UNIT 6

FOOD, PLEASE!
LESSON 81
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 81 (Listening 16)/ TEXTBOOK MAIN SKILL FOCUS Listening
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Countable &
uncountable nouns
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Listening Main Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.2 Understand with support specific
contexts information and details of short simple texts
Complementary Skill: Speaking Complementary Skill: Speaking
2.1 Communicate simple information intelligibly 2.1.1 Ask about and express basic opinions
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.55
Teacher’s Book, p.88–9
Food flashcards
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language to prepare pupils for Choose an item.
the lesson. Focus on food words pupils
already know. Ask pupils which of those Reflection
foods they like.  Numbers of pupils achieved the stipulated
Lesson delivery learning objective : Click here to enter text.
2. Follow the instructions for Warmer on  Follow up: 4 pupils were given extra
Teacher’s Book, p.88. You could build a mind guidance/ Peer-to-peer assistance were
map rather than a table or have pupils given to 4 pupils.
brainstorm their ideas in groups first. Make
sure pupils have a copy of this, so they can Remarks
use it in the next lesson. Choose an item.
3. Introduce the new vocabulary as explained
in Teacher’s Book, p.88, Vocabulary.
4. Tell pupils they will hear a song. They
should listen and point to the vocabulary
words at the top of the page when they hear
them.
5. Follow the instructions for Activity 1,
Teacher’s Book, p.88.
6. Follow the instructions for Optional activity
(Teacher’s Book, p.89). Extend the
interaction to include a reason, e.g. It’s
delicious. / They’re horrible.
Post-lesson
7. Pupils reflect on their learning (unit 5 and
the beginning of Unit 6) in their daily
 learning diaries.

LESSON 82
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 82 (Speaking 16)/ TEXTBOOK MAIN SKILL FOCUS: Speaking
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Some
(countable & uncountable)
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Speaking Main Skill: Speaking
2.1 Communicate simple information intelligibly 2.1.5 Describe people and objects using suitable
Complementary Skill: Listening words and phrases
1.2 Understand meaning in a variety of familiar Complementary Skill: Listening
contexts 1.2.2 Understand with support specific
information and details of short simple texts
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.55
Teacher’s Book, p.88–89
Food flashcards + copies of one per pupil
Some countable and uncountable food/drink if
appropriate (e.g. some sugar, two carrots)
Colour pencils
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Play the TPR game (see TPR activity, Gallery Walk
Teacher’s Book, p.88).
Lesson delivery Assessment
2. Ask pupils to read the words of the song. Ask Choose an item.
them to find and underline with a colour
pencil There’s and, in a different colour, Reflection
There are.  Numbers of pupils achieved the stipulated
3. Ask pupils to tell you some example learning objective : Click here to enter text.
sentences from the song using There is/are  Follow up: 4 pupils were given extra
and write them on the board. Using the food guidance/ Peer-to-peer assistance were
realia (real food), ask questions like How given to 4 pupils.
many carrots are there? How many sugars?
to show that words like sugar are Remarks
uncountable. Elicit examples of each from Choose an item.
the song. Avoid using words like countable
and uncountable as they may be confusing.
Show how each goes together with some
and plural/singular noun.
4. Modify and follow the instructions for
Grammar box (Teacher’s Book, p.88– 9) as
necessary.
5. Follow the instructions for Activity 2
(Teacher’s Book, p.89). Note that in pairs,
Pupil A says a sentence using There is a /are
some… on the table. Pupil B listens and
points to the picture in Activity 2.
6. Play a game where you hide food flashcards
 behind you. Pupils have to guess what you
have, There’s some milk behind you. Pairs
play the game.
7. Monitor carefully as pupils do the Speaking
activities to see how well they have
understood countable and uncountable
nouns.
Post-lesson
8. Return to the table/mind map from last
lesson. Ask pupils to find examples of
different nouns on it (give examples to show
you want countable and uncountable nouns,
but avoid using these words with pupils).

