LESSON PLAN

SCHOOL:
TEACHER:
CLASS: 3rd
TEXTBOOK: Fairyland 3, Ed. Express Publishing
LESSON: Lunchtime!
AIMS:
 to motivate Ss to talk about meals and food (likes and dislikes)
 to practice telling the time
OBJECTIVES: By the end of the lesson, my students will:
 name different kinds of food and drinks
 extract specific information while listening(skimming)
 express likes and dislikes
 name the meals of the day
 tell the time
TEACHING AIDS: textbook, Ss’ notebooks, blackboard and chalk, handouts, My favourites! poster,
CD.
ASSUMPTIONS: Students are already familiar with some words used for this topic.
ANTICIPATED PROBLEMS: They may be noisy when working in pairs/groups.
SOLUTIONS: Create a pleasant and warm atmosphere, provide explanations when necessary,
encourage them to give answers
SKILLS INVOLVED: reading, writing, speaking, listening

Activity 1: Warm - up
Aims:
 to create a pleasant atmosphere
 to check homework
Procedure:
 T greets and marks the absent Ss, if any.
 T checks homework.
 T corrects their answers if necessary.
Interaction: T - Ss
Timing: 4’
Grouping: whole class
Skill: speaking

Activity 2: Lead - in
Aims:
 to introduce new words related to food
 to intoduce the meals of the day
 to introduce telling the time
Procedure:
 T pins up 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 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
Interaction: T - Ss
Timing: 5’
Grouping: whole class
Skill: speaking

Activity 3: Pre - listening

Aims:
 to create a pleasant atmosphere;
 to raise interest in the listening activity
Procedure:
 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 asks the pupils repeat chorally
Ss open their books, read the title of the unit and write in their 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.
Interaction: T - Ss
Timing: 4’
Grouping: whole class
Skill: speaking

Activity 4: While - listening

Aims:
 to listen to confirm expectations
 to listen for specific information
Procedure:
 T writes on the board:
1. Harry doesn’t like tomatoes.
2. Mona likes eggs.
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.
Interaction: T - Ss
Timing: 5’
Grouping: individual work
Skill: speaking, listening

Activity 5: Post listening

Aims:
 to check understanding of the listening exercise
 to practice pronunciation
Procedure:
 T reads out phrases from the dialogue and asks pupils to tell the class who said them.
Ss come up with answers. Then Ss take roles and read out the dialogue.
Interaction: T - Ss
Timing: 5’
Grouping: whole class
Skill: speaking, reading

Activity 6: Practice
Aims:
 to practice expressing likes and dislikes concerning food in the affirmative, negative and
interrogative (semi-controlled practice)
 to listen for specific information
Procedure:
A:
 T points to the carrots on the poster, says and then writes: I like carrots. Yummy! T underlines I like
and explains its meaning.
Ss repeat, chorally and individually.
 The T follows the same procedure to present all the other people of the affirmative, focusing the Ss’
attention on the –s in the third person singular.
 Then, T points to the tomato on the poster, says then writes: I don’t like tomatoes. Yuck!
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 tells Ss to look at the pictures of food in ex.3/p.37 and think of their preferences. Then invites
pupils to tell her what they like/ don’t like using the expressions presented at the beginning of the
exercise.
Ss look at the pictures and share their preferences to the class.
 Ss walk around the classroom and ask questions using the given food items and then report to the
class.
 B:
 T asks Ss to look at ex. 4 in their books and explains that they will choose a time for each picture
based on what they hear.
 T plays the recording twice for the pupils to complete the task in their notebooks and then checks
their answers.
Ss listen to the CD and complete the task and report to the class.
Interaction: T - Ss
Timing: 10’
Grouping: whole class, individual work
Skill: speaking, listening

Activity 7: Post listening

Aims:
 to practice the new vocabulary - meals of the day
 to practice telling the time
Procedure:
 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
turns.
Ss ask and answer questions and then report to the class.
Interaction: S – S
Timing: 5’
Grouping: pair-work
Skill: speaking

Activity 8: Free practice

Aims:
 to create a relaxed atmosphere
 to write food words (Bingo game)
Procedure:
 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 search for the written word and cross it off. The game continues until 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.
Interaction: T - Ss
Timing: 8’
Grouping: individual work
Skill: listening, writing
Evaluation:
Teacher sums up the lesson and evaluates students’ work by giving grades to those who were really
active and pluses to those that were less active.
Interaction: T - Ss
Timing: 2’
Grouping: whole class
Skill: speaking

Assigning homework:
T asks the Ss to do ex.1, 2 / p.74 and ex. 3, 4 / p.75 from the Activity book.
Interaction: T - Ss
Timing: 2’
Grouping: whole class