Daily Lesson Plan:

Unit 2, Lesson 6: Meals and Table Manners

Teacher Sîle Liliana

Date 20.09.2021

Grade VI –A

Topic/Unit/Lesson Unit 2, Lesson 6: Meals and Table Manners

Type of the lesson mixed

Time 45 min

AREA COMPETENCES:
C Pragmatic 2.4 Producing a simple message with appropriate fluency, stress, intonation and sense group.
O
(spoken interaction) 2.6 Maintaining a conversation on food in Moldova using pragmatics of turn-taking, nominating topics, expressing agreement and disagreement.
M
Communicative
M 3.2 Following instructions on the topic given in written form.
U (listening, reading,
3.3 Identifying the main ideas in the text.
N
written interaction)
I 4.3 Using words (phrases, sentences) and simple forms to describe the students’ personal information in the context of food.
Linguistic
C 4.5 Completing a fill-in-the-gap paragraph on the topic ‘food’which some words have been omitted.
A (grammar, phonetic)
Grammar: Using the expressions “some” and “any” correctly in context.
T
I
V
E

Learning Objectives ● To express their opinions on meals and table manners by answering teachers' questions.
● To get acquainted and practice new vocabulary on meals and table manners.
● To practice the use of “some” and “any” in real life scenarios.
● To compare the accepted table manners and norms of two different cultures.

Materials and Equipment Powerpoint Presentation (PPT), Computer, Television, HDMI Cord (HDMIC), Textbooks, Flipchart Paper, Dialogue Text, Markers, Chalk, 15 slips of paper with the “do’s and don’ts” of table manners, Box, Apple, Fork, Napkin

Lesson Stages
Lesson stage/ SC Time Teacher’s Activity Pupils’ Activity 1. Methods Skills to be evaluated/
Materials 2. Techniques Evaluation
3. Forms of activity
I. Elicitation 2.4 2 min (Get Students Involved-Activate Background knowledge) (Get Students Involved-Activate Background knowledge) 1. Methods: Listening
Materials: 3.2 5 min 1. Opening 1. Opening Communicative Speaking
● Box 4.3 3 min -Good morning,pupils.How are you today? Students respond to teachers’ questions and express their feelings and activities Audiolingual Speaking
● Apple 2.4 What interesting things did you do during your weekend? regarding their past weekends. 2. Techniques: Reading
● Fork 2.6 2. Work with Homework: 2. Work with Homework: Games Listening
● Napkin 2.4 The homework for today was to write invitations to a dinner party. The students present their homework in front of the class. Brainstorming Speaking
2.6 3. Warm up activity 3. Warm up activity Suggestopedia
3.2 ● Game: What is in the box? The children try to guess which object is in the box after being given the description 3. Forms:
4.3 ○ Apple (hints) by the teacher. Group work
■ Round; Different Colors; Comes from a tree; We eat them Individual work
usually in autumn; They are a symbol of school
○ Fork
■ We use it to eat; We use it everyday; It has pointed tips
○ Napkin
■ It is a piece of paper or tissue; We use it clean ourselves; We use
it at mealtime

VOCABULARY

II. Realization of
Sense/
Information
Materials:
● PPT
● Computer
● Television
● HDMIC
● Textbooks
3.2 2 min Presentation of the new vocabulary (Introduce new vocabulary) 1. Methods: Reading
Powerpoint presentation with the English words and photos: Students will listen to the teacher read the new words from the PowerPoint slides, Communicative Writing
● Beef write down the new words in their notebooks, and will repeat the new words after the Audiolingual Listening
● Crisps teacher two times through. 2. Techniques: Speaking
● Marmalade Exercises
● Toast 3. Forms:
● Mutton Whole class work
● Roll Individual work
● Food
● Meal
● Sausage
● Snack
● Cereal
● Watery
III. 3.2 2 min Practice of the new vocabulary (Practice new vocabulary) 1. Methods: Writing
Reflection/ Present photos and have students guess the corresponding vocabulary words. Guess the English words to the photos presented on the screen. Communicative Listening
Practice Audiolingual Speaking
Materials: 2. Techniques:
● PPT Brainstorming
● Computer Matching
● Television 3. Forms:
● HDMIC Whole class work
● Textbooks