LESSON 84
DATE : Tuesday, 1 January, 2019
TIME : Choose an item. - Choose an item.
LESSON: 84 (Writing 16)/ TEXTBOOK
THEME: World of self, family and friends
TOPIC: Food, please!
CONTENT STANDARD
Main Skill: Writing
4.2 Communicate basic information intelligibly
for a range of purposes in print and digital media Complementary Skill: Writing
Complementary Skill: Writing
4.3 Communicate with appropriate language
form and style for a range of purposes in print
and digital media
LEARNING OBJECTIVE
By end of this lesson, pupils will be able to Click Flashcards to show cooking verbs (optional)
here to enter text. by Click here to enter text.
LEARNING OUTLINE
Pre-lesson
1. Choose an appropriate pre-lesson activity
from the list in the introduction that suits
your pupils’ needs and interests and that
will review food vocabulary from the
previous lesson.
Lesson delivery
1. Ask pupils what the children’s dad was
doing in the story – he was cooking
omelettes. Ask pupils if they have cooked a
dish at home before. Talk to them about
cooking to find out what they know.
Introduce cooking verbs using flashcards or
mime: break, cut up, mix, fry, stir, serve.
Write and leave the words on the board.
SUBJECT : ENGLISH LANGUAGE
CLASS : Click here to enter text.
MAIN SKILL FOCUS: Writing
LANGUAGE/GRAMMAR FOCUS: Imperatives
(cooking directions)
CROSS-CURRICULAR ELEMENT: Patriotism &
Citizenship; Creativity & Innovation
LEARNING STANDARD
Main Skill: Writing
4.2.3 Give simple directions
4.3.2 Spell an increased range of familiar high
frequency words accurately in guided writing
MATERIALS / REFERENCES
Cut-up stages of omelette recipe (one set per
group of five – see below)
A simplified recipe for a Malaysian dish with
gaps for verbs and ingredients (refer to SOW)
REMARKS
21st Century Learning
Gallery Walk
Assessment
Choose an item.
Reflection
 Numbers of pupils achieved the stipulated
learning objective: Click here to enter text.
 Follow up: 4 pupils were given extra
guidance/ Peer-to-peer assistance were
given to 4 pupils.
Remarks
Choose an item.
2. Play a mime game using the verbs + some of
the foods from Lesson 83.
3. Pupils work in groups of five. Give pupils the
cut-up stages of the omelette recipe, one
stage each. They should read their stage and
together decide which order to stand in.
4. Brainstorm together some ingredients for a
Malaysian dish that all pupils know. Prepare
some key words in advance, such as coconut
milk, onion, eggs, tomato, potato, chicken,
spices, rice etc. Pupils may work in their first
language and you can supply the English
translation. Explain that these are the
ingredients.
5. Explain that pupils will write a recipe for a
dish. Hand out the gapped recipe and let
pupils work in pairs to complete it. An
example is given below, but you may have a
better or more appropriate recipe than this.
Post-lesson
6. Choose an appropriate post-lesson
activity from the list in the introduction
that suits your pupils’ needs and interests
and that will review the main areas
covered in the lesson.

LESSON 85
DATE : Tuesday, 1 January, 2019
TIME : Choose an item. - Choose an item.
LESSON: 85 (Language Arts 16)/TEXTBOOK
THEME: World of self, family and friends
SUBJECT : ENGLISH LANGUAGE
CLASS : Click here to enter text.
MAIN SKILL FOCUS: Language Arts
LANGUAGE/GRAMMAR FOCUS: Imperatives

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity &

Innovation
CONTENT STANDARD LEARNING STANDARD
Main Skill: Language Arts Main Skill: Language Arts
5.3 Express an imaginative response to literary 5.3.1 Respond imaginatively and intelligibly
texts through creating simple action songs on familiar
Complementary Skill: Speaking topics
2.1 Communicate simple information intelligibly Other imaginative responses as appropriate
Complementary Skill: Speaking
2.1.1 Ask about and express basic opinions
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.117*
Teacher’s Book, p.180
*Optional: replace with a recipe for a Malaysian
dish
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
 from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review the recipe topic to prepare Choose an item.
pupils for the lesson.
Lesson delivery Reflection
2. Play a mime game to review the cooking  Numbers of pupils achieved the stipulated
vocabulary from Lesson 84. learning objective : Click here to enter text.
3. Introduce the new vocabulary using the  Follow up: 4 pupils were given extra
pictures on Student’s Book, p.117. guidance/ Peer-to-peer assistance were
4. Follow the instructions for Activity 1 on given to 4 pupils.
Teacher’s Book, p.180. Ask pupils what they
think about the dish. Remarks
5. Follow the instructions for Activity 2 Choose an item.
(Teacher’s Book, p.180). Have pupils present
their recipes in groups. Each group should
choose a winner for the ‘best’ recipe – this
might be a yummy one or a strange one, they
can decide. Have the winners of each group
present their recipes to the class. Ask for
opinions on the recipes.
Post-lesson
6. Pupils reflect and write what they have
learnt in their diaries.

