-SS-SS

3 min

- Ss listen to the dialogue between two teenagers and write the correct speaker (Matthew (M) or Scarlett (S) for each question.

Slide 9

Ex. 5, p.23

SS

T-SS-SS

5 min

- Ss put the phrases into the categories

Slide 9

Ex.6, p. 23

T-SS-SS

2 min

- Ss listen to the recording again to match the phrases in Ex.6 with the restaurants

Slide 9

Ex. 7, p. 23

SS

5 min

Speaking

To be able to improve communicative efficiency and fluency through speaking on a given topic

- Ss discuss the questions in pairs. T reminds them to include phrases from Ex.6 in their discussion

- A few Ss share share the ideas with the class.

Slide 10

Ex.8, p.23

SS-SS

T-SS-SS

3 min

End

At the end of the lesson, students reflect on:

- what they lave learned

- what remained unclear for them

2 mins