G2 Selective LessonPlan Unit12

Family and Friends Special Edition Grade 2– Unit 12: Dinnertime!
Lesson One Words

Objectives
 To identify more types of food
 To understand a short story
Language
 Language focus: reading and listening
 Vocabulary: rice, meat, carrots, yogurt, bread
 Extra vocabulary: dinnertime, first, finished
Resources and materials
 Student Book p. 80
 Workbook p. 80
 Audio tracks 101, 126–128
 Story poster 12
 Flashcards 103–107
 A set of student picture cards per small group
 Worksheet 1: Scrambled words (One copy per child)
 A reader of your choice
Introduction
Weather report: Ask the class about today's weather.
Warmer
 Ask children to turn to page 62 of their Student Books and sing Open my lunchbox! (Track101) to review the food
vocabulary they already know.
 After they have finished the song, ask What other food words do you know? Make a list on the board.
Lead-in
 Use Flashcards 103–107 to elicit the vocabulary for this lesson. Hold them up one at a time and ask What’s this?
Model any words children don’t know.
 Hold the flashcards up in a different order and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to open their Student Books and look at the pictures of the different food items.
 Play the first part of the recording (Track 126, Listen and point) for children to listen and point to the appropriate
picture.
 Play the second part of the recording (Track 126, Listen and repeat) for children to repeat.
 Play the recording all the way through for children to listen and point and then repeat the words in chorus.
 Put the flashcards in different places around the room. Say the words for children to point to the correct cards and
repeat.
Transcript (Track 126)
Listen and point.
rice, meat, carrots, yogurt, bread
rice, yogurt, bread, meat, carrots
Listen and repeat.
Slap
 Divide the class into small groups. Give each group a set of the Student Picture cards and place them face up on the
desk.
 Call out a word, e.g., rice. The first child in each group who slaps the correct card and says the word takes it.
© Oxford University Press 2015
 Repeat with a different word.

 Continue calling out the words in a random order until you have said each of the four words three times.
 The child in each pair holding the most cards is the winner.
 If a number of groups have a tie, play again.
(Student picture cards: ten squares with one picture on each: rice (x2), meat (x2), carrots (x2), yogurt (x2), bread (x2))
Listen and chant. (Exercise 2)
 Play the recording (Track 127) for children to listen to the chant. They can clap the rhythm as they listen.
 Play the chant a second time for children to say the words. This time they can point to the correct flashcard (from the
Exercise 1) as they hear the word. Repeat (more than once if necessary).
Development
What do I have?
 Use the flashcards to elicit the vocabulary for the game.
 Hold up one card so that the class can only see the back of it.
 Ask What do I have? for children to make guesses.
 Children ask Is it...? to find out what the flashcard is. If they name the food within three guesses, they get one point. If
they don’t, you get one point. Keep score on the board.
 When the card has been guessed correctly, or the children have used all three guesses, put the card on the board. Put
the flashcards back together and shuffle them.
 Hold up a second card and repeat the procedure.
 Continue until all the cards are on the board.
Show us how you feel!
 Ask children to say the chant again. When they hear the name of a food they like, they rub their stomachs. When they
hear the name of a food they don’t like, they shake their heads.
Listen and read. (Exercise 3)
 Use Story poster 12 to present the story. Ask children what foods they see in the pictures.
 Talk about each frame with the class. Ask Where is the family? What’s happening? Encourage predictions from
different members of the class.
 Ask children to look at the poster while you play the recording (Track 128) for them to listen. Point to each speech
bubble as you hear the text.
 Ask comprehension questions, e.g., Does Billy like carrots? Does Billy like yogurt? Does Billy eat his carrots? Where
does the yogurt go?
 Ask children to open their Student Books. Tell them to listen and follow the words in the story as you play the
recording again.
 Ask children to find and point to the words from Exercise 1 that appear in the story.
Consolidation
Worksheet 1: Scrambled words
 Give each child a copy of Worksheet 1.
 Ask them to look at the first scrambled word cire. Elicit what the actual word is (rice). Ask children to spell it. Write
the letters on the board as they do. Tell children to write the word on their worksheets in the space next to cire.
 Children work individually to unscramble the remaining words.
 Children then check with their partner.
Answers
1. rice
2. meat
3. carrots
4. yogurt
5. bread

