Professional Documents
Culture Documents
Lead – in
Activity 2
Aims:
to introduce new words related to food
to intoduce the meals of the day
to introduce telling the time
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T pins up the My favourites! poster on the board and points to the
food items, one at a time, and says the words.
Ss listen and repeat, chorally and individually. T - Ss 5 min Whole class Speaking
T points to the food items in random order and asks individual pupils
to read the words.
To teach the meals of the day, the T shows Ss three different pictures
of people eating; next to each picture, there is a clock showing a
different time: 7.00 am for breakfast, 12.00 for lunch and 6.00 pm
for supper. T writes the words on the board and asks Ss to repeat
chorally and individually.
Ss repeat the new words and write them in their notebooks.
T asks the Ss: What time is it? And elicits the answer: It’s seven
o’clock.
Following T’s example Ss tell the time for the other two clocks.
Pre - listening
Activity 3
Aims:
to create a pleasant atmosphere;
to raise interest in the listening activity
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T writes a big 36 on the board and asks Ss to open their books at
page 36. T reads the title of the unit and has the pupils repeat
chorally.
Ss open their books, read the title of the unit and write in their T - Ss 5 min Whole class Speaking
notebooks.
T goes through the pictures of the dialogue and sets the scene by
asking questions: What’s in Lee’s lunchbox?, What is Harry eating?
Ss answer T’s questions.
While - listening
Activity 4
Aims:
to listen to confirm expectations
to listen for specific information
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T writes on the board:
1. Harry doesn’t like tomatoes. T - Ss 5 min Individual Listening
2. Mona likes eggs. work Speaking
T explains Ss that they will listen to the dialogue and decide whether
the sentences are True or False.
Ss listen, follow along and complete the task.
Post listening
Activity 4
Aims:
to check understanding of the listening exercise
to practise pronunciation
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T reads out phrases from the dialogue and asks individual pupils to
tell the class who said them. T - Ss 5 min Whole class Reading
Ss come up with answers. Speaking
Then Ss take roles and read out the dialogue.
Then, T points to the tomato on the poster, says then writes: I don’t
like tomatoes. Yuk! T underlines I don’t like and explains its
meaning.
Ss repeat, chorally and individually.
T points out that we need do to form the first and second person
singular and does to form the third person singular.
T writes on the board: Do you like sausages? Yes, I do./ No, I don’t.
T reads the question and answers and the pupils repeat chorally.
T gives Ss handouts (Find someone who..) with food items written Ss - Ss 4 min Individual Speaking
on and explains that they have to walk around the classroom and ask work
their classmates: Do you like…? The Ss fill in the names of the Ss
they asked and report back to the class.
Ss walk around the classroom and ask questions using the given
food items and then report to the class.
Post listening
Activity 7
Aims:
to practice the new vocabulary – meals of the day
to practice telling the time
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T tells the Ss to make pairs and ask and answer questions about the
mealtimes discussed in the previous task. T goes around the
classroom monitoring the activity and making sure that the Ss take S–S 5 min Pair - work Speaking
turns.
Ss ask and answer questions and then report to the class.
Free practice
Activity 7
Aims:
to create a relaxed, fun atmosphere
to write food words (Bingo game)
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
T gives each S a blank Bingo card and asks Ss to write randomly, in
the squares, ten food words. While the Ss write, the T prepares the call
out cards. When Ss are ready, the T calls out a food word and the Ss T – Ss 8 min Individual Listening
search for the written word and cross it off. The game continues until work Writing
a S calls out “Bingo!” This S is the winner. Ss can only call out
“Bingo!” when they have crossed out five squares in a row vertically,
horizontally, or diagonally.
Evaluation
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
Teacher sums up the lesson and evaluates students’ work by giving T - Ss 2 min Whole class Speaking
grades to those that were really active and pluses to those that were less
active.
Assigning homework