IV. Extension/ 3.2 3 min Production of the new vocabulary (Apply new vocabulary in class) 1. Methods: Reading
Application 4.5 Students fill in the blanks to the given sentences presented on the PowerPoint. Students fill in the blanks to the sentences presented on the PowerPoint. Communicative Writing
Materials: Audiolingual Listening
● PPT ● My father likes meat except (beef) and (mutton). ● My father likes meat except _______ and ________. 2. Techniques: Speaking
● Computer ● In the morning, English people eat (toast) and (marmalade). ● In the morning, English people eat _______ and ___________. Exercises
● Television ● Children adore eating (crisps). ● Children adore eating _______. Fill-in-the-blanks
● HDMIC ● My favourite (food) is chicken with vegetables. ● My favourite ______ is chicken with vegetables. 3. Forms:
● Textbooks ● When Andy goes to his football club, he takes a quick (snack) ● When Andy goes to his football club, he takes a quick ________ with Whole class work

with him. him. Individual work

GRAMMAR

II. Realization of 3.2 1 min Presentation of grammar (Revise previous grammar) 1. Methods: Reading
Sense/ Teachers will revise the grammar structure “any” and “some” by presenting the Students will revise the grammar structure “any” and “some” by listening to the Direct Writing
Information rules for the structure on a PowerPoint slide. instructor, taking notes and asking questions. Grammar translation Listening
Materials: 2. Techniques: Speaking
● PPT Brainstorming
● Computer 3. Forms:
● Television Whole class work
● HDMIC Individual work
● Textbooks

III. 2.4 2 min Practice grammar (Practice revising previous grammar) 1. Methods: Writing
Reflection/ 3.2 Teachers will present a dialogue to the class, and have the students listen for Students listen to the teachers present the dialogue, then record in their notebooks Communicative Listening
Practice 3.3 the use of the words “some” and “any”, then take notes of which nouns the when the words “some” and “any” are used. These words will then be applied to the Audiolingual
Materials: 4.5 words “some” and “any” are applied to in their notes. next activity. Competency-based
● PPT The teachers will then display the dialogue in front of the class on a piece of The students will then complete the fill-in-the-blank spaces existing in the dialogue 2. Techniques:
● Computer flipchart paper with fill-in-the-blank spaces. Based on their notes from the with the words “some” or “any” as a class. They will use both their notes from the Dictation
● Television dictation, the students will fill-in-the-blanks existing in the dialogue with the previous activity and pre-existing knowledge to complete this task. Brainstorming
● HDMIC words “some” or “any”. Dialogue
● Dialogue Katie: “Is there _______ bread?” Fill-in-the-blank
Text Katie: “Is there any bread?” Liliana: “Yes, there’s _______ bread. Oh no, it’s an old sock! There isn’t _______ 3. Forms:

Liliana: “Yes, there’s some bread. Oh no, it’s an old sock! There isn’t any bread in here.” Individual work
 bread in here.” Katie: “Are there _______ vegetables?”
Katie: “Are there any vegetables?” Liliana: “No, but there’s _______ fruit. There are _______ apples and bananas. Look
Liliana: “No, but there’s some fruit. There are some apples and bananas. Look -- there’s some cheese, too!”
-- there’s some cheese, too!” Katie: “Yum. Cheese is my favorite. May I have _______?”
Katie: “Yum. Cheese is my favorite. May I have some?” Liliana: “Yes, you may have _______.”
Liliana: “Yes, you may have some.” Katie: “Thank you.”
Katie: “Thank you.”