LESSON 86
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 86 (Listening 17)/TEXTBOOK MAIN SKILL FOCUS: Listening
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Some & Any:
Questions
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Listening Main Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.5 Understand a wide range of short
contexts supported questions
Complementary Skill: Listening Complementary Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.2 Understand with support specific
contexts information and details of short simple texts
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.57
Teacher’s Book, p.91
Food flashcards, magnets/tape/tack
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will focus attention on omelettes to prepare Choose an item.
pupils for the lesson.
Lesson delivery Reflection
2. Play a version of Kim’s game with food  Numbers of pupils achieved the stipulated
 flashcards – stick the flashcards on the learning objective: Click here to enter text.
board. As you stick them on, say: There  Follow up: 4 pupils were given extra
are/is some… and at the end, There guidance/ Peer-to-peer assistance were
isn’t/aren’t any… given to 4 pupils.
3. Ask pupils to turn around while you remove
one card. They should tell you what is Remarks
missing: There isn’t/aren’t any… Repeat. Choose an item.
Have some pupils come out to take the role
of the teacher.
4. Ask questions about the flashcards on the
board to introduce and model the questions
and answers: Are/Is there any…? Yes there
is/are /No, there isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box
on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s
Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s
Book, p.91)
7. Have pupils do this activity individually and
then check with their partner.
Post-lesson
8. Choose an appropriate post-lesson activity
from the list in the introduction that suits
your pupils’ needs and interests and that
will review the main areas covered in the
lesson.

LESSON 87
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 87 (Speaking 17)/ TEXTBOOK MAIN SKILL FOCUS: Speaking
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Some & Any:
Questions & negatives
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Speaking Main Skill: Speaking
2.1 Communicate simple information intelligibly 2.1.5 Describe people and objects using suitable
Complementary Skill: Listening words and phrases
1.2 Understand meaning in a variety of familiar Complementary Skill: Listening
contexts 1.2.5 Understand a wide range of short
supported questions
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.57
Teacher’s Book, p.91
Colour pens/pencils
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
 will review food vocabulary to prepare Choose an item.
pupils for the lesson.
Lesson delivery Reflection
2. Follow instructions for Activity 4 (Teacher’s  Numbers of pupils achieved the stipulated
Book, p.91). learning objective : Click here to enter text.
3. Have pupils draw their omelettes in their  Follow up: 4 pupils were given extra
notebooks. guidance/ Peer-to-peer assistance were
4. Using their drawings, they should mingle to given to 4 pupils.
find out if another pupil(s) has the same
omelette as theirs. They should ask and Remarks
answer questions to find this out, e.g. Are Choose an item.
there any tomatoes in your omelette? If they
find a partner, they should sit together. For
those who do not, they should try to find
someone with a similar omelette and sit
together.
5. For feedback, pre-teach ‘same’ and ‘similar’
and help pupils to to say We have the same
omelette. There are/is… on my omelette,
and on her omelette too. // We have similar
omelettes. There are/is… on my omelette,
and on her omelette too / There is/are xxx
on my omelette, but there isn’t/aren’t any…
on hers. Model the language and show the
meaning of the same and similar before
starting the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d
try and which they wouldn’t. Review the
word Yummy.

