New lesson plan: What does your food say about you?

ashgan

What does your food say about you? - Elementary level

What does your food say about you?
Elementary level

Description

In this lesson, students learn about the countable and uncountable nouns.The lesson start with a discussion about what do you eat for breakfast, then it's followed by pre-teaching vocabulary, then we clarify the target language and do a controlled practice.Finally there is the freer practice with linguistic feedback.

Materials

New English File ( Student Book ).

New English File ( Teachers'book ).

Google Pictures.

New English File ( Student Book ).

New English File ( Teachers'book ).

Google Pictures.

Main Aims

To provide clarification of countable and uncountable nouns.

Subsidiary Aims

Revising food vocabulary.

Procedure (45 minutes)

Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

Showing the learners a couple of pictures of my breakfast and discussing with them each picture and get personalised.Then I will let them discuss in pairs about what do they eat in breakfast.Mean while I will be monitoring, then we will end the stage with open class feedback.

Pre-Teaching Vocabulary (0-5 minutes) • To provide them with new vocab that will be used in the languge clarification stage.

I'm going to provide them with food vocabulary that will help them during the language clarification stage by applying (ECDW). I will be eliciting the vocabulary with pictures. 1_ Lettuce 2_ Mushrooms 3_ creal 4_croissant 5_Toast

Languge Clarification. (0-10 minutes) • To draw students' attention to the target language and clarify it by using (MPF).

Before starting the clarification stage I will give(Q1a) in page 76. Then I will start giving them the language clarification stage by (MPF), I will start by asking them ' can I count apples'?, then I will drill from them (countable nouns), and by asking ' can I count butter'?,I will be drilling (uncountable nouns), and I will model and drill the nouns.At last write on the board with examples drilled from them.

Controlled Practice (0-5 minutes) • To concept check and prepare students for more meaningful practice

Firstly I will start with explaining the question to the learners,Then I will confirm my explanations with (ICQs)'are you going to answer individual or in pairs.Then the learners will start solving example (2a) in page 76 in pairs.One learner will be asking the questions and the other will be answering, and I will be monitoring them.Lastly I will be discussing their answers in open class feedback.

Semi-Controlled Practice (0-5 minutes) • To concept check further and prepare students for free practice

At first I will start by explaining the question to the learners, then the learners will be solving (Q2b), they will be matching the the people with the right basket and I will be monitoring.Then I follow with open class feedback.Then they will be solving (Q2C) individually and they will check their answers in pairs and I will be monitoring, lastly I will give them key answers to the question as a feedback.

Free Practice (0-15 minutes) • To provide students with free practice of the target language

At the last stage we have the freer practice with the linguistic feedback.The learners will discuss in pairs about the sentences in the basket. (A) will be forming some sentences from the the food in the basket and (B) will try and figure which basket is it.Mean while I will be monitoring them.If there is time I will make them switch (A is going to B and B is going to be A),then I will provide them with linguistic feedback.