Exercises: Workbook page 80

Story time: A reader of your choice

Lesson Two Grammar

Objectives
 To ask and answer the question Do you like… ?
 To act out a story
Language
 Language focus: listening, speaking, and writing
 Vocabulary: Food vocabulary
Do you like yogurt?
Yes, I do. / No, I don’t.
What do you like?
I like fish.
 Workbook p. 81
 Audio track 128–129
 Story poster 12
 Flashcards 103–107
 Worksheet 2: Survey (one copy per child)
 A ball (one per group of 5 to 10 children)
Introduction
Song: Play a warm-up song.
Warmer
 Draw foods from the previous lesson on the board. As you are drawing, children have to guess what the food is. Leave
the pictures on the board.
 Ask individual children to come to the front of the class. They choose a food and draw a smiley or a sad face next to it
to show whether or not they like the food. Then they tell the class I like / don’t like carrots, etc.
 Leave the work on the board for the optional activity later in the lesson.
Lead-in
 Show students Story poster 12 and ask children what happened in the story.
 Cover the poster and ask children which types of food appeared in the story.
Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Ask children to turn to the story on page 80 of their Student Books. They check how many items of food they
remembered in the lead-in activity.
 Play the recording (Track 128), pausing for children to repeat.
 Divide the class into groups of four to play the parts of Rosy, Billy, Mom, and Dad (Rosy and Dad don’t have speaking
parts).
 Ask children to look at the different actions that the people do. As a class, decide on the actions for the story (see
suggestions below).
 Children practice acting out the story. Monitor the activity, checking for correct pronunciation.
 Ask some of the groups to come to the front of the class to act out the story.
Story actions
Picture 1: Mom offers carrots to Billy. Billy shakes his head. Dad and Rosy watch.
Picture 2: Mom serves Billy some carrots and tells him to eat them. Rosy watches.
Picture 3: Mom hands Billy some yogurt. Billy is reaching for the yogurt and smiling.
Picture 4: Billy covers himself with yogurt. The rest of the family laughs.
Listen and say. (Exercise 2)
 Look at each picture one at a time and ask children what they see.
 Play the recording (Track 129) all the way through for students to listen.
 Play the recording again, pausing for students to repeat each line.
 Hold up a food flashcard. Ask a question with the same pattern, e.g., Do you like meat? to elicit Yes, I do, or No, I don’t.
Continue with different flashcards.
 Ask children to look at the short answers to the questions. Write on the board do + not = don’t. Double check
comprehension by asking what don’t is short for (do not).
Development
Look and say. (Exercise 3)
 Ask children to look at the pictures. Point to the different types of food for children to name them.
 Model the question and answer with a child in the class.
 Ask children to work in pairs. They take turns pointing to the pictures and asking their partner Do you like… ? Their
partner replies Yes, I do or No, I don’t.
 Ask different pairs to ask and answer each question for the class.
Ball Circle
 Organize children into groups of 5–10. Each group sits in a circle. Give each group a ball.
 One child asks Do you like…? and throws the ball to another child, who answers Yes, I do or No, I don’t.
 This child then asks Do you like…? and throws the ball to the next child.
 Continue until every child has had a turn.
Write. (Exercise 4)
 Write two questions on the board using food words, e.g., Do you like bread? and Do you like rice?
 Read the first question with the class and nod your head to elicit the answer Yes, I do. Write it on the board.
 Read the second question and shake your head to elicit the answer No, I don’t. Write the answer on the board.
 Ask children to look at the pictures in their Student Books. Ask one child to read the example for the class.
 Children look at the rest of the questions individually and write the answers.
 Monitor the activity and help where necessary. Go over the answers with the class.
Answers
1 No, I don’t. 2 Yes, I do. 3 No, I don’t.
Consolidation
Let’s Practice!
 Ask students to look at the picture and speech bubble.
 Have two students demonstrate the question in the speech bubble and the answer in the picture.
 Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page.
Worksheet 2: Survey
 Give each child a copy of Worksheet 2. Ask them to complete the questions at the top of the chart with three food
words. Tell them that they are going to find out how many people in the class like these foods.
 Children walk around the class and find partners. They then ask their partners the three Do you like..? questions to
find out whether their partner likes the three foods they have chosen.
 Children write their partner’s name, and a check () or an  for whether they like or don’t like each food.
 Children continue until they have spoken to ten children.
 Ask children to look at the three pie charts at the bottom of the page. Tell them to write one of their chosen foods as
the title for each pie chart. They then count how many people said that they liked the food, and color the same
number of segments of the pie chart.

