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The History of Sandwich
Elementary level


In this lesson, students are going to learn about the history of sandwich. First, they will watch a video about "Dagwood Sandwich" from Dagwood and Blondie cartoon. Then, they will practise some certain vocabulary with cut-ups. Thirdly, they will read -in order- for skimming, scanning and to get detailed infotmation. Finally, for freer exercise, they will image that they will open their sandwich bar, so they will talk to each other about their favourite type of sandwich(es)


Main Aims

  • To provide Ss with necessary vocabulary and skimming, scanning and detailed reading activities in the context of "The History of Sandwich"

Subsidiary Aims

  • To provide accuracy and fluency in their speaking in the context of "Sandwich" and let them use their speaking skill (esp fluency) in their freer exercise which is about their "imaginary sandwich" and "their sandwich bar"


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

- Show a video about "Dagwood Sandwich", and before the video, ask Ss whether they know Dagwood Bumstead and Dagwood Sandwich or not. "What did he put in his sandwich?" - Ss discuss with their partner O/C F/B

Pre-Reading/ Pre-Teach vocab (6-8 minutes) • To prepare students for the necessary vocabulary and for the text

-Tell Ss find a partner, give them cut-up vocabulary, tell them to match the words with the definitions in 2 min. T monitors. When they finish, first they check with the other group(s); then, T gives the answer key. -If needed CCQ or Drill the words. -T shows some pictures and make Ss guess about what they are going to read

While-Reading #1 (3-5 minutes) • To provide students with reading for skimming

-Ask Ss to look at the text and match the titles with the suitable paragraph alone in 1 min. - Then, they check their answers with their partner. O/C F/B

While-Reading #2 (5-7 minutes) • To get engaged students with reading for scanning

-Direct Ss to the next question which is about scanning the text. Tell them to find the names and some information about the names in the text in 3 min. -T monitors for delayed feedback. When they finish, Ss check with their partner. To get quick F/B, T gives an object to a student to answer the first question, then the S passes the object to the person who s/he nominates for the next answer. SS nominating F/B

While-Reading #3 (8-11 minutes) • To provide students with more challenging activity- detailed reading

-Group Ss with different partner. Ask them to look at the 3rd part which is related to the detailed reading. -Tell Ss to study with their partner to complete missing information from the text in 5 min. T monitors and also puts the answer sheet outside the class. When they finish their task, T chooses one student from each group and sends them outside to get the answer. Ss changes for each answer. Dictating F/B -T monitors for delayed feedback

Post- Reading (10-15 minutes) • To make Ss create follow-up activity for freer exercise

- Tell Ss to imagine that they are going to open a sandwich bar. Make them study in a group or at least in pair. Let them focus on their "imaginary sandwich" What kind of store will they open? What kind of food are they going to use in their sandwich? -After their preperations, Ss share their idea with the other group(s). -T monitors and gives delayed F/B

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