Let's go to the

supermarket!

Time: 45 minutes

Materials:
- Lecture slide: KE45 - Speak B - Unit 17 (2) - Let's go to the supermarket!
- Toys and crafts: Puppet, rewarding system (Kani image, carrot images etc or flexible)
- Flashcards
- Whiteboard and pen

General notes:
- Speed: For this level, speaking speed is really important. Teachers should speak
slower than usual. Speed will be decided based on the student's age, the younger the
slower. Speed will also depend on the students’ level.
- TPR: Using TPR is really important to motivate the student and using puppets,
flashcards, as required, will help motivate the student.
- Pronunciation: For ESL students, correcting pronunciation is really important and
teachers should correct during the class.
- The teacher should appraise the student or correct positively frequently.
- If the student cannot answer, the teacher can mouth then say out loud to help.
- If the student cannot concentrate, the teacher can use TPR or puppets.
-
!!! For Kyna Speak, students are NOT expected to write. Please make sure that the
student tool mode is off during class. It should be granted for students at some
activities mentioned in the LP. Instead, all answers should be given orally in full
sentences. Please pay attention to their use of English and pronunciation and fix their
errors during class.
Evaluate student performance after class (for teachers): Please spare five minutes to fill
in the performance evaluation for the student via Kynaforkids Teacher’s App. This is
compulsory in order to finish the class. Please be noticed that the form should be filled in for
each class within 24 hours.

TEACHING TECHNIQUES & TPR:

(2 mins)

1. Teacher : Hello, my name is ..................... . What's your name?

T (helps the student to reply): My name is .............................. .
- T: How are you?
T (shows their thumb up/down) I'm well/ happy/ sad?

2. Teacher introduces the rewards system

- T (switches to the whiteboard with the Kani image) This is our friend, Kani . When you do a
great job (point to the student and thumb up), Kani gets a carrot.

Please remember that one carrot should be given at the end of each activity and the number
of carrots should be summarized at the end of the lesson.
 Bingo game

(3 mins)

T says: Let's play a game called 'Bingo' together. You will have 2 minutes to look at the
pictures and tell me what they are. If you can identify the food and drink in the table in a
horizontal, vertical, or diagonal row will win the game and say aloud 'BINGO' (T should draw
the lines when saying to demonstrate)

S is expected to say in full sentences.

T prompts the sentence by circling the lemon and saying: For example, This is a lemon.
Then T signals S to keep going.

This activity helps determine at which level the student is: Beginner, Intermediate or
Advanced.
- If the student doesn't understand the game from the first time and needs a lot of
guidance during the activity, he/she is at the BEGINNER level. Please follow the
teaching instructions for the BEGINNER level.
- If the student needs little guidance during the activity, he/she is at the INTERMEDIATE
level. Please follow the teaching instructions for the INTERMEDIATE level.
- If the student wins 4 rounds without any help, he/she is at the ADVANCED level.
Please follow the teaching instructions for the ADVANCED level.
 Vocabulary

1 2 3

mango orange melon

4 5 6

pineapple cherry strawberry

4

(4 mins)

BEGINNER:

- T: Look! What are these? Now, you'll listen and repeat.

(Use TPR for "listen" & "repeat")

- T: mango - orange - melon - pineapple - cherry - strawberry

(circles each word then asks the student to repeat twice. T should pay attention to the
student's pronunciation and fix them when they mispronounce, using the back-chaining
techniques.)

- T asks the student to repeat in different ways to make it fun (quickly, slowly, quietly, loudly)

INTERMEDIATE & ADVANCED:

- T: Look! What are these? Now, you'll listen and repeat.

(Use TPR for "listen" & "repeat")

- T: mango - orange - melon - pineapple - cherry - strawberry

(circles each word then asks the student to repeat twice. T should pay attention to the
student's pronunciation and fix them when they mispronounce, using the back-chaining
techniques.)

