| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English as second |
| What topic | Food |
| What length (min) | 30 |
| What age group | Year or Grade 6 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slides | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Grade/Year Level: Year 6
Subject: English as Second
Topic: Food
Lesson Duration: 30 Minutes
Curriculum Links:
Students will be able to:
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Warm-up Activity | 5 min | Ask students to name their favorite foods and discuss them in pairs. Share some responses as a class. |
| 2 | Vocabulary Presentation | 5 min | Introduce new food vocabulary using the whiteboard and marker. Go through the pronunciation and meanings of each word. |
| 3 | Vocabulary Practice | 10 min | In pairs, students use the new vocabulary words to describe foods they like/dislike and their eating habits. |
| 4 | Question and Answer | 5 min | In pairs, students ask and answer simple food-related questions using appropriate vocabulary and grammar structures. |
| 5 | Printable Cards Activity | 5 min | Distribute printable cards to students and instruct them to fill them out according to the prompt. |
| 6 | Checking of Printable Cards | 5 min | Collect or randomly check cards for completeness and accuracy. |
| 7 | Recap and Assignment | 5 min | Review what they have learned today and assign homework which will be checked in the next class without presenting it in front of the class. |
Complete the worksheet on food vocabulary and grammar structures.
Observation and checking of the printable cards and worksheet. Feedback will be given to students based on their participation and comprehension of the lesson.
(Say) "Good morning/afternoon, class! Today, we will be talking about food. So, to start off, I want everyone to name their favorite food and share with their partner why they like it. After that, we'll share some of your responses as a class."
(Say) "Now that we've discussed your favorite foods, let's learn some new vocabulary words related to food. Please take out your whiteboard and marker. The first word is 'vegetable,' (Write the word on the board) which means a part of a plant used as food. (Pause) Let's say it together, 'vegetable'. (Repeat the word together with the class) The next word is 'fruit,' (Write the word on the board) which means the sweet and fleshy product of a tree or other plant that contains seed and can be eaten as food. (Pause) Let's say it together, 'fruit'. (Repeat the word together with the class) The last word is 'dessert,' (Write the word on the board) which means a sweet dish eaten at the end of a meal. (Pause) Let's say it together, 'dessert'. (Repeat the word together with the class)"
(Say) "Now that we know the new vocabulary words, let's practice using them. In pairs, I want you to describe the foods you like and dislike using the new vocabulary we just learned. Also, describe your eating habits. You have 5 minutes. (Pause. After 5 minutes) Alright, let's hear some of your responses."
(Say) "Now, I want you to switch partners and ask each other simple food-related questions using the vocabulary and appropriate grammar structures we've learned today. You have 5 minutes. (Pause. After 5 minutes) Alright, let's hear some of your responses."
(Say) "Now, I want you to take out the printable cards that I handed out earlier. I want you to fill them out based on the prompt. You have 5 minutes. (Pause. After 5 minutes) Alright, you may pass your cards forward for checking."
(Say) "I will now collect your cards for checking. Please make sure that you have completed them accurately."
(Say) "We have learned a lot today on food vocabulary and grammar structures. Remember to complete the worksheet on food vocabulary and grammar structures for homework. I will check it in the next class without presenting it in front of the class. Thank you for your participation, class."
| -------- | ------ | | What is a vegetable? | | | What is a fruit? | | | What is a dessert? | | | Describe a food you like using the new vocabulary. | | | Describe a food you dislike using the new vocabulary. | | | Describe your eating habits using the new vocabulary. | | | What are some simple food-related questions you can ask someone? | |