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Food Lesson
basic level


In this lesson, students learn some new words through guided discovery based on a song and some pictures about food. The lesson starts with showing some pictures of food. Then, learning how to use them in a sentence via a speaking activity. This is followed by a song where students practise the new words. Finally, the students would learn a new compound letter.


Abc pictures handout, T.V, board

Main Aims

  • To provide clarification and practice of a handful of words about food and also production of a new compound letter

Subsidiary Aims

  • To provide students with an oral practice of fluency and accuracy while using the new words


Review (0-20 minutes) • To provide further practice for previous lessons

the teacher sticks some pictures on the wall and divide students into two groups of five and tells each group to stand in a line. Then, says a letter of alphabet and asks the first standing people of both lines to find the related picture that contains the letter and gives a positive to the person who has found the picture sooner as a reward Then, it is the second standing people's turn and the game goes on in the same procedure. Finally the positives of both groups would be counted and the group with more positives will be the winner. After that, the teacher plays a song from the previous lesson and asks students to sing and role-play it.

Engagement (20-21 minutes) • To set lesson context and engage students

the teacher shows students the pictures of food to convey the meaning

Study (21-35 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher shows the picture of each word to students and ask them whether they know the name of it or not. If not, the teacher produces the word her self and asks the students to listen and drill it.Then the teacher would provide them with the form of the word. The same procedure is followed for each word. The words are: APPLE, BANANA, CAKE, COOKIE, ICE CREAM, LEMONADE, ORANGE, SANDWICH After that the teacher asks students the name of each word to check their understanding.Then, the teacher tells them how to use it in a sentence by saying a personal example: I LIKE APPLES. After that, the teacher draws a picture of two girls on the board with a bubble above each of them including a question and its answer to teach them how to make a conversation: WHAT DO YOU LIKE? I LIKE APPLES

Activation (35-70 minutes) • To concept check and prepare students for more meaningful practice

The teacher asks students to say what they like. After that, the teacher would put them in groups of four and give them some cards with a name of a food on it and ask them to ask and answer what their friends like in their groups showing the card with the name of their favorite food on it to their friends. The teacher collects feedback. The teacher plays a song including the new words for students and ask them to listen. Then the teacher practises the song without its music with the students to make get used to its pace and new words. After that the teacher would play the song again and ask students to sing with it. She does it several times. Finally, the teacher collects feedback. After that, the students would be doing their workbook while listening to the song

Engagement (70-72 minutes) • To set lesson context and engage students

The teacher draws a picture of a chair and a man with a big stomach and tries to elicit the names.

Study (72-78 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher says that the compound letter "ch" sounds /ch/ and /k/ by using the pictures on the board and writing the name of each picture under it with the highlighted ch in words: /CH/ AS IN CHAIR, /K/ AS IN STOMACH Then, the teacher writes one line ch with its sounds on the board as an example and asks students to repeat.

Controlled-practice (78-90 minutes) • To concept check and prepare students for further practice

The teacher asks them to write four lines of the new compound sound in their notebooks

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