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October 2017 Grade: Snapshot-Elementary, Ed. Longman, 2001, Brian Abbs, Ingrid Freebairn, Chris Barker

The lesson plan aims to teach 6th grade students about food and drink-related vocabulary in English. It involves various activities including a crossword puzzle to familiarize students with new words, arranging scrambled sentences about foods, and answering questions to test their knowledge of food containers. Students are also asked to imagine creating a shopping list for cooking a class meal and writing the recipe for their favorite food. The plan utilizes group work and questions to engage students and reinforce the new vocabulary over its 50 minute duration.

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Alina Donici
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55 views

October 2017 Grade: Snapshot-Elementary, Ed. Longman, 2001, Brian Abbs, Ingrid Freebairn, Chris Barker

The lesson plan aims to teach 6th grade students about food and drink-related vocabulary in English. It involves various activities including a crossword puzzle to familiarize students with new words, arranging scrambled sentences about foods, and answering questions to test their knowledge of food containers. Students are also asked to imagine creating a shopping list for cooking a class meal and writing the recipe for their favorite food. The plan utilizes group work and questions to engage students and reinforce the new vocabulary over its 50 minute duration.

Uploaded by

Alina Donici
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

BACKGROUND INFORMATION

School: Școala Gimnazială Brateiu

Teacher: Costache Alina

Date: 27th October 2017

Level: 6th grade

Time: 50’

Number of students: 26

Textbook: Snapshot-Elementary, Ed. Longman, 2001, Brian Abbs, Ingrid Freebairn, Chris Barker;

Vocabulary: words related to food;

Location: the classroom;

Type of lesson: Communication and acquiring new knowledge;

Topic/Title: Food (and drinks)

Teaching point: Vocabulary related to food

Lesson aims: By the end of the lesson the students will be able to:

1. Anticipate the content of the text;


2. Extract the most important shopping vocabulary from certain texts;

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3. Identify details from written messages, key-information from authentic texts;
4. Complete the list of shopping with the right name of the container;
5. Work with knowledge acquired on food;

Teaching techniques: conversation, explanation, demonstration;

Aids/Materials: students, board, text-book, worksheet;

ACTIVITIES AND PROCEDURES

Stage Procedure Tasks Aims Interaction Time


(What the teacher does) (what the students do)
1. Warm-up The T tries to create a pleasant and Ss answer the T’s questions. The T-Ss 3’
comfortable atmosphere by means of Ss greet the T: Hello teacher! … Ss-T
routine conversation: Greetings, Oral is on duty. … is absent.
questions (Who’s on duty today? Who’s
absent? How are you today?).
2. Homework check The T asks the Ss to read and correct the The Ss read, check and correct T-Ss 5’
homework. the homework (if necessary). Ss-T
3. Checking acquired The T asks the Ss the following questions: Ss will answer the T’s questions A1 T-Ss 5’
knowledge  What “new food” products have and try to come up with proper Ss-T
you eaten for the first time in the answers. The T gives feed-back.
last three years?
 Are you a healthy eater?
 Do you buy ready-made processed
food? Why or why not?
 Do you like fast-food?

4. Preparing the The T will propose an activity: Shopping The Ss will participate active to A2 T-Ss 15’
students for the crossword. This asumes that the Ss will be the lesson and they will try to Ss-Ss
new information divided the class into 2 pairs, one team will solve as fast as they can the task. Ss-T
be named A and the other will be named B.

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The T will explain the they will be doing a
crossword together. Each student from team
A will receive a handout worksheet A and
every student from team B will receive a
handout worksheet B. The T points out that
team A knows all the down answers and
team B knows all the across answers.
Students take it in turns to give a definition
so that their partners can guess it. Then one
of the students will go to the blackboard
and write the correct word. The T explains
any unknown words and gives the
translation.
5. Specifying the title The Ss will receive 5 sentences that are The Ss will arrange the words in A3 Ss-Ss 5’
and the aims of the related to the part of the food category and sentences in order to obtain Ss-T
lesson the words are not in the correct order, and correct sentences.
the Ss in pairs will have to arrange the
words in order to obtain correct sentences.
Every pair will have different groups of
sentences.
 Meat, raw, no, like, one;
 Are, fresh, fruits, the;
 Chocolate, everybody, ice-cream,
loves;
 Eat, jelly, dinner, before, always,
you;
 Tasty, are, vegetables, raw;
6. Communication The Ss will have to complete some The Ss will try to answer as A4 Ss-T 5’
and acquiring new questions as quickly as they can. The quickly as they can the answers.
knowledge questions refer to names of the containers.
The teacher gives the feed-back.
 What is the name of the container in

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which we keep soup?
 Where do you keep the bread?
 Where do you preserve your
vegetables?
 In what do we buy milk?
 In what do we buy the soda?
 The candies are kept in…
7. Fixing and The T will give each student a blank piece The Ss must imagine what they A5 T-Ss 10’
systematizing new of paper and he will ask them to create a will need to buy to prepare food Ss-T
knowledge shopping list. They must imagine that they for the whole class.
will have to prepare a meal for the whole
class and they must go shopping.
8. Feed-back and The Ss must write the recipe of their Ss write on their notebook the T-Ss 2’
homework favourite food. task.

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Worksheet 1: Crossword puzzle

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