LESSON PLAN

DATE: 5th June 2018

CLASS: 10th grade D
LEVEL: intermediate
TIMING: 50”
NO OF STUDENTS: ~ 28
TYPE OF LESSON: introductory
TEXTBOOK: FCE GOLD
TITLE OF LESSON: FOOD FOR THOUGHT

TOPIC: talking about healthy food and junk food

VOCABULARY: thematic vocabulary related to food, cooking verbs, idiomatic expressions
with food words
STRUCTURES: countable-uncountable nouns, quantifiers, quantity words
FUNCTIONS: expressing opinion as concerns healthy food, express likes and dislikes,
defining quantities

AIMS: during the lesson, the students will:

 Speak about healthy food and junk food
 Recognize countable and uncountable nouns
 Learn how to use correctly quantifiers
 Learn about how to define quantities

OBJECTIVES: at the end of the lesson, the students will be able to:
 Express personal experiences as regards food
 Identify countable and uncountable nouns correctly
 Define quantities

ANTICIPATED PROBLEMS: I anticipated the following problems:

 Students might be shy at the presence of a new teacher in the classroom

TEACHING TECHNIQUES: brainstorming, personalized questions, elicitation,

comprehension questions, skimming, scanning, presentation

INTERACTION: pair work, individual work, teamwork, peer-correction

SKILLS: speaking, reading, vocabulary, grammar
MATERIALS: worksheets, whiteboard, flashcards, realia
NOTES:
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 INTERACTION MATERIAL TIMING NOTES
NO STAGES OF THE ACTIVITIES REASON FOR THE
LESSON TEACHER & STUDENTS ACTIVITY
FOCUS ON …
1. -teacher introduces herself , asks students: -to make students feel T–S -a present 5’
WARM-UP “How are you today?”, and let them know that comfortable S-S -realia
they are going to play a game called Musical -to activate students’ personal Group work
Present. There is a candy wrapped in paper and experience
by unwrapping it students will have to do some -to involve and motivate students
tasks or they will have to answer some -to introduce the topic
questions related to the topic Food, eg What do - to speak about personal
you usually have for breakfast? Name experiences related to food and
something that smells very good etc. They dishes
throw the present to each other while singing a - to personalize the topic
song. When teacher says Stop, the student who -to make students interact and
keeps the present unwraps it and does a task share thoughts and feelings
-encourage students to use
English actively
2. - finally, students find a mini chocolate bar. -to get students involved into the T-S -article 5’
LEAD-IN -teacher asks them personalized questions topic pair work
related to chocolate and asks students to read -to activate students’ knowledge
 silently a short article called Chocolate of the language
improves brain function, finds new research - to introduce the topic of the
published online by Independent newspaper lesson
-students have to express their opinion if - to personalize the topic
chocolate is healthy or not.
-teacher introduces the title of the lesson Food
for thought and a motto An apple a day keeps
the doctor away, but an onion a day keeps
everybody away.
3. PRESENTATION - The students are shown the classical Food - to get familiarized with Individual -worksheet 5’
Pyramid. They have to fill in their own researches as concerns food work
pyramid mentioning the types of food specific group work
to each level. Then, they have to interpret the
pyramid, focusing on healthy and unhealthy
food.
4 - students are given the Venn Diagram - to brainstorm differences group work -worksheet 7-10
SEMI between Healthy food and Junk
CONTROLLED food, a widespread issue of
PRACTICE nowadays society

-they have to work in groups and write details

 that tell how the subjects are different in the
outer circles and think about details that tell
how the subjects are alike where the circles
overlap.
- they also read a short text where the term
Junk Food is explained.
5 - teacher throws a ball and asks students to -to illustrate and explain the T-Ss -ball 5
PRESENTATION name as many words as possible related to differences between countable
food and dishes. Teacher writes them down on and uncountable nouns
the whiteboard in two columns and asks
students to tell the differences between
countable and uncountable nouns, and specific
quantifiers
6 FREE -2 students are given 2 cards with 2 capital -to reinforce previous knowledge Pair work - cards 3’
CONTROLLED letters C and U, representing the initial letters
PRACTICE of countable and uncountable nouns. They
have to raise up the hand with the correct
GAME letter, according to the word they are given.
Another students keeps the score on the
whiteboard and names the winner.
5. CONTROLLED -students are asked about their personal - reinforce and get familiarized -pair work - 5’
 PRACTICE cooking experiences. with cooking words -pair work whiteboard
- they have to tell words that express cooking
game actions. Teacher writes them down on the
board randomly. 2 students will have to accept
the challenge to circle as quickly as possible
the words according to their definitions.
Another student keeps the score and names the
winner.
6 CONTROLLED -as food is essential to life, many idiomatic - to familiarize students with - group work - flashcards 5
PRACTICE expressions derive from food and cooking expressions peculiar to anglo- -pair work - cards
process. Students have to walk around the saxon and American cultures.
classroom to find his/her pair by matching the
halves of the same idiomatic expression.
Teacher displays them on the board and asks
students to play a memory game.
7 HAVE FUN! - teacher illustrates an interactive magic trick - to have fun T- S -realia 3
using fruit