LESSON 88
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 88 (Reading 17)/ TEXTBOOK MAIN SKILL FOCUS: Reading
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Present simple
for description; prepositions of place: from +
country
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global
Sustainability
CONTENT STANDARD LEARNING STANDARD
Main Skill: Reading Main Skill: Reading
3.2 Understand a variety of linear and non-linear 3.2.1 Understand the main idea of short simple
print and digital texts by using appropriate texts
reading strategies Complementary Skill: Reading
Complementary Skill: Reading 3.2.2 Understand specific information and
3.2 Understand a variety of linear and non-linear details of short simple texts
print and digital texts by using appropriate
reading strategies
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.58–59
 Teacher’s Book, p.92–93
Texts and pictures cut up, one set per group

LEARNING OUTLINE REMARKS

Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language to prepare pupils for Choose an item.
the lesson.
Lesson delivery Reflection
2. Follow the instructions for Warm up and  Numbers of pupils achieved the stipulated
Vocabulary (Teacher’s Book, p.92) learning objective: Click here to enter text.
3. Show the pictures from Student’s Book p.58  Follow up: 4 pupils were given extra
and elicit some details about them. Ask guidance/ Peer-to-peer assistance were
pupils about the kinds of food, where it given to 4 pupils.
might be from.
4. Pupils work in groups of four. Each group Remarks
has a set of texts plus pictures. They should Choose an item.
read the texts and match them to the
pictures.
7. Divide the texts between the pupils in the
group. Ask pupils to highlight/underline the
name of the food in one colour, the
ingredients in another colour and the
country in another.
8. Note that souvlaki (pronounced soovlakey)
is a kind of meat wrap.
5. Have all pupils with the same texts check
their answers together before returning to
their groups.
6. Draw a basic mind map on the board with
sections for country/ingredients/food. Ask
pupils to work together to write vocabulary
from the texts into the mind map they have
copied into their notebooks.
7. Ask pupils to open their Student Books at
page 58 and read the texts again. Ask some
of the suggested questions on Teacher’s
Book, p.92. Follow instructions for Activity
2, Teacher’s Book, p.93.
Post-lesson
8. Choose an appropriate post-lesson activity
from the list in the introduction that suits
your pupils’ needs and interests and that
will review the main areas covered in the
lesson.