Lesson Three Song

Objectives
 To identify drinks
 To use drink words in the context of a song
Language
 Language focus: listening and speaking
 Vocabulary: milk, juice, water
 Extra vocabulary: drink (v), late, school
 Recycled vocabulary: lunchbox and food words
 Workbook p. 82
 Audio tracks 130–131
 Flashcards 103–107, 108–110, and 79–85
 A piece of paper per child
 Colored pencils per child (optional)
Culture note: Meals in the United States
In the United States, people usually eat three meals a day: breakfast, lunch, and dinner. The largest meal is usually
dinner, and it is eaten in the early evening. Traditionally, this meal includes meat or fish, potatoes, and another
vegetable, like corn or peas. Many people in the US eat this kind of food, but because the US is a multicultural
country, there are many different typical meals in different families. People often eat food that is not traditionally a
part of their culture as well. For example, Mexican food is popular with people of different cultures all over the
United States. Japanese, Indian, Korean, and Greek foods are popular in different areas.
Traditionally people only ate two meals on Sunday: breakfast and supper. Supper is like dinner, but there is more
food, and it is eaten in the afternoon, not evening. Some people still follow this tradition, but many do not. Many
families also eat meals in restaurants or they order take out. People can pick up take out food and bring it home, or
sometimes it is delivered by a restaurant.
Introduction
Warmer
 Play Bingo with the food words children have learned so far in the course.
 Ask the children to draw a grid, three by three (or three by two) squares. In each of the squares, they write a different
food word.
 Call out words from the vocabulary set in any order. Keep a record of the words as you say them, so that you don’t
say the same word twice. The children cross off the words in their grids as they hear them. The first child to complete
a line of three shouts Bingo!
 If children have trouble remembering enough words, show them flashcards 79–85 and 103–107 without saying the
words.
Lead-in
 Use Flashcards 108–110 to introduce the three new words. Hold up the cards one at a time and say the words for
children to repeat.
 Play Slow reveal.
 Put a flashcard on the board and cover it with a piece of paper or another card.
 Very slowly move the paper to reveal the picture, little by little.
 Ask What’s this? Children shout out the name of the drink they see.
 Continue until you have practiced all of the words.
Presentation
 Ask children to look at the pictures. Play the first part of the recording (Track 130, Listen and point) for children to
point to the words.
 Play the second part of the recording (Track 130, Listen and repeat) for children to repeat the words.
 Play the recording all the way through for children to listen and point and then repeat.
 Put the flashcards on the board. Point to each one in turn for individual children to say the words.
Listen and point.
milk, juice, water
water, juice, milk
Listen and repeat.
milk, juice, water
Yum! / Yuck!
 Teach children the words Yum! (for a food or drink they like) and Yuck! (for a food or drink they don’t like). They can
make appropriate facial expressions as they practice saying the words.
 Hold up flashcards from Lessons 1 and 3. Children respond by saying Yum! and Yuck! to describe foods and drinks
they like and don’t like.
Listen and sing. (Exercise 2)
 Ask children to look at the pictures. Point to the different types of food and drink in the pictures one at a time and ask
children What’s this? / What are these?
 Play the recording (Track 131) for children to listen and point to the pictures when they hear the food and drink
words. Then play it again as they follow the words in their books.
 Recite the words of the song with the class, without the music or recording. Say each line and ask children to repeat.
 Play the recording again for children to sing along.
Development
Sing and do. (Exercise 3)
 Ask children to look at the pictures and decide together on what the actions should be (see suggestions below).
 Practice the actions with the class.
 Play the recording for children to listen and do their actions.
Song actions
Eat your eggs / bread – eat the different types of food
Drink your milk / juice – drink from a glass
Don’t be late for school – point to wrist or a watch
Here’s your water, here’s your bag – give the objects out
Buzz
 Choose one or more “banned” words, e.g., milk. Tell children that when they sing the song this time, they should
make a buzzing noise instead of singing the “banned” word/words.
 Play the song. Children sing the song again, but make a buzzing noise when they hear the “banned” words.
Change the verse.
 Tell children they are going to sing a different version of the song. Put flashcards on the board as follows:
Verse 1: grapes, juice
Verse 2: pear, milk
Verse 3: apple
 Children sing the song again, substituting the food and drink words in each verse for those shown on the board.

