LESSON PLAN

GRADE: IIIrd
NUMBER OF STUDENTS: 29
DATE: 18.05.2017
TIME: 50 min
TEXTBOOK: Fairyland 3
UNIT/ TOPIC: 11a Lunchtime!
TYPE OF LESSON: Vocabulary and grammar/Teaching learning
LESSON AIMS:
 to motivate Ss to talk about meals and food (likes and dislikes)
 to introduce telling the time
LESSON OBJECTIVES: by the end of the lesson the students will be able to:
 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
DIDACTIC STRATEGIES:
a)methods and skills:
 conversation, exposition, explanation, individual, pair, group, whole class work, all skills.
b)materials and aids:
 the 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
 LESSON PLAN

Warm-up
Activity 1
Aims:
 to create a pleasant atmosphere
 to check homework

PROCEDURE INTERAC- TIMING GROUPING SKILL

TION FOCUS
T greets and marks the absent Ss, if any.
T checks homework.
T corrects their answers if necessary. T - Ss 5 min Whole class Speaking

Lead – in
Activity 2
Aims:
 to introduce new words related to food
 to intoduce the meals of the day
 to introduce telling the time
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 T pins up the 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 - Ss 5 min Whole class Speaking

 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
 LESSON PLAN

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.

Pre - listening
Activity 3
Aims:
 to create a pleasant atmosphere;
 to raise interest in the listening activity
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 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 has the pupils repeat
chorally.
Ss open their books, read the title of the unit and write in their T - Ss 5 min Whole class Speaking
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.

While - listening
Activity 4
Aims:
 to listen to confirm expectations
 to listen for specific information
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 LESSON PLAN

 T writes on the board:

1. Harry doesn’t like tomatoes. T - Ss 5 min Individual Listening
2. Mona likes eggs. work Speaking
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.

Post listening
Activity 4
Aims:
 to check understanding of the listening exercise
 to practise pronunciation
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 T reads out phrases from the dialogue and asks individual pupils to
tell the class who said them. T - Ss 5 min Whole class Reading
Ss come up with answers. Speaking
Then Ss take roles and read out the dialogue.

Presentation and practice

Activity 5
Aims:
 to present the present simple (likes and dislikes)
 to practise expressing likes and dislikes concerning food in the affirmative, negative and interrogative (semi-controlled practice)
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 T points to the carrots on the poster, says and then writes: I Iike
carrots. Yummy! T underlines I like and explains its meaning.
Ss repeat, chorally and individually. T – Ss 6 min Whole class Speaking
 LESSON PLAN

 The T follows the same procedure to present all the other persons 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. Yuk! 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 - Ss 4 min Individual Speaking
work
 T gives Ss handouts (Find someone who..) with food items written
on and explains that they have to walk around the classroom and ask
their classmates: Do you like…? The Ss fill in the names of the Ss
they asked and report back to the class.
Ss walk around the classroom and ask questions using the given
food items and then report to the class.

Pre -, while - listening

Activity 6
Aims:
 to listen to confirm expectations
 to listen for specific information
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 LESSON PLAN

 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 T – Ss 5 min Individual Listening
their notebooks and then checks their answers. work Speaking
Ss listen to the cd and complete the task and report to the class.

Post listening
Activity 7
Aims:
 to practice the new vocabulary – meals of the day
 to practice telling the time
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 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 S–S 5 min Pair - work Speaking
turns.
Ss ask and answer questions and then report to the class.

Free practice
Activity 7
Aims:
 to create a relaxed, fun atmosphere
 to write food words (Bingo game)
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
 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 T – Ss 8 min Individual Listening
search for the written word and cross it off. The game continues until work Writing
a S calls out “Bingo!” This S is the winner. Ss can only call out
 LESSON PLAN

“Bingo!” when they have crossed out five squares in a row vertically,
horizontally, or diagonally.

Evaluation
PROCEDURE INTERAC- TIMING GROUPING SKILL
TION FOCUS
Teacher sums up the lesson and evaluates students’ work by giving T - Ss 2 min Whole class Speaking
grades to those that were really active and pluses to those that were less
active.

Assigning homework

PROCEDURE INTERAC- TIMING GROUPING SKILL

TION FOCUS
T asks the Ss to do ex.1,2/p.74 and ex. 3, 4/p.75 from the Activity book. T – Ss 2 min Whole class