Lesson Procedure

Stage Time Focus Procedure Aim

1.Saying 3 Establishing a. T introduces herself
hello initial rapport To build up a good rapport with
b. T asks Ss their names and greets them
the class
c. Check hw briefly (ask about Mike, So what do you remember
about Mike? What food does he like? What food should he eat?)

2.PPT Vocab 5 Revising a. T projects a picture of herself and says she loves food. My To raise ss interest on topic by
revision customising it while revising
favourite food is.. (give ss a clue: it is brown/white and you can
what was learnt the previous
serve it with cheese or tomato sauce) I usually eat.... for lunch + day
ask a few Ss about their favourite food + when they eat it
(breakfast/lunch/dinner)
b. T projects complete picture (PPT SLIDE 1) + prompts Ss to say
something about it. ( Ss who havent spoken choose a food item,
talk about it then ask a friend I like........ I usually eat this for
breakfast. What about you? What do you like?
Prompts: Is it good for your body or bad for you body? Should
you eat a lot or a little? What colour is it? Is it sweet (like
candy)/sour (like a lemon)/salty (like chips). When do you eat it?)

a. Chest copy of p 41 (HO)

 b. Elicit what Ss have to do (What do you need to write on
the gaps? (words) Where are the words? (in the yellow
box above) Do you work alone or in pairs? (alone, and
3. Practice To make sure Ss have
then check with your partner)
spelling and 5 Checking task understood the instructions
pronunciation understanding c. Ss work alone, check in pairs and encourage writing the
of target target vocab
d. Check around the classroom, put a tick if it is correct
vocab

a. Project picture with T and food again

b. Put up (PRINT) 2 pictures (healthy emoticon and unhealthy
emoticon + write the words HEALTHY + UNHEALTHY)
c. Check meaning of healthy and unhealthy
4. 1. Food is very good but some food is healthy and some
Contextualise 5 Checking To introduce a new context,
unhealthy. Is healthy food good for your body or bad?
food understanding while recycling learnt vocab
vocabulary in a new What about unhealthy food? What food do you think Mike
context
likes?
2. What food is healthy? What food is unhealthy? For ex.
Carrots are healthy. You SHOULD eat carrots to have a
healthy body. (draw a line from carrots to HEALTHY +
write SHOULD above) A lot of sugar is unhealthy (draw
line from sugar to unhealthy and write SHOULDNT
above)
a. Choral answer + nominate S to draw lines from the
words on the board unto the HEALTHY and
UNHEALTHY signs + elicit a sentence: e.g Rice is
healthy. You should eat rice.
3. If you eat healthy food will you keep fit/thin or get fat?
 What about unhealthy food?
4. So if I want to have a fit and healthy body and mind, I
need to EAT good HEALTHY food. Is that ALL? What else
SHOULD I DO? What SHOULDNT I DO? Should I eat
one big meal or a lot of small meals? Should I stay on the
sofa all day or exercise?

I have some friends who also need your help, you

advice on how to keep healthy!
a. Project picture with cartoon characters elicit names
and tell Ss the cartoon characters need their help.
They need to write them a note and tell them what
5. Setting the 7 Providing
they SHOULD and SHOULDNT do to be HEALTHY.
scene: students with To provide ss with a language
reading + a natural b. Project text and demo + Give Ss text and tell them to situation they feel interested in
writing a note language
write dear... + circle should and shouldnt for every
situation
piece of advice. Do an example with the class
c. Work alone/with a partner
d. T projects/ draws a fridge door and Ss read a piece of
advice and tack their HO it on the wb