LESSON 89
DATE : Tuesday, 1 January, 2019
TIME : Choose an item. - Choose an item.
LESSON: 89 (Writing 17)/ NON-TEXTBOOK
THEME: World of Knowledge
SUBJECT : ENGLISH LANGUAGE
CLASS : Click here to enter text.
MAIN SKILL FOCUS: Writing
LANGUAGE/GRAMMAR FOCUS: Present simple
 for description; prepositions of place: from +
country
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; Creativity
& Innovation
CONTENT STANDARD LEARNING STANDARD
Main Skill: Writing Main Skill: Writing
4.3 Communicate with appropriate language 4.3.3 Plan, draft and write an increased range of
form and style for a range of purposes in print simple sentences
and digital media Complementary Skill: Reading
Complementary Skill: Reading 3.2.2 Understand specific information and
3.2 Understand a variety of linear and non-linear details of short simple texts
print and digital texts by using appropriate
reading strategies
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.58
Computers for internet research or magazines or
selection of recipes
Pictures of different dishes around the world
Worksheet (refer to SOW)
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language to prepare pupils for Choose an item.
the lesson.
Lesson delivery Reflection
2. Ask pupils what they remember about the  Numbers of pupils achieved the stipulated
dishes from different countries. You could learning objective: Click here to enter text.
ask groups to quickly present one of the  Follow up: 4 pupils were given extra
dishes as a review for the whole class. guidance/ Peer-to-peer assistance were
3. Brainstorm some different dishes from given to 4 pupils.
around the world and use the pictures to
introduce the dishes on the worksheet (see Remarks
below). Note that these are suggestions, Choose an item.
which can be changed to suit your class.
4. Ask pupils to do the matching activity
(worksheet part A) in pairs.
5. In small groups, pupils choose one dish.
They should check online to find out what
the ingredients are.
6. As a plan for writing, pupils complete the
first sections of the worksheet part B. Then
they should write about a dish. They can use
the texts in the textbook (Student’s Book,
p.58) as models or refer to teacher’s model
on the board.
Post-lesson
7. Have some groups present their texts
and/or display them in the classroom. Ask
pupils which dishes sound yummy.
LESSON 90
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 90 (Lang. Arts 17)/ NON-TEXTBOOK MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends LANGUAGE/GRAMMAR FOCUS: Food
Vocabulary
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and
Innovation
CONTENT STANDARD LEARNING STANDARD
Main Skill: Language Arts Main Skill: Language Arts
5.3 Express an imaginative response to literary 5.3.1 Respond imaginatively and intelligibly
texts through creating simple action songs on familiar
Complementary Skill: Speaking topics. Other imaginative responses as
2.3 Communicate appropriately to a small or appropriate.
large group Complementary Skill: Speaking
2.3.1 Narrate very short basic stories and events
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Flashcards of food vocabulary
here to enter text. by Click here to enter text. Copies of the Food train chant (refer to SOW)
Worksheet (refer to SOW)
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Put food vocabulary flashcards on the board Gallery Walk
in this order
1. Line 1: sugar Assessment
2. Line 2: peas and pineapple Choose an item.
3. Line 3: coconuts and chocolate biscuits
4. Line 4: milk and flour Reflection
5. Line 5: cheese  Numbers of pupils achieved the stipulated
2. Point to the cards and ask pupils to say learning objective : Click here to enter text.
vocabulary items.  Follow up: 4 pupils were given extra
Lesson delivery guidance/ Peer-to-peer assistance were
3. Tell pupils that they are on a steam train given to 4 pupils.
which is carrying the food. Say that their
train starts slowly, gets faster, and finally Remarks
gives a whistle. Choose an item.
4. Ask pupils to stand up. Move your arms
slowly then gradually faster, to imitate the
rhythm of the train, and ask pupils to copy
you. Finish with the noise of the whistle.
5. Now say the Food train chant (see below) to
this rhythm, using the flashcards to help
pupils remember the words if necessary.
6. The stress on the words is very important
for the rhythm, and is underlined to help
you and the pupils. You can use hand or
body gestures to emphasise the stress,
movement such as jumping on a stressed
sound or whispering & shouting. This can
help less proficient pupils identify and
practice the stress patterns.
7. Practise two or three times until pupils can
 say the chant confidently. 6. Put pupils
into groups of 3–4. Ask pupils to practise the
chant.
Post-lesson
8. Ask groups to perform their chants for their
classmates.

LESSON 91
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 91 (Listening 18)/TEXTBOOK MAIN SKILL FOCUS: Listening
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Review of
present tense question forms
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Listening Main Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.2 Understand with support specific
contexts information and details of short simple texts
Complementary Skill: Listening Complementary Skill
1.2 Understand meaning in a variety of familiar Listening 1.2.5 Understand a wide range of short
contexts supported questions
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.59
Teacher’s Book, p.93
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language to prepare pupils for Choose an item.
the lesson.
Lesson delivery Reflection
2. Talk to pupils about the food they can see in  Numbers of pupils achieved the stipulated
the Student’s Book for Activity 3, p.59, using learning objective : Click here to enter text.
questions such as Are there any..?  Follow up: 4 pupils were given extra
3. Follow the instructions for Activity 3, guidance/ Peer-to-peer assistance were
Teacher’s Book, p.93. Encourage the pupils given to 4 pupils.
to respond in full sentences.
4. Write the questions on the board: a) Remarks
Imagine. What’s in your crepe? Choose an item.
5. b) What do you want for lunch
today/tomorrow? c) Mime. What are you
eating?
6. Ask pupils to write short answers to the
questions in their notebooks. They should
imagine an answer for questions a and c.
7. Erase the questions from the board. Have
pupils ask and answer the questions in
pairs. Note that they should mime for
question 3. Feed back by asking some pupils
to tell the class about their partner.
Post-lesson
8. Pupils reflect and write their learning
diaries.