IV. Extension/ 2.4 5 min Production of grammar (Apply previous grammar in class) 1. Methods: Reading
Application 3.2 Present T-Chart with “some” and “any” for each column. Have students take Students will complete the T-Chart by writing the words they recorded from the Communicative Writing
Materials: 4.5 turns coming to the board and completing each column by writing the dialogue into the appropriate columns. They will then add their own ideas to the Audiolingual Listening
● Flipchart appropriate words for each column from the dialogue. Then teachers will ask chart. Competency-based Speaking
Paper students to add their own words to the chart. 2. Techniques:
● Markers Brainstorming
● Dialogue T-Chart
Text 3. Forms:
Whole class work

READING

II. Realization of 2.4 5 min (Introduce new text) Pre -reading (Introduce new text) Methods: Reading
Sense/ 3.2 ● The teacher will introduce text “English Food and Meals” on ● Students will open their books to page 34 to the text introduced by the Communicative Listening
Information page 34. teachers: “English Food and Meals”. Audiolingual Speaking
Materials: While-reading ● Students will pop-corn read the text. Direct
● PPT What is the text about? ● Students will then listen to the teacher read the text again. 2. Techniques:
● Computer ● Teachers will ask students to pop-corn read the text. Exercises
● Television ● The teacher will read the text again Text
● HDMIC . Pop-corn reading
● Textbooks 3. Forms:
Whole class work

III. 2.4 3 min Post-reading (Review content and comprehensiveness of the text) 1. Methods: Reading
Reflection/ 3.2 Teachers ask students to complete Exercise 3 on page 35 about the text ● Students complete Exercise 3 on page 35 about the text in pairs. Communicative Writing
Practice in pairs. ● Review as a class. Audiolingual Listening
Materials: ● Review as a class. 2. Techniques: Speaking
● PPT Exercises
● Computer 3. Forms:
● Television Pair work
● HDMIC Whole class work
● Textbooks
IV. Extension/
Application
Materials:
● PPT
● Computer
● Television
● HDMIC
● Textbooks
● 15 slips of
paper with the “do’s and
don’ts” of table manners
● Chalk
2.4 10 min (Apply activity about meals and table manners from the text and previous (Apply activity about meals and table manners from the text and previous 1. Methods: Reading
2.6 knowledge) knowledge) Communicative Writing
3.2 ● The teacher gives each group (5 groups total) 3 slips of paper ● Students will remain in their groups based on their clustered seating, Audiolingual Listening
3.3 with a “do” or “don’t” rule pertaining to table manners. then will follow the teachers’ instructions regarding the following activity. Competency-based Speaking
4.3 ● The teacher instructs the groups to work together to determine ● Each group of students will receive 3 slips of paper with a “do” or 2. Techniques:
4.5 whether the rule is a “do” or “don’t”. “don’t” rule pertaining to table manners. Exercises
○ Meanwhile, a T-Chart is prepared on the board, separated into ● After the teachers are finished giving guidelines, in groups, the students T-Chart
two columns and labeled “Do’s” and “Don’ts”. will determine whether their 3 rules are a “do” or “don’t”. 3. Forms:
● After the students appear to be finished, the instructor will direct ● After each group is finished, the students will wait to be called on by Group work
the students to present the rule to the class and have them place the rule on a T- the instructors to place their rules in the appropriate column of the T-Chart. Whole class work
Chart separated into “Do’s” and “Don’ts”. ● After chart is completed, students will come to the board and circle
● After the chart is completed, have students come to the board and which rules apply to their homes, and will then engage in a discussion about these
circle which rules apply to their homes, and discuss these differences as a class. differences as a class.

Homework 2.4 2 min (Apply and consolidate new material introduced in class through homework assignments)

3.2 Circle all that apply: vocabulary grammar, text, reading, writing, listening, speaking
Homework assignment:
● Students will create a side-by-side illustration of a British table setting, and American table setting and a Moldovan table setting. These illustrations must be:
● On one sheet of paper
● Have each item should be labeled in English
● Prepared to be presented the following class
● Completed fully and added to portfolios

Teachers’ Quick Outline

Activity Time

Introduction: 10 minutes
● Opening (2 minutes)
● Checking homework (5 minutes)
● Game (3 minutes)

Vocabulary 7 minutes
● Learning (2 minutes)
● Repeating (2 minutes)
● Activities (3 minutes)

Text 8 minutes
● Reading (5 minutes)
● Activities (3 minutes)

Grammar 8 minutes
● Revising (3 minutes)
● Activities (5 minutes)

Group Activity 10 minutes

Assigning Homework 2 minutes