Consolidation
Write your own verse.
 Children work in pairs to create an original verse for the song by inserting different food and drink words. Write
different words for food and drinks on the board for children to choose from.
 Give each child a piece of paper and colored pencils. They write their verse on the paper. Encourage children to
illustrate their verse, and then display them in the classroom.
 Children sing the song again with the new verses.

Lesson Four Phonics

Objectives
 To pronounce the sound /ɪ/ on its own and in words To identify the letter i in the middle of words and associate it
with the sound /ɪ/
 To blend the vowel i with consonants to form simple CVC words
 To differentiate between the sounds /ɛ/ and /ɪ/
Language
 Language focus: listening, speaking, and reading
 Vocabulary: pig, fig, pin
 Extra vocabulary: give
 Workbook p. 83
 Audio tracks 123, 132–134
 Phonics cards 42–44 (pig, fig, pin); Phonics cards 6, 7, 9, 14, 16, and 40
Introduction
Warmer
 Ask children which vowel they looked at in the previous lesson (e) and which sound this letter represents (/ɛ/).
 Ask children if they can remember the words from the lesson that contained the sound (bed, pen, and red).
 Play the recording (Track 123) and say the chant from page 77 to energize the class and review the sound /ɛ/.
Lead-in
 Hold up the pig, fig, and pin phonics cards, one at a time, saying the words for the class to repeat. Ask children what
they think today’s letter is (i) and what sound it makes (/ɪ/).
 Call three children to the front of the class. Give them the phonics cards for p, i, and g. Point to the letters for the
class to name them.
 Encourage the class to say the sounds again and run them together to pronounce the word pig.
 Use the same process for children to sound out f-i-g and p-i-n. Ask children What’s the vowel? to elicit i.
Presentation
 Ask children to look at the words and pictures in their Student Books.
 Play the first part of the recording (Track 132, Listen and point) for children to listen and point to the pictures.
 Play the second part of the recording (Track 132, Listen and repeat) for children to repeat the sounds and words in
chorus.
 Play the recording all the way through (more than once if necessary) for children to point to the words and then
repeat them.
Listen and point.
/p/ /ɪ/ /g/ pig, /f/ /ɪ/ /g/ fig, /p/ /ɪ/ /n/ pin
fig, pig, pin
Listen and repeat.
/p/ /ɪ/ /g/ – pig, /f/ /ɪ/ /g/ – fig, /p/ /ɪ/ /n/ – pin
Listen and chant. (Exercise 2)
 Talk about the picture with children to establish what they can see. Then play the recording (Track 133) for them to
listen to the chant.

 Play the recording again for children to say the chant. The children point to the pictures in their books as they hear
the words. Repeat (more than once if necessary).
 Play the chant once more for children to follow in their books.
Development
Listen and tap
 Do the chant again. Every time children hear the /ɪ/ sound in the middle of a word, they tap the table.
Read the chant again. Circle the i in the middle of the words. (Exercise 3)
 Ask children to look at the chant again. Focus attention on the circled i in the middle of big. Ask children to find and
circle other examples of i in the middle of words.
 Go over the answers with the class.
Answers
A big, big pin
And a big, big fig.
Keep the big pin.
Give the fig to a pig.
Listen to the sounds and connect the letters. (Exercise 4)
 Elicit the three images in the activity (pig, pin, and pen). Ask What does the pig have?
 Ask children if they remember the maze from previous phonics lessons. If necessary, explain that children have to
follow the sounds and words in the maze to find out what the pig has.
 Play the recording (Track 134) for children to listen and link the letters to find out what the pig has.
 Play the recording again for children to check their answers.
 Ask What does the pig have? (the pin). Then elicit the sounds children heard one by one. Make sure they are correctly
producing and differentiating the /ɛ/ and the /ɪ/ sounds each time. Write them on the board so they can check their
maze.
/ɪ/ pin /ɛ/ pen /ɪ/ pin /ɪ/ pin /ɛ/ pen /ɛ/ pen /ɪ/ pin
Answer
The pig has the pin.
Listen and point.
 Put the pin and pen phonics cards at different ends of the board. Read out the following list of words: fig, bed, pig, red,
ten, big, Tim, six, leg, net, pink. When children hear an /ɪ/ sound they point to the pin. When children hear an /ɛ/
sound, they point to the pen.
Consolidation
Let’s Practice!
 Ask students to look at the picture and speech bubble. Say It’s a pig!
 Have a student read the sentence.
 Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Alphabet game
 Write b on the board. Ask children to think of a word that starts with b and includes the sound /æ/ (e.g., bag). Repeat
with /ɛ/ (e.g. bed), and /ɪ/ (e.g. big).
 Divide the class into small groups. Write the letter p on the board. Children think of three words, all beginning with p
and each including /æ/ (e.g. pants), /ɛ/ (e.g. pen) and /ɪ/ (e.g. pig). Allow two minutes thinking time, and then give
each group one point for each word they have thought of.
 Repeat with s (sandwich, seven, six), and h (have, head, his).
 The team with the most points is the winner.