LESSON 92
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 92 (Speaking 18)/TEXTBOOK MAIN SKILL FOCUS: Speaking
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Review of
present tense statements & question forms
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Speaking Main Skill: Speaking
2.1 Communicate simple information intelligibly 2.1.2 Find out about and describe basic everyday
Complementary Skill: Listening routines
1.2 Understand meaning in a variety of familiar Complementary Skill: Listening
contexts 1.2.5 Understand a wide range of short
supported questions
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.59
Teacher’s Book, p.93
Food flashcards
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language to prepare pupils for Choose an item.
the lesson.
Lesson delivery Reflection
2. Use flashcards to review questions by asking  Numbers of pupils achieved the stipulated
some higher then lower proficiency pupils learning objective : Click here to enter text.
about their food likes and dislikes.  Follow up: 4 pupils were given extra
3. Tell pupils you will ask some questions. guidance/ Peer-to-peer assistance were
They should write their answers in their given to 4 pupils.
notebooks. Answers – Yes, I do. / No, I do
not. Remarks
Questions: Choose an item.
Do you have pancakes for breakfast? Do you
like cheeseburgers?
Do you like yoghurt?
Do you have soup for dinner?
Do you want a crepe for lunch?
4. Follow the instructions for Activity 4,
Teacher’s Book, p.93.
Post-lesson
5. Choose an appropriate post-lesson activity
from the list in the introduction that suits
your pupils’ needs and interests and that
will review the main areas covered in the
lesson.
LESSON 93
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 93 (Reading 18)/TEXTBOOK MAIN SKILL FOCUS: Reading
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Review of
some and any statements
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill: Reading Main Skill: Reading
3.2 Understand a variety of linear and non-linear 3.2.1 Understand the main idea of short simple
print and digital texts by using appropriate texts
reading strategies Complementary Skill: Writing
Complementary Skill: Writing 4.2.5 Connect sentences using basic coordinating
4.2 Communicate basic information intelligibly conjunctions
for a range of purposes in print and digital media
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.61
Teacher’s Book, p.96–97
Food flashcards
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Follow the instructions for Warm up Gallery Walk
(Teacher’s Book, p.96).
Lesson delivery Assessment
2. Follow the instructions for Activity 1 Choose an item.
(Teacher’s Book, p.96). Have pupils read the
text before playing the CD. On this first Reflection
reading, ask pupils to read and tell you if  Numbers of pupils achieved the stipulated
they think they would like Tony’s pizza. learning objective : Click here to enter text.
3. Follow the instructions for Writing Tip  Follow up: 4 pupils were given extra
(Teacher’s Book, p.96). Have pupils write guidance/ Peer-to-peer assistance were
the sentences in full in their notebooks given to 4 pupils.
(from the sentence stems they completed in
the previous stage of the lesson). Remarks
4. Collect pupils’ writing to review it to get an Choose an item.
idea of their learning in this unit. Give some
corrective feedback, but avoid correcting
everything. Add positive comments.
Post-lesson
5. Choose between Optional 1 and Optional 2
(Teacher’s Book, p.97),

