Ege Tuna Ege Tuna

Parts of Plants - Fruit & Vegetables
Strong A1 level


In this lesson students will learn about the parts of plants, related vocabulary, and some fruit and vegetables through educational games, pictures and realia.


No materials added to this plan yet.

Main Aims

  • To provide clarification and review of parts of plants in the context of food, fruit and vegetables

Subsidiary Aims

  • To provide gist reading practice using a text about basic information about edible plants in the context of food


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T introduces herself. T asks ss to put their books under their table. T explains the maracas rule (when you hear the sound, please stop what you are doing and look at me) T attaches the lesson plan on the board and gives a brief explanation (clarifying that the 4th step will be done if we still have time) T explains: "Now we will watch a video. What do you see in the video?" T gives ICQs (are we watching? yes, Are we talking? no) T plays the time lapse video T gets feedback (what did you see in the video?What was it?) T doesn't correct ss at this point.

Clarification - Word game (8-10 minutes) • To clarify the meaning and pronunciation of the target language

T hangs the A3 pictures on the boards. T divides classroom into two teams. T shows cut-outs and gives the first set of instructions through modeling (We are going to play a game. First look at the words and the pictures. you have 30 seconds.) T gives the second set of instructions through modeling (Everyone get a piece. You will race to match the words with the pictures. Are you ready? 1,2,3 go!) T monitors After the race t corrects mistakes through whole class feedback. T drills each word for pronunciation. T hands out the worksheet.

Exposure-Reading (3-5 minutes) • To provide context for the target language through a text or situation

T gives instructions ( I'm going to give you a reading text now. you have 2 minutes to read) ICQ: Are we writing? no, are we speaking? no, are we reading? yes ss read T observes from a distance T rings maracas to indicate time's up.

Controlled Practice -Matching (3-5 minutes) • To concept check and prepare students for more meaningful practice

T gives instructions (take 1 and pass it on) T hands out the matching activity T shows and gives instructions(you will match the sentences. you have 2 minutes) T monitors closely. T asks students to peer-check T gives the answer key if necessary. T gives whole class feedback

Semi-Controlled Practice - What is it? (8-10 minutes) • To concept check further and prepare students for free practice

T praises ss T gives instructions by showing what to do (first, I will read you sentences and then you will find the plant I'm describing and tell me) T hands out the worksheet T read, ss tell the answer T corrects pronunciation as the lesson progresses

Free Practice -Back up & homework (0-0 minutes) • To provide students with free practice of the target language

If we have time left: -ss will come to the board and try to draw their favourite plants/fruit/vegetables (pictionary) -t plays hangman with the vocab we used -ss will get up, mingle and talk about their favourite plants/fruit/vegetables in peers/groups. -we will talk about what we've just learned Homework: ss take a piece of paper as they go out. Write their names and draw their favourite fruit/vegetable/plant.

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