Lesson Five Skills Time!

Objectives
 Reading: read and understand a menu; find specific details in a text
Language
 Language focus: reading
 Recycled: vocabulary and structures seen previously
 Extra vocabulary: menu, hungry, dessert, café
 Workbook p. 84
 Audio track 135
 Flashcards 79–85 and 103–110
 Paper and pencils for each child
 Worksheet 3: Menu match (one copy per child)
 Scissors and a glue stick per pair
 A large piece of paper per small group
 A set of colored pencils per small group
Introduction
Warmer
 Play A long sentence. Say, e.g., In my lunchbox I have a sandwich. Choose a child to continue, e.g., In my lunchbox I
have a sandwich and a banana. Continue until children can’t think of any more words.
 Talk about cafés with children. Ask Do you go to cafés? What kind of food can you eat in a café? Tell children to
imagine they are in a café. What kind of food would they order?
Lead-in
 Use the food, drink, and lunchbox flashcards to review the different types of food children have learned so far. Hold
up the flashcards one at a time for the class to name them. Then ask individual children Do you like apples/tomatoes
/bread?
 Ask them to look at the text on the black background and tell you what they think it is. Teach the word menu in
English.
Presentation
What food do you like? Point and say. (Exercise 1)
 Ask children to look at the menu. Check that children understand the different categories: food, desserts, and drinks.
Ask whether they can think of anything else to add to each category.
 Ask children to work in pairs. They take turns pointing to the types of food they like on the menu and saying the
words.
 Ask some of the children to tell the class which food they like.
Listen and read. (Exercise 2)
 Ask children to look at the photos of the two girls. Tell the class that their names are Thu and Giang. Ask what they
are looking at (menus). Elicit that they are talking about the food they like on the menu.
 Play the recording (Track 135) for children to listen and follow the text in their books.
 Play the recording a second time. Answer any questions children have.
 Ask the class simple questions about the text to check comprehension, e.g., Does Giang like ice cream/fish? Does Thu
like apple juice? Who likes bananas – Giang or Thu?

Do they like it?

