1. Who are the students in this course?

(elementary school children, high schoolers,

university students, etc)

2. What is their level? (beginner, intermediate, advanced, etc?)

3. What is the content of the course? (Reading, writing, listening, speaking, grammar, other?)

4. 1-3 weekly objectives

5. Assessment(s) that relate to the objectives and test students' knowledge

PEERS’ FEEDBACK:
Good. You should explain the relation between food ,family and thanks.
Hi One point is course (speaking, reading, in listening, writing skills) It's the programme. It's
not the level of students. Good luck

Who: Elementary school children

Level: Basic/Beginner
Content: speaking, listening, grammar, writing, reading
Objectives:
 Students will be able to use basic family and food vocabulary to talk about their
family members and the types of food they like/don’t like.
 Students will be able to conduct a simple dialogue using “Who’s this? – This
is…”, “What’s this? – This is…”, “How many…? – I have…” to ask and answer
questions about family and food.
 Students will be able to use expressions to thank other people and respond to a
thank you from other people.
Assessments:
 Perform conversations using the learned vocabulary and key expressions
 Test with questions about new vocabulary and information gap dialogues

Book:
Jackson, P., & Sileci, S. B. (2012). Everybody Up 1 (1st ed.). Oxford University Press.

Possible topics for each day:

Day 1: Family

Objective: Students can use family vocabulary to identify their family members and
perform a conversation to ask and answer questions with a partner, using the key
expressions, to talk about their family tree.
Warm-up and Objective Discussion: Briefly review key vocabulary and expressions from
the previous lesson (numbers, toys, asking and answering about numbers). Introduce
the topic using teacher family’s picture as an example

Objective discussion: Discuss the importance of family and explain the lesson
objectives

! Be more specific: e.g. tell if there’ll be quiz,…

Instruct and Model: Explain new vocabulary, model a family tree with new vocabulary,
instruct and model dialogue with key expressions.

Guided Practice: conversation asking and answering questions related to family, using
the key expressions

Independent Practice: student draw their family tree and present their family to the
class/partner

Assessment: students’ family tree, in-class conversational activity

! Can be developed in to sentences, e.g. student present and submit their family tree
after adding relation indication with new vocabulary and key expression at home.

Homework: workbook (pp. 30-31), supplement vocabulary exercises, further work on

the family tree (to be assessed in the next class)

Day 2: Food (1)

Objective: Students can use food vocabulary to talk about their favorite food, using I
like/don’t like structure.

Warmup activity:

Review of the previous lesson: have students present their upgraded family tree, check
homework and assignment for grading, a brief recap of the previous lesson.

Teacher tells the class what she ate before class, shows pictures of some food and
asks if students already know some of them.

Objective discussion: Explain the lesson objectives

Instruct and Model: Explain new vocabulary, model dialogue with key expressions.

Guided Practice: conversation asking and answering questions related to food

Assessment: students perform a conversation asking and answering their favorite food
with a partner.

Homework: workbook (pp. 32-33)

Day 3: Food (2)

Objective: Students can use more food vocabulary to describe different types of food;
students know how to ask and answer the name of the food they don’t know, using
“What’s this? – This is…” structure.

Warmup activity: Game to refresh previous food vocabulary and I like/don’t like structure

Objective discussion: Explain the lesson objectives

Instruct and Model: Explain new vocabulary, model dialogue with key expressions.

Guided Practice: conversation asking and answering questions related to food

Assessment: students perform a conversation asking and answering the name of

different types of food, then tell their partner if they like that type of food.

Homework: workbook (pp. 36-37)

Day 4: Food (3)

Objective: Students will be able to use expressions to thank other people and respond
to a thank you from other people; students apply the structure “How many…? – I
have…” to talk about food.

Warmup activity: Small quiz about food vocabulary

Objective discussion: Explain the lesson objectives

Instruct and Model: Model dialogue with key expressions, simulation games

Guided Practice: conversation to practice key expressions

Assessment: students perform a conversation related to food, using key expressions.

Homework: workbook (pp. 34-35)

Day 5: Review and Final Assessment

Teacher review vocabulary and key expressions with handouts, then have students do
a comprehensive test related to family and food vocabulary as well as information gap
conversations, in which they will fill in the key expressions learned.