LESSON 94
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 94 (Writing 18)/TEXTBOOK MAIN SKILL FOCUS: Writing
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Modal verb
would + like
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language;
Creativity & Innovation
CONTENT STANDARD LEARNING STANDARD
Main Skill: Writing Main Skill: Writing
4.3 Communicate with appropriate language 4.3.3 Plan, draft and write an increased range of
form and style for a range of purposes in print simple sentences
and digital media Complementary Skill: Speaking
Complementary Skill: Speaking 2.3.1 Narrate very short basic stories and events
2.3 Communicate appropriately to a small or
large group
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.60
Teacher’s Book, p.94–95
tablecloths and/or cutlery for acting
Scissors
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Ask pupils if they go to restaurants / eat out Gallery Walk
sometimes. Ask them what their favourite
food/restaurant is. Ask them what they like Assessment
to drink, too. Choose an item.
Lesson delivery
2. Follow the instructions for Warm up, Reflection
Vocabulary and Grammar Box on Teacher’s  Numbers of pupils achieved the stipulated
Book, p.94. learning objective: Click here to enter text.
3. Follow instructions for Activity 1 (Teacher’s  Follow up: 4 pupils were given extra
Book p.95). Let pupils do a few role plays in guidance/ Peer-to-peer assistance were
groups, as suggested in the Teacher’s Book. given to 4 pupils.
4. Then ask pupils to write their scripts for one
role play. Each pupil should write their own Remarks
lines of the role play but encourage pupils to Choose an item.
work together and help each other.
5. Pupils practise the role play using the
scripts. Monitor closely and help pupils with
their writing and practicing. Remind pupils
to make changes to their writing if they find
mistakes or something they would like to
improve.
6. Set up a table and chairs at the front of the
classroom. Use a tablecloth and cutlery, and
any other props, if possible, to make it
realistic. Have pupils perform their role
plays to the class, this time without their
scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go
to and why.
LESSON 95
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 95 (Language Arts 18)/TEXTBOOK MAIN SKILL FOCUS: Language Arts
THEME: World of self, family and friends LANGUAGE/GRAMMAR FOCUS: Review of
some and any statements
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity &
Innovation; Values
CONTENT STANDARD LEARNING STANDARD
Main Skill: Language Arts Main Skill: Language Arts
5.3 Express an imaginative response to literary 5.3.1 Respond imaginatively and intelligibly
texts through creating simple action songs on familiar
Complementary Skill: Reading topics
3.3 Read independently for information and Other imaginative responses as appropriate
enjoyment Complementary Skill: Reading
3.3.1 Read and enjoy A1 fiction/non-fiction print
and digital texts of interest
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book, p.62–63
Teacher’s Book, p.98–99
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Talk to pupils about school competitions Gallery Walk
and ask them if they have ever taken part in
a competition or even won one. Assessment
Lesson delivery Choose an item.
2. Follow the instructions for Warm up
(Teacher’s Book, p.98). Reflection
3. Follow the instructions for Activity 1  Numbers of pupils achieved the stipulated
(Teacher’s Book, p.98–99). Ask pupils about learning objective : Click here to enter text.
Fay’s cooking skills at each stage.  Follow up: 4 pupils were given extra
4. Ask pupils to do a role play of a cooking guidance/ Peer-to-peer assistance were
competition. Pupils decide who will be the given to 4 pupils.
teacher, and others decide what they will
cook for the competition. Remarks
5. Give feedback on performance and focus on Choose an item.
common problems you found in the activity.
Post-lesson
6. Pupils reflect and write what they have
learned from this lesson into their diaries.

LESSON 96
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 96 (Language Awareness 5)/NON- MAIN SKILL FOCUS: Reading
TEXTBOOK
THEME: World of self, family and friends
TOPIC: Food, please!
CONTENT STANDARD
Main Skill: Reading
3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate
reading strategies
Complementary Skill: Speaking
2.1 Communicate simple information intelligibly
LANGUAGE/GRAMMAR FOCUS: Review of unit
language
CROSS-CURRICULAR ELEMENT: Language
LEARNING STANDARD
Main Skill: Reading
3.2.2 Understand specific information and
details of short simple texts
Complementary Skill: Speaking
2.1.1 Ask about and express basic opinions

LEARNING OBJECTIVE MATERIALS / REFERENCES

By end of this lesson, pupils will be able to Click Question and answers – cut up, one per pupil
here to enter text. by Click here to enter text. Worksheet (refer to SOW)
Self-assessment worksheet
Get Smart plus 3
Student’s Book p.64
Teacher’s Book p.100–101
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language and prepare pupils for Choose an item.
the lesson.
Lesson delivery Reflection
2. Mix up and hand out question and answer  Numbers of pupils achieved the stipulated
strips to pupils, one each. Ask pupils to learning objective : Click here to enter text.
mingle (walk around talking to different  Follow up: 4 pupils were given extra
pupils) to find a partner to match the guidance/ Peer-to-peer assistance were
question + answer. given to 4 pupils.
3. Write the questions on the board or show a
large copy of them all. Ask questions to help Remarks
pupils see the relationship between the form Choose an item.
of the questions and the answers (e.g. use of
do/there + be / the repetition of the verbs,
including contracted form of would).
4. Model the worksheet activity on the board
using an example. Explain the example if you
think it is necessary in addition to Stage 3.
Ask pupils to work individually on the
worksheet (see below) before checking their
answers with a partner.
5. Follow instructions for Optional activity on
Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have
learned in Unit 6 and how well they feel they
know the language now. They should
complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. Collect the worksheets from pupils and
review them to note pupils’ performance.