Lesson plan 11 Course title: Vocabulary Topic

Lesson plan 11
Course title: Vocabulary
Topic: Eating places/ containers and contents
Level: Intermediate
Aim: to raise their awareness of the topics eating places, containers and contents
.Materials: English vocabulary in use. Cambridge University Press 2012,Enterprise 4. Virginia Evans- Jenny Dooley, 2013,Macmillan essential Dictionary. Macmillan Publishers Limited 2013, www.wickipedia.com
Time:80 min

Activity	Objective	Procedure	Time	Mode of interactio n		Material s
Warm up activity	Introduce the focus of the lesson	Brainstorming. T asks Ss to look at the picture and compare and contrast them.	10 min	Whole group	Warm up handout
Pre- activity	Preparation of students for vocabulary	Students do the task	20 min	Group work	Handout 1
While activity	Students explore the material	Students guess the meaning of the words in the box then make their own sentences.	20 min	Indivi dual pair work	Handout 2
Post - Activity	Students perceive the vocabulary	Teacher gives to students activities related texture, brightness and density.	20 min	Pair work	Handout 3
Conclusion	To allow students to face an opportunity for the reflection of the lesson	Students do the puzzle. Homework: To find around your house something sleek, rough, furry and smooth.	15 min	Whole group	Handout 4

Detailed process of the lesson
Warm up
Materials: Warm up handout Objective: to focus on the topic
Procedure: Students look at the picture and give comments about similarities and differences of eating places.

Warm up handout.Compare and contrast the pictures. Think of what each place look like.

Where would you see the following examples of language? Match the extracts with the sources: a. in a pizza restaurant b. in a café c. in a Chinese takeaway

d. outside a pub e. in a sandwich bar

Activity 1

Materials: Handout 1
Objective:Preparation of students for vocabulary practice, enlarge students’ vocabulary on the containers and their content.
Procedure:Students match the words with the picture, then fill in the correct word.

Handout 1.

Exercise 1. Match the words with the picture, then fill in the correct word. What other types of food or drink can be put in these containers?

Box jar carton bottle packet bowl

1. 
   a……………… of chocolate 4. a of soap
   
2. 
   a ………………….of crisps 5. a of milk
   
3. 
   a ……………………….of jam 6. a of ketchup
   

Exercise 2.There are a number of special words in English which are used to describe different kinds of containers. Look at the following picture.

Here some more additional information about each of these types of containers.

Container usually made of typical content

Bag cloth, paper, plastic sweets, shopping, letters Barrel wood and metal wine, beer Basin pottery, metal ingredients for making a cake Basket canes, rushes shopping, clothes, waste paper Bucket metal, plastic sand, water Crate wood, plastic bottles Jug pottery milk, cream, water Mug pottery tea, coffee, cocoa Pan metal food that is being cooked Sack cloth, plastic coal, rubbish Tin tin peas, baked beans, fruit Tub wood, zinc, card flower, rainwater, ice- cream

Activity 2

Materials: Handout 2 Objective:to explore the material
Procedure: Students read the passage then put the given phrasal verb in gaps.

Handout 2.

Exercise 1.Read the text and fill in the gaps with necessary phrasal verbs.

Drop in(on), get on for, go off, go on, go/come round, keep on, leave out, put off, run into, run out off, take to, try out, turn out, turn up.

Restaurant review: ANOR
I’ve ………………….(begin to do smth regularly) not booking a table in my real name for these restaurant reviews, as there’s always the fear that I’ll receive special attention if they know I’m a food critic. For Adam Carter’s new restaurant, ANOR, on Jurjoniystreet, I took this one stage further by not booking a table at all.
Earlier in the evening, some friends had ……………..(come to sb’s hose to visit them )for a chat and mentioned ANOR. We decided just to ………………………
( visit unexpectedly ) to see if there was a free table. There wasn’t – always a risk if
you ………………( appear unexpectedly ) without booking, of course – but we decided to wait. And wait we did. Having arrived at about 9.30, it was …………...
( be almost a particular(time)) for eleven before we were finally seated. Incidentally, while we were having a drink at the bar, we ………….( meet by chance ) the food critic of a rival newspaper. She said this was one of her favourite restaurants at the moment. I’d like to be able to report that I know agree, but unfortunately our meal … ……………..(have particular result) to be far from wonderful.
I ordered mushroom troubadour as a starter. The sauce tasted like the cream had
………….. (be no longer fresh ). It was practically inedible. My friend Jasur ordered salmon sentinel. Fifteen minutes after my mushrooms had arrived, the waiter came over to say that they had …………….. ( not have any left ) salmon. He ….. …….( continue doing smth ) to say that they would be closing at midnight. It was already 11:30. The head chef of ANOR likes to (experiment
with ) one new dish every day. This is called the Chef’s Special. I decided to have this – a not – particularly – exiting pasta dish- for the main course. It wasn’t bad, but the waite …………………. ( continue doing smth ) coming over to see if we had finished. We hadn’t.
I’ll ………………( not include ) a description of the dessert. We had to it so quickly I can’t even remember what it tasted like.
I don’t want to…………….. ( make smb not want to do smth )anyone off trying ANOR- all restaurants have problems at the start – but I shan’t be going back any time soon.

Activity 3

Materials: Handout 3
Objective: Students perceive the vocabulary they have learned. Procedure: Students match the words to make sentences.

Handout 3.

Exercise 1. Match the fragments to make a sentence.
I think this milk has gone out a new recipe tonight!
I run ………………… of bread so could you go and get some?
We’ve run out ……………… on for dinner time.
Mum’s trying …………….. off so let’s throw it away. It must be getting off ……………… out quite how I expected.
We’d love you to come into Botir in the supermarket yesterday.
This lasagna hasn’t turned …………. Round for dinner sometime.

Exercise 2. Here are the commonest British weights with their metric equivalents. Try and answer the questions that follow.

Weight written as approximate metric equivalent

Ounce oz 28 grams used for goods in shops, etc Pounds lb 454 grams Stone st 6.3 kilos used for personal weight

1. 
   A friend tells you her new baby weighed seven pounds at birth. Is this a huge, tiny or more or less average baby?
   
2. 
   Someone tells you their cousin weights 20 stone. What would you expect the cousin to look like?
   
3. 
   You ask someone to get you a piece of cheese at the market, enough for you personally for a week. They ask if 8 ounces will do. What would you say?
   
4. 
   Make a note of your approximate weight in British terms.
   

Conclusion.

Materials: PUZZLE
Objective: Give a reflection of the lesson
Procedure: Students fill in the letters, as in the example.

Homework.

Look around your own hose/flat and find:

1. 
   Something sleek to touch
   
2. 
   Something rough underfoot
   
3. 
   Something with polished surface
   
4. 
   Something furry
   
5. 
   Something smooth
   

Glossary

Bill (n) – a written note of goods sold an invoice. Book (v) – to reserve for future use.

Eat out (v) – to dine at a restaurant or such public place.
Pub (n) – a public house, where beverages, primarily alcoholic, may be bought Takeaway (n) – restaurant that sells food to be eaten elsewhere.