- T asks the student to repeat in different ways to make it fun (quickly, slowly, quietly, loudly)
- Then T asks expanding questions:
What is this?
What color is it?
Do you like it?
Do you have these fruits after breakfast/ lunch/ dinner?
 Vocabulary

1 2 3

4 5 6

(4 mins)

T: Now. Listen to me and guess which fruit it is

It's a large fruit. It's green outside. => melon

It's a large fruit. It's yellow outside. It's sweet. => mango
It's a large fruit. It's orange outside. => orange
It's a large fruit. It's yellow inside. It's green outside. => pineapple
It's a small fruit. It's red. It shapes like a heart. => strawberry
It's a small fruit. It's red or black. => cherry
 Vocabulary

1 2 3

mangos oranges melons

4 5 6

pineapples cherries strawberries

7

(4 mins)

T teaches the plural forms of the taught fruit vocabulary.

BEGINNER:

- T: Look! What are these? Now, you'll listen and repeat.

(Use TPR for "listen" & "repeat")

- T: mangoes - oranges - melons - pineapples - cherries - strawberries

(circles each word then asks the student to repeat twice. T should pay attention to the
student's pronunciation and fix them when they mispronounce, using the back-chaining
techniques.)

- T asks the student to repeat in different ways to make it fun (quickly, slowly, quietly, loudly)

INTERMEDIATE & ADVANCED:

- T: Look! What are these? Now, you'll listen and repeat.

(Use TPR for "listen" & "repeat")

- T: mangoes - oranges - melons - pineapples - cherries - strawberries

(circles each word then asks the student to repeat twice. T should pay attention to the
student's pronunciation and fix them when they mispronounce, using the back-chaining
techniques.)
- T asks the student to repeat in different ways to make it fun (quickly, slowly, quietly, loudly)
- Then T asks expanding questions: Do you have these fruits after breakfast/ lunch/
dinner?
 Like ( ) and Don't like ( )

(4 mins)

T says: Let's choose the fruits that you like and don't like, then put them in the columns and
say aloud.

T models an example by saying: For example, I like oranges. I don't like strawberries. Now
your turn

BEGINNER:

T signals look and say 1 sentence.

INTERMEDIATE:

T signals S to look and say 2 sentences.

ADVANCED:

T signals S to put the fruits in the columns first by drawing lines.

Then asks S to say in full sentences.
 LET'S GO TO THE SUPERMARKET!

(4 mins)

T: Do you still remember how to use "let's"? Let's review how to use them!
T: Now, repeat after me " Let's go to the supermarket"
T: Now. Practice with me
T asks and st answers.

1. I am bored. I want to watch a movie => Where do we go? => CINEMA => Let's go to the
cinema.
2. It's time to learn => Where do we go? => SCHOOL => Let's go to school.
3. I am fat. I need to play sport => Where do we go? => SPORT CENTRE => Let's go to the
sport centre.
4. It's weekend. I want to play football => Where do we go? => PLAYGROUND => Let's go to
the playground.
 Are these...?

1 2

A: A:

B: B:

3 4

A: A:

B: B:

(4 mins)

T: Look at the pictures and role play, using 'Are these?'

T does an example first. T: Are these oranges? Then, T acts as Kani answering: Yes, these are
oranges.
T and S role play, change roles after each item.

*Suggested key:
T: Are these mangoes?
ST: No, these are not mangoes.
T: Are these melons?
ST: Yes, they are melons.
T: Are these cherries?
ST: No, these are not cherries.
 Role play
Ben: There's no fruit in the fridge, Mum.
Mum: OK. Let's go to the supermarket to buy some.

AT THE SUPERMARKET

Ben: Look, Mum! There are lots of fruits here. They are all red.
Mum: Yeah. The cherries are red.
Ben: Are these pineapples?
Mum: Oh no, pineapples are yellow. These are apples.
Ben: Oh, I forgot. The apples are red.
Mum: What fruits would you like to eat after lunch, Ben?
Ben: I like cherries.
Mum: I like apples. So let's get some cherries and apples.

