LESSON PLAN

Teacher: Textbook: Fairyland 3 B, Express Publishing

Date: Module 6/Unit 11
School: Lesson 11c: ”Listen to my tummy!”
Class: 3 Type of lesson: mixed-consolidation and acquiring new
No. of students: information
Time: 45

Reference aims: 1.3, 1.4, 2.4, 4.3. *4.4

Lesson aims
By the end of the lesson, pupils will be able to:
1. use food related vocabulary
2. practice asking and answering questions beginning with ”Is there ” and ”Are there”
3. talk about personal meal preferences
4. write a short text about one’s favourite meal

 Resources:
- Class book, digital interactive classbook, TV, real food flashcards, worksheets
 Organisation:
- individual work, pair work, full class work
 Core language: Is there any? Yes, there is./ No, there isn’t. Are there any ? Yes, there are./ No, there aren’t.
Review of food vocabulary used so far.
New food vocabulary: toast, honey, butter, cereal, pineapple, peas, banana, chocolate
 Techniques: conversation, exercises, explanation, song listening, real food flashcards
 Evaluation: systematic evaluation and self evaluation
 Assumptions: I assume the students handle the food vocabulary very well and some of them will finish the speaking activities
succesfully and in a short time Anticipated problems: the slower students might need more explanation from the teacher and
finish the task slowlier; some of students might refuse to work with certain students, therefore I might have to split other pairs in
order to make things work for everyone.
 LESSON PROCEDURE SKILLS INTERACTION TIMING TECHNIQUES AIDS
STAGE
1.Warm up  T greets and introduces herself Speaking T-Ss 5` Conversation Food
 T asks Ss to write their names on Vocabulary game flashcards
the prepared cards
 T asks about/checks homework
 T plays “Just a little bit” game (T
shows bits of food flashcards; Ss
make guesses about what it is)
2.Lesson aims T tells Ss they are going to Speaking T-whole class 2` Conversation
- revise and consolidate food
vocabulary
-ask and answer about food in a
fridge
- listen to a song
-talk and write about their favourite
meal
3.Presentation T draws a fridge on the board and Speaking T-Ss 5` Conversation Flashcards
sticks some food flashcards on it Reading S-S Explanation
*If time, T asks individual Ss to * Writing Example
write the food words on the board Drilling

T asks Ss: Is there any cheese?

Are there any bananas?
T writes the questions on the board
then writes the answers: Yes, there is.
/ No, there isn’t.
Yes, there are. /No, there aren’t.
4. Practice and T asks Ss to form pairs of two and Reading S-S ( 10’ Conversation worksheets
production gives Ss the fridge worksheets A Speaking Explanation Class book
and B. *writing Example
In turns, Ss ask and anwer Pair work
questions about the food items
 written on the worksheet. They tick
or cross the right answers.
* Fast finishers will write sentences
about what there is or there isn’t in
their fridge
5. Presentation T sticks the new vocabulary items Listening Ss-Ss 10’ Conversation Flashcards
of new on the board. Writing T-Ss Song TV
vocabulary & Ss listen to the words on the TV Exercise Song
song and repeat chorally worksheets
Class books closed. T tells students Class book
they are going to listen to a song
about a very hungry boy
T plays the song
T give Ss the Fill in the gaps
worksheet of the song
T writes the missing words on the
board (chocolate, cheese, supper, peas,
eggs, bread, chicken, tummy, apples,
burgers)
T plays the song
Ss fill in the gaps with the missing
words
Ss open class books and check
6. Reading Class book Ex3, page 41 Writing T-Ss 10’ Classbook
and writing T asks Ss what is there on each speaking Ss-Ss TV
activity child’s table
Ss read and match the text to the
right picture
7.Feedback & T asks Ss to draw their favourite Writing T-Ss 3` Notebooks
Assigning food items for their favourite meal
homework of the day then write a short text
about it. *Assign as homework if not
enough time!!! T gives and asks for
feedback of the lesson.