 Tell children to close their books. Tell them that you are going to play the recording again and they have to do actions
to show what the children like or don’t like.
 Explain that children have to listen out for food words. When they hear a type of food that Giang and Thu like, they
rub their stomachs. When they hear a type of food that Giang and Thu don’t like, they shake their heads.
 Alternatively, children say the words Yum! and Yuck! to show that they like or don’t like foods. Play the recording
again and have students say Yum! or Yuck! when they hear the foods Giang and Thu like or don’t like.
Development
Read again. What do Thu and Giang like? Write  or . (Exercise 3)
 Ask children to look at the different types of food in the chart. Point to each one for the class to say the words.
 Read the first line of Thu’s text to the class. Ask Does Thu like meat? (Yes). Show them the check () in the chart.
 Ask a child to read the next line aloud. Ask Does Thu like milk? (No). Children put an  under the milk.
 Ask children to read the rest of the text and write a  for the food that Thu and Giang like and write an  for the food
they don’t like.
 Go over the answers with the class. Draw the chart on the board and mark the checks and s in the chart as they say
them.
Answers
Group chart
 Children work in small groups. Give each child a piece of paper.
 On the left side of the paper, children write the names of the other people in the group in a vertical list. They then
draw six columns next to the list of names. At the top of each column they draw a different type of food, as in the
chart in Exercise 1.
 Children take turns telling the rest of their group what they like and don’t like. The other children put a check () or
an  in the appropriate place each time they hear a type of food mentioned.
 Children continue until all the members of the group have described the foods they like and don’t like, and the chart
is complete.
 Children then show their charts to other groups.
Consolidation
Worksheet 3: Menu match
 Divide the class into pairs. Ask them to close their books. Give each pair a copy of Worksheet 3, a pair of scissors, and
a glue stick.
 Children cut out all of the word cards at the bottom of the worksheet and glue them to the correct category on the
menu.
 Children can check for accuracy by looking back at page 84.
(Worksheet 3: Menu match – Top half is a menu with three sections (Food, Desserts, Drinks). Bottom half is a four by four
grid with dotted lines to indicate where to cut. Each square has a word in it: Ice cream, Rice, Milk, Bread, Fish, Banana,
Water, Eggs, Yogurt, Orange juice, Meat, Carrots, Apple, Apple juice, Tomatoes, Grapes. The rubric reads Cut out the words.
Stick them on the menu.)
Design your own menu.
 Divide the class into small groups. Give each group a large piece of paper and a set of colored pencils.
 Ask children to look at the menu in their Student Books and choose three words from the Food section, three words
from the Dessert section, and three from the Drinks section. Alternatively, children can think of any other food and
drink words they know.
 Ask children to design their own menu, showing their chosen foods. Encourage children to illustrate the menu.


Lesson Six Skills Time!

Objectives
 Listening: listen for specific details
 Speaking: ask and answer questions about food likes and dislikes
 Writing: write sentences with the contraction don’t; write about food you like (Workbook)
Language
 Language focus: listening, speaking, and writing
 Recycled: vocabulary and structures seen previously
 Extra vocabulary: because
 Workbook p. 85
 Audio track 136
 Flashcards 79–85 and 103–110
 A piece of plain paper for each child
 Two dice per pair
Introduction
Weather report: Ask the class about today’s weather.
Warmer
 Ask children to name as many types of food from the menu in the last lesson as they can. Put the relevant flashcards
on the board.
 Use the words on the board to play Order the letters.
 Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board,
followed by the correct number of lines for the number of letters.
 Call children to come to the board to write one letter at a time to complete the word.
Lead-in
 Ask children to look at the picture of the family in Exercise 1. Ask children what they think they are doing (they are
looking at a menu).
Presentation
Listen and draw  or . (Exercise 1)
 Tell children that the girl is going to tell her dad what food she likes and doesn’t like. Go over the food photos at the
top right of the page, asking them to name each one.
 Explain that children must listen and draw a smiley face if the girl likes the food and a sad face if she doesn’t. Play the
recording once through for children to point to the foods as they hear them.
 Play the recording (Track 136), pausing after the first item to show the example answer.
 Play the recording again for children to complete their answers.
 Play the recording a third time for children to check their answers. Go over the answers with the class.
Dad Are you hungry, Xuan?
Girl Yes, I am.
Dad Well, let’s look at the menu. What do you like?
Girl Well, I like yogurt, but I don’t like ice cream. I like bread because I like sandwiches.
Dad OK. What else?
Girl Mmm, I don’t like meat. But I want an apple, please. I like apples.
Answers
1  2 3  4  5  6 
Development
Role play
 Divide the class into pairs. One child asks questions with Do you like…?, and the other answers as Xuan. E.g., Do you
like yogurt? Yes, I do. / Do you like ice cream? No, I don’t.
Look at the menu on page 84. Ask and answer. (Exercise 2)
 Ask children to look at the question and answer in the speech bubbles. Read the first speech bubble aloud for children
to repeat, and then the second. Model correct intonation for the class.
 Ask a pair of children to read the dialogue for the class.
 Ask children to turn to the menu on page 84. They work in pairs, taking turns asking and answering the question What
do you like? using the food and drinks on the menu.
 Monitor the activity and help where necessary. Encourage children to say which kinds of food they don’t like as well
as the ones they do.
 Ask some of the pairs to ask and answer the question for the class.
Write ‘like’ or ‘don’t like’. (Exercise 3)
 Write the example sentence on the board. Ask a few children if the sentence is true for them.
 Write the next sentence on the board, with a blank for like/don’t like. Ask a few children whether they will write like
or don’t like in this space.
 Children complete the exercise individually.
 Divide the class into pairs. Children tell each other about the foods they like and don’t like from Exercise 3, e.g., I like
fish, and I like apples.
Circle n’t and match. (Exercise 4)
 Copy the three examples of the verbs and contractions onto the board. Point to each one, one at a time, for children
to read. Ask a child to come and circle the n’t in each word. Then ask children what all three of the contractions are
short for (not).
 Ask children to look at the exercise in their Student Books. Explain that they have to match the sentences with
contractions to the ones with full forms and circle n’t in the contracted sentences.
 Allow time for children to read and match the sentences and circle n’t.
 Go over the answers with the class. Read the sentences on the left one at a time for the class to say the
corresponding sentence on the right in chorus.
Answer
1 I don’t like fish. – b
2 It isn’t a banana. – c
3 They aren’t my shorts. – aConsolidation