* Extension: Let's unscramble the words to complete the sentences

3. A: these/ lemons?/ Are

1. drink/ Let's/ some orange juice/ lunch./ after _________________________?
__________________________________ . B: No, they are limes.
2. a/ make/ cake./ Let's/ strawberry 4. A: What colour are the mangoes?
__________________________________ . B: mangoes/ yellow./ The/ green/ or/ are
____________________________
12

(4 mins)

T says: Let's review structures through a role play. I'll be Mum and you will be Ben.
T and S read the conversation

Then T emphasizes on the sentences beginning with: 'Let's .......' to remind S the structure
Let's do something
Then T continues emphasizing on the sentences: 'Are these pineapples? , 'The cherries are
red', 'The apples are red' to remind S these structures.

Then T underlines each word and asks S to listen and repeat these structures twice.

BEGINNER:

After explaining, T and S do the role play again

INTERMEDIATE & ADVANCED:

After explaining, T and S do the role play again.

Then T guides S to do the extension part.

T can prompt the sentence by saying the beginning word and ask S to keep going

Answer key:
1. Let's drink some orange juice after lunch.
2. Let's make a strawberry cake.
3. Are these lemons?
4. The mangoes are green or yellow.
 Matching time
1

10

(4 mins)

T: Time for game. These are many fruits here but some of them are silhouettes. Can you look
at these and guess what fruits they are? Then, match to put them in the right group.

After that. T asks st to make the sentences with "This is - These are "

Answer:
1. This is a mango. => These are mangoes.
2. This is an orange. => These are oranges.
3. This is a melon. => These are melons.
4. This is a pineapple. => These are pineapples.
5. This is a cherry. => These are cherries.
6. This is a strawberry. => These are strawberries.
 Number the pictures

A B
No. They are lemons. That sounds good!

The melons are bigger and they

are usually green or yellow.

C D E
What fruits do we have
after lunch, Mum? Are these melons?
'Let's eat some
melons after lunch.

15

(4 mins)

T: Let's number the pictures to complete the conversation

BEGINNER:

T: Now, which picture will go first?

S: Picture D
T: Good job! Let's read it for me

T signals S to number and read the sentences

Then T and S read the conversation together

INTERMEDIATE & ADVANCED:

T: Now, which picture will go first?

S: Picture D
T: Good job! Let's read it for me

T signals S to number and read the sentences

Then T and S read the conversation together

Then T asks some questions about the conversation:

1/ What fruits do they have after lunch?
2/ Who is cooking?
3/ What fruit does the boy ask about?
4/ What colour are the melons?

Answer key:
1-D
2-C
3-B
4-E
5-A

1/ They have some melons after lunch.

2/ Mum is cooking.
3/ He asks about limes.
4/ They are yellow or green.
 Let's colour together!

A B C

12

(4 mins)

Please be noted that S is expected to answer in full sentences. Teacher can prompt the
answer if the student provide one-word answers.

T says: It's time to colour the pictures.

We will have lunch together. Let's choose the food/ drink/ fruit items that you want to have for
lunch
T: Look at row 1, which one do you want? bread or a pizza or a sandwich?
S: I want ....
T: So what colour do you like for <food item>?
S: I like <colour>
T: OK. Let's colour it <colour> together!

Wordlist:
Row 1: bread, pizza, burger
Row 2: meatballs, fish, ham
Row 3: milk, lemonade, orange juice
Row 4: donut, cookie, ice cream
Row 5: banana, pineapple, cherries

BEGINNER: T asks S about the 2 first rows

INTERMEDIATE: T asks S about the 3 first rows

ADVANCED: T asks S about 5 rows

(1 min)

Teacher summarizes no of carrots being achieved today, appraises the student and says
goodbye.