New lesson plan: Eating Out Unit 5 Lesson 1

Jenelle Pamela Roxas-Lega

Eating Out Unit 5 Lesson 1 - Year 3 level

Eating Out Unit 5 Lesson 1
Year 3 level

Description

(Period 1) This lesson is designed to introduce and practice food vocabulary and simple question-answer patterns. Students will engage in a variety of fun and interactive activities to reinforce language learning.

Materials

No materials added to this plan yet.

Main Aims

Students will be able to use the target vocabulary (milkshake, noodles, pancakes, pasta, salad, sandwich, sauce, vegetables) and structures (Do you like…? Yes, I do. / No, I don’t. What about you?) in meaningful conversations.

Subsidiary Aims

Students will develop listening comprehension skills. Students will improve their pronunciation and intonation. Students will enhance their confidence in speaking English.

Procedure (28-35 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Greeting Song: Sing a simple greeting song to energize the students and set a positive tone for the lesson. Quick Review: Review previously learned vocabulary related to food, such as fruits and drinks. Use flashcards or real objects to elicit responses from the students.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Picture Story: Show pictures or a short video clip of people eating different foods. Ask questions to guide comprehension: What are they eating? Do you like to eat...?

Highlighting (2-3 minutes) • To draw students' attention to the target language

Vocabulary Focus: Introduce the new vocabulary words using flashcards or real objects. Structure Focus: Model the target structures using clear pronunciation and intonation. Use simple examples: Teacher: Do you like pasta? Teacher: Yes, I do. / No, I don’t. What about you?

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Divide the class into two teams. One student from each team comes to the front. The teacher whispers a food item to the student. The student acts out the food item without speaking. The first team to guess the correct food item gets a point.

Controlled Practice (9-10 minutes) • To concept check further and prepare students for free practice

Divide the class into two teams. The teacher asks questions about food preferences: Do you like pizza? What about hamburgers? The first team to raise their hand and answer correctly gets a point. For added fun, use a timer to limit response time.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

“Food Preferences Survey” Pair up the students. Students take turns asking each other about their food preferences using the target structures. Encourage students to use the new vocabulary words in their conversations. Monitor the pairs and provide feedback and support as needed.