Find your dinner buddy.
 Ask children to write down all the foods that they like on a piece of paper.
 Children mingle around the class asking What do you like? They listen to the response and check the words on their
list if they hear them.
 After they have spoken to five other children, each child decides who would be their best dinner buddy, based on
who likes the same food as them.
Who likes what?
 Divide the class into groups of 6–10 and ask them to sit in a circle.
 The first child says I like… .The child to their right says I like… and then points to the first child and says He/She
likes….The next child says I like… and then points to the first two children and says He/She likes… , and he/she likes….
 Continue until the last child, who says what everyone in the circle likes.
 Option: repeat with don’t like.
Dice game
 Divide the class into pairs. Give each pair two dice.

 Write two lists on the board. The first list is for flavors – 1. meat, 2. fish, 3. banana, 4. egg, 5. carrot, 6. apple. The
second list is for food and drink – 1. ice cream, 2. yogurt, 3. sandwiches, 4. juice, 5. milk, 6. cookies.
 The first child rolls a die and uses the number on the die to choose a flavor. He/She then rolls the second die to
choose a type of food and form a question, e.g., Do you like fish yogurt?
 The second child replies with Yes, I do or No, I don’t.

Slap: Student picture cards

Worksheet 1: Scrambled words

Worksheet 2: Survey
Write three foods. Ask questions. Write a  or an .
Do you like Do you like Do you like

Name:
________________? ________________? ________________?
How many people like these foods? Color.

Worksheet 3: Menu match
Food Dessert Drinks
Ice cream Rice Milk Bread
Fish Banana Water Eggs
Yogurt Orange juice Meat Carrots
Apple Apple juice Tomatoes Grapes
© Oxford University Press 2015 21

G2 Selective LessonPlan Unit12

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Family and Friends Special Edition Grade 2– Unit 12: Dinnertime!

Lesson One Words

 Repeat with a different word.

© Oxford University Press 2015

Exercises: Workbook page 80

© Oxford University Press 2015

Lesson Two Grammar

© Oxford University Press 2015

Lesson Three Song

© Oxford University Press 2015

© Oxford University Press 2015

Lesson Four Phonics

listen to the chant.

© Oxford University Press 2015

Story time: A reader of your choice

© Oxford University Press 2015

Lesson Five Skills Time!

© Oxford University Press 2015

Do they like it?

© Oxford University Press 2015

Story time: A reader of your choice

© Oxford University Press 2015

Lesson Six Skills Time!

3 They aren’t my shorts. – aConsolidation

© Oxford University Press 2015

© Oxford University Press 2015

Slap: Student picture cards

© Oxford University Press 2015

Worksheet 1: Scrambled words

© Oxford University Press 2015

Write three foods. Ask questions. Write a  or an .

Do you like Do you like Do you like

How many people like these foods? Color.

© Oxford University Press 2015

Worksheet 3: Menu match

Food Dessert Drinks

Ice cream Rice Milk Bread

Fish Banana Water Eggs

Yogurt Orange juice Meat Carrots

Apple Apple juice Tomatoes Grapes

© Oxford University Press 2015 21

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